KS3
Curriculum
Handbook

Year 7-92023-2025

Key Stage Three (Years 7-9) at BSTYear 7 to Year 9: building resilience and learning skills
Key Stage 3 is such an important and exciting period for young people on their learning journey.
Our initial focus is to provide our students with a smooth transition into Secondary School life;
therein begins a fantastic adventure focusing on skills development and course content, so thatthey are fully equipped with the tools to successfully complete their IGCSE and A Level
examinations and life beyond BST.
Our staff ensure that the learning from Primary into Secondary School is complementary and use
the attributes embedded in the Learner Profile across the transition. This learning framework is
designed ultimately to provide students with both a rigour in their academic studies plus the
freedom to explore ideas across subject areas. It is founded on British National Curriculum
fundamentals and delivered through a dynamic and challenging curriculum with an emphasis on
inquiry and creative problem-solving through authentic tasks. This results in students who are
not afraid to take risks and are prepared to fail in order to learn.
Through a broad curriculum, students are able to practise and refine their collaborative,
communicative, creative, reflective, independent, questioning and research skills. Such
exploration will take students down very similar yet, paradoxically, very different paths; thispersonalised approach to learning will allow students to reach their destination at an
appropriately challenging pace.
A holistic education will enable our young people to lead successful, fulfilling and happy lives. As
you browse through this booklet I am sure that you will see ample evidence of BST providing thesevaried, rigorous and exciting opportunities.
Caroline McCallum
Head of Secondary School
The British School in Tokyo

What is Key Stage 3?
Students continue their learning journey from Primary School into Key Stage 3 (Years 7, 8 and
9). This is an opportunity for all students to refine the skills that will enable them to achieve bothacademic and personal success. This is brought about through a dynamic and challenging
curriculum with an emphasis on enquiry and creative problem solving through authentic tasks,
and results in students who are not afraid to take risks and who are prepared to fail in order tolearn.
Our KS3 curriculum is based on the English National Curriculum, but with a larger emphasis on
skills and independent learning. This is achieved through the integration of enquiry basedlearning into the rigorous academic content, where students learn the core content through theirskills development. This has a focus on our BRITISH 21​st​ Century skills and allowing ourstudents to become Global Ambassadors.
Course structure●●●KS3 lasts between two and three years, always starting in Year 7 but finishing atdifferent times as Year 9 is often a transition year to prepare students for their IGCSEs.
Students all take the same subjects at KS3, ensuring that everyone has a broad andbalanced curriculum, enabling every child to find their strengths and weaknesses.
They will also have the opportunity to make their own choices for their Electives
programme on a Wednesday afternoon and take on ECAs of their choices.

Assessment
Students will be assessed throughout the year through a variety of different formative andsummative assessment methods including assessed classwork, homework tasks, self and peer
assessment, project work, skills assessments and end of unit and end of year tests. In eachsubject area, and for each unit of work, students will be given an assessment grid to follow whichallows them to have an overview of the area of study, identify and understand the level that they
are working at in that topic and recognise what they need to do in the future to make progress.
Students make use of these grids to self assess their work and record their progress.
In Year 7 and Year 8, students will be assessed using attainment ‘levels’ and effort grades.
Performance will be judged using the following ‘levels’EP

Exceptional
Performance

The student consistently exceeds expectations, demonstrating
an outstanding ability in the subject.
Note that this level of grade is awarded sparingly.

WB

Working Beyond
Expected Level

The student has demonstrated on a regular basis that they are
working beyond the expected level at this point of the course
both in class and in homework.

WA

Working At
Expected Level

The student has demonstrated on a regular basis that they are
working at the expected level at this point of the course both inclass and in homework.

WT

Working Towards
Expected Level

The student has demonstrated that they are not yet reaching
the expected level at this point of the course both in class and in
homework.

Effort levels are also assessed using the following scale:*

Outstanding (​note that this level is awarded sparingly)

1

Excellent

2

Minor Concerns

3

Significant Concerns

By Year 9 students are assessed on IGCSE grading criteria. Owing to reform in the UK education
system some subjects are graded on the A*-G scale (A* highest) and others on the 9-1 scale (9highest).
Curriculum content
In this booklet you will find all the information you need about the individual parts of thecurriculum that students will participate in during Year 7 to Year 9. This includes the traditional
subjects, as well as our work on skills and experiences outside the classroom.

English at KS3‘Literature adds to reality’
C S Lewis
English is a vital part of every student’s education that will inform and aid their learning acrossall curriculum areas. It also helps them make sense of the experience of being human and the
myriad ways in which this can be expressed and explored. One aspect of English focuses on thefundamental communication skills. Alongside this focus onliteracy, English seeks to promote an appreciation of, andaffection for, English Literature. Students are challenged to
become more sensitive to nuance, subtlety, humour andirony in a range of texts, from poetry to prose to drama.
They are also enabled to express their analytical flair andcreativity in critical essays.and fictional writing.
Year 7 Content● Topics covered include a range of writing styles,
namely autobiographical, persuasive and gothic.
Students also study a range of fun and quirky
modern poetry, and a novel.
Year 8 Content● Topics covered include animal-themed poems, discursive writing and a collection of shortstories. Students also study some of Shakespeare’s most iconic scenes and soliloquies.
Year 9 Content● Topics covered include war writing, which includes a particular focus on WWI poetry, anda range of non-fiction writing. Students also study Steinbeck’s classic American novel ​Of
Mice and Men​, and Shakespeare’s ​Macbeth​. This year readies students for the rigours of
IGCSE.
Skills development● Students develop their skills in reading, writing, and speaking and listening over thecourse of Key Stage 3. Their reading should become more perceptive, shown throughdiscussion, reading comprehensions and critical commentaries. Their fiction andnon-fiction writing should become more confident and accurate, whilst their ability topresent, argue and debate will be developed by a range of activities.
Enquiry-based learning● We actively support students to develop approaches that enable them to arrive atmeaning and interpretations of texts independently. Independent reading is also prized,
supported by the Secondary Library and the Sakura and Chrysalis Awards it organises.
Our Student Ambassadors also lead on a range of competitions throughout the year.
Assessment● In addition to ongoing teacher assessment, students have a formal assessment every halfterm.
If you have any further questions please email Richard Paterson at ​rpaterson@bst.ac.jp

Mathematics at KS3‘T​ he mathematician's patterns, like the painter's or the poet's must be beautiful; theideas, like the colours or the words must fit together in a harmonious way.​’G H Hardy, A Mathematicians Apology
In the Mathematics department we aim to develop students’technical proficiency alongside their ability to use mathematics in acreative way. To achieve this we place an emphasis on bothdeveloping fluency with mathematical skills and an understanding of
why mathematical techniques work and how to use them in different
ways. We also aim to build an environment in which all students
enjoy and succeed in mathematics, and believe in themselves thatthey can succeed in mathematics. To achieve this we seek toencourage students to reflect on their work, explore new areas ofmathematics and support each other's learning. We aim to inspire
students to develop a genuine passion for mathematical learning thatwill be with them throughout their life.
Year 7 Content● The purpose of the Year 7 scheme of learning is to inspire students in mathematical learningand develop problem solving skills. They develop confidence with: numbers; using algebra to
represent unknown numbers; area, perimeter, volume of objects; angles; coordinates;transformations of shapes, data and probability.
Year 8 Content● Students continue to develop their repertoire of problem solving skills. They develop
confidence with, and extend their skills with: numbers, percentages; algebra; geometry; anddata and probability.
Year 9 Content● In Year 9 we continue to develop students’ problem solving skills whilst introducing some of
the big ideas students will meet at IGCSE and A​-​Level or beyond.
Skills development● Mathematics at KS3 is based on developing key skills to prepare them for IGCSE, A​-​Leveland future life. They will develop a repertoire of skill​s​ they can draw on to solve a wide rangeof different problems. They will develop their ability to collaborate and communicate
effectively, enabling them to think about and build on their ideas and those of others.
Enquiry-based learning● Students will have the opportunity to develop skills of exploring, discovering and modellingwithin Mathematics. They will work both individually and collaboratively to investigate
mathematical ideas and begin to pose their own questions. By the end of KS3 students will be
confident problem solvers and mathematical thinkers​.
Assessment● Students are continually assessed in class through their responses to questions posed by theteacher, other students or questions they pose themselves. Each term they will also complete
two class assessments: Paper 1 measures students’ technical proficiency at the core skills
taught to date whilst Paper 2 is designed to give students the opportunity to demonstrate
their ability to apply mathematical reasoning to less familiar problems.
If you have any further questions please email John McDarby at jmcdarby@bst.ac.jp

Science at KS3‘Science knows no country, because knowledge belongs to humanity. Science is the torch
which illuminates humanity’Louis Pasteur
Science has changed our lives, and all pupils should be taught
essential aspects of the knowledge, processes and uses of Science.
Through building up a body of key knowledge and concepts,
pupils are encouraged to recognise the power of rational
explanation and develop a sense of excitement and curiosity
about natural phenomena. They will discover how Science can beused to explain what is occurring around them and predict how
things behave. Through a range of different learning styles,
students will be immersed in their Science studies and will gain
the skills needed to problem solve and investigate new ideas.
Year 7 Content● The purpose of Year 7 Science is to inspire students, engage
them in the wonders of Science and develop their scientificskills. These will be built up through the following topics:
Particle model and separating mixtures, Energy and energy transfer, Cells and microscopy,
Circuits, Acids and Alkalis, Animal life cycles, Speed and gravity, Ecosystems, Universe andEarth structure.
Year 8 Content● During Year 8 students continue to develop their investigative skills, taking on more tricky
concepts and real world questions. They study the following topics: Breathing, digestion andrespiration, Contact forces and pressure, Chemical energy and types of reaction, Plant
biology, Waves, sound and light, Climate and Earth resources, Evolution and inheritance.
Year 9 Content● Year 9 is an IGCSE transition year, where students will start their separate Biology,
Chemistry and Physics pathways, studying towards their examinations in Year 11. The
units covered are: The nature and variety of living organisms, Biological molecules,
Principles of Chemistry and Energy. These units form the foundations that ensure every
student can meet their potential and embed the skills needed to succeed.
Skills development● Science at KS3 is based on developing key skills to prepare students for their IGCSEs andfuture life. These include: Evaluation of evidence; creativity; physical practical skills;
analysis; graph and mathematical skills; communication; and teamwork.
Enquiry-based learning● Students will have the opportunity to appreciate the practical nature of Science, developing
experimental and investigative skills based on correct and safe laboratory techniques. They
will analyse, interpret and evaluate data and experimental methods, drawing conclusions
that are consistent with evidence from experimental activities and suggesting possible
improvements and further investigations.
Assessment● Students will be assessed predominantly through a combination of end of topic tests oncontent and investigative practical skills during lessons. In addition to this there will be an
end of year examination in May which assessed a combination of both scientific knowledge
and skills.

If you have any further questions please email Millie Kennedy-Goor at mkennedygoor@bst.ac.jp

History at KS3‘​History is the witness that testifies to the passing of time; it illumines reality, vitalizes
memory, provides guidance in daily life and brings us tidings of antiquity.’
CiceroHistory is a subject with limitless opportunities to inspire andmotivate young people. At BST, students are shown how history has
influenced the world around us today and how it will affect theirlives in the future. Through a skills-based approach, they are
required to investigate, ask questions and interrogate evidence inpursuit of the truth. We encourage students to question andchallenge perceived ‘facts’ and articulate their own judgements.
These crucial life skills are practised and developed whilst exploring
fascinating topics from the past 2000 years. Students areencouraged to seek out lost voices, empathise with the downtrodden
and be ready and able to play an active role in public debate andpolicy.
Year 7 Content● Students in Year 7 are introduced to an enquiry-based curriculum and taught to think,speak and write like professional historians. They investigate a number of topics such as
Medieval Kingship, the Black Death and the English Civil War.
Year 8 Content● Students in Year 8 apply themselves to the key skills and concepts of the professional
historian - causation, significance, interpretations and source skills. These skills aredeveloped through studies on the British Empire, the Industrial Revolution and theSuffragette Movement.
Year 9 Content● Students in Year 9 are given more independence to hone their historical skills, challenge
perceived truths and join the historiographical debate. They are exposed to a series ofenticing enquiry questions from the 20​th​ century.
Skills development● Skills progression at KS3 is directly linked with the IGCSE and A-level exams. More
importantly, students are taught to think, speak and write like professional historians,developing skills that have a practical use in the outside world.
Enquiry-based learning● The KS3 programme of study is enquiry based from Year 7 onwards. Students are afforded agreat deal of independence to investigate, question and reach informed judgements about
events in the past.
Assessment● Assessments at KS3 are creative, skills-based and planned in advance. They assess the
specific skills taught in a particular unit and ensure that students are able to demonstrate
the progress they have made in class.

Any further questions please email Lois Adams at ladams@bst.ac.jp

Geography at KS3‘We must no longer consider ourselves as citizens of the towns or cities in which we live,
but we must consider ourselves as citizens of the globe’
Author unknown
Geography is the study of the relationship between the physical andthe human environment. Students will be equipped with knowledge
about a diverse range of people and places, as well as develop a deeper
understanding of the Earth’s physical and human processes. They will
be taught about the formation of a range of different landscapes andenvironments, as well as helped to understand that the Earth’s
features and people are interconnected on a range of different scales.
Geographical skills are also an important element of the course:
students will become competent in analysing and interpreting
geographical sources, including maps, diagrams and aerial
photographs. Alongside this, they will collect their own data throughfieldwork that will deepen their understanding of geographicalprocesses.
Year 7 Content● Students will cover both human and physical topics and the key concept for the year issustainability and how it underpins geographical decisions. Topics include geographicalmap skills, coral reefs, settlements, weather and sport.
●
Year 8 Content● Students cover the topics of rivers, ecosystems and rainforest, development, connections to
Africa and population change. There is also a project-based learning unit linked to thedevelopment of Cambodia. Students will also look at the use of IT and mapping systems in
Geography.
Year 9 Content● We have a blend of KS3 curriculum content with a more IGCSE focused examination format
to prepare students for their IGCSE choices. Topics covered are plate tectonics and the 2011
Tohoku tsunami, climate change,cold environments, globalisation and tourism.
Skills development● Analysing and interpreting geographical sources, including maps, diagrams and aerial
photographs. Explaining the causes and consequences of geographical landforms orprocesses. Decision making where students will apply their geographical knowledge anddata skills to make an informed decision on a topic such as saving coral reefs or protecting atown from flooding.
Enquiry-based learning● There are elements of enquiry-based learning throughout the course. The extended project inYear 7 looks at microclimates around the campus, in Year 8 students research development
in Cambodia and in Year 9 students look at tourist management on Mount Takao.
Assessment● Students will be assessed through a mix of homework tasks, end of topic tests on content,skills during lessons and end of term assessments.
If you have any further questions please email Chris Keeble-Watson ​cwatson​@bst.ac.jp​Drama​ ​at KS3“The most valuable asset a nation has is the creativity of its children.”
Alan Plater (Playwright)
Similar to theatre, Drama in schools can allow students
the opportunity to unlock their imagination, challenge
their intellectual capacity, become more empathetic
towards others and develop confidence. Through thelanguage and conventions of theatre, Drama lessons
allow students to form their own ideas, express their
feelings, and learn how to collaborate and communicate
more proficiently. Drama carries the potential tochallenge our young people by allowing them to question
the world around them.
Year 7 Content‘Creativity & Confidence’● Introduction to Fundamental Performance Skills.
Students will learn the key drama techniques and apply these to their practical work. They will
collaborate and practically explore a range of styles and genres such as: Greek Theatre, Mime,
Storytelling and Shakespeare.
Year 8 Content‘Collaboration & Cross-Curricular’● Theatre History.
Students will practically explore theatre through the ages and gain a deeper understanding andappreciation of the ‘comedy’ and ‘tragedy’ form. They will study traditional and modern play texts
and will be able to make cross-curricular links with History and English through their practical
exploration.
Year 9 Content‘Resilience, Reflection and Risk Taking’● Theatrical Forms & Theories.
Students reflect on performance skills and refine technique through a range of challenging
stimuli, practitioner theories and script work. Students analyse and evaluate the scriptwriting
form, intentions of playwrights and stylistic qualities of drama. The curriculum offers students
the opportunity to direct, reflect, and discover alternative structures of performance, which areskills that are further built on at IGCSE and A-Level.
Skills development● In Drama, we encourage students to approach each task with confidence and an open mind.
Students will work independently and as part of a group, developing transferable skills that
extend beyond the classroom; these include collaboration, communication, leadership, risktaking, perseverance and creativity.
Assessment● Students are assessed through a combination of end of topic performances, focusing on
drama technique, performance skills, peer evaluations and self reflection.
If you have any further questions please email Faye Sheffield at fsheffield@bst.ac.jp

Music​ ​at KS3‘Music gives soul to the universe, wings to the mind, flight to the imagination, and life
to everything’
Plato
According to Plato “the patterns in Music are the keys to all learning”.
Students at BST explore these patterns in a variety of contexts and to
experiment with them, adding their own musical ideas to create a secure
understanding of the role music plays in our lives and the lives of those inother cultures and from other periods in history. They are encouraged to
be inquisitive, adventurous and unafraid of making mistakes. Throughpractical and research projects students develop important life skills suchas how to work as part of a team and how to lead.
Year 7 Content● Students in Year 7 build on their study in primary school to learn to compare and contrast,
compose and perform music from different cultures. Singing remains integral to lessons witha special singing focus especially in the second half of the first term in preparation for a
performance at the Whole School Christmas concert. Students will learn how to use themusic notation programme ‘Sibelius’ and develop their skills in preparation forcompositional assessments. Units include the Music of Japan, Samba, Music from the
Baroque period.
Year 8 Content● Students in Year 8 build on the skills crafted in Year 7 to study a range of styles and topics
in more depth. There is a continuation of the study of the Western Classical tradition moving
now onto the Classical period, which is composition based. Students will develop theirimprovisation and solo / group performance skills through units including the Blues, African
Drumming and Indian Music. Students in Year 8 also take part in a popular Band unit
where they choose popular songs to play in small groups.
Year 9 Content● Students in Year 9 start the year by learning about Gamelan and making use of the fullschool Gamelan set. Analysis of music is in greater depth in order to adequately prepare
students for the level of analysis needed for Music IGCSE. Units include the Romantic
period, Jazz and Film Music, where students compose an original score for a film trailer.
House Singing Competition● In the last half term of Term Three, all KS3 students learn a range of songs in Music lessons
in preparation for the House Singing Competition. A different theme is chosen each year.
Skills development● Music is a subject where in every lesson students will be developing a range of transferable
skills. These include: collaboration, communication, listening, leadership, risk taking,perseverance and creativity.
Enquiry-based learning● Project based learning features in various units in the Music curriculum. Cross-curricular
links are made in particular with Art, Literature and Drama which are inextricably linked
with music of the Western Classical tradition.
Assessment● The method of assessment in Music is continuous assessment which tracks students’progress throughout the termly topics. Students are assessed in three key areas: listening
and appraising, composition, and practical musicianship skills.
If you have any further questions please email ​Simon Beston at sbeston@bst.ac.jp

Art & Design at KS3“Whether you succeed or not is irrelevant, there is no such thing. Making your unknown
known is the important thing.”
Georgia O’Keeffe
There are numerous reasons why Art should be taught, notleast of which is our common human universal need to create,make and record. It may be used as a vehicle forself-expression; it helps to develop creative thinking. Art canalso contribute to a better understanding of other cultures andhistorical periods. Art is a unique subject in the sense that it isprimarily concerned with the aesthetic contemplation of visualform. The inclusion of Art in the school curriculum builds thefoundation stones to a multitude of unique and diverse
professions.
Year 7 Content●

In Year 7, students look at a variety of techniques and different types of media in order tobuild up their skills base. Students explore a range of media and produce drawings focussing
on tonal value to create form.

Year 8 Content●

In Year 8, students continue to work with a variety of media producing works inspired bydraftsman, printmakers and sculptors.

Year 9 Content●

In Year 9, students begin with their independent project. Students choose which influence tobring into their work with teacher led workshops developing new approaches and processes.
By Term Two, small experiments lead to more breadth within a chosen area. Students
gather their own source images and are asked to present outcomes by the end of Term Two.
In Term Three, all students work on their statement of intent and end the year with a final
outcome.

Skills development●

Students are expected to develop ideas in their sketchbook that reflect their own personal
approach to the subject. Sketchbooks should show a logical step by step investigation of the
progression towards the final piece.

Enquiry-based learning● All projects have a theme and are scaled down versions of GCSE projects. All projects havean element of project based learning as we want students to embrace different outcomes tothe theme.
Assessment● There are rubrics in the back of each student’s sketchbook ensuring that they know what
they are achieving and tracking is in place so that teachers can understand and gage how
well each student is progressing.
If you have any further questions please email Kyoko Kaneta​ ​at ​kkaneta@bst.ac.jp

Modern Languages at KS3
Una lingua diversa è una diversa visione della vita
(A different language is a different vision on life)
Federico Fellini
In KS3, students have the opportunity to study Japanese, French and Spanish. Three periods per
week are devoted to the study of Japanese and all students will study Japanese until at least theend of Year 9. Three further periods are given to European languages and in Year 7, students
will study both French and Spanish. Students will have one period of one language and two of theother and this will swap on a half termly basis. Towards the end of Year 7, parents and students
will be asked for their preference of which language or languages to continue throughout Years 8
and 9. Students will be able to choose French only, Spanish only or to carry on with bothlanguages via an accelerated course. In this case, the half termly rotation as in Year 7 willcontinue.
Our languages courses are based on the following ​Majestic 12 competencies which are thefundamental core necessities for language learning and provide a strong basis for further study
at KS4, KS5 and beyond:1

Describing and identifying people, including oneself(providing personal data, describing appearance, describing personality, expressing likes and dislikes etc)2

Describing places, objects, natural phenomena(describing location, size, appearance, weather etc)

3Creating questions(requesting factual information including directions, making invitations, asking for an opinion etc)

4Expressing one’s feelings(expressing positive and negative emotions, reacting to events, providing reasons for one’s emotions andreactions etc)

5

Making arrangements(making suggestions, inviting, accepting, refusing etc)

6Comparing and contrasting(expressing likes and dislikes, supporting an opinion, explaining preferences, talking about the best or worstof something or someone)

7

Describing routine behaviour in the present(talking about what one usually does, indicating time, expressing a purpose etc)8

Describing routine behaviour in the past
(talking about what one used to do, indicating time, expressing a purpose etc)9

Describing past events(setting the scene, sequencing events, evaluating the consequences of actions and events etc)

10

Making plans for the future(indicating time, making predictions, hypothesising, discussing probabilities etc)

11

Indicating agreement and disagreement(expressing opinions on events and phenomena, explaining why, supporting an argument, providing
examples)12

Solving problems(describing the problem, providing solutions, discussing possible consequences, arguing for and against)

French at KS3
Le bonheur est parfois caché dans l’inconnu.
(Happiness is sometimes hidden in the unknown)
Victor Hugo
French has always been, and continues to be, an important
language to study for a variety of reasons. As well as being atruly global language, ​French is both a working language andan official language of global institutions from the United
Nations and the European Union to international courts.
French is also the international language of cooking, fashion,
theatre, the visual arts, dance and architecture as well as being
an important language for business and diplomacy, as well as
romance!
Year 7 Content
Students enter Year 7 already with a good and broad knowledgeof a variety of topics through their primary experience. We
build on this knowledge covering topic areas such as self-description, school life, hobbies, homearea, holidays and food culture.
Year 8 Content
In Year 8, we develop greater knowledge and understanding of grammar and structure throughtopics such as TV/cinema, getting to know and get around Paris, relationships, fashion, home-life,
festivals, music and the Francophone world.
Year 9 Content
Year 9 students work through topics such as the media, future plans and the importance of
language learning, health and healthy lifestyles, inspirational people, regions of France andhuman rights. By the end of Year 9, students should be able to work confidently with thefollowing tenses: present, perfect, imperfect, future and conditional.
Skills development
Throughout the course we are continually developing the four key skills of language acquisition:
speaking, writing, reading and listening. The ability to communicate and make yourself
understood is a priority, balanced with the importance of developing an understanding ofgrammatical structures.
Enquiry-based learning
Students are encouraged to take part in project-based or inter-disciplinary learning tasks todeepen their understanding of a specific aspect of the topic studied. Such projects are chosenfrom topics such as the study of film, French speaking regions or food.
Assessment
Students are assessed formally and informally throughout the course and provided with oral andwritten feedback. At specific points there will be a summative assessment covering at least twoof the four skills, as well as regular vocabulary tests. The end of year test in May will cover all
aspects of the course.
If you have any further questions please email Grant Fraser at ​gfraser@bst.ac.jp

Spanish at KS3
Aprender a dudar es aprender a pensar.
(To learn to doubt, is to learn to think)
Octavio Paz​
Spanish vies with English as the second most spoken language
as a native tongue in the world with some 400 million native
speakers across over 20 countries. Spanish has always been,
and continues to be, an important language to study for avariety of reasons. As well as being a widely spoken language,
Spanish is both a working language and an official language at
the institutions of the United Nations. With so many different
countries, Spanish is the key to understanding the way of lifeand cultures across a diverse area, as well as being a businesslanguage of growing importance.!
Year 7 Content
Having had experience of other languages in primary, students enter Year 7 with anunderstanding of some key language concepts and can make connections between new language
and other languages they know. We build on this knowledge covering topic areas such as
self-description, school life, hobbies and home area.
Year 8 Content
In Year 8, we develop greater knowledge and understanding of grammar and structure throughtopics such as holidays, freetime activities, food culture, making arrangements and tourist
information.
Year 9 Content
Year 9 students work through topics such as personal life, employment, healthy lifestyles, rights
and responsibilities and global engagement. By the end of Year 9, students should be able towork confidently with the following tenses: present, preterite, imperfect, future and conditional.
Skills development
Throughout the course we are continually developing the four key skills of language acquisition:
speaking, writing, reading and listening. The ability to communicate and make yourself
understood is a priority, balanced with the importance of developing an understanding ofgrammatical structures.
Enquiry-based learning
Students are encouraged to take part in project-based or inter-disciplinary learning tasks todeepen their understanding of a specific aspect of the topic studied. Such projects are chosenfrom topics such as the study of film, the Hispanic world or food.
Assessment
Students are assessed formally and informally throughout the course and provided with oral andwritten feedback. At specific points there will be a summative assessment covering at least twoof the four skills, as well as regular vocabulary tests. The end of year test in May will cover all
aspects of the course.
If you have any further questions please email Grant Fraser at ​gfraser@bst.ac.jp

Japanese as a Foreign language at KS3
七転び八起き（Nanakorobi yaoki）
Literally: Fall seven times and stand up eight; Meaning: Don’t give up/keep trying​.
The promotion of Japanese language and culture is
extremely important to us. Our students will never get abetter opportunity to learn and develop their skills in such afascinating language as Japanese as they do now.
Japanese makes up the third largest language community
on the Internet, after English and Chinese speakers.
Knowing Japanese can connect you to these people in an
instant. They may be future friends, business associates, oreven the market that you or your future employer hopes totarget. Students will be encouraged to speak in Japanese and immerse themselves not only in thelanguage, but also the culture, and in doing so open their minds to see a different perspective.
Classes are set according to ability and previous experience of Japanese is accommodated.
Year 7 Content● The purpose of Year 7 Japanese is to inspire students and develop Speaking, Reading,Writing and Listening skills. These will be built up through topics such as ‘my life inJapan’ and ‘my dreams in the future’. Students will develop their proficiency in hiragana,katakana and kanji and be able to converse outside school.
Year 8 Content● In Year 8, students continue to develop their language skills using more advanced
grammatical constructions. More kanji characters are introduced as well as useful topics
such as healthy living and technology. Students also participate in the Showa Middle
School Exchange programme where they are exposed to martial arts, Japanese cooking
and artisanal crafts, as well as a rice-planting field trip to Ashigara.
Year 9 Content● In Year 9, we start to look ahead and transition towards the GCSE topics. A range ofJapanese cultural topics will also be introduced to enhance the depth of knowledge andput the language in context.
Skills development● Japanese at KS3 is based on developing key skills to prepare students for life in Japan
and GCSE. These include speaking in front of the class, preparing and presenting theirown work and listening to and then writing about simple passages in Japanese.
Enquiry-based learning● Students have the opportunity to develop and carry out their own projects such as
designing a Tourist brochure or participating in the Showa Middle School Exchange
programme. All are designed to enhance the enquiring mind and motivate each student
to immerse themselves in Japanese
Assessment● Students will be assessed through a mix of end of topic tests on grammar, listening,writing and reading. In addition there will be regular tests for kanji culminating in an
end of year test in May, combining all their Japanese language skills.
If you have any further questions please email Eiko Yamanouchi at ​eyamanouchi@bst.ac.jp

Japanese (Intermediate) at KS3
苦あれば楽あり​（Ku areba raku ari）
Literally: There are hardships and there are delight; Meaning: Good things come from adversity​.
The Japanese curriculum for those with Japanese as a second
language at BST makes extensive use of the rich historical, naturaland cultural experiences available in Japan. Most students in thisgroup can converse fairly well in Japanese but tend to have greaterdifficulties with reading and writing. As such, in this class we allow
students to develop their oral expression and understanding inJapanese, while placing a strong focus on the development offundamental literacy skills as well as being able to speak in a rangeof social situations. We maximise the student’s real use of thelanguage within the local community, taking advantage of speaking
and listening opportunities right on our doorstep. We have strong links with our Japanese
partner school Showa Middle School and we share regular exchange days to enhance language
and social opportunities.
Year 7 Content● The purpose of Year 7 Japanese is to inspire students and develop Speaking, Reading andWriting skills following the Japanese National Curriculum textbooks. The goal is toensure that students will have a full command of hiragana, katakana and knowledge ofthe most common kanji. The year is supplemented by cultural experiences such as
theatre and music trips​.
Year 8 Content● In Year 8, students continue to develop their language and grammar focusing on
increasing their use and understanding of kanji and gradually being able to understandauthentic texts.. Students also participate in the Showa Middle School Exchange
programme where they are exposed to martial arts, Japanese cooking and artisanalcrafts, as well as a rice-planting field trip to Ashigara
Year 9 Content● In Year 9, students continue to develop their Japanese literacy skills using a range ofmaterials from Japanese textbooks for the upper primary school curriculum. A range ofJapanese cultural topics will also be introduced to enhance the depth of knowledge and to
put the language in context.
Skills development● Japanese at KS3 is based on developing key skills to prepare students for GCSE and to beable to eventually use their Japanese in an employment context. These include speaking
in front of the class, preparing and presenting their own work and listening to and thenwriting in Japanese.
Enquiry-based learning● Students will have the opportunity to develop and carry out their own projects such as
designing tourist brochures and presenting their own original topics. All are designed toenhance the enquiring mind and motivate each student to immerse themselves inJapanese.
Assessment● Students will be assessed through a mix of end of topic tests on grammar, listening,writing and reading. In addition there will be regular tests for kanji culminating in an
end of year test in May, combining all their Japanese language skills.
If you have any further questions please email Eiko Yamanouchi at ​eyamanouchi@bst.ac.jp

Japanese (Kokugo) at KS3
継続は力なり。 (Keizoku wa chikara nari)
Literally: Perseverance is strength.
The Japanese curriculum for those with Japanese as a first or
second language at BST makes extensive use of the rich historical,
natural and cultural experiences available in Japan. We maximise
the student’s real use of the language within the local community,
taking advantage of speaking and listening opportunities right on
our doorstep. At KS3, the students continue to participate inJapanese traditions by following the Japanese National curriculum
texts. Our skills-based curriculum at KS3 enables us toincorporate the learning of skills relevant to our Japanese context.
We have strong links with our Japanese partner school Showa
Middle School and we share regular exchange days to enhance
language and social opportunities.
Year 7 Content● The purpose of Year 7 Japanese is to inspire students and develop Speaking, Reading andWriting skills following the Japanese National Curriculum textbooks. Most native
speakers will have a full command of hiragana, katakana and knowledge of kanji. The
year is supplemented by cultural experiences such as theatre and music trips​.
Year 8 Content● In Year 8, students continue to develop all language skills but extend these to speaking
and writing about Japanese literature, poetry, proverbs and current topics in Japanesenewspapers. Students also participate in the Showa Middle School Exchange programme
where they are exposed to martial arts, Japanese cooking and artisanal crafts, as well as
a rice-planting field trip to Ashigara
Year 9 Content● In Year 9, students continue to develop their Japanese literacy skills with most students
able to use all primary school kanji by this stage, although some will have a soundknowledge of middle school kanji too. A range of Japanese cultural topics will also be
introduced to enhance the depth of knowledge and to put the language in context.
Skills development● Japanese as a First Language at KS3 is based on the Japanese National Curriculum which
includes speaking in front of the class, preparing and presenting their own work andlistening to and then writing about complex passages in Japanese.
Enquiry-based learning● Students will have the opportunity to develop and carry out their own projects such as
designing tourist brochures and presenting their own original topics. All are designed toenhance the enquiring mind and motivate each student to immerse themselves in Japanese.
Assessment● Students will be assessed through a mix of end of topic tests on grammar, kanji, speaking,writing and reading aloud. In addition there will be an end of year test in May combining all
their Japanese language skills.
If you have any further questions please email Eiko Yamanouchi at ​eyamanouchi@bst.ac.jp

Physical Education at KS3
PE and Sport in KS3 form an integral part of thecurriculum at BST and helps students to develop a vast
range of skills, useful not only in the sports arena, but
applicable in all areas of school life. Throughout their timein KS3 each student will have the opportunity to learn,
progress and compete in a number of different andchallenging sports including: athletics, basketball,
football, swimming, volleyball and many more. Lessons
are taught by experienced, fully committed specialist staff
who share the same philosophy of instilling a lifelong loveof sport and the benefits associated with a healthy
lifestyle.
Year 7 Content● The purpose of Year 7 is to expose students to a variety of different sporting activities withthe aim of developing and nurturing students’ sporting skills. Students will be given
opportunities to build self-confidence, social skills and an understanding of the benefits ofliving a healthy and active lifestyle.
Year 8 Content● In Year 8 PE the purpose is to continue to develop and nurture the students’ sporting
performance by building on the skills that students have learnt in Year 7. A greater emphasis
will be placed upon leadership skills, independent learning and understanding of theimportance of leading a healthy and active lifestyle.
Year 9 Content● In Year 9 the emphasis of the curriculum is to improve the application of tactics to various
sporting situations. In addition they will need to continue with their independent learningand leadership with more emphasis on coaching each other in lessons. They will develop theiranalytical skills reflecting on their own and others performances.
Skills development● PE at KS3 is based on developing and improving skills in a variety of sports. Lessons will be
progressive with pupils learning basic skills in Year 7, developing these skills in Year 8 andlooking at how to use tactics to utilise these skills in Year 9. In Year 9 lessons will also begin
to touch upon IGCSE PE content to give pupils an idea of what the course may involve.
Assessment● Students will be assessed through a combination of their practical ability, skill development,
knowledge of rules and tactics as well as their ability to lead and coach others in eachactivity. Practical grades may therefore fluctuate each term depending on attainment in the
different sports. These grades are tracked throughout the year and an overall grade isawarded in their final academic report of the year. In addition pupils will also be assessed
based on their effort in class.
If you have any further questions please email John Morris at ​jmorris​@bst.ac.jp

Computer Science at Key Stage 3‘Computers are incredibly fast, accurate and stupid. Humans are incredibly slow,
inaccurate and brilliant. The marriage of the two is a force beyond calculation.’
Leo Cherne, 1977
Computer Science has deep links with Mathematics, Science,and Design and Technology, and provides insights into bothnatural and artificial systems. The core of Computer Scienceis Computational Thinking, in which pupils are taught the
principles of information and computation, how digitalsystems work, and how to put this knowledge to use throughprogramming.
Buildingon
thisknowledge
andunderstanding, pupils are equipped to use information
technology to create programs, systems and a range ofcontent. Computer Science also ensures that pupils become
digitally literate – able to use, and express themselves anddevelop their ideas through, information and communication technology – at a level suitable forthe future workplace and as active participants in a digital world.
Year 7 Content
In Year 7 we continue from the learning students covered in Year 6 by bolstering their confidence
and skills in problem solving, logical thinking, and pattern recognition – skills that are required
across the curriculum. Introduction to hardware components and the idea of embedded systems
alongside the key computational thinking concepts happens early on. Followed by continuing
their learning of programming concepts with Python and a Robotics project.
Year 8 Content
In Year 8 the focus is on expanding the range of experiences students have, whilst developing
computational thinking. We develop exposure to embedded systems with project work requiring
creativity and logical problem solving. Students also learn about web technologies,
understanding the principles behind the World Wide Web and Internet, alongside practicalknowledge and skills needed to write HTML, CSS, and Javascript - three key web languages.
Year 9 Content
In Year 9 students further develop computational thinking and problem solving skills with adeeper exploration of Python programming including functions and lists. In preparation for
IGCSE study we explore the fundamentals of data storage in binary and logical expressions - two
key concepts for detailed understanding of computer systems. Following this students are
exposed to the LUA programming environment which enables them to rapidly develop graphicalenvironments and engage in project work based on their own ideas.
Assessment
Students are continuously assessed on homework and classwork (that is published on their
Google Site) and through in-depth projects at the end of and throughout study units.
Skills development
Students follow a curriculum that introduces new skills at each stage and builds upon previous
skills learned in Primary or earlier in the Secondary years. Although skills are built upon, newstudents are supported where skills are unfamiliar. These skills also give a solid foundation to
the IGCSE Computer Science option in Key Stage 4.
If you have any questions, please email James Balcombe at jbalcombe@bst.ac.jp

Wellbeing at KS3“​Mindfulness is about being fully awake in our lives. It is about perceiving the exquisite
vividness of each moment. We also gain immediate access to our own powerful innerresources for insight, transformation, and healing.”
Jon Kabat-Zinn
At BST, all students in Years 7 to 13 participate in
Well-Being. It is a non-examined course that emphasises
the importance of understanding who we are, what ourcore beliefs and values are; and how we can respond to thechallenges met in our lives in a mindful and purposefulway. The course uses discussion, role play, journaling,
meditation and mindfulness practices to develop students’
resilience and independence. As opposed to the traditional‘disaster response’ model of PSHE/C, in Well-Being we aim
to help students develop a toolkit of skills andself-knowledge to build their grit and resilience throughout
their academic and further lives. The role of the teacher ismore that of facilitator, as the experiences, beliefs andskills of the students are the main drive behind how theprocess develops.
Year 7 Content● Students first examine who they are, their core values, their place in the world and theirideal self and future. They then work through elements involving stress and how we respondto challenges. This leads on to resilience, the virtue of self-mastery and finishing with how
we experience and understand our emotions.
Year 8 Content● Students in Years 8 begin with an exploration of stress and how we can use resilience to work
towards self-mastery. We then examine the virtue of good sense and the tools of virtue.
Understanding how people do bad things and who should take responsibility for those actions
is then followed by our final element, which involves the importance of maintaining ahealthy body and mind.
Year 9 Content● Students in Year 9 begin with an exploration of stress and how we can use resilience to work
towards self-mastery. We then move on to examine how we can become overly attached tothings in our lives and the link between that and addiction. The virtue of stillness ineveryday life then leads into understanding the virtue of learning and we conclude the yearwith some work on the virtue of friendliness and civility.
Skills development● These are life skills that build resilience and independence. The impact on learning ofdeveloping reflective practices and acquiring tools to manage our daily lives is significant.
Assessment● In Well-Being there is no formal assessment as the process students are engaging in is meant
to be reflective and driven by understanding ourselves, our character and our values.
If you have any further questions please email Maja Trachonitis at mtrachonitis@bst.ac.jp