mis secondary


MIS currently offers Secondary School education for Years 7 – 11. This forms Key Stages 3 & 4 under the English system, for students aged from 11 to 16.


Key Stage Level

Key Stage 3

Key Stage 4

Age Group

11 to 14 years of age

14 to 16 years of age

Year Details

Years 7, 8, and 9

Years 10 and 11

The educational approach in England creates a significant change for students at the secondary level. Not only do they usually enrol in a different school but they are also then taught by different subject teachers rather than the single class or ‘homeroom’ teacher typical of primary schools. 

As our approach is broadly adapted from the English national curriculum, it is not surprising that we mirror many of these changes although our students have the advantage of staying on the same campus and continuing the relationships and support networks they have formed in the primary school.

We are very focused on providing continuity and consistency of approach throughout the school and this applies equally to the transition from primary to secondary school. Our upper primary staff work closely with their secondary school colleagues to arrive at a shared understanding of where the students are at, both academically and personally, as they enter the secondary school and to provide challenging targets and appropriate support for each one.

The secondary school has a longer school day than primary and students are expected to work more independently and take more responsibility for their learning. Some of the subjects require the completion of assignments that involve independent research and data collection. However, we are equally concerned with encouraging the spiritual, moral, cultural, and physical development of our pupils and we actively encourage participation in a range of sports and arts activities as well as timetabling citizenship and religious education lessons.

As the students progress through the secondary level the focus gradually starts turning more towards the requirements of the statutory examinations that are held at the end of Year 11. Our current cohorts are working towards taking IGCSE exams. Typically, each secondary subject is taught by a qualified teacher who specializes in their given subject.

Key Stage 3

The Key Stage 3 curriculum is based mainly on the National Curriculum of England although, to compliment the Cambridge IGCSE exams taken at the end of Key Stage 4, Cambridge International curriculum resources and schemes of work are generally used. The Key Stage 3 curriculum consists of the following subjects:

Physical Education

Thai Language and Culture
Information and Communication Technology
Design & Technology
Art and Design
Religious Education


Programmes of Study


The programme of study for English aims to ensure that all pupils:

  • read easily, fluently and with good understanding
  • develop the habit of reading widely and often, for both pleasure and information
  • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
  • appreciate our rich and varied literary heritage
  • write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
  • use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
  • are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate


The programme of study for mathematics aims to ensure that all pupils:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • can solve problems by applying their mathematics to a variety of routine and non- routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking


The programme of study for science aims to ensure that all pupils:

  • develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
  • develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
  • are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future


The programme of study for geography aims to ensure that all pupils:

  • develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
  • understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
  • are competent in the geographical skills needed to:
    • collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
    • interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
    • communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length


The programme of study for history aims to ensure that all pupils:

  • know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
  • understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
  • understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
  • gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales


The programme of study for citizenship aims to ensure that all pupils:

  • acquire a sound knowledge and understanding of how societies are governed, their political systems and how citizens participate actively in its democratic systems of government
  • develop a sound knowledge and understanding of the role of law and the justice system in society and how laws are shaped and enforced
  • develop an interest in, and commitment to, participation in volunteering as well as other forms of responsible activity, that they will take with them into adulthood
  • are equipped with the skills to think critically and debate political questions, to enable them to manage their money on a day-to-day basis, and plan for future financial needs


The programme of study for computing aims to ensure that all pupils:

  • can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
  • can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
  • can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
  • are responsible, competent, confident and creative users of information and communication technology

Design and Technology

The programme of study for design and technology 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
  • understand and apply the principles of nutrition and learn how to cook


The programme of study for art and design aims to ensure that all pupils:

  • produce creative work, exploring their ideas and recording their experiences
  • become proficient in drawing, painting, sculpture and other art, craft and design techniques
  • evaluate and analyse creative works using the language of art, craft and design
  • know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms


The programme of study for music aims to ensure that all pupils:

  • perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
  • learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
  • understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations

physical education

The programme of study for physical education aims to ensure that all pupils:

  • develop competence to excel in a broad range of physical activities
  • are physically active for sustained periods of time
  • engage in competitive sports and activities
  • lead healthy, active lives


The Chinese language programme builds on the foundations of language learning laid at key stage 2.

Emphasis is now placed on developing the breadth and depth of pupils’ competence in listening, speaking, reading and writing, based on a sound foundation of core grammar and vocabulary. It enables pupils to understand and communicate personal and factual information that goes beyond their immediate needs and interests, developing and justifying points of view in speech and writing, with increased spontaneity, independence and accuracy. It also provides suitable preparation for further study.


The aims of the Thai language and culture curriculum for non-Thais are to enable students to:

  • develop proficiency in oral language skills and acquire a range of vocabulary and grammatical patterns
  • understand and respond to daily language appropriately
  • improve reading comprehension and writing skills 
  • Enjoy, understand and appreciate cultural aspects of daily life in Thailand as well as festivals and celebrations
  • Understand the role of the monarchy in Thai history


The aims of the Thai language and culture curriculum for Thais are to enable students to:

  • understand and appreciate their home community


  • develop a diverse cultural awareness as global citizens while maintaining their cultural heritage
  • develop the four language skills and language competence necessary for effective communication
  • understand and enjoy Thai literature, short stories, poetry, proverbs and folktales
  • develop writing techniques; imaginative, descriptive, journal and narrative writing, communicating ideas and feelings, describing experiences in writing
  • develop knowledge, understanding and appreciation of Thai culture.


The study of drama forms part of the spoken English section of the wider programme of study for English.

The scheme of work includes improvising, rehearsing and performing play scripts and poetry in order to generate language and discuss language use and meaning. Students are also taught to use role, intonation, tone, volume, mood, silence, stillness and action to add impact.

Key Stage 4

At Key Stage 4 (Year 10) students choose the subjects they are going to study for the IGCSE exams. There are two pathways that they can chose which offer a combination of subjects that lean either towards the sciences or the humanities. 

For more information about the IGCSE curriculum at Key Stage 4 please refer to the following IGCSE section of the website.