Si Ri Panya Trasparent subject backgroun

KEY STAGE 3: YEARS 7-9 CURRICULUM (ages 11-14)

In the first three years of Secondary School (Year 7-9), our students build on and consolidate the skills and knowledge they have acquired in Primary School.

In the Secondary School (Year 7-11), we place a strong emphasis on the core subjects of English, Maths, and Science, which are central to both curricula. We offer two separate English classes, with students choosing between English as a first language or English as a second language. We also offer a variety of other subjects for our students to explore, including Global Perspectives, Thai Language and Culture, Computing, Design and Technology, Food Technology, Art, History, Geography, and Physical Education. These subjects are designed to help our students develop a well-rounded knowledge base and a love of learning.

In addition to these academic subjects, we also offer a range of co-curricular activities, including Personal, Social, Health, and Economic lessons (PSHE). These activities are designed to help our students develop the social and personal skills necessary for thriving in the Secondary School and in life, as well as building self-motivation and work ethics.

As an accredited Cambridge school, Si Ri Panya International School students complete Cambridge progression tests in Years 7, 8, and 9 each term. These tests are designed to monitor a student's progress and understanding of the curriculum, and provide external validation of a student's achievements and help identify their strengths and areas for improvement.

Our goal is to prepare our students for success in the Secondary School and beyond, by providing a balanced education that incorporates both academic and co-curricular activities. We believe that this holistic approach is the key to developing the whole person and helping our students reach their full potential. Our sports program, in particular, is designed to help students develop physical fitness and healthy habits, while our science program encourages students to explore the world around them and develop critical thinking skills.

ENGLISH

Cambridge Lower Secondary English is designed for learners who have English as a first language and can be used in any cultural context. It empowers learners in their application of English and encourages life-long enthusiasm for reading, writing and spoken communication. It develops communication skills inEnglish that learners can apply in everyday situations and in study. It also equips them with transferable language skills for interrogating and producing spoken and written texts and working collaboratively.

Aims

Following the Cambridge Lower Secondary programme helps learners to lay the foundations for lifelong learning, including:

• curiosity about the world around them and enthusiasm for learning

• knowledge, understanding and skills that can be applied in and across subjects

• effective and confident communication skills, including in English

• understanding of their personal and local context, as well as having global awareness.

In Cambridge Lower Secondary English, learners:

• become confident communicators, able to apply their reading, writing, speaking and listening skills effectively in everyday situations and in studying a range of subjects

• see themselves as readers, engaging with a range of texts for information and for pleasure, including texts from different times and cultures

• see themselves as writers, using the written word clearly and creatively for a range of different audiences and purposes

• develop speaking and listening skills for effective presentation and collaboration, sharing and responding to ideas to achieve a shared understanding or goal

• develop a broad vocabulary and an understanding of how to apply grammar and linguistic conventions appropriately

• develop skills to evaluate spoken and written texts, making decisions about how convincingly they represent different values and opinions.

ENGLISH AS A SECOND LANGUAGE

Cambridge Lower Secondary English is designed for learners who speak a language other than English at home and can be used in any cultural context. It empowers learners to communicate confidently and effectively and to develop the critical skills needed to respond to a range of information, media and texts. It also promotes active learning, develops thinking skills and encourages intellectual engagement.

Aims

Following the Cambridge Lower Secondary programme helps learners to lay the foundations for lifelong learning, including:

• curiosity about the world around them and enthusiasm for learning

• knowledge, understanding and skills that can be applied in and across subjects

• effective and confident communication skills, including in English

• understanding of their personal and local context, as well as having global awareness.

In Cambridge Lower Secondary English as a Second Language, learners:

• develop a curiosity about other languages and cultures and how these shape our perceptions of the world

• see themselves as successful language learners

• are able to communicate effectively through the skills of reading, writing, speaking and listening

• become confident in and enjoy reading a range of texts

• develop a solid foundation in the skills required for continued study of English as a Second Language and for study through the medium of English.

MATHS

Cambridge Lower Secondary Mathematics encourages lifelong enthusiasm for analytical and rational thinking. Learners develop a holistic understanding of the subject, focusing on principles, patterns, systems, functions and relationships. Learners become mathematically competent and fluent in computation which they can apply to everyday situations.

The framework structure is designed to support clear progression of mathematics knowledge and skills within and across the lower secondary stages. Learners will systematically develop their mathematical skills in Number, Algebra, Geometry and Measure, and Statistics and Probability. They recognise the interconnections of mathematical concepts.

Aims

Following the Cambridge Lower Secondary programme helps learners to lay the foundations for lifelong learning, including:

• curiosity about the world around them and enthusiasm for learning

• knowledge, understanding and skills that can be applied in and across subjects

• effective and confident communication skills, including in English

• understanding of their personal and local context, as well as having global awareness.

In Cambridge Lower Secondary Mathematics, learners:

• engage in creative mathematical thinking to generate elegant solutions

• improve numerical fluency and knowledge of key mathematical concepts to make sense of numbers, patterns, shapes, measurements and data

• develop a variety of mathematical skills, strategies and a way of thinking that will enable them to describe the world around them and play an active role in modern society

• communicate solutions and ideas logically in spoken and written language using appropriate mathematical symbols, diagrams and representations

• understand that technology provides a powerful way of communicating mathematics, one which is particularly important in an increasingly technological and digital world.

SCIENCE

The Cambridge Lower Secondary Science curriculum supports learners in developing lifelong curiosity about the natural world and enables them to seek scientific explanations to the phenomena around them.

Learners develop a holistic approach to science by considering scientific thinking and practical skills alongside knowledge and understanding which is vital for explaining the world around us. This approach provides learners with the knowledge and skills they require to access and excel at science in later phases of education.

Learners will systematically develop their scientific knowledge through the strands Biology, Chemistry, Physics and Earth and Space while developing scientific practices through the Thinking and Working Scientifically strand. An understanding of science through these strands of study gives learners knowledge and skills to prepare them for the future and to make informed choices. This includes considering sustainability issues and meeting the challenges facing our environment.

Aims

Following the Cambridge Lower Secondary programme helps learners to lay the foundations for lifelong learning, including:

• curiosity about the world around them and enthusiasm for learning

• knowledge, understanding and skills that can be applied in and across subjects

• effective and confident communication skills, including in English

• understanding of their personal and local context, as well as having global awareness.

In Cambridge Lower Secondary Science, learners:

• build curiosity and fascination about the world to stimulate their interest about science

• first meet foundational scientific concepts, that then develop through the Cambridge Pathway

• develop their scientific skills so they can become increasingly independent when questioning and investigating phenomena

• begin to understand that scientific models are used to understand and explain phenomena

• recognise that scientific understanding changes over time

• link science to real world contexts that are personal, local, national and global, identifying the relevance of science to the modern world.

DRAMA

Our Drama curriculum is designed to provide learners with a comprehensive education in the art of theatre and performance. Through a range of practical and theoretical exercises, students will develop their skills in acting, directing, and technical theatre, as well as their knowledge of dramatic literature and theatre history. Our programme aims to cultivate creativity, confidence, and teamwork skills, while also encouraging learners to explore different perspectives and ways of thinking. By engaging with a variety of plays and genres, from different times and cultures, learners will develop an understanding of the world and the human experience, and will be equipped with the skills and foundations for lifelong learning.

Aims:

Cultivating creativity, confidence, and teamwork skills.
Encouraging learners to explore different perspectives and ways of thinking.
Developing learners' understanding of the world and the human experience.
Fostering empathy and emotional intelligence.
Enhancing learners' communication skills, including verbal and non-verbal communication.
Supporting learners' personal and social development by encouraging reflection and self-expression.
Preparing learners for future academic and vocational pursuits by fostering critical thinking and problem-solving abilities.

In Drama, learners:

Become confident communicators, able to apply their acting, directing, and technical skills effectively in daily life and on stage.
Identify themselves as performers, engaging with a range of plays and genres for entertainment and exploration, including texts from different times and cultures.
See themselves as creators, using their imagination and artistic abilities to bring stories to life for various audiences and purposes.
Develop speaking and listening skills for effective collaboration and interpretation, sharing and responding to ideas to achieve a shared understanding or goal.
Develop a broad vocabulary and an understanding of how to apply dramatic conventions appropriately, including character development, plot structure, and theatrical techniques.

ART & DESIGN

Cambridge Lower Secondary Art & Design will enable learners to explore the limitless possibilities that exist both in art and in their own creativity. As art and design is a wide-ranging discipline that brings together skills and intellectual thought processes from across the curriculum, learners will also become experimental, reflective, critical and decisive thinkers who are able to express themselves within a range of open themes. Learners will understand the benefits of concentration, perseverance and collaboration, as well as developing the fine motor skills that are generally associated with producing art. The enjoyable and collaborative nature of art and design will also provide them with many opportunities for social development and for exploring their personal interests.

Throughout history, art and design has evolved, embraced opportunities and made bold statements, therefore Cambridge Lower Secondary learners are encouraged to explore, push boundaries and express themselves through their artistic work. They will view the work of others with increasing curiosity and make connections between different perspectives, different genres and between art that has been created in different historical, geographic and cultural contexts. They will embrace art’s potential for expressing things that cannot be captured in words and the links that exist between human feeling and creative output.

Through experimentation with materials and media, learners will begin to master techniques and processes. However, the focus is that they work with increasing autonomy to produce individual outcomes that articulate personal responses to stimuli, the available materials and their own imaginations. This personal and autonomous approach challenges negative views of failure or lack of natural artistic ability and allows learners to reflect upon and appreciate their progress, both as an artist and as a creative thinker.

Aims

Following the Cambridge Lower Secondary programme helps learners to lay the foundations for lifelong learning, including:

• curiosity about the world around them and enthusiasm for learning

• knowledge, understanding and skills that can be applied in and across subjects

• effective and confident communication skills, including in English

• understanding of their personal and local context, as well as having global awareness.

In Cambridge Lower Secondary Art & Design, learners:

• see themselves as artists and become increasingly independent and reflective

• develop the skills needed to express creative ideas and to communicate visually

• understand their place and the place of others in an interconnected, creative and innovative world

• make informed decisions about creative practices and products and about the art and design they encounter, engage with and generate

• understand the role of the creative arts in society

• analyse and reflect on issues and creative ideas, practices and outputs from different perspectives.

DIGITAL LITERACY

Digital literacy is an essential skill for learners of all ages, including lower secondary students. The digital world allows us to connect, collaborate, innovate and discover new information on an ever-broadening scale, and learners must be able to effectively use technology from the very beginning of their educational journey.

What will students learn?

Students develop the digital skills that will help with many aspects of their future learning and development. They will:

understand their place, and the place of others, in an interconnected world and make educated decisions about the information that they encounter online.
develop knowledge and understanding that will allow them to respond to, and evaluate technology of the future
develop skills to create increasingly sophisticated documents and presentations
learn how to become positive contributors to the digital world
use digital technology safely and protect their own physical and emotional wellbeing.

This course supports progression to other IT-related subjects.

PHYSICAL EDUCATION

Physical education is a vital part of a balanced school curriculum. Regular exercise improves both physical and mental health and there is growing evidence that it also improves academic performance across the curriculum. Establishing good patterns of exercise in lower secondary schools also provides learners with the foundation of an active and healthy lifestyle for life. Cambridge Physical Education is about learning to move and also about moving to learn. Learners continue learning to move by developing more complex movement skills. They create, select, combine and implement these in a number of physical activities.

Learners develop and combine these skills through a wide variety of age-appropriate physical activities, including games, team sports, gymnastics and dance. Through these activities they develop their creative thinking in different physical activities by applying their existing skills to less familiar contexts. As well as being able to move well, learners develop their understanding of movement. They identify and describe different ways of moving and use this to begin to analyse their own and others’ movements. In addition, they learn the parts of their bodies that are involved in different movements and understand the importance of movement for health. Physical activities also provide many opportunities for moving to learn.

Learners practise important social skills such as taking turns, sharing space and equipment, cooperating with others and developing risk management skills. Learners develop their individual responsibility for moving and using equipment and space safely. They learn how to ask for help and become more active in making decisions.

Learners develop their skills and understanding of leadership, collaboration and fair play through a range of team and group activities. They use these skills to help others to participate and achieve, sometimes leading and sometimes following others. In addition, they practise offering constructive and specific feedback to others, identifying strengths and suggesting future movement goals.

Aims

Following the Cambridge Lower Secondary programme helps learners to lay the foundations for lifelong learning, including:

• curiosity about the world around them and enthusiasm for learning

• knowledge, understanding and skills that can be applied in and across subjects

• effective and confident communication skills, including in English

• understanding of their personal and local context, as well as having global awareness.

In Cambridge Lower Secondary Physical Education, learners:

• develop their movement competence and confidence, linking movement skills together with increasing control, fluency and variety

• progress their knowledge and understanding of movement through the learning of movement concepts, rules, tactics/strategies and compositional ideas

• enhance their creativity and innovation in addressing movement challenges by varying elements to help build and extend their movement vocabulary

• participate and perform as individuals and group members in respectful and responsible ways, engaging appropriately and safely in team/group work and fulfilling associated expectations and roles

• develop their knowledge and understanding of how physical education can contribute to a healthy and active lifestyle

• develop transferable skills promoting physical, cognitive and social development, becoming independent, critical and reflective movers and thinkers.

THAI AS A FIRST LANGUAGE

The focus of the Thai curriculum for Thai students in KS3 is on different types of reading and writing. Students will learn to write essays, summaries, different types of stories, reports and how to carry out research. They will read a wide range of texts in different genres and learn how to discuss and debate on these texts, analysing and appreciating different types of Thai literature.

Aims

The course aims to develop:

• the four language skills and language competence necessary for effective communication;

• reading and writing skills;

• appreciation of different types of Thai literature;

• high-order thinking skills and produce critical responses to a variety of literary genres and social issues.

THAI LANGUAGE & CULTURE FOR NON-THAI STUDENTS

Students will learn basic conversation for different purposes and situations, enabling them to engage in conversations, obtain and provide information, express feelings and exchange opinions. They will demonstrate an understanding of the relationship between Thai language and culture, learning about Thai traditions and important religious celebrations, national holidays and different cultural activities.

Aims

The course aims to develop:

• Thai vocabulary and different tones in Thai words

• knowledge, understanding and appreciation of Thai culture;

• conversation skills appropriate to different situations

HISTORY

Students will develop their knowledge, becoming inquisitive students who appreciate the importance of past events in shaping our world today. They will learn about key historical events with focused studies on aspects of Asian and global history. Students will also develop a range of historical skills including debate, enquiry and research.

Aims

The course aims to develop:

• an understanding of chronology;

• an ability to describe and analyse the significance of events, the role of men and women as agents of change and key historical turning points;

• skills to carry out historical enquiry and research using a variety of sources;

• information processing skills, reasoning, creative thinking and evaluation of sources;

• skills in organising and communicating historical information;

• empathy with people from the past.

GEOGRAPHY

Students will learn about the world, its people and processes. They will study a range of physical and human topics that will enable them to understand complex interactions between the natural world and human lives in the 21st century. They will also learn about the natural and cultural diversity on the planet and develop a thorough global understanding. Key skills include map and atlas skills, analytical skills, extended writing and developing arguments, and debating.

Aims

The course aims to:

• help young people make sense of a complex and dynamically changing world;

• create an understanding of where places are, how places and landscapes are formed, how people and their environment interact, and how a diverse range of economies, societies and environments are interconnected;

• through geographical enquiry, encourage questioning, investigation and critical thinking about issues affecting the world and people’s lives, now and in the future;

• inspire students to become global citizens by exploring their own place in the world, their values and their responsibilities to other people, to the environment and to the sustainability of the planet;

• enable students to use and understand a plethora of geographical skills ranging from data collection techniques to interpretation of maps and diagrams whilst incorporating a range of ICT related activities.

WELLBEING & PSHE (Personal, Social, Health Education)

Students will understand the difference between and importance of physical, mental and emotional wellbeing. They will address common misconceptions regarding learner wellbeing and study associations between learner wellbeing and higher academic achievement, self-confidence, growth mindset and higher life satisfaction.

Aims

• engage learners, teachers and parents in taking an active role in promoting wellbeing

• empower learners to express what kind of school climate best promotes the wellbeing of themselves and others

• foster respectful, trusting and supportive relationships among learners and teachers

DESIGN & TECHNOLOGY

Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.

Aims

The course aims to ensure that all pupils:

develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
critique, evaluate and test their ideas and products and the work of others

FOOD TECHNOLOGY

As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.

Aims

The course aims to ensure that all pupils:

understand and apply the principles of nutrition and health
cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet
become competent in a range of cooking techniques [for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes]
understand the source, seasonality and characteristics of a broad range of ingredients.

MODERN FOREIGN LANGAUGES - FRENCH & SPANISH

Cambridge Lower Secondary Modern Foreign Language provides a flexible framework that can be adapted to teach any foreign language, except for English. Learning another language fosters cognitive abilities, cultural understanding, and academic success so that learners can become confident, global communicators.

What will students learn?

With this framework, learners will discover the joy of learning and using a new language, whilst gaining a deeper insight into how languages function. They will also develop empathy and an appreciation of people from different cultures through exploring cultural contexts of languages. Additionally, this framework equips learners with essential skills for further study, ensuring they are well-prepared for modern foreign languages at Cambridge IGCSE™, Cambridge O Level and beyond.

How is the programme taught?

This curriculum covers seven areas called ‘strands’. These strands and their respective learning objectives work together to support the development of knowledge, skills and understanding.

Listening
Reading
Speaking
Writing
Vocabulary
Grammar
Cultural understanding

KEY STAGE 4: YEARS 10-11 CURRICULUM (ages 14-16)

At Si Ri Panya International School, our Cambridge Upper Secondary curriculum for Year 10-11 is designed to help students refine their key subject interests and prepare for exams as well as future studies.

In these years, we follow the International General Certificate of Secondary Education (IGCSE), which is an internationally recognized version of the compulsory school examinations in England and Wales. IGCSEs are highly respected and are excellent preparation for A Level and other post-16 qualifications. Our students can choose from a range of examination boards, including Cambridge, Oxford AQA, and Edexcel.

In addition to the core subjects of English, Mathematics, and the Sciences (Biology, Chemistry, and Physics), our students also select four elective subjects from a variety of options. These include languages, humanities, and free choice subjects such as art, computer science, design and technology, food technology and global perspectives. Students with Thai nationality must also include Thai among their electives.

We encourage our students to maintain a full timetable with a broad range of subjects throughout their IGCSE studies. Our goal is to provide a well-rounded education that prepares our students for success in their future studies and beyond.

SECONDARY CURRICULUM

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Whole school overview

KEY STAGE 3: YEARS 7-9 CURRICULUM (ages 11-14)

ENGLISH

ENGLISH AS A SECOND LANGUAGE

MATHS

SCIENCE

DRAMA

ART & DESIGN

DIGITAL LITERACY

What will students learn?

PHYSICAL EDUCATION

THAI AS A FIRST LANGUAGE

HISTORY

GEOGRAPHY

WELLBEING & PSHE (Personal, Social, Health Education)

DESIGN & TECHNOLOGY

FOOD TECHNOLOGY

MODERN FOREIGN LANGAUGES - FRENCH & SPANISH

What will students learn?

How is the programme taught?

KEY STAGE 4: YEARS 10-11 CURRICULUM (ages 14-16)

SECONDARY CURRICULUM

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Whole school overview

KEY STAGE 3: YEARS 7-9 CURRICULUM (ages 11-14)

ENGLISH

KEY STAGE 4: YEARS 10-11 CURRICULUM (ages 14-16)

SECONDARY CURRICULUM

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