“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 secondary years, children are encouraged to develop:

• observational skills leading to 2D and 3D art works.

• in depth practical skills using a specific range of materials and techniques.

• knowledge of Western and Non western artists.

• creativity and imagination to communicate ideas.

At Key Stage Four students may opt to do the IGCSE Art and Design course (Cambridge Syllabus 0400). Students may specialise in the following areas – drawing and painting, ceramics, printing, graphics, design and historical and critical studies.

“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.

 IGCSE BUSINESS STUDIES

This IGCSE is one of the many offered at The British School. Business Studies (syllabus code 0450) provides a useful introduction to the world of business. Students whether ultimately pursuing a career in engineering, medicine, science or any other field,  will never be far from business activity, that is offering a service that some other person, company or government is willing to pay for. This is a very popular IGCSE and should be considered as a study option for students with almost any intended career. 

The course aims to enable students to:

? develop knowledge and understanding of the environment  within which business activity takes place,

? look at the role and purpose of business activity in the public and private sector and to consider the role of government in a modern economy,

? consider the issues behind developing new products and creating the appropriate marketing mix,

? understand the importance of interpreting financial statement and constructing cash flow forecasts.   

? understand the importance of having the right employees and monitoring them to do th ebest work possible.   

Students study seven compulsory units:

? Business Activity

? Marketing

? Production

? People and Work

? Business Organisations

? Accounting and Finance

? Government Influence

The course is assessed by two written examinations.

 CAMBRIDGE INTERNATIONAL DIPLOMA (Standard level)

This is a one year vocational qualification suitable for students considering going into work after completing their secondary school education.  Students don’t necessarily need to have studied the subject before, but an IGCSE grade at Business Studies provides a useful foundation. Successful students might consider going onto study the Cambridge advanced diploma (see below).

 The course aims to enable students to:

? understand key business concepts

? apply business skills to real work environments

? think and work independently

  The course consists of four modules, two of which are compulsory. The remaining two modules are selected from eight available modules. Typically students will study: 

? business organisation and environment         (compulsory)

? effective business communication     (compulsory)

? human resource management

? marketing

 The course will be assessed by a combination of written examinations and course assignments.

CAMBRIDGE INTERNATIONAL DIPLOMA (Advanced level)

This is a one year vocational course aimed at students who are interested in gaining further business skills before going into work or considering progressing to higher business study at college or university. As with the standard level students don’t need to have studies the subject before but successful completion of the standard diploma provides a very useful foundation.

The aims and structure of the course are the same as for the standard diploma but the knowledge and competence assessed are at an appropriately higher level.

“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 through literature their own lives and the lives of others.

§         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 themselves.

“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, with Neplai native speakers generally studying Nepali all all other students French.  Spanish as a second language is available from Year 9 as an option for more able linguists. Initially the focus is on children using the language for practical communication in all four skills of reading, writing, speaking and listening.

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 students continue to study French or Nepali as an examination subject.  (From August 2009 Spanish will also be available.) 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 including literature.

“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 opportunities for studying the urban framework of Kathmandu and the economic and social changes within Nepal.

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 with regular trips around the Kathmandu Valley.

“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.

Key Stage 3

During key stage 3, pupils take increasing responsibility for planning and executing their work. They extend their calculating skills to fractions, percentages and decimals, and begin to understand the importance of proportional reasoning. They are beginning to use algebraic techniques and symbols with confidence. They generate and solve simple equations and study linear functions and their corresponding graphs. They begin to use deduction to manipulate algebraic expressions. Pupils progress from a simple understanding of the features of shape and space to using definitions and reasoning to understand geometrical objects. As they encounter simple algebraic and geometric proofs, they begin to understand reasoned arguments. They communicate mathematics in speech and a variety of written forms, explaining their reasoning to others. They study handling data through practical activities and are introduced to a quantitative approach to probability. Pupils work with increasing confidence and flexibility to solve unfamiliar problems. They develop positive attitudes towards mathematics and increasingly make connections between different aspects of mathematics.

Teaching and Assessment

Throughout Key Stage 3 students have four one‑hour Mathematics lessons each week.  All students are taught together; a variety of differentiated teaching methods and materials help students progress at their optimum rate.

Students are given regular topic tests in addition to homework tasks.  At the end of Years 7 and 8 there are examinations in keeping with all other subjects taken at TBS.  In Year 9 students sit National Curriculum Tests (NCTs) in Mathematics, the results of these are reported early in Year 10.

“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 children's ideas and understanding.

   
“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. 

The International Computer Driving Licence® (ICDL) is the internationally recognized qualification which enables people to demonstrate their competence in computer skills.  At TBS students in Key Stages 4 and 5 currently work towards attaining this qualification.

The record breaking ICDL is the fastest growing IT user qualification in over 125 countries.  ICDL is designed specifically for those who wish to gain a benchmark qualification in computing to enable them to develop their IT skills and enhance their career prospects. No prior knowledge of IT or computer skills is needed to study ICDL.

The ICDL syllabus is designed to cover the key concepts of computing, its practical applications and their use in the workplace and society.  It is broken down into seven modules, each of which must be passed before an ICDL certificate is awarded.

The modules may be taken in any order and over any period of time up to three years - even all at once - offering maximum flexibility.

When all 7 modules have been successfully passed, a certificate will be produced.

The seven modules that make up the ICDL are:

1. Basic concepts of IT
2. Using the computer and managing files
3. Word processing
4. Spreadsheets
5. Database
6. Presentation
7. Information and Communication

“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 Five (Sixth Form).

“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 IGCSE 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.