Purple Book 2022

Purple Book Programme of Study KEY STAGE 3



TABLE OF CONTENTS THE LEARNING JOURNEY AT KEY STAGE 3 ................................................................................................ 3 SCIENCE ................................................................................................................................................... 12 MATHEMATICS ........................................................................................................................................ 14 ENGLISH................................................................................................................................................... 15 COMPUTING ............................................................................................................................................ 18 GEOGRAPHY ............................................................................................................................................ 19 HISTORY................................................................................................................................................... 21 COMMERCE ............................................................................................................................................. 23 SINHALA................................................................................................................................................... 24 FRENCH.................................................................................................................................................... 25 ART AND DESIGN..................................................................................................................................... 26 MUSIC...................................................................................................................................................... 27 GLOBAL PERSPECTIVES............................................................................................................................ 28 CIVIC EDUCATION.................................................................................................................................... 29 PHYSICAL EDUCATION............................................................................................................................. 30 HOMEWORK POLICY – SECONDARY...................................................................................................... 311 COMMITMENT …………………………………………………………………………………………………………………………………..33

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Programme of Study THE LEARNING JOURNEY AT KEY STAGE 3 Your child has reached an important milestone in moving from Primary to Secondary school. During this decisive phase, it is important that both parent and teacher work together to make sure that the child settles in well and acts more independently. The academic year, too, is different in Secondary school, as we have two semesters (June to December and January to June) in place of the three terms they had in the Primary school. Key Stage 3 of the English National Curriculum consists of Years 7, 8 and 9. The National Curriculum provides for a balanced education intended to develop your child’s knowledge, skills and understanding in a wide range of subjects. This booklet contains details of why each subject is important, together with details of which topics he or she will learn over the next two or three years. Throughout Key Stage 3, your child’s progress will be closely monitored through continuous assessments and semester examinations. After 3 years of study from Year 7 to 9, all students are required to sit the iLower Secondary Edexcel Achievement Test in Mathematics and the Cambridge Checkpoint Test in English at the end of Year 9. Students have the option of sitting for Cambridge Checkpoint in Mathematics and the iLower Secondary Edexcel Achievement Test in English should they chose to do so. The iGCSE studies in these subjects begin in Year 10 and they will take the Pearson Edexcel iGCSE examinations in these subjects at the end of Year 11. The programme of study in English has been expanded to incorporate both Language and Literature. At Year 9, students are also required to complete a Cambridge Checkpoint in Global Perspectives by completing a portfolio that assesses their research, analysis and reporting skills. Students also learn Computing/ICT, Science and Commerce during Key Stage 3 but commence their first year of the two-year iGCSE programmes of study in these subjects in Year 9 to take the Pearson Edexcel iGCSE examinations in these subjects at the end of Year 10. Students have the option of taking the iLower Secondary Edexcel Achievement Test in Science at the end of Year 9, if they wish to do so. Through ‘Computer Pioneers’, the Computing curriculum from Kindergarten to Year 8 at Gateway, your child will acquire the necessary skills and knowledge to qualify in a few selected ICDL modules by the end of Year 8. ICDL, the world’s standard in digital skills certification that is offered to over 16 million people in over 100 countries, currently offers 46 modules. Students also have the option of taking the iLower Secondary Edexcel Achievement Test in Computing at the end of Year 8, if they wish to do so. Students are introduced to several other subjects in Key Stage 3, enabling them to make educated choices at the beginning of KS4 when they select subjects for the iGCSE. Page | 3

Key Stage 3 A Balanced Curriculum Gateway has taken necessary measures to provide your child with a balanced curriculum at Key Stage 3 before he or she moves onto Key Stage 4, which in turn, leads to the iGCSE examinations. This has been achieved by making provision for students to take History, Geography, Art, Sinhala or French, Music, Physical Education and Civic Education throughout Key Stage 3. Civic Education is a subject that has been taken from the Sri Lankan National Curriculum in order to give our students a better understanding of the society they live in. Gateway enjoys Associate centre status from both Pearson Edexcel and Cambridge Assessment International Education, thus Gateway is able to teach and conduct assessments for a range of subjects from these examination bodies for International GCSE, GCSE, Advanced Subsidiary and Advanced Level examinations as students progress through the school. Widening the choices available to our students, Gateway also offers the Australian Secondary Certificate of Education (equivalent of IGCSE & AL) through SACE International. This provides students an alternative to the UK International General Certificate of Secondary Education and A levels route. SACE is not just another universally accepted qualification but a programme that takes a divergent approach, which is flexible and student-centred where continuous assessments play a key role. From the beginning of Key Stage 3, both parents and students should be preparing to take decisions on what subjects to take at KS4. The first such decision has to be made at the beginning of Year 7 when you need to choose between Sinhala and French. Any changes to this should be made before the end of July. The decision regarding Science, Business and Humanities subjects will have to be made at the end of Year 9. Page | 4

Programme of Study End of Key Stage Tests The tests in English, Mathematics, Science and Computing provide a valuable benchmark for students, teachers and parents to know how students have progressed in core areas. By studying these results students would gradually start to realise their level of achievement in relation to established international standards. In addition, students have the opportunity to become familiar with the process of regulated testing. The tests also serve as useful diagnostic tools for teachers and school management. For example:  Teachers get an opportunity to diagnose strengths and weaknesses in the teaching and learning programme.  School management uses the results to check the progress of student cohorts and match teaching to needs and abilities of individual students.  School Directors get an opportunity to compare the standards in the school to standards in different types of schools in the UK, to build on the strengths and to work on the weaknesses. Statements of Entry (SoE) and Continuous Assessments Carried out on the same lines of public/international examinations, the Statements of Entry have been introduced to make students conscious of the usual administrative procedures at public/international examinations. SOEs are also used as a measure to remind students of the importance of completing continuous assessments as the statements are issued only after completing all continuous assessments set for the particular semester. Continuous assessments are extremely valuable at this stage as they provide variety and help to bring out the best in every student in order to prepare them well for higher education. As part of our hybrid learning model, every semester, at least one Assessment will be conducted digitally. Hybrid Learning In essence, Key Stage 3 is the time a firm foundation is laid for the future higher education of each student. To enhance students’ success at this crucial stage of learning, over the past few years Gateway had taken the initiative to include e-learning as one of the methods of delivery of the Key Stage 3 curriculum. This includes the use of up to date technology in the classroom which extends beyond the boundaries of the school to include homework and practice. The entire school campus has Wi-Fi access enabling students to work with tabs and laptops in any of their lessons. The school has also subscribed to learning platforms that ensure students develop their knowledge and skills even at home. Page | 5

Key Stage 3 Microsoft has recognised Gateway College as a Showcase School, an elite group of schools (325 from around the world) that exemplify the best of teaching and learning in the world today. Being a Microsoft Showcase School, all teachers and students are provided with original Office 365 accounts. We expect every student to use the tools that are available through this facility to maximise their learning. Our teachers encourage students to use these tools to communicate and collaborate as well. Microsoft Teams is the primary online platform that teachers use to communicate with students. Students also use Flipgrid to connect classrooms and experts across the Globe. Through their Office 365 licence, all students have access to Minecraft Education Edition which is a game-based learning platform that builds STEM skills, unleashes creativity and engages students in collaboration and problem solving. Sri Lanka Telecom (SLT) has signed a landmark agreement with the Gateway College network to work alongside the group of schools using them as model schools in the use of technology in education. Under the new agreement, SLT has recognised the Gateway Colleges as EdTech Specialist Schools. As the exclusive internet service provider and the distributor of Wifi within the schools, SLT will strive to usher in new technologies to the Gateway Schools and engage with Gateway in joint research. Logo With the vision of becoming the preferred Digital Transformation partner for the Education Sector of Sri Lanka, DigiEdu, the Digital Education vertical of Dialog Enterprise too partnered with Gateway College to further facilitate the school’s Digital Transformation journey and identified the Gateway Schools as ‘Dialog DigiEdu Model Schools’. Both Dialog and Gateway believe in encouraging a digital-based learning journey by producing future-ready kids. With the adoption of the new Hybrid system, Gateway will move to a new mode of teaching and learning, based more on the student centred technology-based approach that has been taking root in the school in the recent past. At the heart of this approach is the latest technology that connects the classroom to the whole-school community and the wider world, through digital equipment such as smart panels and webcams that supports quality learning and teaching. During the academic year we will have certain days where lessons are conducted online and MS Teams will continue to be used for both class work and homework as well as alternative assessments. Page | 6

Programme of Study Gateway’s most recent investment is ‘Dugga’, a state-of-the-art Swedish digital assessment platform that can be used to conduct digital tests, exams, home exams, digital lessons, assignments and other types of assessment in education. Library Facilities Our effort at integrating technology to enhance the learning experience of our students does not mean we have compromised learning from books. The secondary school library is regularly updated with the most current publications making it one of the best equipped school libraries. We encourage our students to make use of the library which is an extended learning environment that can be used after school hours on weekdays until 4.30 pm and on Saturdays from 8.00 am to 12.00 noon. STEM (Science Technology Engineering and Mathematics) and Robotics Gateway has introduced STEM education as a part of the curriculum with a view to enhancing the learning experience of our students. Continuing the experience your child gained through using STEM kits in the primary, we have now successfully complemented classroom activities and laboratory practical work with our STEM education programme in order to integrate the learning of Science, Technology, Engineering and Mathematics. Gateway has also introduced Robotics that provides new and exciting ways of learning. Robotics encourages students to think creatively, analyse situations and apply critical thinking and problem solving skills to real world problems. Two Robotics modules have been incorporated to the Computing curriculum in order to give all students an exposure to this area. Students interested in pursuing further, have the opportunity to do so through the after-school Robotics club. Math Lab and Innovation Studio The secondary school is equipped with a Math Lab that enables students to use manipulatives in order to experiment and solve problems resulting in the discovery of mathematical principles, patterns and processes. Together with the use of technology this helps to engage students in interactive learning during their Maths lessons. All our schools have also established Innovation Studios to take STEM learning to the next level, where students are provided with a safe environment in which they can research and experiment on new ideas. Every child is given an opportunity to explore the Innovation studio through two Page | 7

Key Stage 3 compulsory lessons and students who wish to further their interest have the opportunity to join the Innovation Lab programme conducted after-school. The programme aims to provide students with prototyping skills and build their ideas into working projects. To facilitate this, the Innovation Studio is equipped with various tools such as hack saws, taps, drills, clamps; equipment such as pillar drill machines, grinders as well as latest tools such as 3D printers. It is also well stocked with various raw materials and electric, mechanical and electronic components that are required for prototyping. Children are trained to use these tools and equipment with proper safety precautions. BTEC Engineering Students have the opportunity to pursue a course of BTEC in Engineering as an afterschool hours extra subject in Year 9 if they wish to do so. This course will be completed in Year 10, a year ahead of their full iGCSEs. BTECs are vocational qualifications that are on par with the iGCSEs but the principal difference is that they are assignment based and not examination based. The courses are very practical and are fun filled. Furthermore, students get hands on training during the course from institutions such as the Ceylon-German Technical Training Institute in Moratuwa. Aptitude Testing In order to help students make more informed choices at the end of Year 9 as to the subject choices they make in the Science, Business and Humanities, Gateway offers the possibility of students taking a standardised international aptitude test that will generate a report about their aptitude for different subjects and their areas of strength. These externally set, computer based tests are completely optional. Page | 8

Programme of Study Sports and Co-curricular Activities The school lays much emphasis on the holistic development of body, mind and spirit. Sports, clubs and societies are, therefore, an integral part of the activities of the school. The wide and varied sports and co-curricular activities offered by the school are an excellent opportunity for students to build their confidence. The school expects each and every student to be involved in at least one sport and to be an active member of at least one club or society. We expect you to encourage your children to embrace the value of holistic education and immerse in the range of facilities provided by the school. Smart Cards The students are now provided with a smart card that functions as both an identity card and a debit card that can be used by students for purchases within the school in places such as the school canteen and the bookshop. The card is also used to mark the daily attendance of students enabling the school to improve its efficiency through the use of smart technology. It is compulsory that the students carry the smart card with them to school every day. Soft Skills We are conscious of our responsibility to equip our students with the required soft skills to join and stand out in society as confident ladies and gentlemen. The school has a structured and continuous soft skills development programme commencing from year 7 and leading up to year 13 which builds on the Etiquette lessons the students had in KS2. The aim of these workshops is to build capacity in areas such as social graces and etiquette, personal hygiene, dress sense, reproductive health, stress management, self-awareness and self-confidence. The growing concerns that we have regarding the risks to teenagers through social media too are addressed through these workshops by educating them with Dos and Don’ts. All sessions are conducted by experts in their respective fields and have been received well by our students. Page | 9

Key Stage 3 Religious Observances In keeping with the Gateway philosophy, we continue religious observances of the four main religions on all days that school is in session. Thus our students are able to reflect on their own faith and appreciate the values of other faiths at mid-day immediately after the interval. Every student of the secondary school is enrolled in the respective religious society and is expected to contribute towards the activities held throughout the year. Mindfulness The school conducts a 5 minute mindfulness programme on every school day. This provides an opportunity for students to start the day by observing and focusing on both themselves and the world around them. The aim of the programme is to enhance the students’ concentration, self-discipline, ability to learn, memory retention and self-awareness as well as to develop their overall emotional, physical and academic wellbeing. In addition to the morning mindfulness programme, the MindUp curriculum will be introduced to students of Years 7 and 8. MindUP for Schools is an evidence-based programme that has been shown to increase pro-social actions, decrease aggressive behaviours, and improve academic achievement. Based firmly in neuroscience, MindUP teaches the skills and knowledge children need to regulate their stress and emotion, form positive relationships, and act with kindness and compassion. Homeroom Building on our learning from the pandemic, Gateway will continue to hold homeroom sessions at least once a month by having shorter periods and adding a 9th period. During these homeroom sessions students will have the opportunity to interact with each other and their teachers in a free and relaxed atmosphere. Page | 10

Programme of Study The Role of Parents Children of all ages achieve greater academic success when parents are actively involved in, and are supportive of, their studies. There are a number of ways in which you can contribute to your child’s success:  Please read this book carefully and use it to monitor the work done in the school.  Be aware of what is taught in class, the homework and assignments given by subject teachers, the continuous assessments done in class and the marks/grades achieved by your child.  Please ensure that your child is punctual and regular in his/her attendance as this ensures that he/she is able to receive the maximum benefit from the opportunities the school provides.  Always offer enthusiastic praise when your child does well and supportive encouragement when things don’t go quite so well. Your children will be more motivated if they know that you will still love them, regardless of their level of academic success!  If your child has not done as well as expected, make it a point to discuss this with, his/ her teachers and get advice. Regular Parent-Teacher Interactions are conducted by the school for this purpose, but you are able to see your child’s teacher at other times as well; by sending a note addressed to the teacher in the Student Record Book.  It is very important that you arrange a quiet place for study, away from distractions such as television, pets or younger siblings.  Please monitor carefully the amount of time your child spends on the Internet and check whether what they are viewing is suitable. Social media is, increasingly, a distraction from studies for many students of this age. Much of the electronic equipment they use ranging from smartphones to gaming consoles needs to be monitored as well for the same reasons.  Please monitor your child’s books to ensure the timely completion of homework and the Student Record Book to ease the communication between the school and you.  Please read the ‘COMMITMENT’ that appears at the end, and discuss it with your child. This will help him or her to focus on school work during this important stage of their school career. Please do all you can to help the child to keep up with the commitment. The school will retain a signed copy of the Commitment.  Time off from studies is also a good thing; there needs to be a balance between work and leisure as well as between intellectual activity and physical exercise.  Please encourage your child to engage in wider reading.  Keep this book safely and refer to it, from time to time. You may also use it as a tool for monitoring what happens in the classroom. Page | 11

Key Stage 3 SCIENCE The principal focus of science in key stage 3 is to develop a deeper understanding of a range of scientific ideas in the subject disciplines of biology, chemistry and physics. Students will begin to see the connections between these subject areas and become aware of some of the big ideas underpinning scientific knowledge and understanding. They will be encouraged to relate scientific explanations to phenomena in the world around them and start to use modelling and abstract ideas to develop and evaluate explanations. Students will have the opportunity to develop a deeper understanding of factors to be taken into account when collecting, recording and processing data. Aims and Purposes The teaching of Science offers students opportunities to:  Develop scientific attitudes and skills in experiments, investigations, analysis, evaluation and measurement;  Build on their scientific knowledge and understanding from key stage 2 and make connections between different areas of science;  Use scientific ideas and models to explain phenomena and events;  Understand a range of familiar applications of science;  Think about the advantages and drawbacks of scientific and technological developments for the environment and in other contexts, considering the reasons for different opinions;  Carry out investigations of different types, on their own and in groups, making use of reference sources and evaluating their work;  Communicate what they did and its significance; and present observations and data using appropriate methods, including tables and graphs;  Use and derive simple equations and carry out appropriate calculations;  Use appropriate techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safety; and  Learn how scientists work and the importance of experimental evidence in supporting scientific ideas. Page | 12

Programme of Study Syllabus Content In the programme of study for science, the content is set out in a sequence of statements covering:  Scientific enquiry  Life processes and living things  Materials and their properties  Physical processes Biology  Life Processes and Cell Activity Chemistry  Humans as Organisms and how different organ systems interact to maintain Physics body activities  Plants  Variation and Classification  Ecosystems  Immunity  Materials and Recycling  States of Matter and Physical Change  Chemical Reactions  Reactivity Series  Acids and Alkalis  Classifying Materials  Periodic Table  Earth and atmosphere  Measurement and Properties of Matter  Forces and Motion  Energy  Light  Sound  Magnetism  Electricity  Space and Satellites Page | 13

Key Stage 3 MATHEMATICS The programme of study for Key Stage 3 is organised in a manner for students to build on Key Stage 2 and connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They would apply their mathematical knowledge in Science, Geography, Computing and other subjects. Aims and Purposes The teaching of Mathematics would:  develop mathematical thinking;  develop the use of formal mathematical knowledge;  develop personal decision-making;  stimulate understanding in application of mathematics in science, engineering, technology and economics;  enable students to begin to model situations mathematically and express the results using a range of formal mathematical representations;  extend their understanding of the number system; make connections between number relationships, and their algebraic and graphical representations;  equip students in uniquely powerful ways to describe and analyse;  develop problem-solving abilities; and  develop creativity. Syllabus Content Number and This includes numbers and the number system, calculations, ways of solving Algebra problems and algebra. Shape, Space This includes shapes and co-ordinates, constructing shapes (geometry), and and Measure measurement. Handling Data This includes working out questions, which can be answered by collecting data, processing it and working out what it tells us in answer to the original questions. Use and Students are taught how to use and apply mathematics. They begin to solve Apply increasingly demanding problems, including problems that call for them to think Mathematics through several steps, thereby developing a chain of reasoning. Page | 14

Programme of Study ENGLISH The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping students with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The importance of language development is such that it would play a major part in the curriculum alongside other subjects as all subjects are taught in English. Aims and Purposes The teaching of English offers students opportunities to:  read easily, fluently and with good understanding;  develop the habit of reading widely and often, for both pleasure and information;  acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language;  appreciate the rich and varied literary heritage;  write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences;  use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas; and  be competent in the art of speaking and listening, making formal presentations, demonstrating to others and participating in debate. Syllabus Content Reading Students would be taught to:  develop an appreciation and love of reading, and read increasingly challenging material independently through:  reading a wide range of fiction and non-fiction, including in particular whole books, short stories, poems and plays with a wide coverage of genres, historical periods, forms and authors.  choosing and reading books independently for challenge, interest and enjoyment.  re-reading books encountered earlier to increase familiarity with them and provide a basis for making comparisons. Page | 15

Key Stage 3  understand increasingly challenging texts through:  learning new vocabulary, relating it explicitly to known vocabulary and understanding it with the help of context and dictionaries  making inferences and referring to evidence in the text  knowing the purpose, audience for and context of the writing and drawing on this knowledge to support comprehension  checking their understanding to make sure that what they have read makes sense.  read critically through:  knowing how language, including figurative language, vocabulary choice, grammar, text structure and organisational features, presents meaning  recognising a range of poetic conventions and understanding how these have been used  studying setting, plot, and characterisation, and the effects of these  understanding how the work of dramatists is communicated effectively through performance and how alternative staging allows for different interpretations of a play  making critical comparisons across texts Writing Students would be taught to write accurately, fluently, effectively and at length for pleasure and information through:  writing for a wide range of purposes and audiences, including:  well-structured formal expository and narrative essays  stories, scripts, poetry and other imaginative writing  notes and polished scripts for talks and presentations  a range of other narrative and non-narrative texts, including arguments, and personal and formal letters  summarising and organising material, and supporting ideas and arguments with any necessary factual detail  applying their growing knowledge of vocabulary, grammar and text structure to their writing and selecting the appropriate form  drawing on knowledge of literary and rhetorical devices from their reading and listening to enhance the impact of their writing Page | 16

Programme of Study Students would be taught to plan, draft, edit and proof-read through:  considering how their writing reflects the audiences and purposes for which it was intended  amending the vocabulary, grammar and structure of their writing to improve its coherence and overall effectiveness  paying attention to accurate grammar, punctuation and spelling; applying the spelling patterns and rules leant in the key stage 1 and 2 programmes of study for English. Grammar and Vocabulary Students would be taught to consolidate and build on their knowledge of grammar and vocabulary through:  extending and applying the grammatical knowledge gained in the key stage 1 and 2 programmes of study to analyse more challenging texts  studying the effectiveness and impact of the grammatical features of the texts they read  drawing on new vocabulary and grammatical constructions from their reading and listening, and using these consciously in their writing and speech to achieve particular effects  knowing and understanding the differences between spoken and written language, including differences associated with formal and informal registers, and between Standard English and other varieties of English  using Standard English confidently in their own writing and speech  discussing reading, writing and spoken language with precise and confident use of linguistic and literary terminology. Spoken English Students would be taught to speak confidently and effectively, including through:  using Standard English confidently in a range of formal and informal contexts, including classroom discussion  giving short speeches and presentations, expressing their own ideas and keeping to the point  participating in formal debates and structured discussions, summarising and/or building on what has been said  improvising, rehearsing and performing play scripts and poetry in order to generate language and discuss language use and meaning, using role, intonation, tone, volume, mood, silence, stillness and action to add impact. Page | 17

Key Stage 3 COMPUTING The Program of Study in Computing at Key Stage 3 help develop students’ understanding and skills across two main strands - Digital Technology and Computer Science, in order to prepare students to function as citizens of a digital world. Computer Science is the discipline that explains how digital systems work, how they are designed and programmed, and the fundamental principles of information and computation. Digital Technology covers the purposeful creation and application of digital systems to develop products and solutions as well as digital literacy where a student is able to access, use, and express oneself using digital technology, including a critical understanding of technology’s impact on the individual and society. Aims and Purposes The curriculum for Computing aims to ensure that all students:  can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation  can analyse problems in computational terms and that they have repeated practical experience of writing computer programs in order to solve such problems  can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems  are responsible, competent, confident and creative users of information and communication technology Syllabus Content  Software skills:  Problem solving: algorithms, decomposition and abstraction  Word processing  Programming and development  Database management  Data representation  Spreadsheets  Computers: hardware, processing and  Web authoring software  Presentation  Communications and networks  Graphics and digital photo-editing  Safe and responsible practice  File handling  Information technology Page | 18

Programme of Study GEOGRAPHY Students would consolidate and extend their knowledge of the world’s major countries and their physical and human features. They will understand how geographical processes interact to create distinctive human and physical landscapes that change over time. In doing so, they will become aware of increasingly complex geographical systems in the world around them. They will develop greater competence in using geographical knowledge, approaches and concepts and geographical skills in analysing and interpreting different data sources. In this way students will continue to enrich their locational knowledge and spatial and environmental understanding. Aims and Purposes The teaching of Geography offers opportunities to:  stimulate students' interest in their surroundings and in the variety of human, physical and environmental conditions on the earth's surface;  foster students' sense of wonder at the beauty of the world around them;  help students to develop an informed concern about the quality of the environment and the future of the human habitat and thereby enhance students' sense of responsibility for the care of the earth and its people;  develop the ability to undertake geographical enquiry and use of a range of geographical skills;  develop knowledge and understanding of places;  develop knowledge and understanding of geographical patterns and processes; and  develop students’ outlook on sustainable living. Content of Geography  Investigate people, places and environments at different scales around the world.  Understand geographical patterns and processes and how political, economic, social and environmental factors affect contemporary geographical issues.  Investigate how places and environments are interdependent.  Carry out geographical enquiry.  Carry out geographical investigations inside and outside the classroom  Use a range of investigative and problem-solving skills. Page | 19

Key Stage 3 Syllabus Content  Using GIS  From Rock to Soil  Introduction to  Population  Living off Earth’s Resources Geography  Urbanisation  Earning a Living  Maps and Mapping  Coasts  International Development  About the UK  Weather and Climate  Our Restless Planet  Glaciers  Our Warming Planet  Russia  Rivers  Asia  The Middle East  Africa  China  Kenya Page | 20

Programme of Study HISTORY Students will be taught to extend and deepen their chronologically secure knowledge and understanding of British, Sri Lankan and world history, so that it provides a well-informed context for wider learning. Students will learn to identify significant events, make connections, draw contrasts, and analyse trends within periods and over long arcs of time. They will be able to use historical terms and concepts in increasingly sophisticated ways. They will be able to understand how different types of historical sources are used rigorously to make historical claims and discern how and why contrasting arguments and interpretations of the past have been constructed. Aims and Purposes History offers opportunities for students to:  learn about the past in Britain, Sri Lanka and the wider world;  consider how the past influences the present;  find out what past societies were like, how these societies organised themselves, and what beliefs and cultures influenced people's actions;  develop a chronological framework;  see the diversity of human experience and understand more about themselves as individuals and as members of society;  reflect on their personal choices, attitudes and values;  use evidence, weigh it up and reach their own conclusions; and  research, sift through evidence and argue a point of view. Content of History  chronological understanding  knowledge and understanding of events, people and changes in the past  historical interpretation  historical enquiry  organisation and communication Page | 21

Key Stage 3 The Ancient Kingdoms of Sri Lanka Suffrage for Women Syllabus Content World Wars The Norman Conquest The Civil Rights Movement in America The Medieval age The International Peacekeeping Organizations The Crusades Genocides The Black Death Struggle for Independence in Africa and India The Reformation The English Civil War The Slave Trade The Industrial Revolution Page | 22

Programme of Study COMMERCE Our Key Stage 3 curriculum for Commerce is specially designed to give students an understanding of the basic concepts of commerce and how commercial operations work. It introduces students to the world of commercial activities and institutions and lays a foundation on which to develop their ability to participate effectively in both local and global society as citizens and consumers. Aims and Purposes Commerce offers opportunities for students to:  acquire a knowledge of and develop an understanding of the nature and purpose of commercial activities and commercial institutions  develop an awareness of the context within which commercial activity takes place  develop an awareness of the nature and significance of innovation and change within the context of commercial activities Syllabus Content Year 8 Year 7  Retail Trade  Introduction to Commerce  Wholesale Trade  Economic Resources  International Trade  Production  Types of Business Organisations  Barter & Money  Specialisation & Division of Labour  Sole Traders  Branches of Commerce  Partnerships  Limited Companies  Trade  Franchises & Retail Cooperatives  Aids to Trade  Public Sector  Channels of Distribution  Aids to trade - Banking  Types of Economies  Aids to trade - Transport  Retail Trade - Introduction  Aids to trade - Warehousing  Aids to trade - Communication  Advertising Page | 23

Key Stage 3 SINHALA The teaching of Sinhala will strengthen the students’ understanding of the country and culture that they live in. Teaching will foster students’ curiosity and deepen their understanding of the world. Students will be able to express their ideas and thoughts and to understand and respond to its speakers, both in speech and in writing. It will also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and give them access to literature in the original language. Aims and Purposes The teaching of Sinhala aims to:  meet the needs of international school students pursuing Sinhala as a subject;  develop the ability to express their ideas in Sinhala;  teach the application of correct grammatical rules;  show the Sri Lankan identity;  provide an understanding of the use of appropriate and varied vocabulary; and  enhance the use of correct usage of spoken Sinhala. Syllabus Content  Essay writing / creative writing / descriptive writing  Reading  Construction of sentences  Reciting passages  Recitation  Comprehension  Translations - Sinhala to English and English to Sinhala  All grammatical forms  Dictation Parents should encourage students to read Sinhala story books, biographies and collections of short stories in order to develop their writing skills. The teachers will endeavour to give a list of recommended books to be read during school vacations. Page | 24

Programme of Study FRENCH Teaching of French aims to build on the foundations of language learning laid at key stage 2. Teaching will focus on developing the breadth and depth of students’ competence in listening, speaking, reading and writing, based on a sound foundation of core grammar and vocabulary. It will enable students to understand and communicate personal and factual information that goes beyond their immediate needs and interests, developing and justifying points of view in speech and writing, with increased spontaneity, independence and accuracy. Its aim is to provide suitable preparation for further study. Aims and Purposes French offers opportunities for students to:  become increasingly familiar with the sounds, written form and grammar of a modern foreign language;  use their knowledge with growing confidence and competence to understand what they hear and read, and to express themselves in speech and in writing;  develop language skills and language-learning skills, including applying their knowledge of grammar and structures, so that they become increasingly independent learners and users of French;  use French as the principal means of communication within the classroom, and beyond it where opportunities exist;  increase their cultural awareness by learning about French-speaking countries and their peoples, and by working with materials from those countries; and  form a sound basis for further study in key stage 4 and beyond. Syllabus Content  Festivals  Weather  Greetings  Animals  A School Day  Food and Drinks  A Town in France  Leisure Activities  A Town  Projects (countries /  At School  In Journey  In Family prepositions/ transport)  Vacations  Where You Live  The French Speaking World  A Good Meal  Family  Social Activities, Fitness & Health Page | 25

Key Stage 3 ART AND DESIGN Students will develop an appreciation of the fact that art, craft and design embody some of the highest forms of human creativity. The teaching of art and design will engage, inspire and challenge students, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. They will gain an understanding of how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of the world around them. Aims and Purposes Art and Design offer opportunities for students to:  develop their creativity and imagination through visual, tactile and sensory experiences;  develop practical, technical and critical skills and use visual and tactile language to communicate their ideas, feelings and meanings;  learn to make value judgements and aesthetic and practical decisions, becoming actively involved in shaping environments;  explore ideas and meanings in the work of artists, craftspeople and designers and learn about the diverse roles and functions of art, craft and design in the contemporary world and in different times and cultures;  use a range of techniques to record their observations in sketchbooks, journals and other media as a basis for exploring their ideas;  use a range of techniques and media, including painting; and increase their proficiency in the handling of different art materials. Syllabus Content  Tone and Form – pencil shading  Viewpoints – perspective drawing  Line and Linear Drawing – pen and ink  Study of the Human Figure and details of:  Colour– colouring techniques/ oil  the human head, pastels/water colours/monochrome  ears and eyes,  Design and Detailing (Patterns)  hand and fingers, etc.  Art Theories- Sri Lankan Traditional Art, Famous  Reflections- colouring techniques, with water Artists etc. colour, pastel, acrylic, oil paint, etc.  Landscapes  Object drawing - Cross-sections of fruits, etc.  Cartoon Characters  Still Life  Abstract Art Page | 26

Programme of Study MUSIC Students will learn to appreciate that music is a universal language that embodies one of the highest forms of creativity. The teaching of music will engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As students progress, they will develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon. Aims and Purposes By engaging students in making and responding to music, music education offers opportunities for them to:  develop their composing and performing skills;  develop their understanding and appreciation of a wide range of music;  extend their own interests and increase their ability to make judgements about music quality;  acquire the knowledge, skills and understanding needed to make music, e.g. in community music making, and, where appropriate, to follow a music-related career; and  develop the skills, attitudes and attributes that can support learning in other subject areas and are needed for employment and life, e.g. listening skills, concentration, creativity, intuition, aesthetic sensitivity, perseverance, self-confidence and sensitivity towards others team work, appreciating and respecting ideas of fellow students. Syllabus Content The teaching of Music would:  develop each of the interrelated skills of performing, composing and appraising in all activities.  extend these skills through applying listening skills and musical knowledge and understanding.  enable students to make connections between all areas of knowledge and musical experiences. In particular, students would acquire and apply knowledge and understanding of:  how music is constructed and basic knowledge of music theory, e.g. the use of musical elements and devices.  how music is produced, e.g. the use of instruments, ICT, musical processes and procedures, including relevant symbols and notations.  how music is influenced by time and place, e.g. the effect of the occasion, purpose or venue.  different genres of music. Page | 27

Key Stage 3 GLOBAL PERSPECTIVES Global Perspectives is an innovative and stimulating skills-based programme that places academic study in a practical, real-world context. It provides students with the opportunity to cultivate the critical thinking, research, communication and collaboration skills needed to be successful at school and university as well as in their future careers. The students will actively work on several topics throughout Year 7 to 9 and will prepare and submit an individual project as their Cambridge Checkpoint for Global Perspectives at the end of Year 9. Aims and Purposes The teaching of Global Perspectives:  Is relevant to students, connecting with their interests and experiences.  Develop the skills of research, analysis, collaboration, evaluation, communication and reflection in all students.  Encourages students to investigate and think critically about issues of current interest, using problem solving, reasoning and evaluation skills.  Promotes individual and collaborative learning  Enhances 21st Century skills such as digital literacy and problem solving.  Relates to students’ abilities and backgrounds.  Provides students with opportunities to discuss and address real-life issues, and to see that they can participate in activities that make a difference in their school and the wider community. Syllabus Content  Globalization  Education for all The topic areas to be covered will be:  Human rights  Employment  Migration  Tradition, culture and identity  Digital world  Humans and other species  Trade and aid  Changing communities  Language and communication  Belief systems  Sustainability  Conflict and peace  Disease and Health Page | 28

Programme of Study CIVIC EDUCATION Civic Education is a subject taken from the Sri Lankan National Curriculum. In keeping with the school’s aim of being an international school within a Sri Lankan environment, Civic Education was introduced to enhance the students’ sense of community and belonging. It aims to create awareness of the local environment the students live in and an appreciation of the diverse culture of a pluralistic society. The subject encourages creativity, divergent thinking, initiative, and decision making as well as critical and analytical thinking. It provides an insight to personal conduct, general and legal conventions, rights, responsibilities, duties and obligations of citizens. Aims and Purposes The teaching of Civic Education:  Develops the strength necessary to build future goals of life through the identification of one’s abilities, skills and potentials.  Develops competencies necessary to exist in society endowed with a good personality  Encourages students to be citizens endowed with humane qualities and social values necessary to exist in unity within a pluralistic society  Provides an understanding of patterns of governance in the country and the world  Looks at sustainable development and democratic principles  aims to build a society that mutually values responsibilities and duties. Syllabus Content The topic areas to be covered will be:  Our family  Our school  Our culture  Our society  Democratic Society  Public Services  Contemporary Issues  Multicultural Society  Let’s overcome challenges by solving problems  Qualities that should be inculcated in a good citizen  Let’s enter the world of work  The region we live in Page | 29

Key Stage 3 PHYSICAL EDUCATION The physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It provides opportunities for students to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect. Aims and Purposes The curriculum aims to ensure that all students:  develop competence to excel in a broad range of physical activities  are physically active for sustained periods of time  engage in competitive sports and activities  lead healthy, active lives Syllabus Content Pupils will be taught to:  use a range of tactics and strategies to overcome opponents in direct competition through team and individual games [for example, badminton, basketball, cricket, football, netball and tennis]  develop their technique and improve their performance in other competitive sports [for example, athletics]  take part in outdoor and adventurous activities which present intellectual and physical challenges and be encouraged to work in a team, building on trust and developing skills to solve problems, either individually or as a group  analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best  take part in competitive sports and activities outside school The programme of study identifies the following areas of activity:  Body conditioning activities  Games activities – in badminton, basketball, cricket, football, netball and tennis  Outdoor activities  Athletic activities Page | 30

Programme of Study HOMEWORK POLICY – SECONDARY Striving for Personal Excellence Students are encouraged to strive for excellence at the level of each one’s potential in all areas of life and work. Homework plays a crucial role in creating academic excellence. The purpose of homework  It consolidates and reinforces skills and understanding developed at school.  It encourages students to develop the skills, confidence, self-discipline and motivation needed to study effectively on their own.  It extends school learning, for example through additional reading and e-Learning.  It sustains the involvement of parents in the monitoring of students’ learning and keeps them informed about the work students are doing.  It directs research. The role of students  Write down assignments in clear writing in the relevant book  Be sure all assignments are clear; don’t be afraid to ask questions if necessary  Set aside a regular time for studying  Find a quiet, well-lit study area  Work on homework independently so that it reflects student ability.  Produce quality work in clear handwriting.  Make sure assignments are done according to the given instructions and completed on time. The role of parents/guardians in supporting pupils  Parents/guardians are encouraged, as far as possible, to provide a reasonably quiet, suitable place in which students can do their homework free of distractions such as television, mobile phones, etc. For example, provide a suitable desk, chair, adequate light and heat.  A regular time should be set aside for homework.  It is the parents’/guardians’ responsibility to inform the school or class teacher of any reasons why a student was unable to complete a homework assignment. A parent/guardian may communicate this through the student’s record book (SRB). Page | 31

Key Stage 3  If a parent/guardian feels that their child is struggling with homework or degree of difficulty of some of the work they may communicate this to the class teacher.  Parents/Guardians are expected to check and sign the SRB weekly. Individual notes from school personnel should also be acknowledged.  Parents/Guardians should praise the children on work completed.  Since computers are an integral part of today’s world, it is inevitable and essential that the Internet is a source for much of their research. Arrangements need to be made to ensure that their child has access to this facility.  Parents/Guardians are encouraged to monitor their child’s use of the Internet.  It is recommended that students should not be distracted during the school term i.e. employed in part-time work/ going on foreign trips. Expectations  The school expects that all homework will be completed on time and presented on time.  Homework should be the genuine effort of students.  It should be done to the best of the student’s ability in a neat and tidy fashion.  Students who miss homework because of an absence due to illness will receive the opportunity to make up missed work during a grace period which will be decided by the teacher.  If the absence is planned, the parent is required to inform the school in advance (through a letter) and make arrangements for homework to be done. The teacher may decide the grace period depending on the reasons given.  It’s the students’ responsibility to get work missed due to illness or absence. Consequences  If homework has not been done for the day assigned, a remark will be conveyed to the parent/guardian in the SRB.  Assignments given for assessment should be handed in by the deadline; failing to do so could result in a zero mark. Page | 32

Programme of Study COMMITMENT I realise that from now on, I am a student in the secondary school, preparing myself to sit for public examinations. I hereby undertake to be seriously conscious of my academic work while continuing with my co-curricular activities under the guidance of my teachers. I promise to spend two hours a day, on my own, at home on my studies. During this time I will do all the assignments and homework given by my teachers. I will also study the subject matter that was taught in all the subjects on that day. I will have my own target grades for all my subjects. I will endeavour to achieve these targets and continue to raise my targets ever higher, as I continue to achieve them. To ensure this, I will prepare a timetable for myself and follow it with sincerity and with purpose. I am aware that discipline is the most important pre-requisite for a good education. Therefore I promise to uphold the School Rules at all times. I will endeavour to be a model student of Gateway College, by imposing self- discipline. Page | 33