The curriculum in KS3 is designed to give as much variety of educational experience as possible. Students are encouraged to collaborate and inject creativity into their work as they explore new specialist subjects and skills.

Our learning environment is ambitious, rigorous and nurturing. Learning support is readily available and we pride ourselves on our ability to tailor timetables to suit our students needs. We see the KS3 curriculum as grounding in fundamental skills.

The year groups consist of two or three mixed-ability teaching groups. All subjects are compulsory except for the choice of languages where students are asked to specialise in two out of the four languages offered after Year 7. The following subjects are taught and the curriculum outlines for these subjects can be found on our website:

• English
• French
• Spanish
• Mandarin
• Nepali
• Mathematics
• Science (Biology, Chemistry, Physics)
• History
• Geography
• Art and Ceramics
• Drama
• Music
• Performing Arts
• Physical Education
• ICT
• Design and Technology (Resistant Materials and Electronics)
• Wellbeing (PSHE)
• Information Literacy

Key Stage 4 includes students from Year 10 and Year 11 who are completing the IGCSE programme. During this time students study a maximum of 9 subject options. IGCSE’s are internationally recognised academic qualifications and assist forward movement into A-Levels and other educational opportunities. We expect all students to be striving for the highest possible academic progress and achievement in each of their IGCSE subjects.

To support future study, all students in Key Stage 4 will be required to complete English (Language and Literature), Science, Mathematics and one language (Mandarin, French or Spanish). This will allow students to select between 3 to 4 additional subject options. 

In January, Year 9 students and their parents will be invited to an options information evening where the Head of Key Stage 4 will discuss more specific information about the options process and students and parents will be issued with an options booklet with all the information required to make final subject decisions. Following on from this evening, students will be asked to make a decision about their preferences for IGCSE.

Currently, we offer IGCSEs in the following subjects:

• Art
• Business Studies
• Drama
• Physical Education
• Chinese (Mandarin)
• French
• Spanish
• Design and Technology
• History 
• Computer Science
• Geography
• Music
• Psychology

In addition to basic subject requirements and recommendations, students will also need a positive attitude to learning and a commitment to study. Students should be allocating a minimum of one hour additional learning for each subject per week (with expectations of increased time allocation closer to assessments and examinations), even if they have not been set formal homework. Students must be responsible for their own time management to ensure they meet deadlines and allow for sufficient preparation and reflection for all assessments.

In addition to their IGCSE subjects, students will also have lessons in PSHE (Personal, Social and Health Education) and Physical Education as these subjects facilitate the holistic development of every student. They will participate in charity projects where they will work together to raise funds for schools in challenging environments across Nepal. Every week students will visit with younger children in the school for paired reading or coaching. Students will also have the opportunity to commence their participation in the Duke of Edinburgh’s International Award, with participants completing the Bronze and Silver awards. 

During this time students study towards a maximum of 4 A-levels. A-Levels are internationally recognised academic qualifications and university entrance examinations and following successful completion of A Levels, our students have moved on to study at universities in the United Kingdom, United States, Canada, Australia, Korea and Europe.

A-Levels are a highly academically rigorous courses and we require any student hoping to study A-levels at TBS to have achieved at least 5 IGCSEs at a grade C or above. It is recommended that students will need to have achieved a grade B or above in any subject that they wish to pursue at A Level. Students who have not gained a C grade in either English Language or Mathematics at IGCSE will be required to re-sit these as part of the Year 12 programme as these will be required for university admittance. 

We currently offer the following subjects at A Level:

• Art

• Economics
• Geography
• French 
• Mathematics
• Media Studies
• Biology
• Computer Science
• History
• Music
• Chemistry
• Design and Technology
• Literature
• Physics
• Psychology
• Sociology

In addition to these requirements and recommendations, students will also need a positive attitude to learning and a commitment to study. For every hour of curriculum time, students should be spending another hour engaged in independent study. 

The transition process into sixth form begins in Year 11, with an options evening to which both parents and student are invited. In addition to supporting students with selecting subjects to prepare them for transition into Sixth Form, they will also be invited to take part in “Bridging Week”. After IGCSE examinations are completed, students will come back into school (in June) and experience ‘Bridging Week’ which is a taster of life in Sixth Form. During Bridging Week, students will meet their mentors, attend “taster” lessons for the subjects they have chosen.

Homework can assist in the process of formative assessment and planning, create better partnerships with home and help to prepare students for further study. Meaningful homework is related to the teaching and learning which takes place in the classroom and is especially effective when it consolidates or reinforces learning. 

However, we also believe in a healthy work/ life balance and as such set limitations on the amount of time students should be expected to complete set home learning tasks to support them in managing their time efficiently. Below are the time allocations pertaining to each year group.

Time Allocations

• Year 7/8: 30 minutes per subject, per week; all homework will have at least a 3 day deadline;
• Year 9: 40 minutes per subject, per week; all homework will have at least a 3 day deadline;
• Year 10/11: 1 hour per subject, per week; no homework longer than 30 minutes will be set for the next day and the deadline for homework taking an hour or longer, will be at least one week from the date set;
• Year 12/13: 5 hours per subject, per week; no homework longer than 30 minutes will be set for the next day and the deadline for homework taking an hour or longer, will be at least one week from the date set;

The primary purpose of assessment is to improve students’ learning and teachers’ teaching as both respond to the information it provides. Assessment for learning is an ongoing process that arises out of the interaction between teaching and learning and includes everything from class questions to the marking of class and homework to end of unit or end of year tests and exams.

Assessment data is used to raise achievement by:

• • Evaluating and recording each student’s attainment and progress and identifying  individual and collective strengths and weaknesses.
  • Evaluating our teaching effectiveness and planning for future teaching and learning experiences.
  • Adjusting our teaching to the individual needs of students.
  • Comparing individual student and school levels of attainment and progress with national and international data.
    
  • Providing comparative data of both individual and school levels of attainment.
  • Quality assurance within and across subjects.

Students in KS4 and KS5 will be assessed on the content that they have completed so far in the course.

Students in KS3 will be assessed using the following criteria

We believe for students to be successful learners, they need to have a ‘growth mindset’ approach. In each report, students are issued with an Approach to Learning Grade for each subject. The descriptors for these grades can be found below.

Over the course of the year, you will receive information on your child’s progress at three reporting points. Two of these reporting points will be followed by a Parent Teacher Consultation, which will give you the opportunity to discuss the data shared with you. The remaining reporting point will contain both achievement and progress data and comments to explain what your child is doing well and what they need to focus on to continue to progress and improve. 

At each reporting point, combinations of the following data will be shared with you, depending on the point your child is at in the course:

TG – Target Grade 

• KS3 Target: CAT scores and the teacher’s knowledge of the student and their previous performance are used to set an ambitious target for the end of the year.
• KS4/5 Target: CAT scores and the teacher’s knowledge of the student and their previous performance are used to set an ambitious target for the end of the course.
• Note: once the target grade has been met, it will be raised, and the subject teacher will issue a new target grade to ensure we are constantly challenging our students.
• Note: CATs (Cognitive Ability Tests) are completed at the start of each key stage and are used as one way to measure potential achievement.

PG – Predicted Grade 

• KS3 predicted grades will be entered from the 2nd reporting point of the year;
• KS4 predicted grades will be entered from the 4th reporting point in year 10;
• KS5 predicted grades will be entered from the 2nd reporting point in both years 12 and 13;
• KS4/5 Predicted Grade: is the grade the teacher believes, in their professional judgement, the student will achieve by the end of the key stage. This will be based on current performance against the relevant criteria, rate of progress  so far and approach to learning. 
• KS3 Predicted Grades: the grade the teacher believes, in their professional judgement, the student will achieve by the end of the year. This will be based on current performance against the relevant criteria, rate of progress so far and approach to learning. 

CWG – Current Working Grade 

• This a cumulative overview of the quality of the students work up until that point in the year based on classwork, homework and tests, as measured against the relevant grading criteria;
• It is not their latest test score or based solely on the unit currently being studied;
• CWGs will not be included in the first reporting point of the year for students in years 7, 10, 12 and 13 to allow for enough of the new course to be covered before a judgement is made.

TL – Traffic Light