Key Stage 3 Curriculum Guide

KEY STAGE 3
CURRICULUM
YEARS 7 TO 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.
HOW WE DO THIS
We aspire to excellence
We embrace diversity
We act with integrity
We foster resilience
We cultivate creativity
We promote kindness

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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.
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
• 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 7-9 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 or 6 at GCSE level
Students have a developing understanding of this subject; this means they
would be on track to achieve a minimum expected grade 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 1-3
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?
In the earliest forms of civilization, telling stories connected humanity and acted as a way to keep the lives of our ancestors
alive and remembered. The oral nature of our most important narratives inevitably evolved to become a written form of
expression, with some of the earliest literary works produced in the English language; texts that remain in circulation to
this day.
The study of the English language and the vast array of literary works that have been produced across the span of human
history is therefore a way for us as individuals, and as a collective society, to understand what it means to be human and
more importantly to be able to walk in the shoes of another – to experience life as they do.
Reading and writing are fundamental forms of escapism and self-expression and through the KS3 English curriculum at
DCIS, we hope to provide learners with a gateway into worlds they could only ever imagine, as well as the opportunity to
discover a sense of self and a sense of belonging in the ever-expanding global community. Literacy is a fundamental skill
that supports progress in all areas of the curriculum.
WHAT SKILLS DO WE TEACH?
The fundamental English skills of reading and writing are taught across the English curriculum. Nevertheless, the skills
that learners acquire and hone across Year 7 and 8 far extend this simple distinction.
Learners develop vital communication skills in pair, group and whole class settings. Collaboration is also a highly valued
skill that learners will develop across Year 7 and 8, with ample opportunities for learners to work with their peers.
Developing their own voice and opinions, is also a key area that we hope to foster amongst our learners. Learners are able
to express their opinions and viewpoints both through the study of set texts but also through their own imaginative and
transactional writing.
Empathy, reflection and resilience are also skills that we aim to instil in our learners. Understanding the lives of others
is what studying both literary and non-literary texts enables us to do. Through teacher marking and feedback, learners
are encouraged to develop the skill of reflection as an important way to self-assess and make adjustments. The learning
journey of KS3 also provides students with opportunities to take carefully managed low stakes risks in their learning and
understand the power of mistakes in forming the basis for how we learn; learners develop the skills of perseverance and
resilience necessary not only for further study but also for later life.
Intercultural awareness and understanding, sensitivity and celebration has also been embedded in the KS3 English
curriculum and learners are able to reflect not only on their own lives but critically explore the experiences and
circumstances of a wide range of individuals, developing our learners as mindful global citizens.
WHAT TOPICS ARE COVERED?
• Mythical Beasts
• Poetry: Culture and Identity, World Poetry, Animals
• Shakespeare: The Tempest, Much ado about nothing, Macbeth
• Horror Fiction Writing
• A Voice from the Margins
• Modern Drama
• Age-appropriate Literature study; Coraline, Burn My Heart, Holes, Ghost Boys
WHAT HAPPENS IN KEY STAGE 4?
In English in Year 9, learners primarily focus on developing the necessary skills needed for the Edexcel English Language
and Edexcel English Literature IGCSE courses. Students have the opportunity to develop their reading and writing skills
through text types that correlate with the set texts for IGCSE. During Term 3 of Year 9, Students begin to engage with
course content for the English Language IGCSE, including texts from the non-fiction Anthology, Q1-3 of the exam and
the poetry and prose texts required for the Analytical coursework component. The focus remains very much on exploring
the texts thematically, developing the skills of retrieval and inference and laying the foundation for further study in Year
10.
In Year 10, students study a range of literature texts which cover modern prose, modern drama, poetry and literary
heritage. With the focus primarily on Literature in Year 10, the skills and coursework required for the English Language
IGCSE are then foregrounded in Year 11, as students prepare to submit their two English Language coursework
components and sit their external examinations at the end of Year 11.

SCIENCE
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WHY DO WE LEARN THIS SUBJECT?
• Science helps us to develop an understanding of the world around us
• Supports our development as global citizens by exploring, discussing and appreciating the importance of health and
sustainability, and how we can adjust our actions to contribute positively.
• Builds the skills for the scientific method and use science in real life.
WHAT SKILLS DO WE TEACH?
• Following methods
• Writing methods
• Interpreting data
• Presenting skills
• Scientific drawings
• Critical thinking
• Understanding of key areas of interest to the wider local and international community.
WHAT SKILLS DO WE TEACH?
• Experimental Skills & Safety
• Atoms & The Periodic Table
• Cells & Organisation
• Forces & Motion
• Plants
• Ecological relationships
• Particle Theory & Rates of Reaction
• Health & Medicine
• Light & Sound
• Human Reproduction
• Energy & Sustainability
• Human Impacts on the Environment
WHAT HAPPENS IN KEY STAGE 4?
In Key Stage 3 students develop the underlying principle’s and key skills needed for study at IGCSE and IB level. Students
will 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) depending on the programme which is best-fit for their profile.

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MATHEMATICS
WHY DO WE LEARN THIS SUBJECT?
‘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.
WHAT SKILLS DO WE TEACH?
• 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
WHAT TOPICS ARE COVERED?
• 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
WHAT HAPPENS IN KEY STAGE 4?
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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WHY DO WE LEARN THIS SUBJECT?
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.
WHAT SKILLS DO WE TEACH?
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.
WHAT TOPICS ARE COVERED?
We cover a range of topics and have a balance between human and physical Geography.
• Population
• Skills
• Volcanoes and Earthquakes
• Tourism
• Climate Change
• Rivers
• Urban Environments in developed and developing nations
• Coastal environments
• Ecosystems
WHAT HAPPENS IN KEY STAGE 4?
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
WHY DO WE LEARN THIS SUBJECT?
Studying history allows students to observe and understand how people and societies behave in past civilisations, this
enables them to interpret current events, ideas and structures. Students are encouraged to understand and analyse
different perspectives about key events and individuals and are taught to use evidence to support their interpretations. By
studying history, students are able to understand human development and importantly the origin of great achievements,
disasters and the consequences of human action or inaction. History teaches students to think critically, ask questions and
develop argument.
WHAT SKILLS DO WE TEACH?
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.
WHAT TOPICS ARE COVERED?
• Archaeology and historical skills
• Roman empire
• Norman conquest and European migration
• History of Medicine and Black Death
• Medieval Japan
• French Revolution
• Industrial Revolution
• Medieval African Kingdoms
• Transatlantic Slavery
• Global Civil Rights
WHAT HAPPENS IN KEY STAGE 4?
The IGCSE syllabus includes the completion of two
‘depth studies’ and two ‘investigation and breadth’
studies. Each cohort of students has the opportunity
to choose these studies from a prescribed list
within the syllabus. Common choices in the past
have included ‘The origins and course of the First
World War, 1905–18’; ‘The Vietnam Conflict, 1945–75’;
‘Changes in medicine, c1848–c1948’; ‘China: conflict,
crisis and change, 1900–89’; ‘Germany: development
of dictatorship, 1918–45’; and ‘A world divided:
superpower relations, 1943–72’.

DRAMA
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WHY DO WE LEARN THIS SUBJECT?
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.
WHAT SKILLS DO WE TEACH?
• Collaboration
• Creativity
• Communication
• Critical thinking
• Problem solving
• Leadership
• Time management
• Curiosity
• Confidence
WHAT TOPICS ARE COVERED?
• Theatre Genres & Styles
• Performance from Script
• Devising
• Live Theatre Review
• Technical Theatre (lighting & sound)
• Theatre Design (set & costume)
WHAT HAPPENS IN KEY STAGE 4?
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
WHY DO WE LEARN THIS SUBJECT?
‘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.
WHAT SKILLS DO WE TEACH?
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.
WHAT TOPICS ARE COVERED?
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.
WHAT HAPPENS IN KEY STAGE 4?
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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WHY DO WE LEARN THIS SUBJECT?
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.
WHAT SKILLS DO WE TEACH?
• 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
WHAT TOPICS ARE COVERED?
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.
WHAT HAPPENS IN KEY STAGE 4?
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.

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DESIGN AND TECHNOLOGY
WHY DO WE LEARN THIS SUBJECT?
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.
WHAT SKILLS DO WE TEACH?
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.
WHAT TOPICS ARE COVERED?
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.
WHAT HAPPENS IN KEY STAGE 4?
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
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WHY DO WE LEARN THIS SUBJECT?
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).
WHAT SKILLS DO WE TEACH?
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.
WHAT TOPICS ARE COVERED?
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.
WHAT HAPPENS IN KEY STAGE 4?
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.

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MANDARIN
WHY DO WE LEARN THIS SUBJECT?
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.
WHAT SKILLS DO WE TEACH?
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.
WHAT TOPICS ARE COVERED?
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.
WHAT HAPPENS IN KEY STAGE 4?
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
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WHY DO WE LEARN THIS SUBJECT?
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.
WHAT SKILLS DO WE TEACH?
• Word study (spelling and word reading fluency)
• Grammar (parts of speech, sentence building, punctuation)
• Comprehension (text types/structure, reading for understating)
• Writing
WHAT TOPICS ARE COVERED?
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.
WHAT HAPPENS IN KEY STAGE 4?
Literacy Skills is a Key Stage 3 only subject. If students want to select a second language to study from Year 9, they can
choose Spanish.

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COMPUTING
WHY DO WE LEARN THIS SUBJECT?
• 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.
WHAT SKILLS DO WE TEACH?
• Digitals Skill
• Spreadsheets & Databases
• Web Authoring
• Python Programming
WHAT TOPICS ARE COVERED?
• Hardware & Software
• Networking & Security
• Data Representation
• Computational Thinking
• E-Safety
• Technology Ethics
WHAT HAPPENS IN KEY STAGE 4?
In Key Stage 4 learners have the option to study either IGCSE Computer Science or BTEC L2 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 global business contexts.

PHYSICAL EDUCATION
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WHY DO WE LEARN THIS SUBJECT?
In Physical Education (PE) we want students to develop and improve their overall physical literacy:
“Physical literacy is the motivation, confidence, physical competence, knowledge, and understanding to value and take
responsibility for engagement in physical activities for life.”
WHAT SKILLS DO WE TEACH?
There are a variety of skills that we develop and teach in PE through the vehicle of sport and exercise. These skills are
divided into three different categories; Head, Hand & Heart. 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.
WHAT TOPICS ARE COVERED?
Throughout their school life students experience a wide range of activity in PE. They explore sport such as football, softball,
rugby, fitness, basketball, netball, volleyball, swimming, ultimate frisbee and badminton.
WHAT HAPPENS IN KEY STAGE 4?
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 Committee for Private Education
CPE Registration No: 197100313E | Registration Period: 05/07/2023 to 04/07/2027
The Committee for Private Education (CPE) is part of SkillsFuture Singapore (SSG)