CURRICULUM
ON A PAGE YEAR 9: TERM 2
WELCOME FROM THE VICE PRINCIPAL
Looking ahead, Term 2 marks an exciting juncture in your child's NLCS Jeju career as they begin continue to explore and refine their interests in readiness for embarking upon the IGCSE programme. We would encourage them to use ongoing feedback from teachers, which will support and guide them in identifying their strengths and areas for development to assist them in optimising a positive transition to the next stage in their learning. This increasing engagement with self-reflection and teacher feedback 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 as well as their future aspirations and interests With continued support from teachers, parents, and peers, Year 9 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 9 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; in particular, our Heads of Department for Biology, Chemistry and Physics have been really impressed with the IGCSE mindset that students have embodied. Throughout Term 2, students will continue to experience a broad, balanced and future-facing curriculum across all of their subjects, and our attention shifts to the IGCSE Options deadline later in January In your discussions with your children about their learning throughout Year 9 - and their IGCSE Options choices for the year(s) ahead - 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 9!
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 extracts from one Shakespeare play focusing on writing analytical essays on specific extracts while also developing research skills in learning about the context in which
Membership in the English Society; Dead Poets Society; or
Entering submissions to The Pier Literary Magazine
Joining the Language Ambassadors; Reading CCAs;Commonlit (online reading and Vocabulary.com
context
Shakespearean
Content of the text
Understanding of
context and themes
Respond to the
● Guided essay and writing based on key extract & Research project
FRENCH CURRICULUM
This term: Projets d’avenir Ma vie en musique
Students will study the topics of earning money, what you want to do when you are older, jobs and musical tastes by continuing to practise the four language skills (listening, speaking, reading and writing). Furthermore, students will revisit modal verbs (pouvoir, devoir, vouloir) in more detail, and they will be introduced to the simple
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: answer questions about future plan, jobs, musical tastes to be able to answer questions on these topics, from memory or by using from memory write a short
Listening and understand details about the
KOREAN LANGUAGE
This term: Argumentation and Debate, Literature and Life, Strategies of Argumentation and Persuasion
Students will be able to write essays with valid evidence supporting their arguments and use valid evidence to refute arguments in debates. They will understand literary works based on the social and cultural contexts in which they were created and appreciate how works reflecting past lives day life. Students will identify various methods of argumentation used in texts and critically analyze persuasive strategies in
Learn Korean Sentence Structure
This website provides explanations and examples of Korean sentence structure from the National Institute of Korean
An extensive electronic Library with a large range of books and journals
Critical and Creative
Information and Creative Reception of Literary Works
Interpersonal Skills
● Mock trials
● Debates
● Writing argumentative essays
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 and 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
● Regular vocabulary tests
● Conversation tasks (to assess their speaking and listening)
LATIN CURRICULUM
Gaul and Roman theatre.
16. During Term 2 Year 9 students will
explore stories based. Within this context students will consolidate work covered previously, in particular noun, verb and adjective endings to ensure a good grasp of grammatical features. They will learn additional vocabulary, translate stories and learn about the Romans. New grammar will include: future tense, relative clauses and relative pronouns, comparative adjectives and hic and ille and is, ea, id.
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
Challenge themselves to begin to learn Ancient Greek
Reverse translations from English into accurate Latin Education Perfect competition and the
translation from Latin to English
Reading aloud comprehension
Recognising the Latin roots of
Exploring the Roman world (e.g. art/ literature)
● Mainly through informal assessment in lessons
● Assessed homework tasks
● Vocabulary, grammar and translation tests
LATIN BEGINNERS
Roman Britain and the ancient Roman Baths.
This course is based on Suburani Book 1, Chapters 6-10. They will learn vocabulary, translate Latin stories to learn about Roman Britain, Boudicca, the Druids and the ancient Roman baths. Through translations they will consolidate grammar met in the previous term to ensure a good grasp of grammatical features. New grammar includes: the ablative and dative noun case endings, imperfect and perfect tense verb endings, regular
Read History books about the Ancient Greeks and Romans
Read or watch documentaries about Pompeii or any other topic of interest about the Greeks and Romans Notice connections between English and Latin words. Reverse translations from English into accurate Latin Participation in an Education Perfect competition.
Translating from Latin to English paying attention to Reading Latin understanding Recognising the
● Mainly through informal assessment in lessons
● Assessed homework tasks
● Vocabulary, grammar and translation tests
MANDARIN CURRICULUM
This term: Chinese Poetry: Classical and Modern
This unit explores the evolution of Chinese poetry from classical to modern times. Students will study key poems from different periods, focusing on their themes, stylistic elements, and cultural contexts. The unit will include an analysis of the differences between classical and modern poetry, with a focus on how poetry reflects changing societal values. Students will engage in writing their own poems and critically analyzing both classical and modern works.
Poetry Analysis: Annotate and interpret selected poems, focusing on themes and stylistic elements.
Creative Writing: Compose original poems, experimenting
Peer Review: Provide feedback on peers' poetry compositions, focusing on thematic depth and stylistic
Comparative Essay: comparing classical and modern poems, focusing on themes, styles, and cultural
Perform a selected poem or an original understanding of its themes and stylistic
● Poetry Portfolio: Compile a collection of original poems with reflective commentary on the writing process and thematic exploration.
● End of term exams in reading and writing.
MANDARIN FOREIGN LANGUAGE CURRICULUM
This term: Personal Interests and Aspirations
This unit focuses on discussing personal interests and future aspirations. Students will learn to describe their interests, discuss their ambitions, and talk about career plans. The emphasis is on expressing personal goals and aspirations with more complex sentence structures and vocabulary. The course integrates practical communication skills, thematic vocabulary, and cultural understanding.
Oral presentation: Compare the similarity and difference
Interest Survey: Conduct a survey on classmates’ interests
Dream Essay: Write an essay about personal dreams and how
Personal Goals Presentation: Present personal goals and the
● Oral presentation tasks.
● End of term exams in listening, reading, and writing. (expressing ideas
Reading (reading comprehending
Writing (short essays with key vocabulary and grammar)
SPANISH CURRICULUM
This unit focuses on different career choices including what tasks to-day basis along with the students future aspirations in terms of professions.
Investigate and gain an insight into new professions and
Contemplate the ins and outs of daily tasks at work
Being able to professions with about the futute using the target
● Vocabulary tests
● Speaking: interview a professional
● End of module test (grammar, listening, reading, and writing)
ART & DESIGN CURRICULUM
Students will firstly begin by building on their ideas explored in Term 1. After conducting thorough research on Art Movements and their selected artist, students will develop their ideas by experimenting and creating digital artworks in response to their selected artist. Students will then begin to create a drawn final outcome, an 'Artist Response', demonstrating their interpretation of the work of others in relation to their own concepts developed through self, peer and teacher feedback.
Students have the opportunity to participate in a number of Curricular Activities and Bryants- KS3 Art
Key Stage 3 Art CCAs including Procreate, Digital Artwork,
Website is an excellent resource which provides information related to artists and artistic movements : ‘Who Decides What Art Means?’
Research skills
● Formative-Inclass teacher observations
Developing a
● SummativeArtist Response Submission via the student Digital Sketchbook
DANCE CURRICULUM
Students will learn about contact improvisation this involves spontaneous movement and physical connection between dancers. We will also use different sculptures as choreographic prompts. sharing, balance, and building exercises to develop collaborative skills. This approach encourages dancers to respond intuitively to each other and the
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
Body Awareness
Balance and Spatial Awareness
Creativity,Trust
taking,Listening
● Research tasks
● Written tasks
● review and reflection.
● Ongoing practical assessment and summative performance assessment
DRAMA CURRICULUM
Students will explore the approach of theatre practitioner Konstantin Stanislavski and will develop an understanding of how an actor uses voice, physicality, space and technical elements can used to create a naturalistic theatre performance. Students work towards a performance that will show their understanding, knowledge and
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
Understanding the importance of clear performance
Impact on the specific drama techniques for an intended purpose
● Ongoing formative assessment in lessons
● Formal performance as a summative assessment
● Research tasks
● Self-reflection assessment
MUSIC CURRICULUM
but highly controversialrealms of minimalism and EDM. Is infinite repetition a form of infinite regression? Does minimalism and EDM herald the death of melody? How does complexity arise from the simplest of forms? We'll investigate the impact of Minimalism on Electronic Dance Music. Students study "Come Out to Show Them", "Clapping Music", "In C" and modern trends in EDM, culminating in a performance and composition in
Analysing a range of current and controversial trends in music
Interaction with and exploration of digital audio
● One performance
● One composition
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 9 this term are
Invasion games (football/netball/basketball/handball/rugby)
Net and Wall Games (volleyball/badminton/table-tennis)
Sports fixtures against other schools (KISAC)
Developing psychomotor, cognitive, and affective skills in a various sports and physical
● Weekly observation
● Performance tests
● Research tasks
COMPUTER SCIENCE
The Coding and Computational Thinking curriculum provides a structured sequence of programming activities in real-world projectbased contexts. The projects are designed to get students thinking about the patterns and structure of not just robotics, but solving more generally. This step lessons designed to help learners foster Computational Thinking using the VEX V5 hardware and
Students can design and build robotics for manufacturing, energy, defence, agriculture, and mining industries. Students will build on their coding and computational thinking skills to world problems.
Program the robot: programming for basic
Make use of sensors
Make use of functions to reduce duplication of code and shorter easily maintainable programs. autonomous with the use
Apply the use of the above skills to solve a
● Learning log
● Student group presentation.
● Completion of the programming challenges.
MATHS CURRICULUM
This Term: Indices, Functions and Trigonometry
During the first term of KS3 Mathematics Year 9 students will be focusing on extending the idea of index laws, introducing surds and standard form. They will also build on their understanding of quadratic functions; looking at other forms and how they can be used. They will apply these concepts to more complex functions and look at their contextual relevance. Students will also extend their understanding of proportion and trigonometry beyond the use of right-angled triangles.
There will be a final term class investigation that will provide an opportunity for all students to demonstrate and develop
Mathematics competitions and CCAs
Numeric/Algebr
aic/Geometric
Problem Solving
Generalising and Synthesising
Communication of Mathematics
● Check Ups for each unit
● Summative
Assessment
BIOLOGY CURRICULUM
This Term: Molecules, Enzymes and Diet
What is a nutrient and how is this different from a biological molecule?
Extending the biological molecule tests to include the DCPIP test, students will then compare this test to that of the other tests for
Through practical investigations into the limitations on enzyme activity, students will apply skills on how to plot graphs accurately and then give a
Listen to podcasts, read news articles as released by Nature or
Participating in the Biology Challenge competition. Participating as a member, thereby be part of the range of extracurricular activities held by the Biology Society, LSBT Society, Medical Society, KS3 Crest Society, AB Supporters.
Investigative Practical
Critical Thinking Skills
Retrieval/ Recall
Written and Visual
● Practical Investigations to include assessment of planning, analytical, evaluative and communication skills:
● Concept checks and assignments;
● Summative Assessment of each and all topics.
CHEMISTRY CURRICULUM
This Term: Bonding, Symbology and Trends
After looking at atoms, the basic building blocks of Chemical thought, students will now look a the forces that hold atoms together that make all the compounds we see today: Chemical bonds. Students will learn the the theory and symbols we use to evaluate and communicate chemical ideas and chemical changes. We will then use this information to talk about he schema that chemists use to organize this information
(observation and recording) skills
Trend analysing
Languager/Symbo logy transference
Evaluative writing
● Formative: inclass monitoring (content/lab skills)
● Vocabulary/ concept miniassessments
● Summative: Adopt a reaction Project(In-Class Assessment)
PHYSICS CURRICULUM
This Term: Forces, momentum and pressure
Newton's Second Law; friction; circular motion; moments of forces; centre of gravity; momentum & impulse; pressure; revision &
ups with research and
Physics Society, Astrotech Society and Engineering Society
Ability to translate word problems into equations Experimental
● Formative: regular class tests, regular experimental writeups, all written work.
● Revision assignment (classteacher dependent).
GEOGRAPHY CURRICULUM
This Term: Geography of Health & Disease, Globalisation
Students learn about the distribution of diseases, both communicable communicable, and investigate the environmental, social, and economic factors that affect health. Students explore how technological advancements, trade, and communication have linked countries and regions more closely than ever before. The curriculum examines the economic, cultural, and political dimensions of globalisation and their impacts on societies around the globe.
Choose a common product (like a smartphone or a pair of jeans) and trace its supply chain from raw materials to
Debate on the statement: "Globalisation is more beneficial
HISTORY CURRICULUM
Beginning in the late 18th century, women began calling for great political, social and economic rights in Britain, Europe and North America. This unit will see students examining the causes, debates and consequences of female suffrage movements in the United Kingdom and beyond. Students will investigate key women and groups, evaluating their arguments and the efficacy of their actions. In conducting this analysis, student will make judgements of
Watch: ‘Iron Jawed Angels’ (Parental Guidance)
Watch: Adichie TED talks ‘We should all be feminists’ Read: ‘My Own Story’ by Emmeline Pankhurst
Comprehension/So urce Evaluation
● Source Based Comprehension: Suffragettes (Formative)
● Source Based Task: Waves of Feminism (Summative)
● Case Study Task: Suffragette (Formative)
● Poster & Presentation (Summative)
P.S.D CURRICULUM
Students complete Bullying Awareness lessons related to the issues
Students are then introduced to the concept of consent and will learn about the importance of consent in healthy relationships.
Development of Wisdom Judgment
● There are no assessments for PSD
● Lessons will include a range of activities to support student discussion and exploration.