“Art and Design is not just a subject to learn, but an activity that you can practice: with your hands, your eyes,  your whole personality”.

(Quentin Blake, Children’s Laureate)

TBS has a fine Art and Design tradition with an excellent range of materials available for students to use. In all Key Stages children are encouraged

• to use their observational skills leading to their own production of 2D and 3D art works.

• to  work creatively using their imagination and their own lines of enquiry.

• to use art as a means of understanding and responding to the world.

• to appreciate and enjoy the visual arts in order to enrich their lives.

Art and Design Curriculum

In the primary years, children are encouraged to develop:

• an understanding of the qualities of different materials and processes.

• spatial, visual and aesthetic awareness and appreciation.

• creativity, imagination and enquiry.

• critical skills using a wide variety of materials and techniques.

• an appreciation of their own art and that of other artists and cultures.

• an understanding that the process is as important as the outcome.

Samples of the children’s art work can always be found on display within classrooms and throughout the whole school. These illustrate the quality and variety of work, celebrate achievement and also provide a stimulus and inspiration for further learning.

“Music is the most universal of all the arts. Ask any person in any city in any country what their favourite music is, and they’ll always have an answer. So treasure music and keep it with you always.”   

(John Suchet, Newscaster)

Music brings people together. It helps us understand ourselves and to relate to others. It changes the way we feel, think and act.

At The British School music is an integral part of our curriculum. All classes, from Reception thought to the end of Key Stage Three have a weekly music lesson which is taught both by music specialists and class teachers. Our music department is well equipped with a variety of musical instruments from around the world and priority is given to hands on musical activities where children have opportunities to work individually, in small groups and in a whole class. As well as our main music room, we also have a number of practice rooms available for use.

Throughout the school our programme focuses on performing, composing, listening and appraising and links to other curriculum areas are made whenever possible.

Musical performances are a regular part of our weekly Family Assembly and the school organises regular musical evenings where our young instrumentalists have the opportunity to perform to an audience. Both Primary and Secondary have their own choirs which also perform regularly both at school and in the wider community.

We also offer specific individual instrumental tuition from specialist teachers in a variety of instruments as after school activities. These sessions are extremely popular and give the students both an opportunity to take tuition, and to play together in a variety of groups and ensembles.

“Design, correctly harnessed, can enhance life, create jobs and make people happy - not such a bad thing.'

(Paul Smith)

Design and Technology Curriculum

Children work in three broad areas - resistant materials (wood, card and plastic), food technology and textiles.  These areas are linked by a common 'Design Process' involving setting a design brief, carrying out research and evaluation of existing products or objects, designing or producing ideas, modeling ideas, making the product and evaluating their own work.

In Key Stage One children build on their early experiences of investigating objects around them by being taught to think imaginatively, to talk about what they like and dislike when designing and making and exploring how familiar things work. They learn how to make things safely using a range of tools, materials and techniques.  Children are encouraged to communicate their ideas through sketching, writing and talking.   Where appropriate, they use Information and Communication Technology to support their Design and Technology work.

In Key Stage Two the children consolidate and develop these early skills and the knowledge acquired in Key Stage One. They learn to work on their own and as part of a team on a range of designing and making activities, working with tools and equipment, materials and components to make their final products. The activities range from sewing pencil cases to creating shelters and cooking biscuits. Once again children use Information and Communication Technology in their work when appropriate.

“The value of English in the curriculum? What can I say? Without English, nothing. And without good English, nothing very well.”

(Anne Fine, Author)

English lies at the heart of the school and of the curriculum. In a multi-national environment, our first priority is to ensure that every child can communicate effectively both verbally and in writing. Above that baseline, we want every child to be an avid and discerning reader; an articulate talker; a sympathetic listener; and a confident writer, flexible enough to respond to the demands of different styles, purposes, and audiences.

At TBS our children are encouraged to:

§         read widely for information and for pleasure

§         read with increasing understanding, perception and critical awareness

§         write fluently, energetically and with commitment

§         develop their imaginative and creative powers

§         explore their own lives and the lives of others through literature.

§         explore the art of the writer and how meaning is linked with style

§        listen attentively, speak fluently, discuss intelligently and appreciate the viewpoints and beliefs of others

§        perform for audiences, from assemblies through to the annual Christmas  Production and the school play

§       see themselves as writers and to have the confidence to express their views in writing.

English Curriculum

§         Very young children are taught to listen attentively and express themselves freely through games, music and role-play. They are taught to develop a basic sight vocabulary together with phonic skills

§         Various reading schemes are used to teach reading. Children are encouraged to read widely for enjoyment both in school and at home.

§      The importance of a comfortable and legible handwriting style is recognised and permeates the whole curriculum

§         The standards achieved are high in both the end of Key Stage One and Key Stage Two tests

§         By the end of Key Stage Two children will have had experience of writing in a range of styles adapting their language to suit the needs of their readers

“Learning another language is part of making the civilized world go round, so start early”

(Sir Peter Parker, Chair, DTI National Languages for Export Campaign)

French and Nepali are the modern foreign languages offered as part of the curriculum at TBS. There are opportunities to study a range of other languages to examination level but these are largely through self study programmes or with a tutor.

At TBS children start learning French and Nepali in Year 5. Thereafter students generally have the choice of studying either French or Nepali. Initially the focus is on children using the language for practical communication whilst having.

Learning a modern foreign language is an essential element of our curriculum through Key Stages Two, Three and Four because it offers the opportunity for our children  

• to understand and appreciate different cultures, countries, people and communities.
• to learn to manipulate language and so gain a greater insight into their own languages.
• to build up their opportunities for living, working and travelling abroad.
• to experience a stimulating intellectual challenge which is worthwhile in itself.

The majority of modern foreign language teaching takes place in the Languages room in the Secondary Section which is equipped to deliver a variety of lessons. Students also have access to the nearby ICT suite. The broad curriculum aims of the modern languages team are:

• to enable pupils of all abilities to understand and use their foreign language effectively for practical communication, which includes listening, speaking, reading and writing.
• to provide a foundation for further study.
• to develop the ability to analyse the languages studied and, from that, to develop a greater awareness of their own language.
• to promote learning skills of a more general application, e.g. memorising, drawing of inferences, analysis etc.
• to encourage positive attitudes to foreign language learning and to speakers of foreign languages, a sympathetic approach to other cultures and civilisations, and to counter prejudice.
• to equip pupils with sufficient competence to interact with native speakers and to travel abroad.

In Key Stage Four either French or Nepali can be chosen as an examination subject. Students are prepared for either IGCSE French (Cambridge Syllabus 0520) or  O’ level Nepali (Cambridge Syllabus 3201).

 In Key Stage Five,  French can also be studied as an examination subject.  Students are prepared for AS French in Year 12 (Cambridge Syllabus 8682) leading on to A2 French at the end of Year 13 (Cambridge Syllabus 9716).  The course involves the discussion and consideration of a wide range of topics using the four language skills of listening, speaking, reading and writing.

“It is arrogant to assume that we can get by in English or that everyone else will speak our language. Learning a foreign language is polite, demonstrates commitment – and in today’s world is absolutely necessary” (Sir Trevor McDonald)

“What is our knowledge worth if we know nothing about the world that sustains us, nothing about natural systems and climate, and nothing about other countries and cultures?”

(Jonathan Porritt, an environmentalist)

At The British School, Geography is an important part of the curriculum throughout all Key Stages. We are lucky that our host country is so interesting in geographical terms for students (and teachers of Geography for that matter!). Nepal is a country where the elevation ranges from near sea level to the highest point on earth, making Nepal a fascinating place to study physical geography. The study of human geography is enhanced by the fact that Nepal has been described as the ‘ethnic turntable of Asia’.

At TBS we adapt the English National Curriculum allowing students to develop the geographical skills that are taught in the UK, while remaining relevant to students in an international context. These skills include aspects of presentation, interpretative skills and map skills. ICT is widely used in teaching geography. All students carry out and enjoy appropriate aspects of fieldwork which allow us to take Geography outside the classroom. Regular trips include a river study in the jungles of Southern Nepal, trips to the Kathmandu Valley rim and adjacent valleys and a settlement enquiry in Kathmandu city centre.

 

Geography Curriculum

In the early years, we develop the children’s sense of place starting with their immediate environment, the school, and progressing to the vicinity of the school in Key Stage One.  We encourage children to ask questions such as What is this place like? and teach them the vocabulary needed to answer such questions. As the children get older, the geographical themes of weather, water, mountains, settlement and environmental issues are taught through the context of particular places. Children are encouraged to identify similarities and contrasts between places, such as Nepal and Europe by asking questions such as Why is it like it is?  How is it changing?

Throughout the Primary Section children develop their awareness of how people affect their environment and how their environment affects their lives particularly in the context of Nepal.

“How do you know who you are unless you know where you’ve come from? How can you tell what’s going to happen, unless you know what’s happened before? History isn’t just about the past. It’s about why we are who we are-and about what’s next.”

(Tony Robinson, writer and actor)

History is a subject which fires children’s curiosity. It introduces them to different times, different attitudes and different norms. Through history children can study a range of human experiences and understand more about their role as members of society. Not only does history allow children to understand where they are now, it also provides a context in which to develop a number of transferable skills including analytical and interpretative, research skills. Children learn to argue from different view points and to develop key skills which will be valuable in their later lives.

The UK National Curriculum is generally followed at TBS but it is adapted to make it relevant to our international context.

History in the Primary Section

Students develop historical skills throughout the primary curriculum. By the end of Key Stage Two students will be well equipped to start secondary history. One of the key skills that is covered is the development of source based analysis. This allows the student to become a historian. Throughout the primary curriculum a range of topics are covered including the Egyptians, the Tudors, Britain since the 1930’s and the Victorians. A special topic on local history is covered in Year 6 which includes a field trip to several sites in the city.

“Mathematics is not just a collection of skills, it is a way of thinking. It lies at the core of scientific understanding, and of rational and logical argument”

(Dr. Colin Sparrow, University of Cambridge)

Aside from being a rewarding academic discipline, the study of Mathematics fosters the development of strong analytical and problem solving skills. These valuable skills are sought after by both Universities and potential employers. A good foundation in Mathematics is essential for many different careers, including; Engineering, Science, Technology, Business and Finance.

At TBS we are determined to ensure that all of our students fully realise their potential and achieve their goals in Mathematics. We follow the English National Curriculum at all Key Stages. The National Numeracy Strategy is implemented in Key Stages 1, 2 and 3.  

A variety of routes to an IGCSE qualification are available in Key Stage 4, allowing students of all abilities to derive maximum benefit.  In the Sixth Form, several advanced Mathematics modules are available leading to the award of an AS or A-level in Mathematics. A Further Mathematics option is available to outstanding students.

It is our goal, through good practise, to achieve the following aims in our teaching and learning environment:

• Students can develop and use mathematical skills to solve real life problems.
• Students are taught to work logically and to reflect on the problem solving process.
• Students will appreciate that a mathematical problem may have only one “answer”, but there are often many solutions.
• Students acquire a high proficiency in basic numeracy skills through the use of interactive teaching strategies.
• Teachers focus on the individual child’s mathematical needs and abilities.
• Teachers present problems to challenge the students, encourage their curiosity and develop their confidence.

“Science is an integral part of modern culture. It stretches the imagination and the creativity of young people. It’s challenges are enormous”

(Professor Malcolm Longair, University of Cambridge)

At TBS Science is taught as part of the core curriculum in all four Key Stages. It encourages children to investigate the world around them in order to understand it more fully. Science encompasses the study of life and living processes, materials and their properties and physical processes.

• Science is built around key concepts and ideas which are developed and expanded as children progress through their science education.

• Children have many original ideas in many areas of science which are refined and used to develop their understanding of key scientific concepts.

• Children are made aware of the importance of science in our society and to understand both its potential and its limitations.

• Science lessons include a wide variety of methodologies and are always responsive to childrens’ ideas and understanding.

Science in the Primary Section

Science is taught through topics which are linked to the British National Curriculum in the Primary Section. These include: materials, the environment; plant life; changes; forces; electricity; sound; light; ourselves and the earth and beyond.

A large part of the science curriculum is taught through practical activities and investigations. Children are encouraged to think, to predict what is going to happen and to reflect on their results and conclusions. The science course is a journey of discovery but includes a strong emphasis on safety and the idea of a fair test.

Most of our students achieve a level 5 at the end of their Key Stage 2 tests.

   
“ICT expands horizons by shrinking worlds”

(David Brown, Chairman, Motorola Ltd)

The use of computers is an integral part of the National Curriculum requirement and all children have access to computers throughout their school career to ensure both competence and confidence. Our aim, at TBS, is to equip our children, in the best way possible, for the world they will find when they leave school.

To this end, we use a carefully balanced range of software that combines the best potential for learning for the children and also allows them to become familiar with the software they are likely to encounter at home and in the workplace.

The school has an easy-to-use computer system with two fully networked suites of computers with cross curricular software providing continuity and progression in the classrooms and across subjects. In addition, all Key Stage 1 & 2 classrooms have networked computers to provide that “little and often approach” that proves so vital in those early years. Interactive whiteboards and digital projectors add to curriculum delivery throughout the school.

Both the Science and Design Technology departments have network access to assist with data logging and Simulation and to allow students to continue their investigations during other lessons, prep or at home.

The library is equipped with a further suite of computers for student use as well as providing access to the library database.

All computers have full, Broadband Internet access that is closely supervised and protected with a hourly updated firewall. This gives our children access to the greatest wealth of information our world has ever known.

Children may have their own e-mail address within the school domain, or a class one for the younger children. This enables children to send work home for completion and also to send homework back to school. It also facilitates the exchange of information with children from other schools across the world.

These facilities are used by children with the aide of specialist teaching. They learn to use a computer as at tool to solve a problem and are encouraged to recognise the correct time to use ICT and the appropriate software for the task.

The usual disciplines of Word Processing, Spreadsheets and Databases are all explored and many other applications such as Multimedia Authoring, Simulation software, Graphics, CAD, Control technology and programming are used where appropriate as are digital cameras and scanners.

“Information Technology (IT) influences the lives of everyone, wherever we live or work in the world. Almost every aspect of our daily lives now involves using IT skills. In the increasingly dynamic world of work, people need to be able to work effectively with IT, to develop transferable IT skills and to apply those skills across different contexts and software packages. With advances in technology, people are also keen to ensure that their IT skills are kept up to date to make themselves competent, capable and competitive in today’s employment markets.
 
 

“Personal, social and health education (PSHE) helps pupils to lead confident, healthy and responsible lives as individuals and as members of society”

(UK Government Department for Education and Skills)

At TBS we follow PSHE themes as described in the PSHE Framework which forms part of the English National Curriculum. PSHE is a part of the curriculum at TBS from the start of Key Stage One to the end of Key Stage Four.

PSHE in the Primary Section

• PSHE is linked to the students personal needs and welfare.

• children learn how to show respect for other people and the things around them.

• children are given the opportunity to share their ideas and are encouraged to express their opinions openly.

• children learn about the rights and responsibilities that encompass citizenship.

“Physical Education is about pupils learning about themselves: their capabilities, their potential and their limitations. It is the foundation of all sports participation. But it goes beyond the individual and understanding themselves – it’s learning how to work with and to respect others.”

(Lucy Pearsons, England Cricketer and Teacher)

At The British School we believe that Physical Education develops students’ physical competence and confidence and enables them to perform effectively in a range of activities.

In our P.E. programme we offer children the opportunity to be creative, competitive and to face up to different challenges as an individual and as a member of a group or a team. We hope that through these experiences they will discover their abilities and preferences and make choices which lead to lifelong physical activity.

We follow the English National Curriculum for Physical Education from Key Stage 1 to Key Stage 4. The 6^th form students also have the opportunity to participate in various organised physical activities. Students entering KS4 having the option to study P.E. at I.G.C.S.E. level.

At TBS there is a comprehensive programme of extra-curricular clubs in both the primary and secondary sections including athletics, basketball, cricket, dance, gymnastics, golf, karate, netball, rugby, swimming, t-ball, tennis and trampolining.  We feel our clubs have a balance between recreation and competitive opportunities and are generally available to boys and girls. Sports fixtures against other schools are held regularly and are both popular and well attended.

The school also participates in the FOBISSEA sports competitions, which take place in various parts of Asia. Recently our trips have included visits to Kota Kinabalu, Penang, Phuket and Pattaya.

Each year, the students participate in one of the school’s outdoor trips. These include walking in the Himalayan foothills, and camping in various parts of Nepal, with years  6 and 9 going on trips to the ‘Borderlands’ outdoor adventure centre where they are able to participate in various outdoor adventure activities.