Tashkent Ulugbek International School
From Grades 6 to 11 your child will follow the English National Curriculum with some adaptations.
Please note the following:
TUIS Grade 6 = English National Curriculum Year 7 (age 11/12) Key Stage 3
TUIS Grade 7 = English National Curriculum Year 8 (age 12/13) Key Stage 3
TUIS Grade 8 = English National Curriculum Year 9 (age 13/14) Key Stage 3
TUIS Grade 9 = English National Curriculum Year 10 (age 14/15) Key Stage 4
TUIS Grade 10 = English National Curriculum Year 11 (age 15/16) Key Stage 4
TUIS Grade 11 = English National Curriculum Year 12 (age 16/17) Key Stage 5
Speaking and listening Key Stage 4
By the end of Key Stage 4 pupils are confident in matching their talk to the demands of different contexts, including those that are unfamiliar. They use vocabulary in precise and creative ways and organise their talk to communicate clearly. They make significant contributions to discussions, evaluating others’ ideas and varying how and when they participate. They use standard English confidently in situations that require it.
Speaking and listening Key Stage 3
By the end of Key Stage 3 pupils adapt their talk to the demands of different contexts, purposes and audiences with increasing confidence. Their talk engages the interest of the listener through the variety and liveliness of both vocabulary and expression. Pupils take an active part in discussions, taking different roles and showing understanding of ideas and sensitivity to others. They demonstrate their knowledge of language variety and usage effectively and use standard English fluently in formal situations.
Speaking and listening Key Stage 5
By Key Stage 5 pupils maintain and develop their talk purposefully in a range of contexts. They structure what they say clearly, using apt vocabulary and appropriate intonation and emphasis. They make a range of contributions that show they have listened perceptively and are sensitive to the development of discussions. They use standard English confidently in a range of situations, adapting as necessary.
Reading Key Stage 3
By the end of Key Stage 3 in reading and discussing a range of texts, pupils identify different layers of meaning and comment on their significance and effect. They give personal responses to literary texts, referring to aspects of language, structure and themes in justifying their views, and making connections between texts from different times and cultures and their own experiences. They summarise a range of information from different sources.
Reading Key Stage 4
By the end of Key Stage 4 pupils show understanding of the ways in which meaning and information are conveyed in a range of texts. They articulate personal and critical responses to poems, plays and novels, showing awareness of their thematic, structural and linguistic features. They understand why some texts are particularly valued and influential. They select, synthesise and compare information from a variety of sources.
Reading Key Stage 5
By Key Stage 5 pupils’ responses show their appreciation of, and ability to comment on, a range of texts, and they evaluate how authors achieve their effects through the use of linguistic, structural and presentational devices. They select and analyse information and ideas, and comment on how these are conveyed in different texts. They explore some of the ways in which texts from different times and cultures have influenced literature and society.
Writing Key Stage 3
By the end of Key Stage 3 pupils’ writing is fluent and often engages and sustains the reader’s interest, showing some adaptation of style and register to different forms, including using an impersonal style where appropriate. Pupils use a range of sentence structures and varied vocabulary to create effects. Spelling, including that of irregular words, is generally accurate. Handwriting is neat and legible. A range of punctuation is usually used correctly to clarify meaning, and ideas are organised into paragraphs.
Writing Key Stage 5
By Key Stage 5 pupils show creativity in the way they select specific features or expressions to convey effects and to interest the reader. Their narrative writing shows control of characters, events and settings, and shows variety in structure. In non-fiction, they express complex ideas clearly and present them coherently, anticipating and addressing a range of different viewpoints. Their use of vocabulary and grammar enables fine distinctions to be made or emphasis achieved. Their writing shows a clear grasp of the use of punctuation and paragraphing.
Writing Key Stage 4
By the end of Key Stage 4 Pupils’ writing is confident and shows appropriate and imaginative choices of style in a range of forms. Characters and settings are developed in their narrative writing. Their nonfiction writing is coherent and gives clear points of view, taking account of different perspectives. Grammatical features and vocabulary are used accurately and effectively. Spelling is correct, including that of complex irregular words. Work is legible and attractively presented. Paragraphing and correct punctuation are used to make the sequence of events or ideas coherent and clear to the reader.
They interpret, discuss and synthesise information presented in a variety of mathematical forms, relating findings to the original context. Their written and spoken language explains and informs their use of diagrams. They begin to give mathematical justifications, making connections between the current situation and situations they have encountered before
They select and use methods to collect adequate data for the task, measuring with precision, using instruments with fine scale divisions, and identify the need to repeat measurements and observations. They recognise a range of familiar risks and take action to control them. They record data and features effectively, choosing scales for graphs and diagrams.
Pupils show that they understand longer passages and recognise people’s points of view. The passages cover a range of material that contains some complex sentences and unfamiliar language. They understand language spoken at near normal speed, and need little repetition. These passages include different types of spoken material from a range of sources
They begin to explain relationships between causes. They begin to explain how and why different interpretations of the past have arisen or been constructed. They explore criteria for making judgements about the historical significance of events, people and changes. They investigate historical problems and issues, asking and beginning to refine their own questions.
They apply their technical knowledge and skills to realise their intentions, using the qualities of materials, processes and the formal elements effectively. They interpret and explain how ideas and meanings are conveyed by artists, craftspeople and designers, recognising the varied characteristics of different historical, social and cultural contexts.
They interpret different sources of information and begin to assess these for validity. They are aware of the diversity of viewpoints and describe some of the influences that shape these. They develop structured and balanced arguments, challenging others’ assumptions or ideas. They begin to compare democracy and justice in different parts of the world
They develop and refine their work to enhance its quality, using a greater range and complexity of information. Where necessary, they use complex lines of enquiry to test hypotheses. They present their ideas in a variety of ways and show a clear sense of audience. They develop, try out and refine sequences of instructions and show efficiency in framing these instructions, using sub-routines where appropriate.
They use imaginative ways to solve problems, overcome challenges and entertain audiences. When planning their own and others’ work, and carrying out their own work, they draw on what they know about strategy, tactics and composition in response to changing circumstances, and what they know about their own and others’ strengths and weaknesses.