Secondary School

Years 7 and 8

Overview

We follow the National Curriculum for England at Key Stage 3. While responding to curriculum developments in UK schools, we endeavor to focus on the ever-changing needs of our parents and students for assessment. As the curriculum evolves, we aim to maintain consistency across subject areas by using existing levels and applying them to the changing curriculum. As the effect of these changes becomes clearer, our assessment and reporting system will also evolve.

Our curriculum for Key Stage 3 consists of the nine subjects listed below. Provision is also made for the compulsory Arabic curriculum (six lessons per week for Arabic, Social Studies and Religious Studies), taught by locally hired specialists. Our Key Stage 3 Booklet informs parents and students about the courses they will follow and provides advice and guidance on how students and parents can make the most of their time at TBS.

Curriculum time allocation

(Number of 45-minute lessons per week)

Discussions in class and during Parent Consultation evenings help parents and students understand the significance of their attainment levels. The British National Curriculum section in the student diary also provides useful information. Music, Drama, Design & Technology and Physical Education are not part of the compulsory Arabic Curriculum, and not IGCSE subjects recognised by the Ministry of Education or local universities. For this reason, they are not part of our curriculum. That said, each year the Ministry of Education approves more subjects for delivery at IGCSE, and we will continue to monitor these changes and, where necessary, make modifications to the curriculum.

Assessment

A weekly homework task is set in all classroom-based subjects to complement, extend and consolidate work done in class. Marks are recorded and advice is given on how to improve. Regular formative assessments take place throughout the year, which help teachers to intervene with individuals and groups, and inform future teaching plans. Five formal summative assessments take place each year. These may be formal tests, extended projects or a significant piece of work that allows for a ‘snap shot’ view of a student’s attainment. Effort grades (A-E) and National Curriculum levels with sublevels are reported to parents. Where necessary, individual or group intervention is planned after analysing assessment data.

Years 9 and 10

Curriculum time allocation

Assessment

As at Key Stage 3, homework is set weekly for all classroom-based subjects. Marks are recorded and advice is given on how to improve. Regular formative assessments take place throughout the year, which helps teachers to intervene with individuals and groups, and informs future teaching plans.

In Year 9, the pattern of five formal summative assessments is maintained. These are likely to be formal tests, using graded material from past exam papers. Results give useful information about the effectiveness of revision techniques and also give an increasingly accurate picture of the IGCSE grade that matches each student’s performance to date. Effort grades (A – E) and IGCSE grades are reported.

In Years 10 and 11, students complete their IGCSE courses and undertake planned revision with subject teachers. Two formal summative assessments are taken in Term 1 and a mock examination is taken during Term 2. Effort and attainment grades are reported to parents and the mock examination performance is considered when predicting grades for the examination boards.

Years 11 and 12

The post-16 curriculum is designed to ensure progression from Year 11 and prepare students for university entry at the end of Year 12. A university course is currently the only choice for students in Egypt who want to continue their education and students must complete 12 years of education to be eligible. Entry requirements for degree courses in Egypt vary but all require 8 IGCSE subjects at grade C or better with many courses also demanding an AS level result at grade D or better. Students choose AS courses from the subjects already listed at KS4.

Curriculum time allocation

We support a course choice where students have obtained a grade B or better at IGCSE and have the teacher’s recommendation. Where we do not feel a student’s abilities or past performance will lead to success in their chosen course, we discuss this with the student and the and the parent. Students must take a minimum of 2 AS Level Subjects, with the maximum being 4.

As a compulsory part of the Year 12 curriculum, the IELTS course will prepare them for the English language demands of Advanced Level study.

In addition to the formally taught timetable, students have the opportunity to take part in specific learning activities organised throughout the school year which take the place of normal lessons. This includes educational visits, after school activities, sports competitions, assemblies and enterprise activities.

Assessment

The demands of Advanced Level study necessitate the setting of a large amount of work to be done during study time, either at home or in school. Student work is assessed regularly and promptly so that they can benefit from our feedback and advice to improve their work. Weekly emails to parents report figures for attendance, punctuality to lessons and whether or not homework is being submitted.

Assessments are also made about each student’s progress, work ethic and ability to work independently and this is reported to parents during Terms 1 and 2 with additional communication by letter where we have major concerns.

As for Year 11, 12 formal assessments are done in Term 1 and Mock examination is taken in Term 2. Effort and attainment grades are reported to parents and the Mock examination performance is considered when predicting grades for the examination boards.