Yrs 7-9 (G6-8) Lower Secondary Subjects Guide for 2026-2027 cohort

LOWER SECONDARY YEARS 7-9 (GRADES 6 - 8) SUBJECT GUIDE FOR 2026 - 2027

OUR PROGRAMME

WHAT IS THE LOWER SECONDARY PROGRAMME?

Through exposure to a broad range of subject areas, the Lower Secondary Programme builds on the foundations set in Preparatory education in developing students’ concepts, content, experiences and abilities.

WHAT DOES MY CHILD GAIN FROM THIS PROGRAMME?

The programme develops the skills of research, analysis, evaluation, reflection, collaboration and communication. It strengthens the links and common understanding across subject areas. By learning the Lower Secondary, students can access a broad and balanced education, helping them to thrive throughout their schooling, work and life.

WHAT SUBJECTS DOES THIS PROGRAMME INCLUDE?

All students will take the following:

• English A Language & Literature

• Mathematics

• Science

• Humanities

• Computing

• Art

• Music

• Physical & Health Education

• English Skills Development

• Personal, Social & Health Education

• Vietnamese Studies

• Another language: Vietnamese A Language & Literature for students with Vietnamese nationality, Korean A Language & Literature or IGCSE French (Foreign Language)

• Extracurricular activities

ACADEMIC STRUCTURE

Transition to Secondary School: The teaching structure at RGSV Secondary School follows the preparation for the external IGCSE and DP courses. It will slowly bring in an inquiry-based approach with inspiration from the IB’s Middle Years Programme framework. Having progressed through Preparatory School, Years 7 to 9 are working in Lower Secondary. This constitutes the transition from preparatory to secondary school, with higher expectations and greater responsibility for the individual student. The programme is devised to provide students with opportunities that allow and encourage progression through each year. This is done by building on existing knowledge, acquiring new skills, and developing wider understanding, following specific requirements for each subject. By the conclusion of Year 9, our students should be ready to tackle the challenges of our IGCSE (International General Certificate of Secondary Education) courses in Years 10 and 11. An overview of all subjects is available from the subject’s Head of Department.

Resources for Lower Secondary will vary according to the class. Some subjects will rely mainly on the core textbook; another subject may require the use of devices; there may be practical components in a subject; reading and listening activities are invaluable ways to improve language skills. Most subjects will probably include a combination of resources, which will help to stimulate the learning process, such as the use of Google Classroom. We expect each student to have all items on the Yr.7-9 Stationery List such as: pens, pencils, ruler, eraser for every class, a scientific calculator, mathematical equipment (compasses, protractor, etc.) for use at home and school. Other resources will be provided by the school. It is important here that students learn responsibility: bringing the correct materials to each class, taking care of books, and returning resources at the proper time.

Homework: Homework can provide a valuable opportunity to reinforce classroom teaching, to gather information and formulate ideas, or to produce extended pieces of writing: a project, for example. In some subjects, homework may be given after each lesson to enable students to apply and practise skills introduced in class; in other subjects, the majority of work will be completed under the teacher’s supervision; most subjects will require the completion of a project from time to time. Hence, the homework timetable is far more flexible than in the Preparatory school; students are provided with a specialised homework planner and are expected to manage their time in order to complete all homework by the deadlines assigned, whether they have been asked to study for a test or prepare a research project. Homework tasks are posted on the ManageBac learning platform and should follow the homework schedule.

Learning to organise time e ectively is an important skill. On average, a Lower Secondary student will have approximately 60-90 minutes of homework per night. Additional reading and study is encouraged and expected. Catch-up work for students who are absent can be requested for an absence of 3 days or more, and will be given at the teacher’s discretion.

Assessment: Following our established curriculum enables the teacher to make continual assessments of progress through the year. A piece of timed writing, a presentation to the class, a technology project, a test: these may all be used as the basis for assessment, along with observations from classroom activities, and semester examinations. These continual assessments will inform the teacher’s comments to parents in the reports that are prepared at the end of each semester, in addition to providing a point of reference for Parent/Teacher conferences in the Autumn and Spring terms. Our objective is to provide every student with the skills, knowledge and motivation to achieve their personal best in each subject as they progress through these Lower Secondary years. Summative assessment grades should appear in the subject’s gradebook on the ManageBac learning platform. We expect students to make adequate progress; and letters of excelling and underachieving are sent by the Programme Coordinator Head of Secondary after each reporting session. Underachievement may result in the withdrawal of a scholarship. Note, for students who enter within 8 weeks of the scheduled semester examinations, then their semester examinations grades will not be added to the Semester Grade on their report. The semester exam grade will read N/A and the Semester Grade will be calculated based on other assessed pieces.

for 2026-2027 cohort

Mathematics

Sciences

Individuals & Societies

Languages

Creative & Professional

Physical Education

Mathematics

Integrated Sciences

Integrated Humanities

Vietnamese Studies

English A Language & Literature

Vietnamese A Language & Literature [compulsory if Vietnamese passport holder]

Korean A Language & Literature* [compulsory if Korean passport holder]

French B (Foreign Language)

English Skills Development

Visual Art

Music

Computing

Physical & Health Education

* Korean passport who have previously taken French in Prep may continue with French

Mathematics

What current students say…

“Maths is fun, especially because we understand it!”

“It’s satisfying when I can factorise quadratic expressions.”

“It has been interesting to learn about interior and exterior angles within polygons”

Aims

Mathematics promotes a powerful universal language, analytical reasoning and problem-solving skills that contribute to the development of logical, abstract and critical thinking. We aim to help students to make sense of the world and to describe phenomena in precise terms. It also promotes careful analysis and the search for patterns and relationships, skills necessary for success both inside and outside the classroom. Mathematics, as a result should be accessible to, and studied by, all of our Key Stage 3 students.

Students should be active participants in the search for concepts and relationships. Mathematics is alive with the thrill of exploration and the rewards of discovery. Our RGSV Mathematics curriculum is designed to help students to develop problem-solving skills.

We seek to intrigue and motivate students , as well as expose them to authentic examples of how mathematics is useful and relevant to their lives. Mathematics provides the foundation for the study of sciences, engineering and technology. However, it is also evident in the arts and is increasingly important in economics, the social sciences and the structure of language. Students are encouraged to use information and communication technology (ICT) tools to represent information, to explore and model situations, and to find solutions to various problems. These are skills that are useful in a wide range of arenas. We aim to equip our students to progress and thrive in IGCSE mathematics and beyond, to A level and IB Diploma Programme.

Content Overview

Year 7

1. Addition and subtraction of whole numbers

2. Multiplication and division with whole numbers

3. Collecting and displaying data

4. Number and patterns

5. Sets

6. Parts of a whole

7. Addition and subtraction of fractions and decimals

8. More on decimals

9. Units of length and mass

10. Introducing geometry

11. Symmetry

12. Triangles and quadrilaterals

13. Probability

14. Area

15. Parallel lines

16. Coordinates

17. Formulas

18. Straight line graphs

19. Summarising and comparing data

20. Solids

21. Equations

22. Grouping data

Students develop foundational fluency in number and algebra through place value, the four operations, approximation, fractions, decimals, percentages, factors, multiples, primes, directed numbers, formula work, and solving equations. They build early reasoning in geometry, graphs, data and probability by studying angles, symmetry, constructions, shapes, area, perimeter, coordinates, solids, straight-line graphs, tables, charts, averages, range, probability, sets and Venn diagrams.

Year 8

1. Working with numbers

2. Probability

3. Multiplication and division of fractions

4. Fractions and percentages

5. Ratio

6. Polygons

7. Areas of triangles and parallelograms

8. Scatter graphs

9. Circumference and area of a circle

10. Formulas

11. Reflections, translations and rotations

12. Linear equations

13. Straight line graphs

14. Curved graphs

15. Continuous data

16. Simultaneous equations

17. Solving equations

18. Volumes

19. Enlargement

20. Scale drawing

21. Pythagoras’ theorem

Students consolidate core number and algebra fluency by working with indices, standard form, estimation, fractions, percentages, ratio, proportion, directed number operations, formula substitution, algebraic manipulation, and solving equations algebraically and graphically. They develop geometric, graphical, statistical and probabilistic reasoning through angle properties, polygons, circles, transformations, enlargement, scale drawings, bearings, Pythagoras’ theorem, linear and curved graphs, probability, discrete and continuous data, scatter graphs, correlation, averages and measures of spread.

Mathematics

Year

9

1. Travel graphs

2. Working with numbers

3. Probability

4. Percentages

5. Ratio and proportion

6. Algebraic products

7. Algebraic factors

8. Organising and summarising data

9. Formulas

10. Simultaneous equations

11. Quadratic equations

12. Graphs

13. Areas and volumes

14. Transformations

15. Similar figures

16. Trigonometry: tangent of an angle

17. Sine and cosine of an angle

18. Problems in three dimensions

19. Geometry and proof

20. Congruent triangles

Students deepen fluency in number, algebra and proportional reasoning through standard form, bounds, fractions, recurring decimals, percentage change, compound interest, ratio, direct and inverse proportion, algebraic expansion and factorisation, formula rearrangement, sequences, simultaneous equations and quadratic equations.They strengthen graphical, geometric, statistical and probabilistic reasoning through travel graphs, curve recognition, gradients, cumulative frequency, interquartile range, tree diagrams, Venn diagrams, transformations, vectors, similarity, trigonometry, three-dimensional solids, circle facts, congruence, constructions and deductive proof.

Assessment

Students are continually assessed through dialogue and assessment for learning, to gauge levels of understanding. Homework tasks are set regularly and the outcomes are recorded on Google Classroom. End of unit tests take place regularly throughout the year (these may be a combination of two or three units, or stand alone units). End of semester assessments take place two times per year. These are cumulative, so that all of the learning for the year up to that point may be included in the examination. A combination of homework, unit tests and end of semester examinations are used to determine the students’ grades. Students are always encouraged to reflect on their assessments and to see the assessment as a part of the learning cycle, informing the next steps for learning, rather than the end of the process.

Integrated Sciences Sciences

What current students say…

“Science has been really fun and interesting this year, I’ve really enjoyed the practical work too, even when it was di cult”

“Science is a challenging subject but it gives me motivation to study”

“Science is diverse and explores di erent categories and that can be applied in real life”

“I love the curriculum this year and I feel I am becoming an intellectual member of society”

Aims

Cambridge Lower Secondary curriculum that aims to establish a life-long curiosity about the natural world. The curriculum ensures that students will gain a strong foundation of knowledge and understanding in Science. As an integral part of the course, students are encouraged to think scientifically and develop investigative practical skills.

Assessment

Assessment is integral to the process of teaching and learning. Throughout each unit students are formatively assessed through various forms, such as a wide range of questioning styles, feedback to support students, and peer and self-assessment. Homework tasks are set and assessed regularly. End of topic tests and investigation project assessments take place regularly throughout the year. End of semester assessments take place two times per year. A combination of lab reports, projects, end of topic tests and end of semester examinations are used to determine students’ grades. Students are always encouraged to reflect on their assessments and to see the assessment as a part of the learning cycle, informing the next steps for learning, rather than the end of the process.

Cell and Organisms

Cell Structure

Specialised Cells

Biological Molecules II

Human/Plant Nutrition

State of Matter II

Atoms, Elements and Compounds II

and Structure

Motion, Newton's First Law Forces and E ects

Energy, Work, Power

Integrated Humanities Individuals & Societies

What

current students say…

“Humanities are fun and educational, with practical activities and lots of essays. “

“I had a lot of fun in Humanities, especially building castles!”

“I think it's important to understand the di erent cultures and perspectives that make up our world, and humanities helps me do that. I also appreciate the way that humanities teaches me to think critically and creatively.”

Aims

Integrated Humanities at RGSV is based around MYP Individuals and Societies. We aim to improve critical thinking skills, ability to interpret complex information, concepts and inspire curiosity about the whole world more generally. In class, students complete a variety of activities, for example, improving extended writing skills, debating with each other and preparing and delivering presentations. We cover a broad range of topics, which prepares students for History, Geography or Business Studies at IGCSE level.

Assessment

Students are assessed primarily through end-of-unit assessments, which can be anything from an essay to a research task to a presentation. In addition, students complete regular quizzes to test key understanding and will sit an exam at the end of each semester. The exam will test key understanding and build essay writing skills in timed conditions. Also, students will be assessed on the quality and detail of classwork and homework tasks, both set regularly.

Semester 2

Unit 1: What does it mean to be a global citizen?

Unit 2:How can maps provide us with a sense of time, place and space?

Unit 3: What can we learn from di erent civilizations?

Unit 3: What can we learn from di erent civilizations?

Unit 4: Where do we live?

Unit 5: What do people believe in?

Unit 1: How has globalisation shaped the world?

Unit 2: Why are natural environments important to individuals and societies?

Unit 3: What was life like in the Middle Ages?

Unit 3: What was life like in the Middle Ages?

Unit 4: How does exploration a ect global interactions?

Unit 6: How have innovations and ideas changed the world?

Unit 1: How are societies governed?

Unit 2: What are natural hazards and how do societies respond to them?

Unit 3 How can new technologies a ect our identities and relationships?

Unit 3: How can new technologies a ect our identities and relationships?

Unit 4: Where are all the people?

Unit 6: Why do societies experience revolution?

Vietnamese Studies

What current students say…

“It helps students to develop their mother-tongue language, and culture in an international environment.”

“We have learnt a lot of new things from various teaching materials: videos, songs, films etc.”

“The lessons are interesting and useful for us.”

Aims

• To provide general, basic and systematic knowledge about Vietnam's history, geography, culture, traditions, customs and practices.

• To foster students' love for the homeland, country, national pride, respect for the historical heritage of the nation and the heroic tradition in building and defending the country of their ancestors.

• To develop the necessary qualities of citizens: positive attitude for society, sense of responsibility towards the community, love of labour, benevolence, discipline, respect and compliance with the law.

• To have a sense of national self-reliance, ready to participate in national construction, protection and development.

Assessment

Students are assessed in a variety of methods including quizzes, writings, oral presentations and projects.

Overview

History lessons provide students information about the history of Vietnam from 7th century BC (Van LangAu Lac dynasties) to the early 20th century.

Geography lessons provide students information about the significant characteristics of Vietnamese Geography which includes: location, population, ethnic groups, regions, classification of terrain, river systems, sea and islands…

The Vietnamese studies lessons in RGSV are based on the Geography, History and Civic Education textbook for Year 7 to Year 9 students (Grade 6 to Grade 8) of the Vietnamese Ministry of Education.

Vietnamese cultural lessons provide students information about the Vietnamese traditions, festivals, heritages, values and beliefs…

Vietnamese Civic Education lessons foster students' pride of family and country, teach them the qualities of a nice person, respect to the diversity of other cultures, the rights of citizens and the rights of children as well as some other valuable topics to help them prepare for life, to develop an international mindedness.

English A Language & Literature Languages

“English is very thought-provoking."

"English this year was creative and interesting.” What current students say…

Aims

The Lower Secondary English A Language and Literature course aims to provide students with a breadth of knowledge to prepare them for their studies in both IGCSE and later in IBDP. Each year's course is designed to expose students to a range of text and assessment types, while also ensuring they develop skills in both language and literature.

Content overview

In year 7, Lower Secondary English A students study myths and legends, poetry, advertising and complete an independent novel study. The work completed in year 7 o ers an entry to the Secondary English programme and ensures that students build the skills needed to take on the next year.

In year 8, students study the elements of fiction writing, poetry from around the world, film, and persuasive writing.

In year 9, students learn about gothic fiction, before studying a novel, writing their own speech and learning about Dystopian Fiction.

Assessment

Students are assessed using a variety of methods including in class essays, story writing, speeches and projects.

Vietnamese A Language & Literature

What current students say…

“Vietnamese is an interesting subject with a diversity of topics, activities and projects for students.”

“It combines the IB curriculum with the material we actually studied in these relaxed classes.”

“It’s not totally based on Vietnamese textbooks, so it gives us chances to be creative and proactive in learning.”

“At RGSV, we have a really engaging and fun Vietnamese learning program that uses creative instructional techniques and IB characteristics to build us into a well-rounded student from languages to teamwork.”

Aims

• To maintain and develop student's knowledge, understanding and skills in learning their mother tongue language.

• To enable students to explore and engage with a range of texts (both written in Vietnamese and translation texts), in a variety of media and forms, from di erent periods, styles, and cultures.

• To increase their confidence and fluency in communication in Vietnamese.

• To foster their interest in and enjoyment of Vietnamese language and literature.

• To prepare for IBDP Vietnamese A: Language and Literature course

Content overview

Students will study various texts and text types, widen their knowledge and vocabulary as well as develop their skills through learning topics below:

1

Unit 2

Assessment

Students are assessed by Formative Assessment (during the unit) and Summative Assessment (by the end of the unit). There are a variety of Assessment methods including quizzes, reading aloud, short writings, essays, oral presentations and projects.

Unit 3

Year 7 My beloved homeland Family and community: Loving and sharing The heroes in Vietnamese legends

4

My favourite books

Year 8 The melody of our childhood The roots of love Life in di erent regions An adventurous journey

Year 9 The classic beauty

The turning points Our capacity & development Happiness is around us

Korean A Language & Literature

What current students say…

“It is fun and interesting!”

“It keeps us thinking.”

“It presents us with a new perspective.”

Aims

Korean A L&L Lower Secondary course is a process of approaching famous literary works from a di erent perspective while also studying the characteristics of various non-literary texts.

Content Overview

Students interpret a text from various perspectives and also identify the relationship between the author's choices and the subject of the text. They then prove his/her interpretation in a logical way. This includes various forms such as writing, speaking, and presenting. Students should also comprehensively adopt strategies to communicate their interpretations persuasively to another person.

Assessment

The assessment is essentially in the same form as the DP course, but in a shorter and simpler form. Students should present their interpretations in the form of essay, recording, and presentation, and prove their ideas through the procedure of 'Citation-Analysis-Evaluation'. The results submitted by the student are evaluated based on the IB's marking criteria.

French B (Foreign Language)

What current students say…

“Learning French helped with my English vocabulary and my ability to explore di erent cultures”

“Learning French has allowed me to communicate with new friends, I learned a lot about the culture and rich history of the Frenchspeaking world that I never would have discovered otherwise.”

Aims

The French course from Year 7 to Year 9 aims to:

• immerse students in the French-speaking world with insights into culture and traditions;

• provide logical grammar progression, vocabulary acquisition and language-learning strategies;

• support all abilities with di erentiated activities integrated throughout the course.

Content Overview

Assessment

Students are regularly assessed throughout their homework, vocabulary tests and grammar tests.

Internal examinations take place twice a year and students are assessed on the 4 skills:

• Listening

• Reading

• Speaking

The syllabus is divided into themes including specific vocabulary, grammar and skills. The knowledge and skills of the students are refreshed and extended through the whole curriculum.

• Writing Unit 3 Year 7 Year 8 Year 9

- Personal information, physical appearance, favourite objects

Semester 1

Semester 2

- Personality, family, school, subjects, friends

- School, home and animals

- Food, drinks and eating out

- Local area, describing a town and activities

- Routines, clothes and hobbies

- Holidays, present, past and future

- Sport & leisure

- Daily life and issues in francophone countries

- Comparing France and other countries

- Entertainment media and advertising

- Technology, advantages and issues

- Issues for teenagers, stress, relationships with parents

- Healthy diet and fitness

- Special occasions, parties and festivals

- Transports, routines and holidays

- Home, describing one’s housing

- Jobs, advantages, issues and ambitions

English Skills Development

What current students say…

“ESD has really helped me build my confidence as a presenter.”

“When we work on writing skills in ESD we have a lot of fun and really get much better!”

“We work hard in ESD, the teachers support us a lot and it has been great for my language skills.”

Aims

• To deliver di erentiated & highly engaging lesson sequences which boost spoken & written fluency in English for all students (Years 7, 8 & 9).

• To coach the use of the Physical Message, fluency strategies, spontaneous production & planning for production.

• To create a stronger foundation in speaking & writing at length in English before learners are required to focus on academic language.

• To introduce & practise routines which support success in key content subjects (Science, Humanities & English). To actively collaborate with subject teachers so as to boost di erentiation & learner success.

• To generate individual output which can be used to identify language coaching targets.

• To boost confidence & success for all learners in their school learning.

Content Overview

ESD runs twice a week across Years 7, 8 & 9. Teachers run lesson sequences which introduce aspects of fluency, generate output from learners at their peak ability, and coach targets for skills development.

Areas Coached:

• Mastery of use of the Physical Message for communicative success (gestures, eye contact, facial expression, posture). These aspects are critical for natural pronunciation, confidence, power in delivery & e ective communication. We achieve this through a blend of class learning & flipped learning opportunities to constantly practise presenting.

• Spontaneous production through ‘short talk’ drills which are used to stretch learner fluency on everyday topics. Topics become more challenging across the year groups.

• Planning before production through the repeated use of specific fluency tools. This creates an essential habit which delivers success for the future. ESD learners encounter and perfect the use of tools such NewsBites, Opinion Pieces, Event Checks, R2X Ready to Experiment & 2050 Briefing. Repeated practise and use of the tools in Science, English & Humanities as well as ESD create familiar routines and focus points for excellence.

• ESD content is often highly personalised as the course design aims to draw on learned experience so as to reduce the cognitive load and a ective barriers. This supports learners in boosting fluency.

• Year 9 ESD focuses a little more deliberately on academic English, functional grammar, and fluency tests such as IELTS.

Assessment

Spoken & written fluency output is generated from learners at multiple points in each semester. Formative & summative assessments provide clear indications of current ability and areas that need improvement. Each semester concludes with tests of speaking & writing at length.

Creative & Professional

Visual Arts

What current students say…

“I am learning how to communicate my ideas through my artwork.”

“Art challenges the way I see the world, to develop and change what I am thinking.”

“When I do Art I have a safe place to express myself.”

Aims

Direction through Inspiration, Communicating through Art

The Visual Arts curriculum at RGSV encourages our pupils to continually create new possibilities and challenge traditional boundaries. Through facilitating learning, direction and guidance, pupils explore a variety of mediums to communicate and express their ideas. This is evident both in the way we make art and in the way we understand what artists from around the world do. Theory and practice in visual arts are dynamic, ever-changing and connect many areas of study and human experience through individual and collaborative production and interpretation.

Pupils will:

• Create and present art.

• Develop skills specific to the discipline.

• Engage in a process of creative exploration and (self-)discovery.

• Make purposeful connections between investigation and practice.

• Understand the relationship between art and its contexts.

• Respond to and reflect on art.

• Deepen their understanding of the world.

Content overview

Inquiry Statement How can drawing be used to observe, structure, and interpret the world around us through line, form, and space.

Art Medium of Focus

Observational Drawing from Still Life

Investigate colour theory, tone, and tint to understand how artists use colour relationships to express emotion and create visual impact.

Develop skills in observing, describing, and analysing artworks from di erent historical, cultural, and social contexts.

Through experimentation with line, shape, and colour, students investigate how visual perception can be manipulated.

Landscape Painting Painting: Expressionism & Impressionism Op Art

Year 8

Title Portrait: Mood and Expression Built Environment

Inquiry

Statement Explore portraiture as a form of visual storytelling by studying facial and figure proportions, expression, posture, and gesture.

Examine the built environment as a source of artistic inspiration, recording architectural forms, surfaces, and textures through drawing, sculpture and mixed media.

3

Design Brief: Problem Solving & Creative Communication

Through brainstorming, sketching, and experimentation, students develop visual solutions using key design principles.

Personal Project

Undertake an independent artistic investigation based on a theme or idea of personal interest. Through research, experimentation, and reflection, students develop original concepts and refine their work over time.

Art Medium of Focus

Expressionism Drawing and Painting: Using medium-specific materials and techniques- deliberately using correct terminology.

Architectural drawing Rule of thirds, cropping, points-of-view.

Year 9

Title Still - Life Identity

Inquiry Statement Explore still life as both a historical genre and a contemporary means of artistic expression.

Investigate identity as a complex theme shaped by personal, cultural, and social influences.

Painting & Digital Art: Rule of thirds, cropping, points-of-view, colour theory- monochromes. Basics of Photoshop- layering, erasing, adding text/multiple images.

the Surface

Explore individual creative interpretation through abstract themes as an expressive element.

Student-selected Media (drawing, painting, sculpture, mixed media, digital, etc.)

Art Medium of Focus Cubism

Assessment

Print-making & Folk Art

Student-selected Media (drawing, painting, sculpture, mixed media, digital, etc.)

Explore visual storytelling through digital media, including photography. By developing narrative ideas, creating assets, and assembling moving images, students learn how sequence, timing, sound, and visual language shape meaning.

Photography; Drawing; Digital-Art

Students are assessed throughout each unit through both formative and summative tasks. Assessment focuses on the full creative process, including investigation, skill development, creating artwork, and evaluation. Students explore artists, movements, genres and contexts linked to the unit inquiry, then use this research to develop their own ideas and artistic intentions. They practise and refine skills through experimentation with media, techniques and processes before creating a final artwork. Students also reflect on their progress, evaluate their own work, and consider how they have developed as artists. Each area of assessment is weighted equally and supports students in building confidence, creativity, technical skill and thoughtful artistic reflection.

Music

What current students say…

“I always thought violin was an impossible instrument, but at least I can play something now”

“I learned about music notation and how it applies to the violin”

“I of course enjoyed the lesson, we learned how to perform under pressure”

1. Department Vision and Aims

Music education develops students as performers, composers, informed listeners, and creative thinkers. The curriculum connects creative imagination, physical skill, and intellectual understanding while building the foundations required for success at IGCSE and Diploma level..

Core aims include:

• Develop secure instrumental technique on violin, cello.

• Establish fluent literacy in treble and bass clef notation.

• Foster ensemble discipline and musical leadership.

• Develop analytical listening aligned to IGCSE areas of study.

• Encourage structured and stylistically aware composition.

• Integrate music technology as a creative and analytical tool.

2. Curriculum Structure

The Key Stage 3 curriculum is structured around four integrated strands:

• Performing

• Composing

• Music Appreciation (Listening & Context)

• Music Technology

Year 7 - Foundations

Performing

Focus on posture, tone production, open strings, first position fundamentals, ensemble awareness, and singing in unison and simple canon.

Composing

Students compose short rhythmic and melodic ideas using simple structures (4–8 bars), working within 2/4, 3/4 and 4/4 metres.

Music Appreciation

Introduction to elements of music, basic stylistic traits of Baroque and Classical music, and foundational listening vocabulary.

Music Technology

Introduction to notation software and basic DAW environments. Students input simple melodies, experiment with tempo and dynamics, and understand how digital notation represents sound.

Year 8 - Development

Performing

Refinement of bow technique, articulation, dynamic control, and two- to three-part ensemble work.

Composing

Binary and ternary forms, pentatonic and diatonic writing, motivic repetition and simple harmonic support.

Music Appreciation

Study of Romantic stylistic characteristics, programme music, expressive devices and orchestration.

Music Technology

Students create short compositions using MIDI sequencing, layer textures, explore sound libraries, and apply digital e ects such as reverb and panning.

Year 9 - Preparation for IGCSE

Performing Technical fluency, expressive shaping, stylistic awareness and independent ensemble participation.

Composing

Extended forms (Theme & Variations, Rondo), motivic development, and modulation to related keys.

Music Appreciation

Structured analysis of Baroque, Classical, Romantic, Stage & Screen, Dance and Small Ensemble repertoire aligned with IGCSE areas of study.

Music Technology

Students produce structured digital compositions, use multi-track recording, edit audio, mix balance, and evaluate sound production decisions in line with IGCSE coursework expectation

Assessment

Assessment is continuous and cumulative across Performing, Composing, Music Appreciation and Technology.

• Instrumental Practice: Technique, intonation, ensemble awareness, expression.

• Composition: Structure, development, stylistic accuracy, notation clarity.

• Listening: Analytical terminology, contextual understanding, structured responses.

• Technology: E ective use of DAW tools, editing, layering, and digital presentation.

Computing

What current students say…

“Computing taught me to become more resilient as it’s a process of developing and studying new technological skills.”

“Computing is very interesting. It especially helps me boost my logical thinking.”

“It helped me to understand how our minds work and how we evolved to communicate and solve problems.”

Aims

The Lower Secondary Computing course aims to give learners a broad foundation in computing skills and concepts that will be of value to them both if they choose to follow pathways into ICT or Computer Science, or if they pursue other options. The course addresses key ideas across three areas: Information Communications Technology, computer science, and digital citizenship.

Content Overview

In the ICT strand, learners will explore the use of common software applications, including word processing, presentation and spreadsheet software. They learn how to develop web pages both using simple website builders, and using HTML. They also explore the physical nature of computers and computing systems, learning about computer hardware and networks, incorporating the internet. In the computer science strand, learners explore coding languages, beginning with the block-based Scratch environment, and developing these skills to learn how to program with text in Python 3. From a more theoretical perspective, they explore the use of flowcharts in coding, computational thinking and its uses, and how data is represented and communicated in binary code. Finally, the digital citizenship strand aims to help learners negotiate their digital lives successfully. It includes topics such as cyberbullying, media balance, and how to maintain your digital footprint.

Assessment

In addition to ongoing formative assessment and feedback, the learners are assessed summatively at the end of each unit of work. Assessment methods include projects which require students to apply their knowledge in practical and engaging situations, and tests to assess theoretical knowledge and vocabulary, or a combination of these.

Physical and Health Education

What current students say…

"Physical education fuels our bodies, ignites our spirits, and empowers us to conquer new heights, transforming us into the best versions of ourselves."

"Physical education is super fun, where we get to jump, run, and play games with our friends"

"Physical education sparks our imagination, inviting us to invent new moves, explore unique ways to stay active”

Aims

RGSV physical and health education aims to empower students to understand and appreciate the value of being physically active and develop the motivation for making healthy life choices. To this end, physical and health education courses foster the development of knowledge, skills and attitudes that will contribute to a student’s balanced and healthy lifestyle. Through opportunities for active learning, courses in this subject group embody and promote the holistic nature of well-being. Students engaged in physical and health education will explore a variety of concepts that help foster an awareness of physical development and health perspectives, empowering them to make informed decisions and promoting positive social interaction.

Content Overview

Students will develop knowledge and understanding about health and physical activity in order to identify and solve problems, achieved through inquiry design, analysis, and evaluation to perform a plan in order to improve performance in physical and health education. Students develop and apply practical skills, techniques, strategies and movement concepts through their participation in a variety of physical activities and enhance their personal and social development. They set goals, take responsible action and reflect on both their performance and the performance of others.

Students will be involved in the following activities to develop the above-mentioned skill sets.

Students are assessed throughout the year through practical, written, performance-based and reflective tasks. Assessment focuses on students’ knowledge and understanding of health and physical activity, their ability to apply skills, techniques, strategies and movement concepts, and their capacity to reflect on and improve performance. Students learn to use physical and health education terminology, analyse situations, solve problems, and make informed choices about performance and wellbeing. They are also assessed on how they set goals, take responsible action, work with others, and evaluate their own performance and the performance of others. The strongest evidence of learning across each component is used to support the final grade.