CURRICULUM ON A PAGE YEAR
8: TERM 2
WELCOME FROM THE VICE PRINCIPAL
Building on the strong foundations established in the first term, Term 2 marks a crucial stage in your child's maturation as a successful and happy Year 8 student They are encouraged to reflect on their learning journey, develop positive study habits, and grow in both confidence and independence. Term 2 is an excellent opportunity for your child to become more selfaware and independent as a learner as their confidence and self-management increase. We would encourage them to use ongoing feedback from teachers, which will support and guide them in identifying their strengths and areas for development This reflective process empowers them to be ambitious, embrace challenges, and take ownership of their own learning. Parents can support this by encouraging open conversations at home about their progress, triumphs, and strategies for growth. With continued support from teachers, parents, and peers, Year 8 students will continue to flourish this term. - Ms. Natalie Wilson (nmwilson@nlcsjeju.kr)
MESSAGE FROM THE ASSISTANT VICE PRINCIPAL
Welcome back to Term 2 of the 2024/25 academic year! There was much to celebrate throughout Term 1 for all of our Year 8 cohort, with many class teachers and Heads of Department commenting upon the excellent start to the academic year that they have seen our students make. Throughout Term 2, students will continue to experience a broad, balanced and future-facing curriculum across all of their subjects, as they grow in confidence in embodying the mindset and resilience it takes to be a successful NLCS Jeju Senior School student.
In your discussions with your children about their learning throughout Year 8, do also encourage their involvement in the wider life of the school and/or the student leadership and enrichment opportunities that are commonplace in many aspects of school life. Here's to another brilliant term ahead for Year 8! - Mr Carl Lewis (clewis@nlcsjeju.kr)
HOW TO USE THIS BOOKLET
An overview of the lesson content for the term is provided Your child will learn lots of new vocabulary and concepts each term. This list contains subject specific vocabulary, integral to the unit of study
If you have any questions regarding your child’s programme of study, please contact the Head of Department
Some examples have been provided for how your child might extend their learning and engage with scholarship associated with the subject. This includes further reading and activities they might enjoy
Throughout lessons students will be developing these transferable skills
Academic Leadership Team Contact Information
● Natalie Wilson - Vice Principal (Academic) - nmwilson@nlcsjeju.kr
The formative assessments your child will take this term to support their progress
● Carl Lewis - Assistant Vice Principal (Division A - Languages) - clewis@nlcsjeju.kr
● Shilen Tanna - Assistant Vice Principal (Division B - Visual & Performing Arts)stanna@nlcsjeju.kr
● Philip Morton - Assistant Vice Principal (Division C - Sciences & Mathematics)pmorton@nlcsjeju.kr
● Laetitia Choi - Assistant Vice Principal (Division D - IB Core) - lchoi@nlcsjeju.kr
● Jason Sannegadu - Assistant Vice Principal (Head of Houses/PSD)jsannegadu@nlcsjeju.kr
HEADS OF DEPARTMENT
Please use the directory below to contact the relevant Head of Department for any questions you may have about the curriculum. For questions about your child’s progress, please contact their subject teacher in the first instance:
Division A Subjects (Languages):
● Mr Daniel Jewitt - Head of English - djewitt@nlcsjeju.kr
● Ms Susan Gleeson - Head of AED - sgleeson@nlcsjeju.kr
● Mr Fabián Herrera - Head of European Languages & Korean Second Languagefherrera@nlcsjeju.kr
● Ms Hwayoung Choi - Head of Korean Language & History - hchoi@nlcsjeju.kr
● Ms Margaret Baird - Head of Latin - mbaird@nlcsjeju.kr
● Ms Jenny Liu - Head of Mandarin - jliu@nlcsjeju.kr
Division B Subjects (Visual & Performing Arts):
● Ms Sharon Kennington - Head of Art & Design - skennington@nlcsjeju.kr
● Ms Stella Taylor - Head of Dance - staylor@nlcsjeju.kr
● Mr Ian Peirson - Head of Drama - ipeirson@nlcsjeju.kr
● Mr Harry Thorrington - Head of Music - hthorrington@nlcsjeju.kr
● Mr Daniel Walsh - Head of Physical Education - dwalsh@nlcsjeju.kr
Division C Subjects (Sciences & Mathematics):
● Mr Tajvir Singh - Head of Computer Science - tsingh@nlcsjeju.kr
● Ms Duygu Bulut - Head of Mathematics - dbulut@nlcsjeju.kr
● Mr Mark Kim - Head of Key Stage 3 Science - markkim@nlcsjeju.kr
● Mr Hugh Kim - Head of Biology - hkim@nlcsjeju.kr
● Mr Derek Patenaude - Head of Chemistry - dpatenaude@nlcsjeju.kr
● Mr Nick Gillings - Head of Physics - ngillings@nlcsjeju.kr
Division D Subjects (Humanities):
● Mr Steven Knight - Head of Geography - sknight@nlcsjeju.kr
● Ms Penny Fitchet - Head of History & Global Politics - pfitchet@nlcsjeju.kr
● Mr Thomas Carter-Stead - Head of Personal Social Development & Philosophytstead@nlcsjeju.kr
ENGLISH CURRICULUM
Students will read and discuss the novel 'Salt to the Sea', with a focus on key moments. They will develop their inference skills and ability to analyse specific authorial choices, while engaging with important thematic elements of the text. Building on their analytical work from the previous term, they will continue to develop their ability to analyse
Membership in the English Society; Dead Poets Society; or Debate Society; submissions to The Pier Literary Magazine; Joining the Language Ambassadors; Reading CCAs;
(online reading and Vocabulary.com
● Analytical responses to extracts authorial choices in Supporting ideas with relevant
Making deliberate choices for effect structural features
FRENCH CURRICULUM
Students will study the topic of holidays by continuing to practise the four language skills (listening, speaking, reading and writing). New grammatical content will include the perfect tense (regular and common irregular past participles of avoir verbs, and 1 or 2 être verbs). In addition, they will consolidate material that they have learnt previously (present tense of avoir and être, and negatives).
is a learning website which offers a range of different revision and recap activities and games provides a range of online support materials, homework tasks which help students to target areas for
is an effective online learning review game which allows regular and quick recap to consolidate learning
Speaking: To start to sentences (e.g. opinion and reasons) and to develop answers by adding more detail. Writing: to write longer short sentences and develop answers more. To understand the concept of an infinitive and how to conjugate a
● Spoken task: either answer questions about this topic or produce a short presentation about a holiday in the past.
KOREAN LANGUAGE
This term: Discourse and Communication
Students will grasp the concept and features of discourse, conversing empathetically and responding fittingly. They'll express their experiences uniquely through diverse forms of writing. Comparing and valuing reconstructed works, they'll discern changes. They'll also reconstruct literary works critically, grasp Hangul's principles, and ensure accurate pronunciation and spelling.
An extensive electronic
Library with a large range of books and journals National Institute of Korean Language - Korean including word of the day
Critical Listening and Reading Media: TED Talks (teachers will make relevant suggestions)
Interpersonal Skills within the Community Communication
Critical and Creative
Media Adaptation
Pronunciation and
● Writing and analyzing poems from different narrators' perspectives.
● Engaging in activities related to the books they have read.
● Evaluations related to irony, paradox, and satire
● Creating stories by changing the narrator.
KOREAN HISTORY
This term: Goryeo's Founding and Political Changes
Understand the governance structure of early Goryeo and the characteristics of Goryeo society. Investigate the causes and gyeom's Rebellion and Myocheong's Movement to relocate the capital to Seogyeong. Explore the background and consequences of the Military Coup and the subsequent political and
is a place where various historical materials operated by the National Institute of Korean History are
Encyclopedia of Korean Culture is a resource written by experts in various fields of Korean studies
Naver Knowledge Encyclopedia provides reliable content related materials
Analysing historical sources based on their
Understanding and
Exploring events from various perspectives
Reconstructing and comprehending events
Listening to and questioning self and peer presentations of oneself and peers.
● Research and present the achievements of early Goryeo kings.
● Adapt Yi Ja-gyeom's Rebellion
● Myocheong's Movement, and the Military Coup into a drama.
KOREAN 2ND LANGUAGE
In our Korean Second Language classes, each student receives tailored teaching materials suited to their unique level. The teacher offers personalised termly overviews, highlighting the specific topics to be covered. Students engage with a diverse range of learning resources,including 'Talk to me in Korean', fostering
Cultural activities incorporated into lessons according to the key dates in the Korean calendar including a KSL Trip is a learning website which offers a range of different revision and recap activities and games Participating in optional writing competitions
Within the context of the relevant topic studying, they will
● Completion of Grammar exercises
● Grammar exercises
● Regular vocabulary tests
● Vocabulary tests
● Conversation tasks
● Conversation tasks (to assess their speaking and listening)
LATIN CURRICULUM
This term: Slavery, Roman Britain and the Boudicca. This course is based on Suburani Book 1, Chapters: 6-8. Students will consolidate work covered in the previous term, particularly noun and verb endings to ensure a good grasp of grammatical features. They will continue to develop vocabulary, translate Latin stories to learn about Roman Britain and Boudicca. Through translations they will be introduced to the ablative noun case endings, imperfect and perfect tense verb endings, prepositions and superlative adjectives.
Read History books about the Ancient Greeks and Romans
Read or watch documentaries about Roman Britain or any other topic of interest about the Greeks and Romans
Read Latin stories aloud, paying attention to intonation
Attend the Latin Society to share interests with peers Education Perfect language competition
translation from Latin to English
Reading aloud
comprehension
Recognising the Latin roots of English words
● Accurate translation from Latin to English
● Vocabulary
● Reading aloud for comprehension
● Recognising the Latin roots of English words
MANDARIN CURRICULUM
This term: Traditional Chinese Drama and Opera
This unit explores traditional Chinese drama and opera, focusing on their historical development, key works, and cultural significance. Students will study famous plays and operas, analyze their themes, character archetypes, and performance techniques. The unit aims to provide an appreciation of the art forms and their role in reflecting and shaping societal values. Students will create performance scripts and engage in dramatic readings and enactments.
Script Reading: Group reading and analysis of selected drama
Character Study: Creating character profiles and discussing Performances: Enacting selected scenes to practice
Project: Develop and perform a scene from a traditional Chinese drama or
Analytical Essay: Write an essay on the themes and cultural significance of a selected play or
● Creative
Scriptwriting: Write an original short drama script inspired by traditional forms.
● End of term exams in reading and writing.
Foreign Language
This term: Weather and Seasons, Food and Drinking
Students will learn to describe different weather conditions, discuss their favorite seasons, and understand weather forecasts. It emphasizes the use of descriptive language and comparisons. This unit will also cover vocabulary and phrases for discussing food and drinking. Students will learn to describe different types of food, express their food preferences, and practice ordering in a restaurant. The unit will include cultural aspects of Chinese dining etiquette and
Weather report: Practice giving a weather report in Mandarin. Season Comparison: Discuss and compare different seasons and their
Food Menu: Create a menu with different food items and descriptions. Play: Simulate ordering food and paying the bill in a
Food Preference Survey: Conduct a survey on classmates’ favorite
Listening (extracting
Speaking (expressing ideas and opinions,
Reading (reading and comprehending texts)
paragraphs or essays with key vocabulary
● Oral presentation tasks.
● End of term exams in listening, reading, and writing.
SPANISH CURRICULUM
Students will revise how to talk about food preferences, describe their mealtimes and order a meal in a restaurant. They will also learn to invite people to parties and meet in specific places in the city, making excuses and describing how they get ready to go out. Classroom activities will involve group discussions to improve fluency, individual tasks to improve their comprehension and grammatical knowledge and usage, and a group video rounded development of language
is a learning website which offers a range of different revision and recap activities and games is an online reading platform that also includes
Researching about dishes from different Spanish Speaking
Listening (extracting
Speaking (expressing ideas and opinions,
Reading (reading and comprehending texts)
Writing (short and long
● Vocabulary tests
● Group video project recreating a restaurant dialogue
● End of module test (grammar, listening, reading, writing)
ART CURRICULUM
Students will first explore Pop Art and artist Patrick Caulfield and develop their digital skills, they will create an inspired response by taking photographs and learning Photoshop. They will then explore the Art Movement Cubism, through looking at the work of Pablo Picasso within this time period. Students will then review, reflect and develop an Abstract Cubist still life painting using Acrylic paint, evaluating their work and presenting their findings/outcomes in their digital sketchbooks.
Students have the opportunity to participate in a number of Art Curricular Activities and Bryants. Key Stage 3 Art CCAs including Procreate, Digital Artwork, Visual Arts Society
The Art Story Website is an excellent resource which provides information related to artists and artistic movements.
Participation in Arts Enrichment Week is also encouraged.
Research skills
Art/Photoshop
Acrylic Painting.
● Formative- inclass teacher observations
● SummativeSubmission via students Digital Sketchbook
DANCE CURRICULUM
Students studying Christopher Bruce's "Ghost Dances" will learn about using dance to convey themes of resistance and resilience. They'll explore blending contemporary and folkloric styles to depict political oppression and cultural identity. The piece teaches collaboration in dance production and provides practical performance skills while highlighting dance's role in social commentary. They will also continue to delve into dance technique learning about Cunningham, Horton and
Participation in Dance extracurricular opportunities such as Contemporary Technique, the Boys Dance Company and the
Involvement in the Senior School Musical and associated CCA
Participation in the Term 3 Arts Festival events and activities
Research skills, understanding the political ideas and choreography
● Students will complete a Practical Assessment
● Completion of one Choreographic piece
● Students will complete a Written Task
DRAMA CURRICULUM
Students are introduced to Theatre in Education through the exploration of local issues which can be viewed from a range of perspectives and standpoints. Once students have fully researched the context and practically explored their chosen issue, they explore conventions of Theatre in Education in order to create a performance script with clear performance intentions for specific target audience.
Participation through a range of extra curricular activities such as the KS3 Drama Production, Senior School Musical and
Joining the Drama Society, "Unmasked", which meets weekly and works to a performance during Arts Week often with an
perspectives on an
Actor/audience interaction and communication
Collaborative script writing
● Formative assessment
● Formal performance as a summative assessment
● Research tasks
● Self-reflection assessment
MUSIC CURRICULUM
Copyright and Rock
In the first half of the term students will produce music for their recently completed Drama Term 1 work, which provides an exceptional opportunity for interdisciplinary practice. After the Lunar New Year, students look at the concept of copyright and its impact on the development of musical genres, key amongst them "Rock". The concept is nebulous and yet one possible insight into the development is rock is looking at musical borrowings and musical theft, all this through the prism of gender and race. We look at Little Richard and his subsequent relationship with the music industry; Elvis; and the importance of black culture and historical developments in
Ensemble skills and development of cultural awareness in
Compositional practice and opportunities to explore film.
Composition
performance
● At least one each of composition
● Performances and presentations
P.E. CURRICULUM
This Term: Sports and Other Physical Activities
Students will engage in diverse learning opportunities throughout the year to develop their understanding, skills, and tactics in a variety of sports and physical activities. The areas of focus for the whole of Year 8 this term are as follows: Multisports (softball/team sports);
Health Related Fitness (fitness through sport/gym/training
Sports fixtures against other schools (KISAC)
● Weekly observation
● Research tasks psychomotor, cognitive, and affective skills in a various sports
● Performance tests
COMPUTER SCIENCE
This Term: Python Programming and Programming Concepts
Students learn about the fundamental programming concepts and how to apply them within Python. Students will follow a series of lessons and apply the skills from the previous term to solving problems creating programs using the fundamental programming concepts common to all languages and developing an understanding of when and where each concept should be applied. Students will apply the skills learnt to a given scenario requiring the creation of a program that will need full testing.
To develop programs to help in other lessons. Customise programs to solve problems. Go beyond the basics in lessons and develop more advanced
Continuation of problem solving, developing skills based programming, application of programming
● Homework and classwork assessed throughout as summative and a formative project at the end as formative and formative /summative brief assessment ½ way through unit.
MATHS CURRICULUM
This Term: Quadratic Functions, Probability & Sample Spaces
During the second term of KS3 Mathematics Year 8 students will continue to build on their algebraic foundations introducing quadratic functions; again with a focus on exploration and a deeper understanding of how different representations of them can be used, including graphs. Students will also build on their understanding of probability, focusing on the use of sample spaces and be introduced to trigonometry, focusing on an intuitive understanding of the trigonometric ratios.
Algebraic/Geomet
Problem Solving
Generalising and
Communication of Mathematics
● Check Ups for each unit
● Summative Assessment during the term related to all content covered
SCIENCE CURRICULUM
Year 8 students will be introduced to two main topics. "Electricity and Electromagnetism" explores the principles of electric circuits, magnetism, and electromagnetism. The "Inheritance and Evolution" unit investigates genetics, inheritance patterns, and the processes of evolution, including natural selection and adaptation. These topics deepen their understanding of fundamental scientific concepts and their
● Completion during this term of an Extended Project Understanding Interpreting Comparative Communication
GEOGRAPHY CURRICULUM
Students complete their exploration of energy carried over from Term 1 and culminating in a trip to evaluate the success of Jeju's greener energy provision. The study of globalisation at KS3 focuses on understanding how the world is becoming increasingly interconnected. Students explore the economic, social, cultural, and environmental impacts of globalisation and, through the field trip, how globalisation affects communities on a local scale.
A simulation where students represent different countries
A global environmental issue linked to globalisation, such as deforestation, climate change, or plastic pollution. They research the causes, impacts, and potential solutions
Fieldwork skills
Critical Thinking
Research Skills
Data Analysis
Communication
Solving
Collaboration
● Fieldwork report
HISTORY CURRICULUM
Beginning in the late 18th century, industry began rapidly advancing in Great Britain. This Industrial Revolution would have lasting effects on the British economy and society, and would enable Britain to become the preeminent imperial power in the world. This unit will encourage students to critically analyse the British Industrial Revolution, identifying different perspectives in the narrative and evaluating the significance and legacy of these advancements on British and world history.
PEEL paragraph
Source Comparison
Source Evaluation
● Source Analysis/Comprehen sion: Industrial Revolution (Formative)
● Source Analysis: Industrial Revolution (Summative)
● Legacy Debate: British Empire (Formative)
● Paragraph Writing: Legacy of the British Empire (Summative)
A Tale of Two Cities by Charles Dickens White Mughals by William Dalrymple Empire (a BBC Series starring Jeremy Paxman)
P.S.D CURRICULUM
Students take part in assertive communication training, as part of
Students are then introduced to the issue cyberbullying and how to deal with this bullying behaviour.
Development of regulation
● There are no assessments for PSD
● Lessons will include a range of activities to support student discussion and exploration.