Learning Outcome in Secondary: Core Subjects


Literacy in English is broken down into three basic areas:

I. Speaking and Listening

Pupils develop confidence in speaking and writing for public and formal purposes. They also develop their ability to evaluate the way language is used.

Pupils are taught to:

  • Structure talks clearly so the listener can follow the line of thought
  • Use illustrations, evidence and anecdotes
  • Use gesture, tone, pace and rhetorical
  • Use visual aids and images
  • Use spoken standard English fluently in different contexts
  • Identify the major elements of what is being said
  • Recognise when a speaker is being deliberately vague or ambiguous
  • Make useful contributions to group discussions by adapting their speech or views
  • Clarify and summarise important points
  • Help move conversations forward by negotiating consensus or agreeing to differ use a variety of dramatic techniques to explore ideas, issues, texts and meaning
  • Appreciate how the structure and organisation of scenes and plays contribute to dramatic effect
  • Evaluate critically performances of dramas that they have watched or in which they have taken part.
II. Reading

Pupils read classic and contemporary texts and explore social and moral issues. They are exposed to a range of literature including the following categories:

  • Plays, novels, short stories and poetry from the English literary heritage
  • Recent and contemporary drama, fiction and poetry written for young people and adults
  • Drama, fiction and poetry by major writers from different cultures and traditions
  • Literary non-fiction
  • Print and ICT based information and reference texts
  • Media and moving image texts (for example, newspapers, magazines, advertisements, television, films, videos).
III. Writing

Pupils are taught to write for a number of different purposes as outlined below. Furthermore, students are encouraged to plan, draft and proofread their work on paper and on screen in order to be able to critically analyse their own and other people’s writing:

  • Narratives that imagine, explore and entertain
  • Non-fiction texts that inform explain and describe
  • Texts such as speeches designed to persuade, argue and advise
  • Evaluative texts that analyse review and comment.


Mathematics is broken down into:

  • Using and applying mathematics
  • Number and algebra
  • Shape, space and measures
  • Handling data.

Pupils take increasing responsibility for planning and executing their work. They extend their calculating skills to fractions, percentages and decimals, and begin to understand the importance of proportional reasoning. They are beginning to use algebraic techniques and symbols with confidence. They generate and solve simple equations and study linear functions and their corresponding graphs. They begin to use deduction to manipulate algebraic expressions. Pupils progress from a simple understanding of the features of shape and space to using definitions and reasoning to understand geometrical objects. As they encounter simple algebraic and geometric proofs, they begin to understand reasoned arguments. They communicate mathematics in speech and a variety of written forms, explaining their reasoning to others. They study handling data through practical activities and are introduced to a quantitative approach to probability. Pupils work with increasing confidence and flexibility to solve unfamiliar problems. They develop positive attitudes towards mathematics and increasingly make connections between different aspects of mathematics and other curriculum areas. Emphasis on speed of mental calculation becomes extremely important, as does improving understanding of course work by laying out methods in structural form.


Pupils build on their scientific knowledge and understanding and make connections between different areas of science. They use scientific ideas and models to explain phenomena and events, and to understand a range of familiar applications of science. They think about the positive and negative effects of scientific and technological developments on the environment and in other contexts. They take account of others’ views and understand why opinions may differ. They do more quantitative work, carrying out investigations on their own and with others. They evaluate their work, in particular the strength of the evidence they and others have collected. They select and use a wide range of reference sources. They communicate clearly what they did and its significance. They learn how scientists work together on present day scientific developments and about the importance of experimental evidence in supporting scientific ideas.


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