Key Stage 3 Curriculum Guide

KEY STAGE 3

CURRICULUM

YEARS 7 AND 8 INFORMATION GUIDE

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OUR MISSION

WHO WE ARE

Dover Court International School is

a community with inclusion at its heart.

WHAT WE DO

We prepare students to:

Flourish in our dynamic world

Be active participants in a globally connected

community, now and throughout life.

THE DOVER VALUES

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CONTENTS

OUR MISSION 2

WHAT IS KEY STAGE 3 4

WHAT WILL STUDENTS LEARN DURING KEY STAGE 3? 4

HOW DO STUDENTS LEARN AT DOVER COURT? 5

HOW IS THE STUDENT LEARNING EXPERIENCE

ENHANCED DURING KEY STAGE 3? 5

HOW DO WE SUPPORT STUDENTS TO DEVELOP TRANSFERABLE

SKILLS ALONGSIDE THE CURRICULUM? 8

HOW DOES TECHNOLOGY SUPPORT LEARNING? 8

WHAT IS THE ROLE OF HOMEWORK? 9

HOW ARE STUDENTS ASSESSED DURING KEY STAGE 3? 11

HOW CAN I BE INVOLVED IN MY CHILD’S LEARNING? 12

HOW DOES WELLBEING SUPPORT LEARNING 12

CURRICULUM SUBJECTS AT KEY STAGE 3 13

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WHAT IS KEY STAGE 3

Key Stage 3 is the first phase of learning in the Secondary School for Years 7 and 8. This Key Stage

involves the transition from Primary school where subjects are taught, and learning is experienced

in a more transdisciplinary way. In Secondary, students are taught by up to 12 different subject

specialist teachers, they build upon their learning experiences in Primary, learn new concepts,

curriculum and skills.

The learning in Key Stage 3 (Year 7 and 8) provides a foundation to further study throughout the

school, through our Key Stage 4 (Year 9, 10 and 11) and Sixth Form (Year 12 and 13) provision.

Curriculum Overview

WHAT WILL STUDENTS LEARN

DURING KEY STAGE 3?

Students follow a broad and balanced curriculum and develop a range of skills

during these years, not least considering which subjects they wish to continue

to study in Year 9, 10 and 11, the Key Stage 4 years. All students study the subjects

outlined in this guide, with a choice of Language (French or Mandarin), Literacy

Skills or EAL (English as an additional language). The curriculum is based on an

adapted and contextualised version of the English National curriculum, bespoke to

meet the needs of our diverse study body.

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HOW DO STUDENTS LEARN AT

DOVER COURT?

At Dover Court, high quality learning is the

process of acquiring, connecting, and transferring

knowledge, skills and dispositions to develop a deeper

understanding of the world and our place in it.

High Quality Learning:

• Is purposeful, relevant, engaging and challenging

• Is personalised, responsive and promotes high

expectations

• Fosters curiosity and a love of learning

• Promotes reflection, critical thinking and creativity

• Empowers and inspires action

• Ensures success for all

Teachers enable student progress by ensuring the

planned curriculum meets the needs of the students,

and that learning is personalised through differentiated

activity and resources to ensure appropriate levels

of support, stretch and challenge. Our teachers are

passionate and highly knowledgeable about their

subject areas, and regular and ongoing professional

development ensures they keep up to date with global

education trends and teaching practise research.

HOW IS THE STUDENT LEARNING

EXPERIENCE ENHANCED DURING

KEY STAGE 3?

Educational Visits and Adventurous Trips

Throughout Key Stage 3 students can take their learning beyond

the classroom by engaging in a several educational visits to take

advantage of the many wonderful educational opportunities we have

here in Singapore. Curriculum visits can include Humanities fieldwork

and Museum trips, Theatre performances for Drama students,

and visits to local industry to enhance learning in other areas.

Each year group also takes part in an overseas residential trip

each year, vising locations in South East Asia to take embark on

an adventurous journey to strengthen community spirit, partake

in activities that challenge and inspire, and give back to regional

communities with service opportunities. Recent trips have included

locations such as Malaysia, Indonesia and Borneo. We strongly

encourage all students to join their year group residential trip.

Co-curricular Opportunities

Students in Key Stage 3 can partake in a number of different cocurricular

opportunities during our structured CCA programme.

Across three blocks during the year, students can select to

participate in a range of activities to develop new skills or enhance

learning in their subject areas. The opportunities are diverse and

exciting, ranging from recreational sport to e-sports, languages to

blogging, and jewelry making to debating. Students can change

options each term or choose to develop skills further in more

specific areas.

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Sport

There are many sporting opportunities for students which include both competitive and

recreational options. We are part of ACSIS (Athletic Conference of Singapore International Schools)

and compete in leagues across several sports throughout three recognised seasons of play. This

includes sports such as swimming, volleyball, football, rugby and touch rugby, cross country and

basketball. In addition, we may also enter a FOBISIA (Federation of British International Schools in

South East Asia) invitational event. Students will train and play, usually weekly, using our excellent

facilities which include a brand new 4G multipurpose sports field and air-conditioned sports hall.

Recreationally, the students also have the opportunity to take part in a range of sports through

weekly timetabled PE sessions, where they are able to pick from a number of options and

enjoy a less competitive environment amongst their peers. The focus here is developing and

building relationships, fostering a love of sport and improving physical skills and fitness.

Performing Arts

The Drama Department offers many opportunities for students throughout the year to participate

in a range of co-curricular activities, including our extremely popular LAMDA programme. LAMDA

(London Academy of Music and Dramatic Arts) is a world-renowned drama school offering peripatetic

lessons which prepare students for Speech and Drama examinations; these are accredited by

Ofqual (the UK’s qualifications’ governing body).

In addition, we produce at least one school production each year which provides students with the

opportunity to collaborate across year groups, develop their knowledge of technical aspects of theatre

and hone their performance skills. Each year we also enter students in multiple FOBISIA Drama

competitions, ranging from Classical Performance to Stage Make-Up. Across the year, workshops,

master classes and theatre trips also allow students to engage with professional theatre and practitioners

working in the industry.

Finally, we allow students to showcase their performance skills through our Monday Monologues

series, which is shared with a DCIS community via social media platforms and is a wonderful way to

celebrate the vast array of talent amongst our student body.

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Student Leadership

Our Change Makers programme offers a variety of roles in which students can develop, practice and refine their

leadership skills whilst positively impacting both our school community and the wider communities we are part

of.

These roles include;

• Committee Leaders – Whether you are passionate about sustainability, wellbeing, digital citizenship or

equity, diversity and inclusion, we have a committee ready to welcome you. Committee Leaders can be

from any year group, and are responsible for driving forward change in their area of interest, supported

by other committee member with a shared interest. You will be supported by a staff mentor who has an

interest in the same area, and who will act as a sounding board for any challenges you might face.

• Committee Members – As long as you are passionate about the cause, willing to give up an hour a week

to meet with your committee and ready to work collaboratively with peers, students across all year groups

can volunteer to be part of a committee. Your weekly meetings will be facilitated by the committee leader,

allowing all members of the committee to have their voice heard and share their ideas for action.

• House Representatives – Our House Reps come from a range of year groups and are a vital part of the

wider House system. Inspiring, creative, and with great organisation skills, our House Reps are responsible

for drumming up house spirit and support for house events, ensuring Houses have teams and participants

for upcoming inter-house activities and for creating a sense of belonging for all students in their house

community.

As part of the Nord Anglia family of schools, student groups also have the opportunity to apply for NAE Social

Impact Grants. Each academic year, students from Nord Anglia’s 81 schools worldwide can apply for grants to

launch and enhance their local social outreach projects.

As well as further developing students’ understanding of some of the UN Sustainable Development Goals, Nord

Anglia’s Social Impact Programme challenges young people to work in partnership with community groups

and local charities to take direct action, enriching our school’s curriculum by providing exciting opportunities for

students to develop their critical and creative thinking, advocacy and problem solving skills.

Global Campus

Students at Nord Anglia Education schools also have access

to the Global Campus to enable connection, and the benefits

that come from this, to students across our family of schools.

Through this exclusive and safe password protected platform,

students can connect to other students via competitions, online

talks, and challenges to enhance learning across a range of

curriculum areas. It is also a way for students to connect and gain

from our exclusive collaborations with MIT, UNICEF and Juilliard.

Each year there are competitions in music,

writing, art, STEAM, debating and coding.

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HOW DO WE SUPPORT STUDENTS

TO DEVELOP TRANSFERABLE SKILLS

ALONGSIDE THE CURRICULUM?

As an IB World Certified school that delivers the IB Diploma

as a curriculum programme in our Sixth Form (Year 12 and 13),

we support progress towards this throughout the school by

using a common framework for skills development.

Known as the IB ‘Approaches to Learning’, this framework

encourages the development of five core skills that will

accelerate progress across all areas of the curriculum.

Some of the skills are explicitly taught, for example Research

Skills, and development of some of are woven within subject

curriculums, to ensure balance and age appropriateness

across the year groups.

HOW DOES TECHNOLOGY SUPPORT

AND ENHANCE LEARNING?

Access to technology is fundamental today, so an important component of our Key Stage 3 curriculum is

ensuring students develop the ability to understand how technology can be used to enhance their learning,

collaborate with others and be used as an important communication tool. In an increasingly digital world,

ensuring learners develop both digital literacy and digital citizenship is key. We must also ensure that students

know how to use technology responsibly and safely. All students in the Secondary School are expected to bring

a fully charged laptop to school as part of our BYOD (bring your own device programme). Subjects will use

laptops in lessons to varying degrees based on the curriculum and learning need.

Students have access to several online platforms to support their learning:

• MS Teams – to access learning anytime and anywhere, for collaboration, and communication with teachers

• MS Teams and Outlook Calendar – to calendar homework tasks

• Office 365 – students have a DCIS outlook email account to use for school communication, as well as access

to the full online Office 365 applications

• DCIS Student Portal – online platform to access their timetable, reports, school bulletins

• Specific subjects also use a range of additional platforms to engage learners with specific curriculum

content.

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WHAT IS THE ROLE OF HOMEWORK

IN THE CURRICULUM?

Whilst we deliver high quality learning at DCIS in every lesson, we recognise that homework also plays a key role in

fostering deeper learning and engagement beyond the classroom. We believe that homework should be more than just a

routine task; it should be a purposeful extension of classroom learning, reinforcing knowledge, concepts and skills.

Homework should:

• Be differentiated - it should recognise the diverse

range of needs that our students have and provide

an opportunity for students to experience agency

in task and demonstration of learning.

• Support progress – tasks set should enable

students to recap and consolidate learning. The

focus should be on retrieval practice, to provide

opportunity for students to actively recall and

reinforce what they’ve learned in class.

• Provide opportunity for success – all students

should be able to access and benefit from their

homework assignments.

• Consider wellbeing – we recognise that students

need to have sufficient time outside of school

to engage in social and other co-curricular

activities to support their wellbeing and personal

development.

• Be communicated consistently – all homework

must be communicated via the ‘assignments’

function on MS Teams, added to student calendars

and tagged as ‘Homework’. Students within the

Pathway 2 provision also have a physical planner to

support their organization and time management.

Students in Key Stage 3 will be given homework by their different subject teachers based on the regularity of lessons and

style of homework appropriate. Subject expectations include:

• English – one piece of homework per week and one

Inquiry Project per year at KS3.

• Maths – one piece of homework per week – set per a

homework timetable for each class.

• Art - one homework per project (approximately

every 6 - 9 weeks). The homework will build on

classwork to help develop skills and knowledge.

• Music – one piece of extended homework per half

term.

• Design and Technology – two homework tasks

per project. Tasks should be expected to take

approximately 30 minutes.

• Drama – one homework per term focused on the

development of performance and design skills.

• Mandarin & French – Maximum of two pieces of

homework per week including listening, reading

and writing – set per a homework timetable for each

class.

• Computing – A maximum of two pieces of

extended homework per half-term linked to the

unit of learning. The approaches to homework

will include inquiry projects, coding tutorials and

revision activities.

• Science – Up to three pieces of homework per halfterm

linked to current learning. These will include

projects, extensions to lesson work and revision

activities. Students can also expect short ad hoc

activities to finish classwork (if required).

• Geography – one piece of extended homework per

half term based on the unit covered.

• History – one piece of extended homework per

half term. The piece will be to extend learning in a

creative way. Students will get to choose what/how

they present this homework from a list of options

on a ‘Homework Menu’.

• Literacy Skills – Homework to be set weekly and will

consist of working towards an individual goal on

Lexia Power Up and application of skills.

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HOW ARE STUDENTS

ASSESSED DURING KEY

STAGE 3?

Students are provided a range of different opportunities to demonstrate their learning in subject

areas. Assessment is both formalised, for example through written assessments, presentations, or

projects, and continuous, through their active participation in activities and class discussion, their

contribution to learning in lessons, and completion of classwork throughout the year. Each subject

area has specific content and skills which are designed to build the learning experiences needed for

Key Stage 4 and beyond.

We recognise that every child is unique, and the progress students make is based on their own

starting points, and as such, success looks different for every student. Students do not all learn at the

same pace.

Using an externally standardised testing tool (GL Cognitive Ability Testing, CAT4) as a starting point

alongside ongoing teacher assessment, a personalised Teacher Target for each student in every

subject is established, in order to understand and best support learning so that all students are

challenged and can be successful.

We use the following descriptors to describe academic attainment:

MASTERY

SECURE

DEVELOPING

FOUNDATION

Students have a mastery level understanding of this subjects; this means they

would be on track to achieve a minimum expected grade 8-9 at GCSE level

Students have a secure understanding of this subject; this means they would

be on track to achieve a minimum expected grade 5-7 at GCSE level

Students have a developing understanding of this subject; this means they

would be on track to achieve a minimum expected grade 3 or 4 at GCSE level

Students are meeting a foundation level in the subject; this means they

would be on track to achieve a minimum expected grade at GCSE of a 1 or 2

Assessments include clear success criteria for each level. Following a subject assessment, teachers

provide feedback so students know which descriptor level they have met. Students are also provided

with a ‘progress measure’ to indicate the progress made against their subject Teacher Target, using

the terms ‘Working Above’, ‘Working On’, ‘Working Towards’ and ‘Working Below’.

For example:

Student A is expected to be able to meet the ‘Developing’ descriptors for English, based on their

Teacher Target. In their latest assessment they meet the success criteria for the descriptor ‘Secure’ –

this would indicate that they are ‘Working Above’ their expected Teacher Target in English.

Student B is expected to be able to meet the ‘Secure’ descriptors for Maths, based on their Teacher

Target. In their latest assessment they meet the success criteria for the descriptor ‘Developing’ – this

would indicate that they are ‘Working Towards’ their expected Teacher Target in Maths.

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HOW CAN I BE INVOLVED IN

MY CHILD’S LEARNING?

Research shows that children whose parents are involved in their child’s learning and school, experience greater success.

There are several ways you can stay involved in their learning:

• Connect with your child’s Form Tutor for all general queries as the first point of contact

• Talk to your child about what they are learning and how they feel about school, not what they did at school.

• Ask to see your child’s learning on MS Teams.

• Ensure that your child has a comfortable, quiet place to learn at home and good routines.

• Discuss homework with your child and if they are struggling to understand or complete it,

encourage them to speak to their teacher. Step in only if your child needs support to do so.

• Discuss Progress Reports with your child and whether your child understands

what steps to take to improve – these are shared termly

• Attend Parent Teacher Conferences with your child.

• Read our school newsletters and other school communications.

• Attend workshops and presentations in our ‘Parents as Partners’ series.

• See rewards and conduct notifications shared on the Parent Portal

HOW DOES WELLBEING

SUPPORT LEARNING?

There is a rich variety of evidence-based

research that informs us that the best learning

takes place when students feel safe and

a sense of belonging in their school.

At Dover Court we truly believe this and ensure that

students wellbeing is supported and enhanced

in several ways. All students are assigned to a

Tutor Group and have a Form Tutor responsible

for their pastoral care, supported by a year group

Progress Leaders and a team of counsellors

and therapists based in school. Daily tutor time,

regular assemblies, teambuilding opportunities,

the House structure, all work to strenghten our

student’s sense of belonging and ensure that our

school environment is a ‘home away from home’.

Alongside this, a planned PSHE (Personal, Social,

Health and Economic) curriculum ensures that

students acquire the knowledge and skills needed

to flourish in and beyond our school environment

and make the best possible academic and

personal progress. It is delivered by the tutor

team in weekly lessons, supported by additional

year group assemblies and guest speakers.

Our PSHE curriculum draws upon the statutory

learning outcomes provided by the PSHE Association

alongside other appropriate international guidance.

It is contextualised to meet the needs of our

diverse international school community and is

enhanced through additional focus on the topics

relevant to our context such as; inclusion, culture

and identity, intercultural learning, careers and

futures skills, mental health, learning skills and

digital and media citizenship and literacy.

CURRICULUM

SUBJECTS AT KEY

STAGE 3

(YEARS 7 AND 8)

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ENGLISH

WHY DO WE LEARN THIS SUBJECT?

The study of English underpins the entire Key Stage 3 curriculum, equipping students to communicate with confidence

and think critically. Through speech, writing, and reading, they develop the tools to understand and challenge the world

around them.

At Key Stage 3, we build on the essential skills from Key Stage 2, taking students further into the richness of global ideas

and perspectives. By exploring dynamic literature—novels, plays, poetry—and thought-provoking non-fiction, students

grow not just as learners, but as thinkers.

WHAT SKILLS DO WE TEACH?

• Oral communication

• Written communication – imaginative and transactional writing

• Reading skills – comprehension, interpretation, analysis, evaluation

• Collaborative work

• Creative Thinking

• Self-Management

• The power of voice - developing their own voice and opinions

• Empathy, perseverance and resilience

• Reflection

Through the texts we study, opportunities to develop intercultural awareness and understanding, sensitivity and

celebration of culture has been embedded in the KS3 English curriculum. Learners are encouraged to reflect not only

on their own lives but critically explore the experiences and circumstances of a wide range of individuals, developing our

learners into mindful global citizens.

WHAT TOPICS ARE COVERED?

• Mythical Beasts

• Poetry: Culture and Identity, World Poetry

• Shakespeare: The Tempest, Much Ado About Nothing, Macbeth

• Horror creative writing

• A range of non-fiction texts: journals, speeches, letters, articles and visual media texts

• Modern Drama

• Literature study: Coraline, Goodnight Mr Tom, Burn My Heart, The Outsiders, Refugee

WHAT HAPPENS IN KEY STAGE 4?

In English in Year 9, learners primarily focus on developing the skills needed for the Edexcel English Language and

Edexcel English Literature IGCSE courses. Students develop their reading and writing skills through text types that

correlate with the set texts for IGCSE. During Term 3 of Year 9, Students consolidate their writing skills through the genre

of dystopian fiction and write their first draft of Imaginative Coursework which will be re-visited in Year 10.

By the end of Year 10, students will have completed coursework on two literature texts (modern drama and Shakespeare)

as well as covering a range of poetry, non-fiction texts and a modern novel. This then leaves one further piece of

Analytical Coursework for completion in Year 11, leaving ample time for revision and preparation for the students to sit

their external examinations at the end of the year.

SCIENCE

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Science invites curiosity and helps us to develop an understanding of the world around us. Studying Science

supports learners’ development as global citizens by exploring, discussing and appreciating the importance of topics

such as health and sustainability, and how we can adjust our actions to contribute positively.

We place a core focus on building a strong foundation of knowledge to support studies in Key Stage 4 and beyond,

whilst inspiring students to develop a life-long love of Science. Students enjoy a curriculum rich in hands-on practical

work which builds the skills for the scientific method and to use science in real life.


• Safe laboratory practice

• Following methods

• Writing methods

• Handling and interpreting data

• Scientific drawings

• Presentation skills

• Critical thinking


Year 7:

• Experimental Skills & Safety

• Atoms & the Periodic Table

• Cells & Organisation

• Forces & Motion

• Plants

• Ecological Relationships

Year 8:

• Particle Theory & Rates of Reaction

• Health & Medicine

• Light & Sound

• Human Reproduction

• Energy & Electricity

• Human Impacts on the Environment


In Key Stage 3 students develop the underlying principles and key skills needed for study at IGCSE/GCSE and IB level. In

Year 9, students study an introduction course before they go on to be taught either Edexcel’s IGCSE Double Award (9-1),

Edexcel’s GCSE Combined Science Award (5-1) or Edexcel’s Entry Level Science (3-1) in Year 10 and Year 11. The particular

course students will take will be chosen based on which programme is the best-fit for their profile and will allow them to

make maximum progress.

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MATHEMATICS


‘Mathematics is not about numbers, equations, computations, or algorithms: it is about understanding’.

William Paul Thurston, Mathematician.

Mathematics is a universal language that enables us to better understand the world around us. Mathematical fluency,

as with any language, is key to successful application, and provides an effective way of building mental discipline. This

fluency along with inquiry and creative thinking develops confidence to solve problems independently.

Valuing multiple ways of problem solving and presenting solutions develops an appreciation of different approaches,

leading to a greater depth of understanding and awareness of diverse thinking.

Mistakes are inevitably made during everyone’s learning journey within mathematics, and it is these mistakes that

allow for new learning. Approaching mathematics with this growth mindset will develop strong resilience and intrinsic

motivation.

Mathematics helps us to understand the world around us. Our world is full of patterns and mathematics gives us a way to

understand these patterns, quantify relationships and predict the future. Numeracy maintains its importance as a key life

skill even in our technologically advanced world.


• Working systematically when problem solving and presenting solutions in a logical way

• Visualising and mathematical drawing

• Identifying patterns and generalising relationships

• Communicating concisely using mathematical language

• Data analysis that develops the skills of representation, statistical measures and justification

• Precision in calculations


• Number operations and the number system

• Measure and shape

• Geometry and construction

• Patterns and sequences

• Fractions, decimals and percentages

• Statistics

• Algebraic expressions and equations

• Probability

• Symmetry and transformations

• Modelling

• Proportional reasoning


In Key Stage 4 students continue to develop their skills from KS3 and extend their learning in each topic area. All

students follow the Edexcel IGCSE Mathematics course either at Higher or Foundation level, with some students working

towards Entry level Certificate in the first instance. Most students will additionally study the Edexcel GCSE Statistics

course, which will be taught alongside the IGCSE Mathematics course.

GEOGRAPHY

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Geography is an exciting, dynamic and integral part of all students’ learning journey. Students learn about the physical

and human processes which shape the environments around them and help to build and create unique features in

both the natural and human worlds. Geography is unique in developing the idea of place and the role of us all in our

environment.


Geographic skills are based around communication, whether that is in the form of map reading or drawing knowledge

from source materials. Being able to interpret these and communicate their meaning through clear geographic language

is key to success in the subject. These skills are taught both implicitly and explicitly throughout the curriculum.


We cover a range of topics and have a balance between human and physical Geography.

• Australia – a thematic unit looking at human and physical elements of this diverse country

• Weather, Climate and Extreme Weather

• Restless Earth – Focussing on volcanoes and earthquakes

• Tourism – with a focus on eco-tourism

• Tropical Rainforests

• Singapore’s Coastal Environments

• Geography of Conflict

• Africa - a thematic unit looking at human and physical elements of this diverse continent


We will look at the causes of uneven development at a global scale, the forces directing globalisation and migration and

take a deep dive into energy and climate change. Our IGCSE programme explores ‘Coastal Environments’, ‘Hazardous

Environments’, ‘Urban Environments’, ‘Economic Activity and Energy’ and ‘Development and Human Welfare’.

Knowledge of these is supported by two field trips across Key Stage 4.

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HISTORY


Studying history equips students with a diverse skill set, encompassing critical thinking, empathy, and the capacity to

comprehend various viewpoints. Our curriculum is designed not only to cultivate these skills but also to foster cultural

literacy, self-awareness, and active participation in civic life. In an era inundated with information and misinformation,

history empowers students to discern between facts and opinions, honing their ability to sift through the noise and arrive

at informed conclusions.


History skills are based around critical thinking; whether that is in the form of evidencing a historical argument or

interpreting source materials. Being able to interpret evidence and synthesise points into written and oral historical

arguments is key to success in the subject. These skills are taught both implicitly and explicitly throughout the curriculum.


Year 7

• Historical skills, looking at what is history and how we study it

• What was life like in the Roman empire?

• What were the impacts of the Black Death?

• How did Medicine change through the ages?

• Was Muromachi Japan violent and chaotic?

• Independent research project

Year 8

• What were the causes and events of the French Revolution?

• Who were significant revolutionary leaders from the 20th Century?

• What were the main events of WW2?

• How similar were Global Medieval Kingdoms?

• Investigation into transatlantic slavery.


We start with a practise topic in Year 9 Term 1, this is currently China 1900 – 1989 and Civil Rights Movement in the USA.

In January, our focus shifts to a deep dive into the Holocaust through a historical investigation. Students take the lead in

curating an exhibition and organizing an assembly for the entire school, showcasing their research findings. We prioritize

student agency, offering guidance by suggesting two practice topics in Year 9 for familiarity with IGCSE-style learning

and questioning. However, the ultimate selection of topics for study is left to the students as a cohort, empowering them

to pursue subjects of their choosing.

DRAMA

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Drama allows us to collectively explore the world around us, developing a greater sense of self. Since Ancient Greek times

theatre has enabled us to interpret complex human emotions and universal issues, by permitting us to walk in the shoes

of others. Through this exploration we can acquire empathy and an understanding of the lives of individuals different

to ourselves. By reflecting on the experience of other people and cultures, we can strive for a fairer and more accepting

society.

Most importantly, Drama is about the creative process of working collaboratively. It hones the power of the imagination

and provides ways to share stories and make connections with others; a tradition that dates to the earliest civilisations.


• Collaboration

• Creativity

• Communication

• Critical thinking

• Problem solving

• Leadership

• Time management

• Curiosity

• Confidence


• Theatre Genres & Styles

• Performance from Script

• Devising

• Live Theatre Review

• Technical Theatre (lighting & sound)

• Theatre Design (set & costume)


Learners will enhance their understanding of how drama techniques and

strategies can be utilised to elicit a specific effect for an audience. They

will be exposed to a wider range of theatre practitioners, playwrights and

productions, which will help to form them as theatre makers.

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MUSIC


‘Musical activity involves nearly every region of the brain that we know about and nearly every neural sub system’ Levitin

Music can unlock a student’s social, creative and intellectual potential. Research shows it can improve reading and

arithmetic skills as well as helping young people develop empathy towards others.


The language of Music is sound. We always place sound before symbol in Key Stage 3 Music. Developing the student’s

musical ear by learning in a practical and collaborative way being at the centre of everything we do. This informal learning

model encourages students to try out new instruments when rehearsing with friends in bands, where the focus is on

process not product.


The focus is on practical Music making and performing:

• ‘Bite size Band’ (Learning to play in a band in an informal student-centred way.)

• Composing using a digital audio workstation – Soundtrap

• Instrumental skills: Keyboard, Djembe, Ukulele and Singing

• Song writing

• Hip hop

• Samba

• Film Music

• Performing and rehearsing an original song in a band.


In Year 9 we develop more sophisticated music technology programming techniques and continue to develop ensemble

skills for the Secondary showcase performance. In Year 10 we start exploring the GCSE Set Works and in Year 11 the focus

is on completing the required solo and ensemble performances.

VISUAL ARTS

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Art is more than just a subject, it’s a fantastic means to communicate and share ideas, question the world we see in front

of us, and expose ourselves to other cultures and practises.

Studying Visual Arts allows us to explore, experiment and play, and become confident in taking risks and thinking outside

the box. Art allows us opportunities to make mistakes, reflect on ourselves and others and to give and receive constructive

critique. Above all else, art allows us the space to create, and by exploring a range of skills, processes and techniques, we

can learn a great deal about our own identities.


• Creative thinking

• Art critique

• An understanding of the formal elements

• Recording and direct observation – pencil, charcoal, pastel

• Photography and digital manipulation

• 3D sculpture – wire, clay, papier Mache

• Painting – watercolour, acrylic, colour theory

• Print making – lino, screen, mono and Gelli

• Art appreciation across times and cultures

• Problem solving and lateral thinking

• Risk taking and experimenting


These will vary depending on the unit and the needs of the cohort, but each year group will have one collaborative group

work unit, one unit that looks at global issues, one unit that looks at core fundamental art skills and one unit that explore

pure creative and imagination. Within each unit students will look at art from movements or artists to investigate and

take inspiration from.


Students can choose to take Art as a GSCE subject as we

offer GCSE Art and Design: Fine Art. Students will develop

their mastery of the skills, processes, and techniques by

means of developing rich and inquisitive projects. Each

project is unique to the learner and their strengths and

interests, but will cover the GCSE Assessment Objectives:

• Develop

• Refine

• Record

• Present

Each project will have a theme, ranging from examples such

as Portraiture, Stereotypes, Architecture and Art in Science.

The students will need to explore and experiment with a

range of processes through the projects which will result in

a developed and personal final piece.

22

DESIGN AND TECHNOLOGY


In Design Technology students learn mainly through design-and-make projects guided by a design process. The design

process entails identifying design needs from real-world experiences, generating and developing ideas, and realising the

design solution; with research carried out when necessary. Research includes testing ideas through quick mock-ups and

evaluating the final design solution with the intended user.


Pupils acquire related knowledge and develop practical skills to turn ideas into design solutions. We consider values like

mindfulness, empathy and sensitivity in the areas of social, culture and environment.


Students complete a range of practical design projects which allow them to explore different materials and develop skills

that allow them to communicate design and meet a brief. The practical materials experimented with include textiles,

electronics, polymers, timbers and metals.


Students will acquire subject knowledge that builds on Key Stage 3, incorporating knowledge and understanding of

different materials and manufacturing processes in order to design and make, with confidence, prototypes in response

to issues, needs, problems and opportunities. Students learn how to take design risks, helping them to become

resourceful, innovative and enterprising citizens. Students choose one material for an in depth focus study and at DCIS

we deliver ‘Timbers’.

FRENCH

23


A world language - more than 300 million people speak French on the five continents. French is the second most widely

learned foreign language after English, and the fifth most widely spoken language in the world.

A language for the international job market - a knowledge of French opens the doors of French companies in France and

other French-speaking parts of the world.

The language of culture - French is the international language of cooking, fashion, theatre, the visual arts, dance and

architecture.

A language for travel - France is the world’s top tourist destination and attracts more than 87 million visitors a year.

French also comes in handy when travelling to French-speaking parts of the world.

A language for higher education - Speaking French opens opportunities to study at renowned French universities and

business schools, ranked among the top higher education institutions in Europe and the world.

The other language of international relations - French is both a working language and an official language of the United

Nations, the European Union, UNESCO, NATO, the International Olympic Committee, the International Red Cross and

international courts.

A language for learning other languages - French is a good base for learning other languages, especially Romance

languages (Spanish, Italian, Portuguese, and Romanian).


Our objective is to enable students of all abilities to develop their French language skills (Speaking, Listening, Reading

and Writing) to their full potential, equipping them with the knowledge to communicate in a variety of contexts with

confidence.


At the end of their Key Stage 3 journey, students will be able to understand sentences and frequently used expressions

related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography,

employment). They can communicate in simple and routine tasks requiring a simple and direct exchange of information

on familiar and routine matters. Students can describe in simple terms aspects of his/her background, immediate

environment and matters in areas of immediate need.


Students will continue their learning of French following the IGCSE French (9-1) course from Edexcel Pearson which

further develops their four main language skills: reading, writing, listening and speaking.

24

MANDARIN


With more than a billion speakers, Mandarin is one of the most spoken languages in the world. Mandarin is a portal into

an amazing culture which opens the gateway to a deeper understanding of 5,000 years of Chinese history and culture.

International businesses prefer to hire people who speak more than one language especially Mandarin. Mandarin

proficiency unlocks easy travel in global and Language acquisition advances your brain function.


Our objective is to enable students of all abilities to develop their Mandarin language skills (Speaking, Listening, Reading

and Writing) to their full potential, equipping them with the knowledge to communicate in a variety of contexts with

confidence.


We use the Youth Chinese Test (YCT) framework to underpin our Key Stage 3 curriculum, designed to support learning an

additional language. It is a standardised assessment-scheme which is widely recognised globally. Students who pass the

test receive a certificate as record of their achievement. It also helps students to assess and improve their proficiency in

Mandarin.

We aim for students to achieve a minimum YCT Level 4 or Level 5 if they have prior knowledge in Mandarin learning

when joining Year 7. The formal proficiency test will be conducted twice a year (May and November). The content covered

ensures that students can carry out basic communication tasks of life, study and work and would be able to answer most

communication tasks during travel to Mandarin speaking locations.

Students are required to learn approximately 600 to 1200 vocabulary (words) from different daily conversation topics.


Students develop their language skills and can continue the next stage of learning by taking the IGCSE Mandarin (9-1)

course from Edexcel Pearson.

LITERACY SKILLS

25


Literacy impacts all other subjects learned. Having a strong foundation in this area will create more opportunities for

success in other subject areas. These lessons are offered by invitation only as an alternative to a foreign language for

students that would benefit from a focus on strengthening their literacy. We offered three different classes; one class

for students enrolled in the ‘English as an Additional Language (EAL)’ provision on admission via language assessment,

one class for our Pathway 2 students, and one class for students in Pathway 1 who would benefit from additional literacy

support instead of a second language.


• Word study (spelling and word reading fluency)

• Grammar (parts of speech, sentence building, punctuation)

• Comprehension (text types/structure, reading for understating)

• Writing


We work closely with the English department to align our writing topics with relevant curriculum topics. This is to ensure

students are able to practise applying what they learn.


Literacy Skills is a Key Stage 3 only subject. If students continue to require literacy support in year 9, this will be offered

in the form of push in or 1:1 support. If students want to select a second language to study from Year 9, they can choose

Spanish although, taking a language is not a mandatory requirement for our KS4 options.

26

COMPUTING


• To prepare our learners to be confident digital citizens - responsible and proficient users of

technology.

• To develop resilience and adaptability for the ever-changing digital landscape.

• To be knowledgeable of the various technical processes and concepts behind how different

technologies operate.

• To apply effective computational thinking skills to solve real world problems.


• Digitals Skills

> Using office applications

> Multimedia editing

• Computational Thinking


• Hardware & Software

• Networking & Security

• Data Representation

• Python Programming

• Digital Citizenship & Literacy

The topics are taught using project and inquiry-based learning methods to foster a deep and thorough understanding

of these key areas. This hands-on approach ensures learners not only learn but also apply their knowledge and skills in

practical, real-world situations, preparing them for future technological challenges.


In Key Stage 4 learners have the option to study either IGCSE Computer Science or BTEC qualification in Information

Technology. The IGCSE qualification builds upon the theoretical and computational thinking concepts studied at Key

Stage 3. The BTEC qualification applies the digital skills studied in Key Stage 3 to various real-world contexts.

PHYSICAL EDUCATION

27


In Physical Education (PE) we want students to develop and improve their overall physical literacy. A physically literate

student is one which has the motivation, confidence, physical competence to take part in a range of sporting activities

whilst experiencing regular success. They will also develop knowledge of rules and tactics, and understand the long term

value of taking part in regular physical activity.


Through a range of sporting activities, our students develop their physical, social and emotional skills. These skills are

divided into three different categories; Head, Hand & Heart, and the students are assessed in these areas. The Head aspect

works on skills such as decision making, problem solving, tactical awareness and feedback. The Hand strand develops

technique, accuracy, fitness levels, coordination and creativity. Finally, the Heart strand focuses on leadership, respect,

resilience, effort levels, integrity and communication.


We encourage students to take part in a wide range of activities; we believe there is a sport for everyone, and it is our job

to help them find it. As well as an inclusive approach to sport, we align our PE programme with our Wolves teams that

compete in the ACSIS leagues to allow them further opportunities to train. This allows our most capable athletes to be

challenged frequently.

Our core sports are football, netball, basketball, volleyball, touch rugby, swimming and rugby. Alongside this, we are able

to offer softball, ultimate frisbee, badminton, invasion games, health & fitness and athletics.


All students will receive a well-rounded introduction to the world of sport and sport science by developing an

understanding of how the mind and body work in relation to performance in physical activity in their core PE lessons. In

addition, students can choose to take GCSE Physical Education to further develop their knowledge and skills as part of

their qualifications provision.

Contact us at:

Dover Court International School

301 Dover Road, Singapore 139644

Admissions

admissions@dovercourt.edu.sg

www.dovercourt.edu.sg

+65 6775 7664

School Hours: 8.30am-3.00pm

Office Hours: 7.45am-5.00pm

Dover Court International School (Pte) Ltd is registered with the SkillsFuture

Singapore Agency (SSG)

PEI Registration No: 197100313E | Registration Period: 05/07/2023 to 04/07/2027

Key Stage 3 Curriculum Guide

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