The document provides an overview of King George V School's new Middle School Curriculum for Years 7-9. It introduces the vision and rationale for developing a coherent, skills-based curriculum led by the school rather than an external framework. Key aspects include using the IB's Approaches to Learning (ATLs) to identify 5 generic skills (thinking, social, communication, self-management, research) that all subjects will help develop. Each subject creates a skills profile outlining how it will explicitly teach outcomes related to the generic skills through its content. The curriculum aims to holistically develop students' skills to prepare them for future learning and life.

1. Geography
Information &
Communication Technology
Drama
Science
Mathematics
Liberal &
Personal Studies
Individual Needs
Physical
Education
English First Language
History
Art
Music
Design
Technology
SOCIAL SKILLS
SELF MANAGEMENT
THINKING
COMMUNICATION
RESEARCH
CURRICULUM
SCHOOL
MIDDLE
King George V School 英皇佐治五世學校
Parents’ Handbook August 2014 - June 2017
Chinese First Language
Foreign Language
King George V School, 2 Tin Kwong Road,
Homantin, Kowloon, Hong Kong
九龍何文田天光道2號英皇佐治五世學校
http://www.kgv.edu.hk/
Philosophy &
Religious
Studies
Chinese
Second
Language

2. ContentsFOREWORD
Excellent teachers, and there are many of these at KGV, have two main concerns. They don’t appreci-
ate the need to teach a curriculum of which they have little ownership and they are constantly trying
to reconcile the immediate, urgent demands of their heavy teaching loads with their desire to plan
carefully and properly. With the development of our own Middle School Curriculum at KGV we have
taken ownership of the curriculum and developed a coherent, skills based approach that meets the
needs of our students and we have liberated teachers to invest in the collaborative planning process.
There will be challenges along the way but in essence this is an extraordinarily exciting process and
this publication gives you a flavour of what we are doing.
Ed Wickins
School Principal
Vision and Rationale
Structure of the Curriculum
Skills Profiles - Explanation
Generic Skills Matrix
Skills Profiles - Explanation (Continued)
Summary of Skills Profiles for all subjects
Pedogogies for Supporting a Skills-based
Curriculum
Multi-Discplinary Learning
Assessment
Assessment Principles
Reporting
Supporting students through the Middle School
Curriculum
Key Contacts
Conclusion
Glossary
1-3
4
5
6-14
13-14
15-18
19-20
21
22
23-24
25-26
27-34
35
36
37-38

3. Vision and Rationale
“A coherent, skills-based Middle School Curriculum”
Teaching is one of society’s most future-oriented professions. Our product development process
normally spans seven years; when our products enter the market they have an expected life cycle of
around sixty years; and the quality of our handiwork might often be unclear until, after a number of
those years have elapsed, we hear news – or receive a visit – from one of our products and see what
they are making of their lives and the education they received. This future-oriented aspect of our
work is what makes it exciting and rewarding, and to an extent it also turns us all into educational
clairvoyants; when Student X enters Year 7, it isn’t long before her skilled and experienced team
of teachers build up a picture of her strengths and
weaknesses, what her likely areas of challenge will be
in the future and what she will therefore need in order
to progress. And you would put good money on their
judgments being right!
This ability to judge what students need for their
futures is a vital part of the teacher’s skillset, and
sadly it is something which is often overlooked in the
development of curriculum frameworks for schools in
state systems. The input of politicians, policy-makers
and academics is frequently adhered to in preference
to the professional voice; the issue of how to deliver a
curriculum is seen as the preserve of teachers, but the
question of what should be in the curriculum is – for
some reason – more often than not taken out of the
hands of teachers and schools, despite the fact that
they frequently have the closest and most accurate
understanding of what students’ needs really are.
One of the privileges of our situation is that this is not
the case for us. Our curriculum for Years 7-9 started as a blank piece of paper, and we had – and have
- the opportunity to determine the aims of our curriculum provision around the needs of our students,
based on our knowledge of what they will need to participate in the future world that awaits them. The
fact that it is a Middle School Curriculum also gives further import to that future orientation; it is not
an end in itself, but rather its role is to prepare students for their future learning and life, and it should
therefore a. pick up on where students are at when they arrive in Year 7, and b. the foundations for
what students will need to be able to do in
Years 10-13 and subsequently at university
and as adults.
But how to articulate those needs?
Something we realised very early is that,
when teachers have conversations about
what students need for their future, they
do not speak about course content per se.
No-one says that Student X really needs
to know more about glacial landforms or
have a better command of the verb ‘to be’
in French, important though these content
aims are. Instead, we might talk about
Student X needing to learn to communicate,
or be better at finding things out or asking
the right questions, or needing to learn to
work more effectively with others, or manage
herself and her studies in a more organised
way. When teachers talk about students’
needs for their future, they find themselves
naturally referring to skills: transferable
capabilities that students will need to
employ in a variety of contexts in order
to be successful. Content, or ‘disciplinary
knowledge’, is vital and without it there is
no context or application to the skills that
students develop; but it is these skills that
should be at the heart of our curriculum,
and therefore of our planning, and the
content we teach should be honoured as a
vehicle for the development of these skills.
This realisation leads naturally to the
question of which skills should be seen as
important. What should the ‘diet’ of skills in Years 7-9 consist of? For KGV’s students, the best answer
to this question lies in the form of the IB’s Approaches to Learning (ATLs). The IB’s typology of skills
which consists of Thinking, Social Skills, Communication, Self-Management and Research offers us
coverage of everything we hold as important, and gives us a common language with our partner
primaries and with our Senior School Curriculum so that we can honour where students have come
from and also prepare them for what comes next. The ATLs have a major emphasis in the Primary
Years Programme (PYP), Middle Years Programme (MYP) and Diploma Programme (DP) and our choice
of the ATLs as a framework for the skills in our Middle School therefore allows us to tap into that; and
it gives us the opportunity to talk about skills as a continuum. From the day a student starts at their
primary school to the day they graduate from Year 13,
we can be focused on developing them as a Thinker,
a Collaborator, a Communicator, a Self-Manager and a
Researcher, and we can share a common approach to
doing so through our curriculum planning and delivery
at all levels.
This is hugely exciting but it is also very challenging
in a secondary environment, where our curriculum
planning is not a single venture but occurs across a
range of different disciplines. It has required us to
build up a very detailed picture of the contribution
that each subject can make to the skills development
of students, and to ensure that these contributions fit
together to form a coherent whole.
KGV’s Middle School Curriculum does this through
a process called ‘Skills Profiling’, where each subject
team starts with the matrix of generic skills identified
through the IB’s Approaches to Learning, and asks
themselves what their discipline can contribute to the
‘big picture’ of a student’s skill development in Years
7-9. For each generic skill to which they feel able to
contribute, there is a subject-specific outcome which
represents how their subject might interpret that
particular skill. This outcome is therefore one of the
1 2

4. Structure of the Curriculum
aims for the curriculum in that subject, around which the subject team will plan schemes of work,
lessons and resources. It is a pledge to take the lead in explicitly teaching that skill, using some of
their disciplinary content as a vehicle.
Clearly, no coherence would be achieved unless
we regularly sit down and see where these various
outcomes overlap / differ / provide coverage of the
diet of skills that are mandated by the Approaches
to Learning. Doing this is not easy – it requires
subject teams to work together, negotiate and
compromise so that, taken as a whole, the skills
profiles for all subjects add up to the diet of skills
that we would want for our students in Years 7-9,
to prepare them for their future learning and life.
It has been, and remains, an exercise in change
leadership for colleagues throughout the school,
requiring that people venture into new areas of
curriculum provision, adjust their practices and
develop new links with other areas and new
understandings of the rationale for what their
subject is there to achieve. The willingness that
teachers across the school show to doing this,
and to addressing the needs of students in this way, is impressive and edifying and demonstrates as
ever the committed and student-centered nature of KGV’s teaching staff.
So the result is a curriculum which is built around these two essential concepts: our Middle School
Curriculum is a coherent, skills-based curriculum in which all colleagues, and all subjects, work together
to form an experience which prepares our students for their future learning, and their future lives.
In this publication you will find information that will help you to understand KGV’s Middle School
Curriculum, and to know what to do to support your child as they use it to develop their skills for the
future. We hope that you enjoy learning about the experiences that your child will have throughout
Years 7, 8 and 9, and if this publication doesn’t quite answer your questions or you would like to
know more, we always value the opportunity to discuss things with our parent community and we
will do our best to answer your questions. Your main point of contact for Middle School Curriculum
enquiries should be:
Sarah Coulton – Middle School Curriculum Coordinator, email: sarah.coulton@kgv.edu.hk
and you will find other contacts listed in the ‘Key Contacts’ section listed below.
We look forward to the opportunities we will have to work in partnership with parents to ensure that
KGV’s Middle School Curriculum is a rich, enjoyable and engaging experience for every child.
3 4
Students in Years 7-9 study a broad range of subjects as part of their Middle School Curriculum
Experience. The table below shows how time is divided between subjects within the classroom-based
elements of the curriculum. It is important to note that the table is only a broad summary – the exact
list of subjects and hours for the individual student will depend on their individual circumstances.
Curriculum Allocation for Subjects in Years 7-9
*Lessons at KGV are 60 minutes long
**Student may choose to drop their European Language and double up in Chinese, but only in Year 9
+Individuals and Societies – In Year 9 subjects are taught in a rotation with 3 lesson per fortnight for two
thirds of the year and 2 lessons per fortnight for one third of the year
++Student may choose to drop a language and pick up Global Perspectives, but only in Year 9
Learning Area Subject
Lessons* (per fortnight)
Year 7 Year 8 Year 9
Creativity and Performance Art 2 2 2
Drama 2 2 2
Music 2 2 2
Physical Education (PE) 4 4 4
English English 6 6 6
Language and Culture Chinese 4 4 4
Double Chinese (Year 9)** 8
European Language (French, German, Spanish) 4 4 4
Individuals and Societies Geography 3 3
8History 3 3
Philosophy and Religious Studies 2 2
Global Perspectives (Year 9)++
4
Maths and Information
Communication &
Technology
Maths 5 5 6
Information Communication Technology (ICT) 2 2 2
Science and Technology Science 5 5 5
Design Technology 4 4 3
Liberal and Personal Studies (LPS) 2 2 2
Total 50 50 50
Learning Support Centre (LSC) – Curriculum Allocation
Students in the LSC access their learning in two ways; through subjects taught in the LSC, as well
as accessing the mainstream curriculum at an appropriate level. The level of access to mainstream
learning is determined on a case by case basis, but all LSC students will study LPS with their peers
in their year group.
The subjects on offer through the LSC are as follows:
•English •Maths •Science •Humanities •ASDAN New Horizons
•Social Skills •Food •Art •Music •Horticulture
•Drama •PE •ICT •Chinese •Design Technology

5. Skill Profiles - Explanation
A Skills Profile is, in its simplest form, a list of Learning Outcomes.
Each subject has a Skills Profile, and it forms a comprehensive list of the learning outcomes that are
pursued in that subject from the start of Year 7 until the end of Year 9. It is used to plan whole topics
within the curriculum, and also to plan individual lessons.
Each Skills Profile is derived from the Generic Skills Matrix. As you will see, the Generic Skills Matrix is
split into 5 sections, each representing one aspect of the IB’s ‘Approaches to Learning’.
Each section breaks the main heading down into a series of sub-skills. Across all 5 aspects there are
a total of 28 skills within the Generic Skills Matrix.
5 6
Area and Skills Descriptors IB Learner Profile
Thinking
The capacity to understand
information and adapt how it
is presented dependant on the
task, with the ability to use the
knowledge gained across subject
areas
1. Acquisition of Knowledge This skill includes:
• Asking and responding to
appropriate questions
• Reading, retaining and recalling
information
• Summarising key points
Inquirers
Knowledgeable
Open-minded
Thinkers
2. Comprehension This skill includes:
• Interpreting of the meaning of
a range of information from a
variety of formats
• Connecting arguments
• Synthesising ideas
Inquirers
Reflective
Knowledgeable
Thinkers
3. Application of Knowledge This skill includes:
• Adapting ideas as
circumstances change
• Finding inventive ways to link
knowledge to one’s own life
and the lives of other people
• Questioning the nature of
knowledge
• Using existing knowledge to
create new knowledge
Knowledgeable
Thinkers
Communicators
Reflective
Open-minded
4. Problem Solving This skill includes:
• Trying out alternatives
• Understanding the views of
others
• Working with others to find
solutions
Knowledgeable
Risk-takers
Principled
Thinkers
Inquirers
Communicators
5. Evaluation and Reflection This skill includes:
• Identifying opportunities and
achievements
• Reviewing progress, acting on
outcomes
• Setting effective and focused
targets with success criteria
Reflective
Balanced
Thinkers
Communicators
Adapted from the ‘Personal Learning and Thinking Skills Framework” (UK Qualifications and Curriculum Authority,2010)
Generic Skills Matrix
Skill Description
Thinking Skills The capacity to understand information and
how it is presented dependent on the task, with
the ability to use the knowledge gained across
subject areas
Social Skills The capacity to work with others in a
collaborative manner towards a shared goal
Communication Skills The capacity to communicate effectively with
others using a range of spoken, written, visual
and other non-verbal means of expression
Self-Management Skills The capacity to plan and organise one’s own
work activities, including making good use of
time and resources, sorting out priorities and
monitoring one’s own performance
Research Skills The capacity to search for, review and evaluate
both the information and the sources and
methods used to obtain it in response to a well-
formulated research question

6. 7 8
Area and Skills Descriptors IB Learner Profile
Social Skills The capacity to work with others in a collaborative
manner towards a shared goal
Accepting Responsibility This skill includes:
• Stepping up to a challenge and being
prepared to take risks
• Being able to give, listen to and act on
constructive feedback
• Understanding the consequences of their
actions to oneself and to other people
Open-minded
Reflective
Respecting Others This skill includes:
• Understanding that we are all different
• Valuing the differences between us
• Supporting others who are different to us.
Caring
Principled
Promoting
Internationalism and
Citizenship
This skill includes:
• Recognising other views and experiences
• Understanding global issues
• Accepting personal responsibility to make a
difference.
Principled
Reflective
Working Effectively in
Groups
This skill includes:
• Finding a common goal
• Working responsibly and sensitively with
others with a willingness to compromise
• Recognising the strength of collaboration
Communicators
Open-minded
Caring
Leading Groups This skill includes:
• Shaping and building the ideas of others
• Motivating and supporting
• Facilitating the group’s outcomes
• Bringing together the group’s ideas
Communicators
Caring
Reflective

7. 9 10
Writing This skill includes:
Writing words or phrases
Writing sentences
Writing a paragraph
Writing extensively in a range of academic genres:
Literary
• Narrative
• Play script
• Poetry
Factual
• Procedure
• Explanation
• Description
• Argument
• Report
• Evaluation
• Analysis
• Reflection
Using process writing to plan, outline, draft, edit,
revise and proofread to produce a formal piece of
work
Using an appropriate register for the audience
Thinkers
Communicators
Knowledgeable
Communicating Non-
Verbally
This skill includes:
• Understanding and using body language,
gesture and facial expression
• Understanding and using voice tones
• Understanding and using movement
• Conveying information through graphs, charts
and tables
• Conveying information through diagrams and
illustrations
• Conveying meanings/emotions through
moving images
• Conveying meanings/emotions through
aesthetic images
Thinkers
Communicators
Knowledgeable
Area and Skills Descriptors IB Learner Profile
Communication The capacity to communicate effectively with
others using a range of spoken, written, visual and
other non-verbal means of expression
Listening This skill includes:
• Listening to a presentation, monologue or
performance
• Listening and identifying key points
• Listening and responding critically
• Listening and interpreting meaning and tone
• Listening and interacting
• Listening to instructions and reacting
• Listening as part of group and responding
• Listening and interacting in a conversation
Thinkers
Communicators
Open-Minded
Caring
Speaking This skill includes:
• Using an appropriate register, style and format
for the audience
• Identifying, and using the features of, an
appropriate genre
• Giving a prepared speech, presentation or
performance
• Speaking spontaneously
Communicators
Risk-Takers
Reading This skill includes:
• Reading and interpreting graphic symbols
• Reading instructions
• Reading for specific information
• Reading and identifying key points
• Reading and responding critically
• Reading and interpreting meaning and tone
• Reading for pleasure
Thinkers
Communicators
Reflective
Viewing This skill includes:
• Extracting information from graphs, charts and
tables
• Extracting information from diagrams and
illustrations
• Extracting information from moving images
• Extracting information from aesthetic images
Thinkers
Communicators

8. 11 12
6. Skills for Life This skill includes:
• Hygiene
• Personal safety and first aid
• Domestic skills
• Accessing transport networks
• Personal finance
• Seeking employment
Inquirers
Thinker
Communicators
Knowledgeable
Principled
Well-balanced
Open-minded
Reflective
7. Physical & Manipulative
Skills
This skill includes:
• Coordination, Control and Dexterity
• Technical Proficiency in reproducing /
replicating correct physical technique
• Spatial Awareness
• Speed and Power
• Endurance
Inquirers
Risk-takers
Balanced
Area and Skills Descriptors IB Learner Profile
Self-Management The capacity to plan and organise one’s own
work activities, including making good use
of time and resources, sorting out priorities
and monitoring one’s own performance
1. Organisation This skill includes:
• Demonstrating awareness of
organisational expectations eg
homework, equipment
• Having the correct equipment for a
particular learning context
• Establishing one’s own routine
Thinkers
Reflective
Principled
2. Time Management This skill includes:
• Planning and prioritising
• Demonstrating awareness of time
constraints
• Balance (inside and outside of school)
• Meeting deadlines
• Punctuality
Inquirers
Well-balanced
Reflective
Thinkers
Principled
3. Health and Wellbeing This skill includes:
• Demonstrating understanding of the
holistic nature of health and wellbeing
(physical activity, healthy eating,
emotional and social wellbeing)
• Achieving life between work and study
• Managing inter- and intra-personal
relationships
• Being able to ask for help
Well-balanced
Caring
Reflective
Open-minded
Communicators
4. Persistence and Resilience This skill includes:
• Seeking guidance and feedback
• Accepting constructive criticism
• Being aware of strengths and weaknesses
• Identifying areas for development
• Learing from mistakes and appreciating
that it’s OK to fail
• Understanding the importance of practice
Inquirers
Thinkers
Risk-takers
Open-minded
Reflective
5. Independence This skill includes:
• Taking personal responsibility
• Taking initiative
• Self-motivation
• Self-confidence
• Making own decisions
• Self-reflection
• Self-challenge
Inquirers
Communicators
Principled
Risk-takers
Reflective
Thinker

9. 13 14
Area and Skills Descriptors IB Learner Profile
Research The capacity to search for, review and
evaluate both the information and the
sources and methods used to obtain it in
response to a well-formulated research
question.
1. Formulating Questions This skill includes:
• Adopting an appropriate structure for
the task
• Giving relevant focus to research
• Defined clearly
• Avoiding bias to inform answers
Inquirers
Knowledgeable
Open-minded
Thinkers
2. Collecting and Recording This skill includes:
• Using appropriate and varied sources
• Demonstrating clear organisation
• Gathering reliable and relevant
information
• Making information ready for analysis
Inquirers
Reflective
Knowledgeable
Thinkers
3. Interpreting and Analysing This skill includes:
• Avoiding bias
• Linking back to question
• Accurate analysis
• Balanced analysis
• Clear synthesis
Knowledgeable
Thinkers
4. Referencing This skill includes:
• Using consistent and appropriate
referencing systems
• Acknowledging sources
• Accurate use of quotations and
paraphrasing
• Tracing quoted works back to source
Knowledgeable
5. Demonstrating Academic
Honesty
This skill includes:
• Understanding what plagiarism is
• Acknowledging sources
• Protecting one’s own work
• Understanding and acknowledging
copyright
• Taking responsibility
Principled

10. 16
It is important to note that the Generic Skills Matrix shown on the preceding pages describes the
diet of skills across all subject for Years 7-9. It is not the case that students learn every single one of
these skills in each of their subjects. Often, it will be the case that some subjects are better suited to
a particular skill than others, meaning that each of the 28 skills will be taught by some subjects, but
not normally by all. Across all subject Skills Profiles, however, the aim is for each skill to be adequately
covered.
The language of the Skills Profile is designed to be positive, and very clearly focused on the building
of skills rather than any particular piece of content. Each outcome on a subject Skills Profile begins
with the words:
“Students will learn how to…”
When a particular outcome is present on a Skills Profile, that means the subject in question takes
responsibility for teaching that skill explicitly within its curriculum between the start of Year 7 and the
end of Year 9. There is no requirement that each skill be revisited on an annual basis – some skills will be
taught very frequently throughout Years 7-9, whereas others will be taught on only one or two occasions.
The final point to note about Skills Profiles is about designation. On each subject’s Skills
Profile you will see a designation after each outcome which reads ‘RO1’, ‘NROiv’, etc.:
RO = ‘Reported Outcome’ NRO = ‘Non-Reported Outcome’
A Reported Outcome is one for which, at certain points in the curriculum, we will derive information
from formal assessments which will be reported to students and parents via the Middle School
Curriculum Reporting System (see the section on Reporting) . As the name implies, a Non-Reported
Outcome is one where the skill in question will be explicitly taught within the curriculum but for which
no formal reporting will occur.
The following page presents a visualisation of all the subject’s Skills Profiles, showing which subjects
teach which generic skills.
To see each subject’s Skills Profile in full and to view the Curriculum for the subjects your child is stud-
ying, you can log in to LIONeL and visit the ‘Curriculum Analysis Tool’ where you can view a dynamic
map of all the topics studied across all of your child’s subjects. You can also see information about
the formal assessments your child has done / will do in the future, via the ‘Middle School Curriculum
Reports’ interface, also hosted in LIONeL. Visit our website at (www.kgvmsc.com) and download the
“KGV Parent Guide to Middle School Curriculum Systems” to see how you can view this important
information about your child’s studies.
Skills Profiles - Explanation
(Continued)
15

11. 17 18
Summary of
Skills profiles
for all
subjects
Thinking Skills Social Skills Communication Skills Self-Management Skills Research Skills Key
AcquisitionofKnowledge
Comprehension
ApplicationofKnowledge
ProblemSolving
EvaluationandReflection
AcceptingResponsibility
RespectingOthers
PromotingInternationalism
andCitizenship
WorkingEffectivelyinGroups
LeadingGroups
Listening
Speaking
Reading
Writing
Viewing
CommunicatingNon-Verbally
Organisation
TimeManagement
HealthandWellbeing
PersistenceandResilience
Independence
SkillsforLife
Physical&ManipulativeSkills
FormulatingQuestions
CollectingandRecording
InterpretingandAnalysing
Referencing
DemonstratingAcademic
Honesty
Reported
Outcome

Non-reported
Outcome

Creativityand
Performance
ART
     
ART
Creativityand
Performance
      
DRAMA
     
DRAMA
         
MUSIC
    
MUSIC
            
PE
  
PE
           
Languageand
Culture
FIRST LANGUAGE
    
FIRST LANGUAGE
Languageand
Culture
              
SECOND LANGUAGE
    
SECOND LANGUAGE
       
FOREIGN
LANGUAGE
    
FOREIGN LANGUAGE
   
Ind&Societies
GEOGRAPHY
     
GEOGRAPHY
Ind&Societies
           
HISTORY
   
HISTORY
       
PRS
   
PRS
        
Maths&
ICT
MATHEMATICS
   
MATHEMATICS
Maths&
ICT
        
ICT
     
ICT
         
Sci&Tech
D&T
       
D&T
Sci&Tech
      
SCIENCE
       
SCIENCE
        
LPS
    
LPS
             
IN
   
IN
        
AcquisitionofKnowledge
Comprehension
ApplicationofKnowledge
ProblemSolving
EvaluationandReflection
AcceptingResponsibility
RespectingOthers
PromotingInternationalism
andCitizenship
Workingeffectivelyingroups
LeadingGroups
Listening
Speaking
Reading
Writing
Viewing
CommunicatingNon-Verbally
Organisation
Timemanagement
Healthandwell-being
Persistenceandresilience
Independence
Skillsforlife
Physical&ManipulativeSkills
Formulatingquestions
Collectingandrecording
Interpretingandanalysing
Referencing
DemonstratingAcademic
Honesty
Thinking Skills Social Skills Communication Skills Self-Management Skills Research Skills

12. 19 20
As we develop our skills-based curriculum, one of the key challenges is:
How do we further develop our teaching strategies so as to ensure all of our students have an
excellent skills-based learning experience?
Many of the answers to this question will be based on tried and tested strategies such as:
Learning objectives – making sure each student knows what they are learning, can identify the
reasons for this learning and the skills that they are developing through this learning.
Personalised learning – ensuring that the level of learning is appropriate for each individual student
and has sufficient challenge to enable progress within and across lessons.
Structure- developing a range of activities within a lesson that builds student learning and enables
them to identify the context of their learning, in terms of both skills and content. This includes starter
and plenary activities that allow students to reflect on and link their learning.
Asking powerful questions – the use of open-ended questions to enable students to reflect and
think about their learning.
However, the development of our skills focus does create new challenges in terms of teaching
strategies. For example:
How do we best develop thinking skills? How do we teach social skills?
There is not a ‘one size fits all’ answer to these important questions but the expertise does exist within
our teaching community to develop appropriate strategies.
The key is the way in which we work collaboratively to ensure that this expertise is shared and every
teacher is involved in an ongoing process of discussing, sharing and reflecting on their teaching practice.
Over the last two years we have developed a range of methods to ensure that such collaboration is
at the forefront of our thinking:
Rapid Prototyping – all teachers are being encouraged to identify something they would like to
develop in their teaching, try it, reflect and refine the approach. Teachers are then given the opportunity
to share this experience by giving presentations during staff briefings.
Learning and Teaching Journal – a publication written by KGV staff and students that aims to share
ideas, reflections and thoughts.
Collaboration Time – each subject area meeting once every two weeks to discuss learning strategies
and curriculum development
Student Consultants – led by one of our Head Prefects, this initiative provides a mechanism for a
range of students to give their perspective on proposed curriculum developments and what they
believe to be effective learning strategies.
Reflection for Development – led by our Learning Directors, every teacher is involved in a variety of
lesson observations that enable discussions around effective learning and teaching strategies so as
to provide the best experience for all of our students.
Access – led by the Learning Director for Access, this is a working group that provides expertise and
advice to help create an inclusive learning environment that supports the needs of all of our students.
Learning and Teaching Innovation Group – this group meets on a regular basis with the aim of
developing a KGV Teacher’s Toolkit. This resource will provide a range of suggested activities that will
support skills-based learning.
It is also vital that our use of learning technologies supports the skills-based curriculum. The
development of coursepages in LIONeL, our Virtual Learning Environment, is integral to our planning
and each topic in the Middle School Curriculum is accopanied by a LIONeL coursepage which has
a variety of interactive learning activities that students can use to support the development of the
skills learned in that topic. Parents and students can access these coursepages directly by logging
into LIONeL and visiting the “Curriculum Analysis Tool”. Visit our website at www.kgvmsc.com and
download the “KGV Parent Guide to Middle School Curriculum Systems” to see how to access and
use the Curriculum Analysis Tool.
As shown by this brief overview, a huge amount of work has occurred to enable effective implementation
of the Middle School Curriculum. This is an ongoing collaborative approach, ensuring that every
teacher is continuing to look to further develop their approaches to learning and teaching so as to
provide the best possible experience for all of our students.
Pedagogies for Supporting a
Skills-Based Curriculum

13. 21 22
The focus on skills in the Middle School Curriculum gives a variety of opportunities to enhance
students’ learning, from being able to solve problems and think critically, to improving subject
content knowledge and becoming more active global citizens. The educational beauty of a skills-
based approach is that these opportunities are available across all subject areas and so become less
tied to a particular academic area. In turn, students can develop these explicit skills through regular
practice in a variety of lessons. The subjects therefore provide a different lens through which a skill
can be approached.
Much like in real life where we as adults may need to solve problems or think critically in different
areas, we develop a strategy and process by which to tackle them. For example, when dealing with
a lot of tasks within a work situation we might develop a process of prioritisation, a process we then
replicate when dealing with issues within our home life. This is also true when thinking about how we
might apply knowledge we have gained in one area, to another area of our life. For example, knowing
how to calculate percentages can be essential when shopping, calculating a healthy nutritional diet or
working with spreadsheets. Our Middle School Curriculum aims to reflect the realities of learning and
its application, whilst retaining our strong traditions of academic achievement and success.
Within KGV we use the terms ‘multi-disciplinary’ and ‘inter-disciplinary’ to reflect this approach to
learning. ‘Multi-disciplinary’ refers to a common project which a variety of subjects may feed into.
‘Inter-disciplinary’ is a softer approach which focuses on the reinforcement of skills and knowledge as
transferable commodities between subject areas.
Within our Middle School Curriculum we have been very conscious of building such opportunities
to enable students to transfer their skills and knowledge between subject areas and those more
holistic experiences through tutor times, Challenge Week and extra-curricular activities. Exciting
multi-disciplinary projects will gather momentum throughout each academic year. Some projects we
anticipate will culminate in an exhibition, for which we will be delighted to invite parents, primary
schools and other community members to come and enjoy.
Multi-Discplinary Learning
At KGV we aim to support student learning by using a variety of forms of assessment. Assessment
is not only used to measure student progress, but to inform students about where they are in their
learning, what can be improved and what they need to do to improve. The variety is needed to cater
for the various learning styles of the students. Each assessment will suit some students more than
others, so using a variety of forms over the Middle School experience ensures that we cater for all
needs. The variety also ensures that students are motivated and engaged in the process. Assessment
is not just about testing a student to see what knowledge they have acquired; we are assessing
development of skills. This could be in the form of a project, a piece of research, a presentation, a
poster, a discussion and sometimes a test.
Assessment will inform how lessons are planned. Skills will be explicitly taught in lessons, whether the
outcome is reported or not. Students will know what skills are being assessed at the beginning of the
topic and what the criteria are for the different skill levels (the rubrics). Teachers will then be able to
use the outcomes of the assessment to support students in future lessons as they will know where
the strengths and possible gaps are in the class.
Assessment takes place in every lesson we teach through the questions we ask the students and
the feedback we give to them. Feedback should be continuous and constructive, supporting the
student in moving forward. The feedback might be verbal, written or self- or peer-assessed, and will
be recorded whenever possible. We want students to become better learners and more confident
and reflective thinkers. The most effective feedback shows students not just what they need to do to
improve, but how to improve. The specific strategies will give students the tools they need to develop
their skills and be better prepared for the world after KGV.
Assessment is an essential part of good learning and teaching. We have developed a set of Assessment
Principles (see over page) which guide teachers when developing assessments and planning Schemes
of Work. The Assessment Principals will ensure that we have consistency across the school when we
are creating new assessments.
We have summarised our Assessment Principles in four key areas which take place from the planning,
to the classroom and in the systems we use to report assessed outcomes. These Assessment Principles
show what we value as a school and how assessment can be used to move student learning forward.
Assessment

14. 23 24Assessment Principles
Principle #1:
Assessment should take various forms
(Planning)
VARIETY
Principle #2:
Teaching and Learning should align with
Assessment and
Assessment should inform teaching practices
(Classroom, Planning)
ALIGNMENT
Expansion: Assessments can take many forms
- verbal responses, written responses, written
examinations, designs and graphics, live
performance, portfolios… Each mode offers
something slightly different and draws out a
different aspect of the student’s performance,
and the variety we offer also conditions the
engagement of the student and their enjoyment
of, and motivation for, their learning. Teaching and
Learning should cover Non-Reported Outcomes
(NROs) even where assessments don’t.
Expansion: Teaching and Learning should
address the skills students will need to succeed
in assessment, and this should happen prior
to, and at the same time as, the conducting
of assessment. The teacher should then
use what they learn from their students’
assessment to inform what happens next within
the curriculum, responding to needs.
This means encouraging: This means encouraging:
Principle #3:
Positive, constructive, continuous feedback
should always be given and recorded when
possible with the chance to act on the
feedback (Classroom)
FEEDBACK
Principle #4:
Feedback should revolve around student
achievement (knowledge and skills) rather than
solely a level (Classroom,
Planning, System)
ACHIEVEMENT
Expansion: Feedback has a powerful influence
on student progress. Whenever we talk about
assessment we must therefore talk about
feedback, looking to use regular opportunities,
in a variety of ways, to give students an
opportunity to receive feedback. Feedback
should be recorded when possible and student
learning managed so that records of assessment
and feedback are kept.
Expansion: The giving of quantitative information
alongside feedback comments can cancel out the
potentially beneficial impact of the comments,
meaning that it may be a waste of time to deliver
narrative feedback if the context of doing so
involves the issuing of a level as well
This means encouraging: This means encouraging:
Planning that keeps as its focus the reported
and non-reported outcomes assigned to a
particular unit
The regular use of the assessment criteria
within teaching and learning, especially as part
of ‘Assessment for Learning’ classroom activities
such as modelling, peer- and self- review,
student target-setting etc.
Drawing lesson objectives from the assessment
criteria so that students are always building the
skills they will need in order to succeed
Annotating or exemplifying the assessment
criteria to show what they mean for a particular
task.
Assessment criteria which are explicitly
referenced at an early point
Teachers learning from the outcomes of
assessmentprocesses(includingthoseconducted
by other/previous teachers) and responding to
student data on individual, class and cohort
wide level by providing personalised support,
altering their planning around student needs
and providing different learning experiences to
different students based on data judgements.
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The use of diverse forms of assessment that
will help students to understand their learning
through different lenses in addition to the types
of assessment which might be used later for
external examinations
The construction of assessment structures that
offer opportunities for different types of learner
to show what they can do
The valuing of teacher judgement as a way of
collecting information about student progress
Teacher feedback and student reflections
which include personalised comments on
strengths and areas for development
Regular information given to students about
their learning, including the regular marking
of work which is returned in a timely way,
ideally within 2 school weeks
Leaving time within a unit or scheme of work
for students to act on feedback and have the
opportunity to show further learning
Written feedback given where possible, or
notes made from oral feedback
Managing student learning so that written
feedback is kept
The issuing of feedback at a different point in
time or in a different context to the issuing of
summative, quantitative assessment information
Feedback using the language of achievement at
different levels, rather than simply referring to
the level itself.
Feedback that is broad and addresses the
student’s performance in a given task but also
relates this to what it means about them as a
learner
Feedback that both describes what happens and
evaluates it constructively for the future

15. 25 26Reporting
The Middle School Curriculum Reporting System will give you access to information about your
child’s learning that is skills-based, timely and detailed. The information you receive about the skills
your child is developing will be visible as they are completed, not at the end of a term or a year. The
need for an end of year report will no longer exist as you will receive the information as it occurs,
making it more relevant and up to date.
You will have access to view the information in LIONeL as it becomes available. Each subject teacher
will be inputting skill levels to show how they are developing in each subject area for the various
assessments taking place through the year. You will not only see the levels and the descriptor for
the levels, but also how feedback was given and also self and peer assessment if relevant to the
assessment completed. On some assessments there will be the option to click a link to an eportfolio
to show you the work your child has completed.
The strengths and targets outlined on the assessment will be brought together on the Student Target
Page. On this page you will be able to view the strengths and targets written by the subject teacher
and also by the tutor. The tutor will be looking across subjects for common themes so that they can
support their tutees in the best way possible. The tutor may add additional targets that are more
holistic such as routines and co-curricular activities, for example. Teachers and tutors will update the
strengths and targets when they are achieved or no longer relevant.
Parents and students will be able to access the outcomes of all assessments on the ‘subject’ tab for
each subject. You will be able to scroll between current, previous and future assessments. By hovering
over the level awarded, you will be able to see the description of that level. You have access to all the
rubrics which show you what students need to do to move up to the next level. The Reporting system
also shows you the expected attainment range in that year group so you can see whether your child
is in the expected bracket. However, there is no limit to what can be achieved!
At the top of your child’s Reports Page you will see a summary of the skills across all subjects. The
aim is to give students an accessible view of their relative strengths and weaknesses across the
same skills but a variety of subjects. It is envisaged that this screen will be used in target setting and
conversations with tutors.
Visit our website at (www.kgvsmc.com) and download the “KGV Parent Guide to Middle School
Curriculum Systems” to see detailed instructions on how you can view your child’s Reports page.
Specific information about how to use these systems will be given to you at various
points, electronically and at occasions such as Parents’ Evenings, or you can contact:
Judy Cooper - Vice Principal. Email: judy.cooper@kgv.edu.hk and you will find other contacts listed in
the “Key Contacts” section listed below.
In the ways described above, the Middle School Reporting System will present timely, detailed
information about student skills. As a parent, we would hope that you will use the available information
to have conversations with your children about their learning and strategies to help them to make
further progress.

16. 27 28Supporting students through
the Middle School Curriculum
As your child moves through their time at KGV we work to establish a support network through which
they will be challenged, motivated and guided through their learning. Working in tandem with each
other to provide this support are the Curriculum and Student Development Learning Areas of the
School, though it is important to remember the part that you as parents play in your child’s learning
at KGV.
Induction
Making the change to KGV from primary school is a big step for students, as well as their parents.
It is often in these early stages that crucial friendships are formed, some of which will last for a
lifetime. With this in mind we see our Induction Programme as a vital piece to the settling in and
establishment of a student at KGV. It provides opportunities to get to know the school, to get to
know other students from all year groups, to understand the curriculum and for a student to become
familiar with their laptop and the opportunities, and responsibilities, of working in a 1:1 laptop school
environment.
The Role of the Tutor
Throughout a student’s experience of the Middle School Curriculum, one of the constants in the
student’s life will be their tutor, who will form the heart of a student’s support network. A student
will remain with the same tutor throughout their time in the Middle School (Year 7 to 10) and Senior
School (Year 11 to 13), allowing for strong ties to be built up in this time.
Guiding the work that the tutor does with their tutor group are our KGV Student Development Values.
Through these we value and aim to develop:
1. Strong, supportive relationships between tutors and tutees based on knowledge of every student’s
individual character and capabilities.
2. Strong, supportive relationships between tutees and their peers, articulated vertically and horizontally
throughout the school.
3. International Mindedness in students to consider and address their responsibilities as local, regional
and global citizens.
In pursuing these values a tutor will take on the role of a mentor, a friend, and a counsellor for their
tutees, while seeking to support the wellbeing, motivation and social welfare of the individuals in their
tutor group and for the group as a whole.
The tutor plays an important role in liaising with you about your child’s progress. With a “live” reporting
model in our Middle School Curriculum that gives up to date feedback on a student’s progress there
needs to be a hub through which this feedback is pulled together. The centre of this hub is the tutor
who will bring together the academic and non-academic threads of their tutees’ lives at KGV.
We aspire for tutors to be “experts” in their tutees. This is very different from being an expert in all
of the curriculum areas, which is a role played by the individual teachers of a student. Instead, a tutor
will use their knowledge of their tutees, along with data derived from a number of sources including
the live reporting system, to engage in one to one conversations that enhance their tutees’ learning
experience at KGV. Together with their tutor, a student will review targets set through curriculum
avenues, working to prioritise, refine and even establish other pertinent targets of their own. Each
step in this process will help to establish the foundations of successful learning.

17. 29 30
Student Support Systems
We are very aware that successful learning requires different levels of support depending on the
needs of each individual. Support for students at KGV begins before they arrive at the school with an
extensive transition programme used to build up a clear picture of a student’s needs.
Once a student is a member of the KGV community support for each and every one of them is
a holistic affair; when considering the needs and welfare of students at KGV, it is not just about
their academic progress and extra-curricular involvement, but also about their overall wellbeing too.
Student Support Services provide access to counselling support as well as other outside agencies
where it is appropriate.
Support within the curriculum, beyond that which is provided by teachers on an individual basis
within their classrooms, can be divided up into the following main areas and falls under the remit
of the Access Department.
Literacy Target Group (LTG) - Support for students whose literacy acquisition skills are weak and
who would benefit from extra English support.
Numeracy Target Group (NTG) – Support for students whose numeracy acquisition skills are weak
and who would benefit from extra Maths support.
Individual Needs (IN) – Support for students who because of their special educational needs will
struggle to access an unmodified curriculum without support.
English for Academic Purposes (EAP) – Support for students whose English language proficiency
limits their ability to perform to their full potential.
Gifted and Talented (GT) - Students who perform exceptionally well and/or are nominated by staff
as having outstanding ability in a particular subject area.
Students who are part of the LTG and NTG programmes will follow the same KGV curriculum as with
all other students, although some of aspects of it may be modified to suit their needs. In addition
to this they are taught in a smaller class with two teachers. Students who are part of the IN or EAP
programmes create time in their curriculum by only studying one language instead of two. This
will be one of Mandarin, French, German or Spanish. GT students will have access to aspects of
accelerated learning as well as extension activities and co-curricular opportunities to enhance their
learning experience.

18. 31 32
Student Led Conferences and Curriculum Information Evenings
As has already been mentioned feedback on a student’s progress will come through the reporting
system with each piece of work and their Reported Outcomes (ROs) building a picture of how a
student’s skills are developing.
Contact with the School to discuss this skills development will be through the tutor who will host
Student Led Conferences (SLC) and an insight into the learning environment will be provided through
Curriculum Information Evenings (CIE).
Both of these key events will take place at pertinent times throughout a student’s time in the Middle
School. Specific details about the arrangement of SLCs and CIEs will be shared through the School
Calendar.
Through SLCs students will be able to share with their parents their learning experiences, including
how and what they have determined it is they need to do to build on these experiences and take their
learning to the next level. Initially this will focus on settling into KGV, but as more Reported Outcomes
become available, opportunities to talk about successes as well as hurdles will be presented. It is
these conversations, through the three way dynamic of student, parent and tutor, that will draw all
aspects of a student’s school life together.
CIEs will provide an opportunity for parents to find out what is happening in the classroom and how
we are working with students to move their learning forward. Central to this will be an opportunity to
hear from members of curriculum teaching teams who will be on hand to provide a window into the
different curriculum areas of the school. We understand that parents want to put a face to a teacher’s
name, however it is important to note that the purpose of CIEs is to provide information and answer
questions, rather than give feedback on individual students.

19. 33 34
How to support your child
By inviting you to take part in SLCs and CIEs and making information about our Middle School Curriculum
readily available through LIONeL we aim to support parents in having informed conversations about
learning at home. We want to work in partnership with parents and students to ensure that everyone
gets the best out of their school experience. As we are sure you will agree, the best investment that
can be made by a parent is to give their child time. Here are a few strategies that you may want to
use to get the best return on this investment:
Be a life-long learner
As we are role models for our children, it is extremely powerful for them to see that we never stop
learning. If you are learning something new, whether it be for work or pleasure, share your learning
with your child and be honest about the challenges. This shows your child that we all have strengths
and areas for development and that learning is part of life and not just school.
Read for pleasure
This may be easier said than done, but if you can show your love of reading then your child is more
likely to read and therefore improve his/her vocabulary, spelling, and writing skills amongst others.
This reading doesn’t have to be books; even reading magazines and newspapers or even the football
scores will encourage your child to do the same.
Talk about learning
Rather than asking your child how school was, try asking them about their learning. Try to be explicit
when talking about the skills they have developed. If they were working on research skills, ask them
what good research skills look like. The more we can be explicit when talking about skills, the better
prepared students will be for a future of careers which probably don’t yet exist!
Discuss the information available in LIONeL
The systems available in LIONeL will support conversations about skills and encourage you to talk
about learning at home. You can talk about subject areas, the skills across subjects and the Student
Target Page. If your child is focusing on working effectively in groups, then ask them what it would
look like if they worked effectively in groups and what are the steps they could take to get there. As
the system is live, it is important that these conversations happen regularly at school and at home so
that we are dealing with information that is current and relevant.
Ask good questions
The way we ask questions to students can really make a difference in the way they respond. Try to
use open ended questions to encourage a more in-depth conversation. So, rather than ‘Did you have
a good Drama lesson today?’ and the response being ‘yes’, try a more open ended approach such
as ‘Tell me about your Drama lesson today’. A slight change in the way we ask questions can really
encourage students to reflect more and give more detail.
Encourage independence
As parents, we are all trying to get the right balance in supporting our children yet trying to prepare
them for the day they leave home. The development of independence is vital in preparation for this
day. Please encourage your child to get themselves organized by getting their uniform ready, bag
packed, homework completed etc. Try to build trust in letting them do these things for themselves
whilst still being there to support when it doesn’t quite happen.
Eat well, drink plenty, do exercise and sleep!
This may sound obvious but you would be surprised how many students get headaches due to
dehydration, or who send emails at 2am. Please encourage your child to look after their health as this
will result in them feeling more positive and being generally more effective. At KGV, we want students
to succeed in life and this is much more likely to happen if they have some perspective and get a
good balance between study, exercise, relaxation, family time etc.
Attend a course on coaching skills for parents
KGV is committed to developing expertise amongst the staff in Performance Coaching. Coaching
has positive applications to all aspects of school life. Performance Coaching is a method
of using active and attentive listening skills and carefully chosen questions to support the
coachees in thinking for themselves and finding solutions to whatever they want to achieve.
The whole picture of a student’s time at KGV covers a myriad of different avenues and experiences,
systems and people all with one thing in mind. This is to help a student to grow as a person and
prepare themselves for what lies ahead. At the heart of this are the skills of the Middle School
Curriculum, but this will only work if everyone is pulling in the same direction, maintaining clear and
open dialogue at all times.

20. 35 36Key ContactS
Name Position Photo Specific Responsibilities
Judy Cooper Vice Principal • Assessment and Reporting
Sarah Coulton Middle School Curriculum
Coordinator
• Day-to-day Curriculum
Coordination
• Communications
• Multidisciplinary Curriculum
James Fisher Head of Middle School • Publications
• Student Development
Lewis Glover Learning Technologies
Coordinator
• Virtual Learning Environment
(VLE) Provision
• Learning Technologies
Mark Poulsum Vice Principal • Pedagogies
James Smith Vice Principal • Strategic Leadership of the
Curriculum
• Mapping and Systems
KGV’s Middle School Curriculum aims to lay the foundations for students’ future learning, and
future lives, through the pursuit of a simple but profound vision:
“A coherent, skills-based Middle School Curriculum”
The Middle School Curriculum is at the heart of the school’s philosophy of learning and teaching,
and we invest heavily in the infrastructure, planning and pedagogical practices which ensure this
period in our students’ school careers is a rich, enjoyable and engaging experience. The first few
pages of this publication make the point that a school’s ‘product development cycle’ occurs over
many years and often we do not see the fruits of our labours until many years after our work with
students has taken place, and the investment of time, energy and care we have made allows them
to flourish. Our Middle School Curriculum is our attempt to provide the best possible foundations
for our students’ futures, so that, after seven years of product development at KGV, our products
can enter the world with the skills they need to make the most of the opportunities that life gives
them. It is our hope that our alumni of the future will feel they were well-served by the education
we planned for them when they were at KGV.
Conclusion

21. Glossary
1:1 Laptop School – a school where there is a 1:1 ratio of laptops or equivalent digital devices to
students. KGV is a 1:1 laptop school.
Approaches to Learning – a typology of skills developed by the International Baccalaureate Organi-
sation (IBO) consisting of Thinking, Social Skills, Communication, Self-Management and Research.
Assessment Principles – a list of 4 key principles which govern how assessment works in the Middle
School Curriculum. You can view the Assessment Principles on pages 23-24 of this publication.
Curriculum Analysis Tool – a part of LIONeL which allows students and parents to view the curricu-
lum for each subject the student is studying, including the Skills Profile, Topics, Assessments, Ru-
brics and LIONeL coursepages.
Curriculum Information Evening (CIE) – an evening at which information will be given about what is
happening in the classroom and how you can support your child in their learning.
Diploma Programme (DP) – the IBO’s post-16 programme. Most KGV students study the IB Diploma
in Years 12-13.
Generic Skills Matrix – the list of 28 generic, transferable skills which is based on the IBO’s ‘Ap-
proaches to Learning’ and which describes the ‘diet’ of skills that students learn in the Middle
School Curriculum. Every subject Skills Profile is derived from the Generic Skills Matrix.
Inter-Disciplinary Learning – Learning in which skills and knowledge from one subject are reinforced
in another. See also – Multi-Disciplinary Learning.
Level – the numerical representation of how well a student performs a particular skill. Students will
be awarded levels from 1 – 9 as they complete assessments in the Middle School Curriculum.
LIONeL – KGV’s Virtual Learning Environment which allows you to access information about your
child’s curriculum and progress.
LIONeL coursepage – a specific page in LIONeL which contains interactive resources your child can
use to support their learning in a particular topic.
Middle Years Programme (MYP) – the IBO’s programme for students aged 11-16. KGV does not
offer the MYP but there are a number of similarities between the MYP and KGV’s Middle School
Curriculum.
Multi-Disciplinary Learning – Learning in which students use skills and knowledge from more than
one subject to build towards a particular project or goal. See also – Inter-Disciplinary Learning.
Non-Reported Outcome – a learning outcome which is taught explicitly in the classroom but for
which formal reporting does not take place. See also – Reported Outcome.
Pedagogies – the strategies a teacher uses to help students learn.
Plenary Activity – an activity used at the end of a lesson to draw together and reinforce the learn-
ing outcomes from that lesson.
Primary Years Programme (PYP) – the IBO’s programme for students of primary school age. All of
KGV’s partner primary schools use the PYP as the basis of student learning.
Reported Outcome – a learning outcome which is explicitly taught in the classroom, assessed, and
then reported on by the provision, via LIONeL, of a level and feedback to the student. See also –
Non-Reported Outcome.
Reports Page – a part of LIONeL which allows students and parents to view progress across all skills
and subjects.
Rubric – the assessment criteria for a particular skill, articulated across levels 1 – 9.
Scheme of Work – a document which shows how student learning will unfold during the course of
a topic, and how particular resources or learning activities will fit into this. Each topic in the Middle
School Curriculum is supported by a Scheme of Work which can be viewed at the top of the LI-
ONeL coursepage pertaining to that topic.
Skills Profile – a list of learning outcomes for a particular subject, derived from the Generic Skills
Matrix, which shows which skills will be learned in that subject during the course of Years 7 – 9.
Starter Activity – an activity used at the start of a lesson to introduce the learning outcomes and
engage students with what they will be doing during the course of the lesson.
Student-led Conference (SLC) – an evening at which students, parents and the tutor will discuss the
student’s learning experiences and progress so far, and work together to identify how the student
can move forward with their learning.
Student Target Page – a part of LIONeL which allows students and parents to view the targets set
for the student by the tutor and by each of the student’s subject teachers.
Topic – a series of Learning Experiences within the curriculum that all relate to a particular topic.
The Middle School Curriculum is divided into topics within each of a student’s subjects and these
topics can be viewed within the Curriculum Analysis Tool, which shows when each topic is likely
to be encountered. Each topic is also supported by a Scheme of Work document and a LIONeL
coursepage.
Virtual Learning Environment (VLE) – an online learning system used by schools to share informa-
tion and provide students with online interactive learning opportunities. KGV’s VLE is called LIONeL.
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