Middle School at Beacon Academy follows a concept-based and inquiry-based curriculum that fosters holistic learning in children (ages 11-14 years old). Skills stem mainly from the International Baccalaureate Curriculum through backward mapping and overlaps attitudes and learning in the International Middle Years Curriculum (IMYC) of Fieldwork Education and Cambridge University International Examinations.
A research and record system is used, followed by reflective activities and project-based tasks. Learning in the Middle School at Beacon Academy includes much
collaboration and cooperation amongst peers, with Virtues Learning at the heart of
Real life learning is strongly aimed for – with opportunities inside and outside of school – through essential events such as expert visits and field trips. Students are encouraged to ask relevant questions and think-out- of-the- box when meeting specialists and exploring places. Where applicable, subjects come together and form interdisciplinary tasks or mini-projects so that students can enjoy and celebrate their learning during their Exit Point. Clubs, IRP (Independent Research Project) and ECAs are added into the curriculum so that students in the Middle School can demonstrate some independence and organization within the learning process.
Developing academic rigour in students, the Middle School team carefully plans each unit of a six to eight week cycle so that students complete it with the necessary skills under each subject and specialization. Major assessments take place twice a year. We encourage our students to make good use of thinking and communicating skills in the form required, apart from critical reading and writing skills, as these serve as evidence for learning. Each lesson includes various Assessment for Learning (AFL) moments. For further information, please find attached the PDF document detailing the curriculum.
ASSESSMENT FOR LEARNING
Beacon Academy believes that assessment and evaluation should promote quality learning. Teachers maintain high expectations of students and use multiple assessments approaches that respond to the diversity of learners.
Formative assessments allows the learners to negotiate differenr learning opportunities with teachers. It is also a method that teachers use to continually assess students through observations, checklists, planning and drafting and a continual feedback process.
Summative assessment is a more formalised assessment process. This involves teachers identify learning goals and developing assessment items based on defined criteria for the end of learning cycle. Formative assessments includes, but is not limited to; media projects, research assignments, written tasks, presentation, low-stake testing and formal examination.
INDIVIDUAL RESEARCH PROJECT
In Middle School, learners undertake one individual Research Project every year. The IRP is an essential piece of work that is the product of the students own imagination, creativity and innovation. Each project must reflect a personal understanding of a chosen subject area and can take many forms. The IRP is completed under the supervision of a teacher in the school and involves planning research, analysis and reflection.
SECONDARY 1 CHECKPOINT
Cambridge Checkpoint tests are for use at the end of Cambridge Secondary 1. They provide Beacon Academy with an external international benchmark for student performance. Cambridge Checkpoint enables feedback to be provided on a learner’s strengths and weakness in key curriculum areas. Feedback of this kind is an invaluable source of information. Learners receive a Statement of Achievement which gives an indication of their academic progress during this education stage.
Connecting Learning, Developing Minds
A learning experience which aims to put theory into practice!
CAMBRIDGE SECONDARY 1
Cambridge Secondary 1 provides a seamless progression from Cambridge Primary to develop learners’ skills and confidence in English, Mathematics and Science. It offers a framework for educational success with a comprehensive and reputed assessment structure.
MONITORING STUDENT PROGRESS
Cambridge Progression Tests provide detailed feedback on learners’ strengths and weaknesses in the core skills of English, Mathematics and Science at the end of each year level. This feedback is used to further support the student in their learning development, which leads to the Cambridge Checkpoint examination at the end of Year 8.
Cambridge Secondary 1 identifies a comprehensive set of learning objectives for English, Mathematics and Science, which focus on what learners should be able to do at the end of each year level. This provides learners with excellent preparation for life at Senior School which includes Cambridge IGCSE.