North London Collegiate School Jeju
2023 - 2024 Year 9 Curriculum Guide
FOREWORD We are proud of the ambitious and academic education offered in the Senior School that is built on a tradition of subject expertise and passion. We are confident that the curriculum and wider opportunities for enrichment, combined with outstanding pastoral care, will provide the best possible platform for students to become independent and intellectually ambitious men and women. Our programme of intellectual challenge and support allows all students in the Senior School to flourish, no matter what stage they are at in their education or what path they have chosen. NLCS Jeju students leave us as bright and aspirational young men and women; often taking up places at the most prestigious universities in the world. Fundamental to our ethos is a belief in the importance of developing students’ enjoyment and excitement about their subjects by providing opportunities for them to discover their own interests and passions. Our teachers are subject specialists, who share their own intellectual passion with the students. Lessons are lively and varied, and the classroom atmosphere is relaxed, open and purposeful. We encourage students to try out their ideas and to be actively involved in discussions, presentations and debates. We hope that this curriculum overview provides useful information regarding the subjects that your child will be taught whilst at NLCS Jeju and give you some guidance as to how you can support your child’s learning at home. If you have any subject-specific questions, you should make contact with the relevant Head of Department for that particular subject. For broader questions about academic provision in Key Stage 3, please contact Mr. Carl Lewis (Assistant Vice Principal – Academic) as he leads the academic oversight of Key Stage 3. Year 9 Our curriculum is taught in 9 or 10 x 35 minute periods per day over a two week timetable and Year 9 are taught the following number of periods in each subject per fortnight: ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● *
English Language and Literature (8) Maths (7) Biology (3) Chemistry (3) Physics (3) Mandarin or Korean as a Second Language (5) * Korean Language (3) Computer Science (2) 2nd Language Choice* *(3) Geography (3) History (3) Physical Education (5) Art and Design (2) Music (2) Drama (2) Dance (2) Personal and Social Development (1) For students with Mandarin or English as a First Language
** Year 9 students will continue with the language studied in Y8, either, Latin, Mandarin, French or Spanish. New students who have not studied one of these languages previously will join Beginner Latin or Beginner Mandarin.
OUR AIMS 1.
To provide an exceptional educational experience, based on the traditions, ethos and practices of North London Collegiate School, UK.
2.
To provide an ambitious academic education and to enable each student to make the most of their gifts.
3.
To maintain a team of teachers to whom each student is important and who can inspire subject passion and enthusiasm.
4.
To enable all students to recognise academic excellence and realise that it is attainable.
5.
To create a home where individuals are nurtured and the whole personality can grow.
6.
To foster a caring and respectful community characterised by excellent relationships between staff and students and between the students themselves, of whatever age, culture and background.
7.
To encourage all students to take risks and try something new in an environment which embraces all aspects of educational challenge.
8.
To develop an outward looking, internationally minded, community of young people who have a clear understanding of the value of commitment and service to others.
THE CURRICULUM Year 9
ENGLISH LANGUAGE & LITERATURE The English department aims to nurture a love of English Literature and Language in the students we teach. Year 9 is an important year for studying literature at NLCS Jeju; we encourage students to develop a love and passion for literature and English by incorporating many of the key skills needed in later years in as creative and engaging a way as possible.
Curriculum Content
Suggested Reading or Extension Activities
Half Term 1 (Aug – Oct)
The Power of Language: We start the year by reading the novel Animal Farm by George Orwell. We examine the power of language in persuasion in the novel, and then compare its impact in real life examples of propaganda and advertising. We will delve into the art of rhetoric.
Researching the following areas will aid understanding of this topic; ● Various eras of propaganda, including both World Wars, Communist ● Advertising ● George Orwell and his inspirations
Half Term 2 (Nov – Dec)
Human Ingenuitya: Multiple texts and text types are explored to answer the question, how might future scientific and technological advances shape our world?
Extend your learning of this topic by writing a short play.
Half Term 3 (Jan – Feb)
Narrative and Descriptive Writing This term we will be studying how language and writing conventions are used to create a story and how they help to define a story as narrative or description. As part of this unit we look at how to create atmosphere, suspense and deep descriptions.
You might like to read:
Half Term 4 (Feb – Apr)
Film Adaptation: To Kill a Mockingbird directed by Robert Mulligan Students will study To Kill a Mockingbird as a text and examine how the author constructs meaning and presents it to the audience. Students will then study the reception of the text, and the author's constructed meaning, by analysing the adaptation of the text into film. We will ask, "How is the filmmaker's reception of the text illustrated in his adaptation?" and "How is the filmmaker constructing meaning in his adaptation?"
Explain how themes are conveyed to the audience. What changes from the text is the film forced to make? What is their significance in relation to the plot?
Summer Term (Apr – June)
Shakespeare: Macbeth This will be the students’ first reading and study of a full text by Shakespeare, in the Senior School. We look at Macbeth particularly in order to explore how Shakespeare uses characterisation, setting and language to bring a play to life, and to examine the importance of context in literature.
Choose an additional Shakespeare play to read and consider how the themes are developed within the play.
Examples of homework tasks Assessment tasks, methods and frequency
The Cask of Amontillado by Edgar Allan Poe A Farewell to Arms by Ernest Hemingway
We set reading for homework and students are expected to complete a reading log. This is supported by teacher-student discussions and ongoing written reflections. An ongoing ‘processfolio’ which is submitted and graded once per half-term and a series of timed assessments, which also occur once per half-term.
Equipment that students need
Pencil case, exercise book, novel.
Parents / guardians can help their child by: Useful websites Co-curricular activities
Talking with your child about the current novel they are reading. Reading and discussing the same novel as your child is also encouraged. poetry.org The Islander, Creative Writing, Poetry slam
Who can I contact?
Head of English Teachers of Year 9 English
Mr Hall Please consult the Parent Portal to find the name of your child’s English teacher
MATHEMATICS The department aims to bring maths to life by framing it within the context of the real world. Many people mistakenly believe that mathematics is the process of repeatedly practicing questions from a textbook and perhaps this because they did not receive the kind of teaching that enabled them to look at the world around them and to visualise their world as mathematical models. The Mathematics department provides a rich curriculum with a great emphasis on conceptual understanding, problem solving, creativity, exploring ideas and communicating them using strong mathematical reasoning and rich academic English.
Curriculum Content Half Term 1 (Aug – Oct)
Suggested Reading or Extension Activities
Unit 1: Indices, Surds and Standard: Objectives to be covered. Students will ● be able to apply index rules with any rational power. ● be able to manipulate complex expressions using index laws. ● be able to apply index rules to numerical situations. ● be able to simplify expressions involving surds. ● be able to rationalise surds. ● be able to perform basic operations in standard form. ● be able to use standard form in contextual situations. Unit 2: Other Forms of Quadratic Functions: Objectives to be covered, Students will ● be able to complete the square for a quadratic expression including any real ‘a’ coefficient. ● be able to solve equations using the completed square form. ● be able to solve equations using the quadratic formula. ● be able to solve equations involving fractions that reduce to quadratic equations. ● be able to sketch a quadratic curve based on the intercepts and turning point or the vertex form. ● be able to use quadratics in contextual situations. Unit 3: Graphs of Functions and Real-Life Graphs: Objectives to be covered. Students will ● be able to sketch and plot cubic graphs from a table of values. ● be able to sketch reciprocal graphs and give the asymptotes. ● be able to sketch exponential graphs. ● be able to sketch the equation of a circle. ● be able to estimate the gradient of a curve at a given point. ● be able to solve simultaneous equations graphically involving a variety of functions. ● be able to use graphs in contextual situations.
All students receive accounts for https://www.myimaths.com and https://www.drfrostmaths.co m/ at the beginning of the year. These platforms can be used to access appropriately levelled practice tasks and tutorials for every topic in our curriculum. In addition, students can explore the following websites for interesting articles, challenging problems, competition style mathematics and helpful tutorials. https://nrich.maths.org/ https://brilliant.org/ www.numberphile.com www.khanacademy.org www.mathisfun.com https://www.geogebra.org/ https://www.ukmt.org.uk/
Unit 4: Direct and Inverse Proportion: Objectives to be covered. Students will ● be able to use algebra to solve direct proportion problems. ● be able to use algebra to solve inverse proportion problems. ● be able to create and use graphical representations of direct and inverse proportion. ● be able to solve problems involving multiple variables that are directly or inversely proportional. ● be able to solve problems involving direct and inverse proportion in contextual situations. Half Term 2 (Nov – Dec)
Unit 5: Advanced Trigonometry: Objectives to be covered. Students will ● be able to use the exact values of trigonometric functions to solve problems and extend trigonometry beyond angles of 90º. ● be able to use the sine rule and cosine rule. ● be able to find the area of a triangle without the perpendicular height. ● be able to use the ambiguous case for sine. ● be able to solve problems involving an angle of elevation or depression and trigonometry. ● be able to solve problems involving bearings and trigonometry. ● be able to solve problems involving trigonometry in three dimensions.
Half Term 3 (Jan – Feb)
Unit 6: Advanced Probability: Objectives to be covered. Students will ● be able to use set and probability notation. ● Be able to solve probability problems involving two events in contextual situations.
Half Term 4 (Feb – Apr)
Unit 7: Linear Inequalities: Objectives to be covered. Students will ● be able to solve linear inequalities and plot them on a number line. ● be able to graph linear inequalities by shading the correct region. ● be able to solve simultaneous equations involving linear inequalities. ● be able to solve problems involving linear inequalities in contextual situations. Unit 8: Congruence and Similarity (Area and Volume): Objectives to be covered. Students will
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be able to prove congruence of triangles. be able to prove the similarity of triangles. be able to solve problems involving similarity and congruence. be able to find areas and volumes of similar shapes. be able to use similarity in contextual situations.
Unit 9: Statistics and Grouped Data. Objectives to be covered. Students will: ● be able to estimate the mean for grouped continuous data. ● be able to plot a cumulative frequency diagram. ● be able to estimate the median, quartiles, IQR and percentiles. ● be able to plot a box plot. ● be able to plot histograms. ● be able to plot a frequency polygon. ● be able to compare and critique different types of average. ● be able to solve contextual problems involving continuous data. Summer Term (Apr – June)
Unit 10: Coordinate Geometry: Objectives to be covered. Students will ● be able to find the characteristics of linear equations in different forms. ● be able to find the equations of parallel and perpendicular lines. ● be able to find the midpoint of a line segment. ● be able to find the length of a line segment. ● be able to solve problems using coordinate geometry including other functions. Unit 11: Circles and Radians: Objectives to be covered. Students will ● be able to convert between degrees and radians. ● be able to find the length of an arc and the area of a sector using both radians and degrees. ● be able to find the area of a segment and other compound shapes using both radians and degrees. ● be able to solve problems involving arc length and area of a sector in contextual situations.
Examples of homework tasks
Assessment tasks, methods and frequency
Investigations, projects, open tasks, writing explorations on the given topics, online worksheets, creating presentations of their own work such as completion of practice problems and ‘Myimaths’ and ‘Dr Frost’ questions. Students will undertake four assessments, one is investigation and three standardised assessments. Standardised assessments follow a specific format with a balance of procedural, contextual and problem solving questions. Unit check ups cover a comprehensive range of procedural questions that are split between learning objectives and are given at the end of eac unit and are only assessed formatively.
Equipment that students need
Students are required to bring a calculator, a pair of compasses, a protractor and a ruler in addition to their regular equipment.
Parents / guardians can help their child by:
We believe that the most important thing that students need from their parents at this stage is regular encouragement and recognition, regardless of the level they are working at. “artofproblemsolving.com” and ‘Numberphile’ is an outstanding youtube channels. NRICH’s activities focus on developing problem solving and mathematical thinking. Please visit the website https://nrich.maths.org/ For the ICT tools that promote visualisation and exploration of concepts, please visit the websites https://www.geogebra.org/ and https://www.desmos.com/calculator UKMT Intermediate Preparation CCA UKMT Beginners CCA Exploring Mathematics CCA Publications CCA Project4us CCA
Useful websites
Co-curricular activities
Who can I contact?
Head of Maths Ks3 Coordinator Teachers of Y9 Maths
Mrs Bulut Mr Waterman-Wiggins Please consult Parent Portal to find the names of your child’s Maths teacher
BIOLOGY The Biology department aims to nurture a love of biology in the students we teach. We aim to foster reflective and critical skills, ultimately equipping students to be passionate, independent Biologists.
Half Term 1 (Aug – Oct)
Curriculum Content
Suggested Reading or Extension Activities
Characteristics and classification of living organisms; The variety of life Concepts and use of the classification system Bacteria and Viruses Fungi, plants, invertebrate and vertebrate animals
Cambridge IGCSE and O Level Complete Biology 4th edition Chapter sections 1.1 – 1.8 Chapter sections 2.1 – 2.2 What is the latest scientific thought about the classification system? Will there be an Empire?
Organisation of the organism Cell structure, organization and microscopy Levels of organization of living organisms Half Term 2 (Nov – Dec)
Movement in and out of cells Diffusion, osmosis and active transport Investigations into the factors affecting movement of particles
Cambridge IGCSE and O Level Complete Biology 4th edition Chapter sections 3.1 - 3.3
Half Term 3 (Jan – Feb)
Biological molecules Chemical elements, biological molecules Biological molecule tests DCPIP tests for Vitamin C content
Cambridge IGCSE and O Level Complete Biology 4th edition Chapter sections 4.1, 4.2
Enzymes Enzyme action and specificity Factors affecting enzyme activity Investigations into effects of pH and temperature
Cambridge IGCSE and O Level Complete Biology 4th edition Chapter sections 5.1
Human Nutrition Diet and nutrient sources Malnutrition and deficiency diseases The digestive system Physical and chemical digestion Absorption
Cambridge IGCSE and O Level Complete Biology 4th edition Chapter sections 7.1 - 7.9
Half Term 4 (Feb – Apr)
Summer Term (Apr – June)
Examples of homework tasks Assessment tasks, methods and frequency
Equipment that students need
How would you describe the structure of DNA?
Read and make comparisons with the induced fit model.
Read and research the latest articles and news on the human biome and how it affects other parts of the body.
Questions to test application of skills; lab reports; extended writing tasks; reading and summary preparation; presentations. Uniform assessments – examples include lab reports, literacy tasks, and exam question style test. - one per topic. End of year examination taken in the Summer Term: Extended answer paper, contains questions on all topics studied during the year to that point. Cambridge IGCSE and O Level Complete Biology 4th edition with online access (provided by the school) Pens, pencils, rulers, calculators.
Parents / guardians can help their child by:
Useful websites Co-curricular activities
Who can I contact?
Encourage further reading of the textbook outside of class, with active note taking and filing extra notes in a folder ready for Year 11. Learning key definitions and key phrases for each process. Encouraging effective time management strategies, which includes realistic time management for homework completion. GCSE Bitesize; CIE Biology Syllabus; Crash Course videos; Anki; Forest app (for time management); Quizlet; NLCS Jeju Biology twitter account Biology Society; Life Science and Biotechnology Enterprise; Medical Society; Medical Review; Botany Society; writing quality articles for the ‘Lucidity’ school STEM magazine; Head of Biology Teachers of Y9 Biology
Mrs Prichard Please consult Parent Portal to find the names of your child’s Biology teacher
CHEMISTRY The Chemistry department seeks to create Chemists that are passionate, creative and knowledgeable about the subject. We aim to ensure that students can develop excellent research and experimental skills, and can understand the subject well beyond the curriculum, in a fun learning environment. Our aim is to not only to embed key concepts and skills, but produce students that can apply their knowledge to unfamiliar situations and the real world, and synthesise new ideas as a result; producing future leaders in this field.
Curriculum Content Half Term 1 (Aug – Oct)
Introduction to Chemistry – States of Matter and Separating Substances Big Ideas and Questions 1)How can I describe and categorize the substances in the world around me? 2) How can I use this knowledge to identify, separate substances to be useful in the modern world? Content - Nature of particles - States of matter – heating and cooling curves, - Diffusion and Brownian Motion
Suggested Reading or Extension Activities Oxford Complete Chemistry for Cambridge IGCSE Coursebook – Chapters 1 & 18 Syllabus - 1.1-1.2; 12.1-12.4 Google Classroom – all course materials, including supportive and extension tasks and resources, are shared on the google classroom by the class teacher. BBC Bitesize – is an excellent source of a variety of resources to help reinforce concepts and practice quizzes. Extension reading: Chemistry (Experimenting With Science) by Antonella Meiani
- Elements, compounds and mixtures - effects of impurities on substances - Purifying substances – separation techniques: crystallisation, distillation, chromatography Key Skills - designing and recording experiments - implementing new laboratory techniques - development of scientific writing skills Half Term 2 (Nov – Dec)
Atomic Structure and Elements Big Ideas and Questions 1) What are the various models of the atom that chemists use to visualize substances in our world? 2) How do these models develop over time to expand our definitions and understanding of the world around us? Content - Atoms and elements - Sub-atomic particles - Structure of the atom and Electron Arrangement - Isotopes and radioactivity
Oxford Complete Chemistry for Cambridge IGCSE Coursebook – Chapter 2 Syllabus - 2.1 -2.3 Google Classroom – all course materials, including supportive and extension tasks and resources, are shared on the google classroom by the class teacher. BBC Bitesize – is an excellent source of a variety of resources to help reinforce concepts and practice quizzes. Extension reading: How to Make a Universe with 92 Ingredients: An Electrifying Guide to the Elements by Adrian Dingle
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History of the development of the atomic model Metals and non-metals
Key Skills - developing pattern recognition in chemistry - model building (paper and in 3D) to visualize chemical ideas Half Term 3 (Jan – Feb)
Atoms Combining Big Ideas and Questions 1) How do elements combine to make complex substances? 2) What models do we use to look at these substances? 3) How can we use models of different substance types to explain their properties? Content - Compounds and mixtures - Ions and Ionic bonding - Covalent bonding - Metallic Bonding - Covalent structures - Comparing the properties of ionic and covalent compounds
Oxford Complete Chemistry for Cambridge IGCSE Coursebook – Chapter 3 Syllabus - 2.4-2.7 Google Classroom – all course materials, including supportive and extension tasks and resources, are shared on the google classroom by the class teacher. BBC Bitesize – is an excellent source of a variety of resources to help reinforce concepts and practice quizzes. Extension reading: Basher Science: Chemistry: Getting a Big Reaction by Simon Basher and Dan Green
Key Skills - connecting models to experimental data Half Term 4 (Feb – Apr)
Formulae and Chemical Equations Big Ideas and Questions 1) How can we use symbols to express chemical reactions? 2) How do the laws of conservation apply to chemistry and the universe? 3) How can we differentiate between types of chemical reactions using the symbology of the subject? Content - Introduction to formulae - Devising and naming formulae - Devising word and symbols equations - Balancing equations - Basic Reaction Types
Oxford Complete Chemistry for Cambridge IGCSE Coursebook – Chapter 4.1 & 4.2 only Google Classroom – all course materials, including supportive and extension tasks and resources, are shared on the google classroom by the class teacher. BBC Bitesize – is an excellent source of a variety of resources to help reinforce concepts and practice quizzes.
Summer Term (Apr – June)
Chemistry of the Environment/ Gases in the Lab Big Ideas and Questions 1)
2)
3)
How can we visualize the environmental issues facing our world with a chemical lens? How do chemical processes inherent in our societies pose issues and potential solutions to the environmental issues facing us? How can we test for and identify key gases and pollutant gases in our atmosphere
Oxford Complete Chemistry for Cambridge IGCSE Coursebook – Chapters 15 and 19.3 only Google Classroom – all course materials, including supportive and extension tasks and resources, are shared on the google classroom by the class teacher. BBC Bitesize – is an excellent source of a variety of resources to help reinforce concepts and practice quizzes.
Content - Water purification and supply - Composition of air - Air pollution - Greenhouse gases and climate change - Working with and testing for gases in the lab Key Skills -
developing research and debating skills designing and implementing an inquiry project on gases
Examples of homework tasks
A range of tasks are utilised to help reinforce the content and concepts covered in lessons and to further develop the student’s application of skills, examples are; lab reports, extended writing tasks, reading and summary preparation, research and presentations, and topic based question sheets.
Assessment tasks, methods and frequency
A variety of formative assessments are used throughout the teaching programme, including low stakes quizzes, practicals, investigation designs and reports, collaborative tasks, Socratic seminars, and nano-assessments, (15 to 20 mark topic quizzes) – these cover all the content and concepts necessary to help students become excellent learners in Chemistry and include literacy, numeracy, practical and creative skills. All assessments are thoroughly reviewed and reflected upon to help students improve more rapidly. A mid-year review test is taken in later November, to check progress. An end of year examination is taken in the Summer term; this is an extended answer style paper and contains questions on all topics studied during the year to that point.
Equipment that students need
Oxford Complete Chemistry for Cambridge IGCSE Coursebook 4th Edition (provided by the school, initially online only, with a hard copy later in the year as this has to last until the end of the IGCSE course in Year 11) Pen, pencil, ruler and calculator.
Parents / guardians can help their child by:
Encourage further reading of the textbook outside of lessons, with active note taking. Learning key definitions. Enforcing homework completion is done fully and
diligently, and goes beyond the basics, where appropriate, to extend their understanding. Useful websites
GCSE Bitesize Simple Science Doc Brown
Who can I contact?
Head of Chemistry
Mr Patenaude
Teachers of Y9 Chemistry
Please consult Parent Portal to find the name of your child’s Chemistry teacher
PHYSICS Year 9 is the start of the IGCSE course in Physics. The standards expected of students in their practical skills, accurate description and explanation of physical phenomena, and correct scientific presentation are correspondingly high.
Curriculum Content Half Term 1 (Aug – Oct)
This term we introduce students to IGCSE Physics and study; Measurement. Use of typical physics laboratory apparatus, instantaneous and average quantities.
Suggested Reading or Extension Activities The Physics IGCSE textbook by Pople is recommended for all topics.
Motion. Relating speed, distance, and time by calculation, by graphical analysis and through various experiments.
Half Term 2 (Nov – Dec)
Scalars & vectors. Simple vector calculations. This term we study; Acceleration. Here we relate acceleration to velocity and then move to ‘forces; mass & weight’ and study balanced and unbalanced forces.
Half Term 3 (Jan – Feb)
This term focuses on Newton’s Laws where we understand and apply the three laws of motion; balanced and unbalanced forces, terminal velocity and parachute motion.
Half Term 4 (Feb – Apr)
In half term 4 we study Hooke’s Law and in doing so, understand the concept and applying the law.
Summer Term (Apr – June)
Read ‘Horrible Science: Fatal Forces’.
We also study Density where we measure the density of regular and irregular objects and learn about Centre of mass and stability. This term we study Torque (moment). And in doing so cover; Equilibrium, turning effect of a force and calculating moments.
Read the ‘Science Essentials’ series. Investigate the application of the ‘Third Law’ to aeronautics. Research how the concept of ‘Center of Mass’ is used in industrial design.
Build a simple barometer from an online plan.
To conclude the year, we study Pressure. In doing so we cover relation of pressure to force; contact pressure and pressure in fluids; manometers and barometers.
Examples of homework tasks
Writing-up of practical work, graphs, pre-reading, worksheets.
Assessment tasks, methods and frequency
Principally by end-of-topic tests but also through assessed practical work. Approximately one assessment per half-term.
Equipment that students need
Calculator, ruler, pen & pencil.
Parents / guardians can help their child by:
Checking the neatness of written work and graphs; and ensuring correct equipment is brought to school.
Useful websites
Physicsclassroom.com, passmyexams.co.uk, PhET, Khan Academy
Co-curricular activities
Physics Society, COSMOS, Engineering Society
Who can I contact?
Head of Physics
Mr Gillings
Teachers of Y9 Physics
Please consult Parent Portal to find the name of your child’s Physics teacher
MANDARIN (FIRST LANGUAGE) 中文母语教育在KS3阶段，我们参考中国国内中学的教材，选取适合国际学校此年龄段学生的各种文体篇目 ，并根据IGCSE及IB课程的需要，培养学生除了基本的国学基础知识以外，更具备独立思考、创造力及赏析、 辩证的能力。
Curriculum Content Half Term 1 (Aug – Oct)
Suggested Reading or Extension Activities ●
*写人叙事类文章： 《故乡》、《孤独之旅 》、《我的叔叔于 勒》、《孔乙己》、《变色龙 》、《范进中 举》 —— 叙述顺序、描写方式
Half Term 2 (Nov – Dec)
*写景类文章 《紫藤萝瀑布》、《雪》、《山市》、《观潮》、 《一个炎热的夏日》
Half Term 3 (Jan – Feb)
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引导学生通过学习写人叙事类和写景类文章，了解 这两类不同文章的特点。 学习叙述顺序、描写方式及修辞手法，并能准确有效 地运用于自己的写作。 写作训练：写人、叙事。 进行课外中文书阅读，并完成阅读记录。
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写作训练：写景。 在阅读自己或其他学生的作文时，认识到其优缺点 ，并进行改进。 进行课外中文书阅读，并完成阅读记录。
*诗歌： ——诗歌的分类 《<诗经>两首》《沁园春.雪》《我爱这土 地》《乡愁》《我用残损的手掌》《诗四首》 《海燕》《雨说》《星星变奏曲》 ——诗歌配乐朗诵或诗歌创作
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引导学生体会诗歌的韵律感，及诗人丰富的想象力。 品味诗人蕴含与诗歌中的情感。 学生自己选择做诗歌配乐朗诵或诗歌创作。 进行课外中文书阅读，并完成阅读记录
Half Term 4 (Feb – Apr)
*议论文 《致女儿的信》、《谈骨气 》、《敬业与乐 业》、《事物的正确答案不止一个 》、 《不求甚解》、《中国人失掉自信力了 吗》
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引导学生阅读议论文，了解议论文的特点，能快速 找出文中的论点和论据，并理清作者的论证思路。 进行议论文写作。 进行课外中文书阅读，并完成阅读记录
Summer Term (Apr – June)
*文言文： 《<孟子>两章》、《鱼我所欲也》、《<庄子> 故事两则 》、《邹忌讽齐王纳谏 》、《曹刿 论战》、《出师表》 ——古代文体知识介绍 ——文言文的虚词与实词 ——写作：书信 *复习准备学年末考试
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扫除文言文字词的障碍，读懂文章。 积累文言文词汇 。 反复朗诵文章， 感知文言词汇的魅力：它的遣词造 句，它的言简意赅它的朗朗上口。体会其语言美。 理解作者的写作意图。 写一封信给父母或好朋友，跟他/她分享你最近读过 的一篇文言文。 进行课外中文书阅读，并完成阅读记录。
Examples of homework tasks
Essay writing and Reading tasks
Assessment tasks, methods and frequency
Mid- and end-of-unit assessments plus final exams.
Equipment that students need
Basic stationery and exercise books
Parents / guardians can help their child by:
Ensuring that their child reads and practices writing regularly in Mandarin
Useful websites
www.ehanzi.com, http://www.ximalaya.com/dq/book/, http://news.qq.com/
Co-curricular activities
Chinese calligraphy club/ Chinese paper cutting club/ Chinese magazine editing club
Who can I contact?
Head of Mandarin
Mrs Liu
Teachers of Y9 Mandarin
Please consult Parent Portal to find the name of your child’s Mandarin teacher
MANDARIN AS A FOREIGN LANGUAGE In Chinese, we teach students to develop their listening, speaking, reading and writing skills, using both pinyin and simplified characters. Students learn to express themselves with increasing confidence, independence and creativity both orally and in writing. As an international school, we explore the similarities and differences between Chinese, the students’ native languages and English.
Curriculum Content Half Term 1 (Aug – Oct)
Topics: Relatives / Appearance / Seeing a doctor 1. Could take more about the family relative and their appearance 2. Sickness in different seasons and how to talk about when seeing a doctor
Suggested Reading or Extension Activities Year 9 pupils may also like to try the video series that are available on https://www.youtube.com/watch?v=63l48RwRq yg to develop their understanding of these topics
Half Term 2 (Nov – Dec)
Topics: Seasons / School / stationery 1. Students will learn to describe the different weather in 4 seasons, and what do they do in different time of the year. 2. School life with facilities and stationery, comparing schools.
Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Half Term 3 (Jan – Feb)
Topics: Marketplace / Eating out 1. Extend talking about food in the market and ordering food in different restaurants.
Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Half Term 4 (Feb – Apr)
Topics: Neighbourhood / Asking the way / Neighbours 1. Living environment at home and abroad, asking directions in a foreign country. 2. Living style of people in different areas.
Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Summer Term (Apr – June)
Consolidate all topics above and practice with speaking, writing and reading activities.
Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Examples of homework tasks
Making sentences / Essay writing / Worksheet / Reading text / Making dialogue / Singing Chinese songs
Assessment tasks, methods and frequency
Mid- and end-of-unit assessments plus final exams.
Equipment that students need
Basic stationary and exercise books
Parents / guardians can help their child by:
Ensuring that pupils read and practise writing regularly.
Useful websites
https://www.youtube.com/watch?v=iyUX2toWaOo www.ehanzi.com
Co curricular activities
Who can I contact?
http://www.archchinese.com https://www.youtube.com/watch?v=uc7qd9xPpDY Chinese calligraphy club/ Chinese paper cutting club/ Chinese magazine editing club Head of Mandarin
Mrs Liu
Teachers of Y9 Mandarin
Please consult Parent Portal to find the name of your child’s Mandarin teacher
KOREAN LANGUAGE 9학년 국어 과목은 중등 교과서 5, 6권을 학습하는 과정으로 구성되어 있습니다. 노미숙 천재 교과서를 바탕으로 말하기, 읽기, 쓰기, 문법의 각 영역을 포함하여 NLCS JEJU의 학기 구성에 맞게 재편성하였습니다.
Suggested Reading or Extension Activities
Curriculum Content Half Term 1 (Aug – Oct)
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시를 분석하고 삶과 관련지어 감상하기 소설을 분석하고 삶과 관련지어 감상하기 수필의 가치 이해하기
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지속적인 독서 교육을 위한 독서 추천 도서 안내 소설 작품의 이해를 위한 이론적 배경 지식 독서 후 감상문 양식 배부 추가 활동 : 시화 그리기, 패러디 시 쓰기
Half Term 2 (Nov – Dec) Half Term 3 (Jan – Feb)
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토론의 절차와 방법 알기 다양한 논제에 대해 토론하기 주장하는 글 쓰기
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논리 읽기 논리 쓰기 다양한 주제의 신문 사설 읽기 추가 활동 : 신문 스크랩하기
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다양한 읽을 거리를 읽고 읽기의 생활화 우리말의 문법요소 문장의 구조
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중학 문법 교재 등을 통해 유기적인 문법 공부 해보기 추가 활동 : 독서 일기 쓰기
Half Term 4 (Feb – Apr)
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사회·문화·역사적 상황과 관련지어 문학작품 감상하기 전통 말 문화의 특성 이해하기 작품의 표현 방식 이해하기
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단편 소설 읽기(중학생이 읽어야 할 우리 소설) 시대상이 담긴 대표 작품 읽기 추가 활동 : 작품 비평문 쓰기
Summer Term (Apr – June)
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자서전 쓰기 광고의 전략효과 파악 및 분석하기
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유명인의 자서전 및 위인전 읽기 추가 활동 : 광고에 쓰인 언어를 기록하기
Examples of homework tasks
독후감 쓰기, 글 쓰기 준비 마인드맵 하기, 교사에게 첨삭 받은 글 고쳐쓰기
Assessment tasks, methods and frequency
문법 형성평가, 모방시쓰기, 이야기 이어쓰기, 개인 강연
Equipment that students need
교과서 : 천재교육(박영목) 3-1, 3-2 수업 교재 ( 프린트된 교과서와 학습지), 공책
Parents / guardians can help their child by:
글씨를 바르게 쓸 수 있도록 글자체와 띄어 쓰기 맞춤법을 점검해 주세요.
Useful websites
팟캐스트의 독서 부분에 책 읽어 주는 사이트가 다양하게 있습니다.
Co curricular activities
한국사 방과후 활동, 한국의 정치와 경제 학술 동아리
Who can I contact?
Head of Korean
즐거운 독서 습관을 갖도록 학생의 흥미에 맞는 책 읽기를 권장해 주세요.
Mr Brian Kim
Y9 Korean Teachers
Please consult the Parent Portal to find the name of your child’s Korean Language teacher
COMPUTER SCIENCE The Computer Science department aims to develop computational thinking and problem solving skills in each student. We aim to prepare students to understand the component parts of computer systems and how they interrelate, including software, data, hardware, communications and people. We will focus on skills necessary to apply understanding to solve computer-based problems using a high-level programming language.
Curriculum Content Half Term 1 (Aug – Oct)
Python Basics Students returning and new will review and consolidate the core programming concepts of Python covering Sequence, Selection & Iteration. A programming assignment will run alongside these lessons in which students are to apply the core coding skills to solve new problems. Students will also have the opportunity to attempt advanced tasks exploring the use of additional python libraries. This review is just for short time and immediately move to Tkinter.
Python Tkinter Developing upon Python skills students will learn how to code User Interfaces using the Tkinter module. Students will learn how to make use of various interface widgets to develop interactive programs with a focus on the science of Human Computer Interaction and usability. Half Term 2 (Nov – Dec)
Python Tkinter Project Students will now apply the skills learned using Python’s Tkinter library to develop an adventure program for a specific Client. This activity will simulate real life programming development covering the planning, design, development, testing and implementation phases.
Suggested Reading or Extension Activities Processing is a flexible software sketchbook and a language for learning how to code More reading can be done here. Practice more about graphics in Processing and Apply the processing skills you have learnt in lessons to develop a game.
Half Term 3 (Jan – Feb)
Exploring Processing Students will be introduced to Processing language. Introduction of a new programming environment using Java Syntax, to create drawings using programming skills. They will develop an understanding of how data of various programming methods can be used including text, sounds, images and colors can be manipulated using the Processing language. Students will explore various types of coding problems to develop prototypes and coding skills. Project work A project using Processing to develop a simple advert applying the programming skills they have learned in the language.
Half Term 4 (Feb – Apr)
Database application: Students will learn how to make use of SQLite using Python for manipulation of the database. Students will explore the basics of the database and its connectivity with Python. Also, learn the concepts of frontend and backend.
Summer Project work Term Student will work a problem-solving task for a client to create (Apr – a simple database application. This will include students to work June) independently for a few weeks and use class time to ask doubts and explore complex techniques to complete the project and work on documentation.
Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need
Parents / guardians can help their child by: Useful websites Co curricular activities
Who can I contact?
Projects, class assignments, Quizlet assignments. ICA, One project based on Tkinter, Processing, An application using database and Python. Laptops, reference books from library, software - Processing, SQLite, Python etc
Ensuring that students do practice programming skills during breaks by registering online courses. https://processing.org/ Coding Squad, ACSL/CCC, PCTC, KOI, coding competition CCA, Academic Bryant, The annual Fobisia coding challenge and Enrichment week.
HoD Teachers of Year 9
Tajvir Singh, tsingh@nlcsjeju.kr Please consult the Parent Portal to find the names of your child’s Computer Science teacher
FRENCH In French, we aim to foster a love of language and to provide the opportunity to discover new cultures. Developing the 4 skills of listening, speaking, reading and writing, will allow students to understand and express themselves and understand how language functions.
Curriculum Content Half Term 1 (Aug – Oct)
Unit 1 En ville : In the city Learning objectives: -Talking about places in a town or village -Understanding prices in French - Saying what you are going to do - Talking about plans for the weekend Grammar and Skills Development: -Using the verb “Vouloir for ordering food and drinks in a restaurant. -Using the near future tense (Aller+ infinitive)
Half Term 2 (Nov – Dec)
Unit 2 Vive les vacances – The holidays Learning objectives: -Talking about school holidays -Saying what you did during your holidays -Describing a visit to a theme park -Saying where you went and how Grammar and Skills Development: -Using the perfect tense of regular and irregular verbs using “avoir” and “etre” -Listening for negatives in perfect tense in a text -Using the present and the perfect tense together
Half Term 3 (Jan – Feb)
Unit 3 Festivals – J’adore les fêtes! Learning objectives: -Talking about festivals and celebrations -Describing festivals and special days -Buying food at a market -Talking about future trips Grammar and Skills Development: -Using the near future tense with questions -Using transactional language -Using prediction to help with challenging listening passages -Combining the present and the near future tenses
Half Term 4 (Feb – Apr)
Unit 4 Hobbies : À Loisirs Learning objectives: -Talking about celebrities and TV Programmes -Talking about digital technology -Arranging to go to the cinema -Talking about leisure activities Grammar and Skills Development: -Using singular and plural adjective agreements -Using negatives -Spotting synonymes
Suggested Reading or Extension Activities Linguascope online: En ville, Les magasins Education Perfect Intermediate Les lieux et les directions Active learning revision Dynamo 1 Module 5
Education Perfect Intermediate: Raconter les vacances Active learning revision: Dynamo 2 module 1
Linguascope online Beginners: L’alimentation Occasions speciales Education Perfect Intermediate: Faire des courses Active learning revision: Dynamo 2 module 2
Linguascope online Beginners: Leisure Education Perfect Beginners: Leisure activities Active learning revision: Dynamo 2 module 3
-Using three tenses when speaking Summer Term (Apr – June)
Unit 5 It’s a small word: Le monde est petit Learning objectives: -Talking about where you live -Discussing the weather -Learning vocabulary of helping at home -Talking about daily routine -Talking about moving houses Grammar and Skills Development: -Using reflexive verbs -Using irregular adjectives -Using different strategies to decode words while reading -Using pouvoir + the infinitive form of a verb -Using three tenses in writing
Education Perfect Intermediate: La routine quotidienne Active learning revision: Dynamo 2 module 4
Examples of homework tasks
-Quizlet-Flashcards to listen and pronounce, Speller to listen and spell, Write and Learn to do transformational exercises to consolidate vocabulary or grammar structures. -Education Perfect-adaptable, scaffolded lessons in the 4 areas of skill development on thematic vocabulary, grammar and cultural notes give immediate feedback
Assessment tasks, methods and frequency
-Formative assessments for learning in the four skill areas and end of unit summative assessments in listening and reading comprehension, speaking and/or writing
Equipment that students need
Dynamo1,2 and 3 (provided for in class use) Active learning for online activities, Notebook
Parents / guardians can help their child by:
-Checking that the homework is completed. -Regular review of vocabulary is recommended
Useful websites
https://quizlet.com https://www.linguascope.com https://www.educationperfect https://www.reverso.net/text_translation.aspx?lang=EN
Whom can I contact?
Head of European Languages
Ms. Choi
Teachers of Y9 French
Please consult the Parent Portal to find the name of your child’s French teacher
SPANISH In Spanish, we aim to foster a love of language and provide the opportunity to discover new cultures. Through learning French or Spanish, we hope that students will develop skills that will allow them to understand better how languages function.
Curriculum Content Half Term 1 (Aug – Oct)
The term starts with revision of previous topics to ensure a solid foundation to the coming year. Students will be introduced to the near future tense and encouraged to use it to describe what they are going to buy to make certain culinary dishes and what they are going to bring to a party. Students will learn to use 3 tenses (past, present and future) together.
Half Term 2 (Nov – Dec)
In written and spoken language, students will learn the necessary expressions to conduct daily conversations in settings such as clothes shops and restaurants. Grammatically, students will focus on adjectival agreements, the use of the conditional tense and reflective verbs. Furthermore, students will be able to express their opinions about clothes and sporting events.
Half Term 3 (Jan – Feb)
Students will be able to express their job preferences and hopes using the conditional tense, as well as trying to incorporate in the present, past and future tenses. There will be further emphasis on adjectival agreements and justifying opinions.
Half Term 4 (Feb – Apr)
Students will revisit the past present and future tenses in more detail and look to use more expressions of frequency and sequencers. Students will look into film and entertainment and look at expressing their opinions with more complexity. Furthermore, they will explore the topic in the context of Hispanic culture.
Summer Term (Apr – June)
The students will further investigate past habits through the imperfect tense. Comparative exercises highlighting the difference between the perfect and imperfect tenses will be conducted. At this stage, students will be able to comfortably express their ideas about past, current and future events. This final topic will help students express more complex ideas with a wider variety of language as they become competent learners and prepare for their IGCSE studies.
Examples of homework tasks
Suggested Reading or Extension Activities Students can use Quizlet, Linguascope, Languages Online web sites in order to consolidate and extend their vocabulary. Ask your European Languages teachers for the Linguascope login details. For extension, students can read short stories available in the European Languages Department Library.
Regular use of the vocabulary web sites is recommended. Students should make sure that written tasks are reviewed and improved by responding to teacher feedback and attempting as many Take It Further/Challenge tasks.
Students could use News In Slow Spanish or Lyrics Training to further improve their listening skills. In addition, they could request a variety of Mary Glasgow magazines from their European Languages teacher, such as ‘Ahora’ or ‘El Sol or ‘¿Qué tal?’.
Vocabulary learning: Education Perfect and personal vocabulary revision on listed topics. Speaking: Prepare a presentation on what you can do to keep fit. Writing: Write a paragraph on my daily routine. Compare daily routines in Spain and Korea.
Reading: Read a magazine article and write a summary. Listening: Listen to a Spanish song on Youtube and write your opinion about it. Research: Investigate a ‘fiesta’/celebration in a Spanish speaking country. Assessment tasks, methods and frequency
Regular vocabulary and grammar tests are completed throughout the term. Each term there is a focus on the skill assessed; Listening, Reading, Speaking or Writing.
Equipment that students need
Exercise book/Vocabulary book/Bilingual dictionary (optional)
Parents / guardians can help their child by:
Parents can help by checking that the homework is completed and supporting the revision of vocabulary is particularly important.
Useful websites
https://quizlet.com https://www.languagesonline.org.uk/Hotpotatoes/index.html https://www.linguascope.com lyricstraining.com https://conjuguemos.com/ https://www.spanishdict.com/conjugation www.educationperfect.com
Who can I contact?
Head of European Languages Teachers of Y9 French and Spanish
Ms Choi Please consult the Parent Portal to find the name of your child’s French or Spanish teacher
LATIN As Latin teachers, we aim to foster a love of the Roman world and its language and literature. Through learning Latin we hope that students will develop a facility with language, the capacity and inclination to analyse sources of information critically and a tolerant, flexible approach to ideas and customs which are different from their own. We focus on developing the ability to translate Latin into accurate English. Students also study aspects of Roman culture, and reflect on similarities and differences with modern cultures. Students will build up simple vocabulary based around the topic areas. They are encouraged to deduce meaning by noticing connections between English and Latin words.
Curriculum Content
Suggested Reading or Extension Activities
Half Term 1 (Aug – Oct)
This course is based on Procedite chapters 5-7 ● Grammar covered includes: gender of nouns; adjectival agreement; adverbs. ● Key topics: myths of the Trojan War cycle
Half Term 2 (Nov – Dec)
This course is based on Procedite chapter 8 and Fabulae chapter 1 ● Grammar covered includes: present participles; perfect passive participles ● Key topics: foundation myths of Rome
Read Greek and Roman myths; read versions of Homer’s Odyssey or Virgil’s Aeneid available in the classroom or school library; read or watch documentaries about Roman civilisation or history; read or complete activities from the classroom extension box or library.
Half Term 3 (Jan – Feb)
This course is based on Fabulae chapter 1 and Cambridge Latin Course Book 2 ● Grammar covered includes: perfect passive participles ● Key topic: Roman Egypt ● Focus on Latin reading; school Latin Reading Competition
Half Term 4 (Feb – Apr)
This course is based on Fabulae chapter 2-3 ● Grammar covered includes: relative clauses; the pluperfect tense of verbs ● Key topic: stories from Homer’s Odyssey; Hannibal
Summer Term (Apr – June)
This course is based on Fabulae chapter 4 ● Grammar covered includes: demonstrative pronouns ● Key topic: Agamemnon and Clytemnestra
Examples of homework tasks
Assessment tasks, methods and frequency Equipment students need Parents / guardians can help their child by: Useful websites
Who can I contact?
Learning vocabulary, short translation passages, comprehension questions, language exercises, for example filling in the missing word from a sentence and translating. As well as informal assessment in lessons, there will be assessed homework, small vocabulary, grammar and translation tests throughout the year and an annual examination. Black, red, blue and green pens; scissors and glue Asking your child to talk about his/her work. Encouraging him/her to spend time learning Latin vocabulary for 10 minutes at least once a week. https://www.clc.cambridgescp.com/online-activities https://www.educationperfect.com/controlpanel/#/login Head of Latin
Mrs Baird
Teachers of Y9 Latin
Please consult the Parent Portal to find the name of your child’s Latin teacher
GEOGRAPHY During Year 9, students investigate coastal processes, including undertaking fieldwork. Through topics such as ‘Health and Disease’ and ‘Globalisation’, students focus on analytical and evaluative skills, exploring how humans have developed and the intricate interactions throughout the world. We also investigate links between the human and physical world in "Climate Change" and "Tropical Rainforests."
Curriculum Content
Suggested Reading or Extension Activities
Half Term 1 (Aug – Oct)
Physical processes ● The development and features of coastal systems , the opportunities and hazards that they present for people. Students conduct a coastal fieldwork investigation
Read Not as we know it by Tom Avery
Half Term 2 (Nov – Dec)
Human processes ● Understanding the impacts of globalization, both positive and negative. Developing a realization of the interdependence of countries around the world in terms of trade and movement
Read Kick by Mitch Johnson It is the story of a young boy working in a shoe factory in Jakarta and his dreams of escaping the shoe factory
Half Term 3 (Jan – Feb)
Health and Disease ● The impacts of disease on population ● The diseases of affluence and diseases of poverty ● Management of pandemics
Current events and impacts of disease in different parts of the world
Half Term 4 (Feb – Apr)
Extreme Global Issues ● Plastics pollution ● Global management of oceans and fish stocks ● Antarctica and the pressure to develop
Read Trash by Andy Mulligan; Land by Alex Campbell
Summer Term (Apr – June)
Russia Physical Landscape, Climate, Biomes, Population distribution Comparison of 2 regions ● Hazards Mini-unit – Project-based learning opportunity
Use Kerboodle learning activities and extension activities
Half a creature from the Sea by David Almond
Read Booked by Kwame Alexander
Read: Wolf Wilder by Katherine Rundell The Empty City by Erin Hunter
Examples of homework tasks
Field report, and summaries of class activities
Assessment tasks, methods and frequency
End of unit tests and extended writing practice independent research projects Summative and formative feedback provided for assessments.
Equipment that students need
Basic stationery and clip board for field trips
Parents / guardians can help their child by:
Encourage their child to keep up to date with news and apply current affairs. Ensure your child is organised and up-to-date with homework.
Useful websites
https://www.cia.gov/library/publications/the-world-factbook/geos/uk.html - CIA World Factbook
Co curricular activities
Conservation Society & Model United Nations and Geography Critical Thinkers Award
Who can I contact?
Head of Geography
Mr Brown
Teachers of Y9 Geography
Please consult Parent Portal to find the name of your child’s Geography teacher
HISTORY History is a dynamic, contested evidence-based discipline that involves an exciting engagement with the past. It is a rigorous intellectual discipline, focused around key historical concepts such as change, causation and significance. Studying History develops an understanding of the past, which leads to a deeper understanding of the nature of humans and of the world today.
Curriculum Content Half Term 1 (Aug – Oct)
Suggested Reading or Extension Activities
Historical Detectives Students take on the challenge of unravelling a real ‘History Mystery’ using a range of primary sources and their critical faculties. Was Mao Zedong ‘destined’ to lead China? Students will gain a deeper understanding of how our notions of the past are constructed through an examination of the rise to power of the CCP in China, led by Mao Zedong, The historical concept of ‘Perspectives’ will be central to this unit.
Half Term 2 (Nov – Dec)
The Holocaust Students will explore the historical concepts of ‘Causation and Consequence’ through a case study of the Holocaust that took place in Nazi occupied Europe during World War II.
Half Term 3 (Jan – Feb)
The Civil Rights Movement Students consider the historical concepts of ‘Change and Continuity’ through a case study of the Civil Rights movement in the US that developed in post-World War II America.
Half Term 4 (Feb – Apr)
The Civil Rights Movement? (cont.) Students will build on their understanding of dehumanization from the previous unit, to case study an example of how this process can be checked and reversed. The historical concept of ‘Change and Continuity’ will be at the heart of this unit. Assess the Significance of the Suffragettes Students complete a research project that develops their understanding of the historical concept of ‘Significance’. In this
The History Society curates texts, useful web links and documentaries to accompany our units that are shared through the library, department book club and displays.
substantial written assignment, students will develop crucial academic skills and independent critical thinking will be rewarded. Summer Term (Apr – June)
The Twentieth Century: Time of Great Progress? A ‘big barn’ project in which the work of groups of students is combined to review the overall concept and question.
Examples of homework tasks
Structured research, paragraphing, reading, project, extended writing, creative planning / design
Assessment tasks, methods and frequency
There will be one formal summative assessment per unit that will be standardised across the year group (essay, source work, significance project, investigative report). Teachers will additionally give regular formative feedback to promote student progress.
Equipment that students need
General stationery and texts / resources supplied by the school. Access to a computer.
Parents / guardians can help their child by:
By discussing the topics being studied at home and ensuring that students read widely, especially historical fiction texts.
Useful websites
nlcsjejuhistorian.com, databases
Co-curricular activities
Historical Fiction Reading Circle, Prize-winning Historians, Senior-Junior School Historical Society
Who can I contact?
Head of History
Mr Löser
Teachers of Year 9 History
Please consult Parent Portal to find the name of your child’s History teacher
activehistory.co.uk,
YouTube
documentaries,
library
PHYSICAL EDUCATION The aim of the Physical Education Department at NLCS Jeju is to provide an exciting range of physical activities designed to inspire lifelong health and wellbeing in every student. Curriculum Content
Suggested Reading or Extension Activities
Half Term 1 (Aug – Oct)
Swim Strokes: ● Develop all four strokes using proper technique. ● Carry out turns, starts and finishes safely and accurately, with a goal of gaining momentum throughout the swimming stroke. Lifesaving: ● Develop awareness of how to remain safe while helping others in distress & learn order of rescues.
Watch the Swim Smooth tutorials online to help to develop stroke technique
Half Term 2 (Nov – Dec)
Volleyball: ● Implement rules within the game, and relate to tactics consistently. ● Be able to dig from a serve, pass to the setter, set up a spike, and create a variety of plays.
Watch an Olympic volleyball final and analyse the tactics used.
Half Term 3 (Jan – Feb)
Football: ● Understand and consistently apply the concepts of passing, receiving and tackling as well as principles of attack and defense. ● Develop understanding and ability to apply a variety of strategies and tactics in competitive situations.
Read articles in the 4-4-2 football magazine or ‘Living on a Volcano’ by Michale Calvin.
Half Term 4 (Feb – Apr)
Basketball: ● Develop a range of passing and dribbling skills that will enable them, and their team, to retain possession. ● Work on a variety of shooting skills and apply that knowledge in game situations.
Analyse the strategies used by the players and coaches in a NBA game.
Summer Term (Apr – June)
Athletics: ● Understand the term ‘pacing’ and be able to apply pacing to races over longer distances. ● Be able to use basic techniques in the long jump, triple jump, shot put and javelin throw.
Read ‘Duel in the Sun’ by John Brant to understand the tension and rivalry at the top of the athletics world.
Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need
Exercise on a daily basis practicing an enjoyable sport or physical activity. Continuous assessment throughout the sport unit including peer evaluations, teacher/student discussions and modeling, formative & summative skill assessment and game play. NLCS PE kit, white socks, trainers and other specific sport equipment such as swim suit, shin pads, football boots etc.
Parents / guardians can help their child by: Useful websites Co curricular activities
Ensuring their child has correct PE kit for every lesson and encouraging their child to exercise daily, try out for sport teams and partake in sport CCA’s and Bryant. N/A A myriad of sport CCA’s are available for students to choose from.
Who can I contact?
Head of PE
Mr Tan
Teachers of Year 9 PE
Please consult Parent Portal to find the name of your child’s PE teacher
ART AND DESIGN In Year 9 students will build upon the skills and techniques learnt in Year 8, and discover new and exciting ways of working within Art and Design. All students will develop their ICT skills through creating a digital sketchbook over the duration of the year.
Half Term 1 (Aug – Oct)
Curriculum Content
Suggested Reading or Extension Activities
Experimental Drawing The term students will push the boundaries of what constitutes art. ● Exploration of a range of mark-making, controlled & less controlled drawing techniques, media & materials to express line, tone, negative & positive elements & mood. ● Exploring Surrealist Automatism. ● Research skills into experimental artists & their techniques.
There are many opportunities for students to extend their skills with expert guidance in one of the Art co-curricular activities.
Half Term 2 (Nov – Dec)
Creating a Final Outcome ● Students develop their own final outcome based on the Experimental Artist of their choice. ● Extending ideas using Photoshop techniques.
Half Term 3 (Jan – Feb)
Printmaking - Dry Point Etching ● Research and understand printmaking processes. ● Take inspiration from artists that use printmaking. ● Produce a series of final prints. ● Compare and Analyse outcomes.
Half Term 4 and 5 (Mar – Jun)
3D Design - Sculpture ● Research prominent sculptors and analyse their techniques. ● Students are introduced to different sculpting techniques that are available in the classroom. ● Students follow their own line of enquiry to create a sculpture.
Examples of homework tasks
Students that wish to build on their art-making skills are encouraged to keep a personal sketchbook and experiment with subject matter and materials. At the end of each project, students are encouraged to extend their ideas if they wish. This work can be added to the student’s digital sketchbook.
Assessment tasks, methods and frequency Equipment that students need
Investigating artist’s works and producing independent responses. Process notes. Project Reflections. Tasks are assessed with written feedback and attainment grades, along with end-ofunit assessments. Paints/ pencils/ erasers/ pencil sharpeners/ pens/ rulers and all other equipment is provided by the Art department.
Parents/guardians can help their child by:
Visiting galleries and exhibitions. Encouraging students to look at online art galleries, books in the library and at home. Supporting homework tasks.
Useful websites Co-curricular activities
http://www.tate.org.uk/ or https://www.nationalgallery.org.uk/ Ceramics, Sketching, Fantasy Fashion.
Who can I contact?
Head of Art
Ms Kennington
Teachers of Year 9 Art
Please consult the Parent Portal to find the name of your child’s Art teacher
DRAMA The Drama curriculum at NLCS Jeju allows students to take-risks and enter new worlds, generating a curiosity, passion and enthusiasm to view the world from a different, and more informed, perspective. It provides students with the collaborative skills required to respond to stimulus within an ensemble to create, perform and evaluate devised and scripted pieces of theatre.
Curriculum Content Term 1
Ensemble Building and Group Devising It is vital that all of our students are able to work collaboratively and share in the creative process, so the initial sessions are focused on revisiting, reinforcing and developing the Drama Ensemble Skills. These are practiced through improvisation exercises and group activities where students are provided with a stimulus to explore (of either- delete these words) a theme/issue/style.
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Improvisation Physical Theatre
Suggested Reading or Extension Activities
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Performance Skills The focus of this unit is on Epic (on the role of the actor and Naturalistic - delete these words) theatre as well as the theories and practices that underpin it. From their acquired knowledge of this theatrical performance style, students will develop their understanding of how voice, physicality, the use of space and technical elements can impact performance. Students work towards an Epic (a naturalistic - delete these words) performance that intends to show their understanding, knowledge and application of this theatrical style. (From this experience, students will be asked to reflect and apply specific drama vocabulary to their written responses. - delete these words.) ● Epic Theatre
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Involvement in the Drama CCA and Bryant activities. Join the Drama Society - Unmasked Access relevant books and plays from the NLCS library. Watch live performances online. Current IGCSE Drama syllabus.
Involvement in the Drama CCA and Bryant activities. Join the Drama Society - Unmasked Access relevant books and plays from the NLCS library. Watch live performances online. Current IGCSE Drama syllabus.
Term 3
Performance Intentions The focus of this unit is on Naturalistic theatre and the practices and theories of Stanislavski (To allow students to work independently, - delete this sentence) and it will be required that all students make an informed choice of a play text that they will be required to bring to life on stage. (using the techniques of Naturalism. - delete these words) All students will work collaboratively looking at specific techniques and asked to give and receive constructive feedback to, and from, their peers. ● Naturalistic Theatre
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Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need
Written tasks that capture the decisions and impact of their practical work, research, annotating scripts, evaluating performance work, developing theatre design ideas and line learning. Summative - Group and individual performance work and teacher responses to written tasks. Formative - regular teacher/student feedback and the setting of targets. None
Parents / guardians can help their child by: Useful websites
Co curricular activities Who can I contact?
Involvement in the Drama CCA and Bryant activities. Join the Drama Society - Unmasked Access relevant books and plays from the NLCS library. Watch live performances online. Current IGCSE Drama syllabus. Involvement in drama opportunities for Arts Week.
Head of Drama Teachers of Y9 Drama
Encouraging their son/daughter to see live theatre performances and read plays. BBC Bitesize - drama resources. Imprology - Improvisation games and courses. Doolle.com - Free online guide to modern playwrights and theatre plays. KS3 Drama Production, Musical and Arts Week Activities. Mr Peirson Please consult the Parent Portal to find the name of your child’s Drama teacher
DANCE In Year 9 we extend the concept of choreography, through practical and theoretical tasks. There is a focus on the skills and vocabulary needed for students who choose to take GCSE Dance in Year 10. Throughout the year we look at professional pieces of dance, undertake dance analysis, create choreography and perform in both groups and solos.
Curriculum Content
Suggested Reading or Extension Activities
Half Term 1 (Aug – Oct)
Students will learn about using dance as a method of keeping fit and maintaining a healthy lifestyle. Workbook tasks will focus on anatomy and physiology of fitness. They will learn about good nutrition, as well as health and safety relevant to dance, such as basic first aid.
Departmental handouts, DVD’s, power points, books, etc. Attending professional pieces in theatres.
Half Term 2 (Nov – Dec)
Students will watch and analyse an excerpt from Matthew Bourne’s Nutcracker, based on the concept of Characterisation. They will perform a class dance, based on the excerpt, in the theatre, with students devising their own Sweetie, which incorporates the taught motif, as well as selecting appropriate ASDR. They will also be devising and incorporating theatre arts (costume and lighting) and demonstrating performance qualities.
YouTube has the full recording of Nutcracker. Rehearsing dances in the studio out with class time.
Half Term 3 (Jan – Feb)
The basic method and history of contact improvisation is taught. Students will play ‘games’ exploring the taking and sharing of weight, focusing on how to lift and balance correctly. In pairs students will explore how to manipulate their partner using various actions – pushing, pulling, lifting, leaning. Contact improvisation duets will be created using still images a stimulus.
YouTube tutorials. Rehearsing dances in the studio out with class time. Sending in recordings for feedback out with class time.
Half Term 4 (Feb – Apr)
This half term will introduce students to the work of Christopher Bruce, a famous choreographer. Students will learn how dance can be used to get an important message across to audience, in this case the plight of a prisoner of conscience. Written tasks will focus on students understanding of how these help us to understand what the choreographer is try to convey.
Reading online about the work of amnesty international and the plight of prisoners of war will help students to better engage with the topic.
Summer Term (Apr – June)
This half term draws upon the work done in the previous terms, as students are required to use Swansong as a stimulus for a trio piece of choreography. The Students’ dance should demonstrate a sound knowledge and understanding of the basic principles of choreography, use of contact and characterisation, whilst clearly conveying their theme to the audience. Students will select their own theatre arts (music and costume) for the final performance.
Rehearsing dances in the studio outside of class time. Watching Swansong on YouTube for further inspiration.
Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need
Researching stimuli, developing motifs, planning and choreographing dances, watching youtube links, answering online quizzes. Practical assessments, once a half term. End of year exam. Leotard and leggings or PE kit. Workbooks.
Parents / guardians can help their child by: Useful websites Co curricular activities
Ensuring students bring kit to class. Taking them to watch live dance performances. Ensuring they do their homework on time and hand it in. YouTube School musical, arts week productions, dance technique, ballet, hip hop
Who can I contact?
Mrs Taylor
Head of Department
Teachers of Y9 Dance
Please consult the Parent Portal to find the name of your child’s Dance teacher
MUSIC In Year 9, we have great fun exploring a range of genres through practical and theoretical tasks. Whilst the content is broad, we do ensure that the exceptional skills of many of our students are challenged through performance, composition and analytical tasks.
Curriculum Content
Suggested Reading or Extension Activities
Half Term 1 (Aug – Oct)
Music Fundamentals/Ensemble Skills: At the beginning of Y9, students will build on their common musical language as they support a strong foundation of music fundamentals including intermediate/advanced-level note and rhythm reading skills. Students will begin to develop musical dictation skills, focusing on high level listening and transcribing rhythms, notes, and chords. Throughout this term, students will also continue to develop ensemble skills which will translate well to all aspects of music performance.
By the end of this term, students should be reading and performing at ABRSM Level 3 performance standard. Practice of reading and performing intermediate/advanced level notation and rhythms to support lessons will help to reach this goal.
Half Term 2 (Nov – Dec)
Asian Fusion: In this unit, student will examine genres around Asia and study relationships in scales and tuning systems. Students will be introduced to instruments and comparisons of elements of music from Asian countries, including India, China, Japan, and Korea.
Attend a live concert featuring Asian genres and identify musical elements present in the program. Extend home listening to include music from Asian cultures.
Half Term 3 (Jan – Feb)
Jazz Jazz is not only an inspirational topic in itself, but also complements the preceding Indian project very well. We study the social conditions that led to the creation of jazz at the beginning of the 20th century and particularly focus on the music of Miles Davis and his album Kind of Blue.
Listen to Miles Davis’ ‘Birth of the Cool’ and research how trumpet mutes change the sound of the instrument.
Half Term 4 (Feb – Apr)
Minimalism: In this, the ‘golden age of minimalism’, we will be learning about the importance of minimalism in music and in everyday life. Seminal pieces, particularly by Steve Reich, will be analysed and students will be discovering minimalist concepts in different walks of life. Throughout this topic, the students will be composing their own piece of minimalist or electronic dance music.
Listen to Steve Reich’s ‘Music for 18 musicians’ and analyse in relation to his use of minimalist techniques
Arts Week Ensemble Project: As the exciting weeks approach for our schoolwide Arts Week, students will prepare a mass musical performance to be performed at a large-scale concert during arts week. This may include singing or instrumental playing focused on the theme of Arts Week.
Home practice of the allocated pieces. Listening to similar pieces in the same ensemble and genre type.
Summer Term (Apr – June)
Compose with a Launchpad module as many of the EDM techniques are relevant to Minimalism.
Examples of homework tasks
Composition and musical analysis tasks,
Assessment tasks, methods and frequency
Composition, musical analysis and Performance, once per half term
Equipment that students need
Bringing an instrument to the lesson is helpful but not compulsory. Drumsticks size 5A
Parents / guardians can help their child by:
Taking their child to a range of live music performances, investing in music lessons and being open minded regarding musical genres.
Useful websites
Pitchfork.com: a very well-written musical review website Jazzradio.com: an excellent range of free contemporary and classic jazz
Co curricular activities
A huge range of orchestras, ensembles, bands and music technology clubs.
Who can I contact?
Head of Music
Mr Thorrington
Teachers of Y9 Music
Please consult the Parent Portal to find the name of your child’s Music teacher
PERSONAL AND SOCIAL DEVELOPMENT (PSD) The main aims of the PSD program at NLCS Jeju are to help students develop their personal attitudes and values, to teach students a full set of life-long social skills, and to ensure that students acquire a broad range of knowledge about personal and social issues. The content of the PSD curriculum is divided into six themes, each with a key inquiry question attached. Each year group completes lesson activities to approach the inquiry question in a different manner in order to build on knowledge gained during the previous year.
Curriculum Content Half Term 1 (Aug – Oct)
Relationships. How can I live well with others? Students will begin an RSE program (Relationships and Sex Education), during which they will learn about the following concepts: attraction and ‘crushes’; sexuality; gender identity; consent and the law; delay and sexual relationships; contraception; pregnancy; an introduction to STIs and STDs. Students will also complete a Bullying Awareness program and consider the issue of sexual bullying. They will reflect on how we can reduce bullying behaviour.
Half Term 2 (Nov – Dec)
Risk. Should I take risks? Students will complete their learning of RSE topics. Students will also begin a Drugs Education program. They will learn facts about the dangers and risks of smoking tobacco and the use of e-cigarettes.
Half Term 3 (Jan – Feb)
Acceptance. What should we value about ourselves and others? Students will begin Careers Education lessons and will receive IGCSE options guidance. They will learn how to evaluate sources of information and how to be aware of bias. They will also learn how to link IGCSE choices to possible career paths and future IB options. Global Citizenship. What is my place in the world? Students will consider the topic of Human Rights. They will learn what our human rights are and how to ensure that these rights can be enjoyed by others.
Half Term 4 (Feb – Apr)
Resilience. What is the importance of resilience? Students will consider how to develop resilience to academic failure, setbacks, and criticism. They will be taught how to develop a growth mindset.
Summer Term (Apr – June)
Wellbeing. What is the importance of wellbeing? Students will consider why our wellbeing is important and will learn about longevity, vitality, and emotional and physical wellbeing. They will learn information about negative emotions and practice techniques for dealing with these as well as learning how to relax effectively.
Examples of homework tasks
Suggested Reading or Extension Activities
Students can prepare detailed, creative, and insightful responses to the key inquiry question for each PSD theme. These could be in a variety of forms including written essays, drama performances, musical songs, video diaries, debate speeches, newspaper or magazine articles, and graphic novels.
The students’ homework timetable does not include PSD.
Assessment tasks, methods and frequency
Students are given verbal feedback on their contributions to discussions and positive participation.
Equipment that students need
Provided by the school.
Parents / guardians can help their child by:
Parents should also encourage their son or daughter to be up-to-date with current affairs and to watch/read news stories with them in order to discuss the issues raised.
Useful websites
Mental and Physical health (in English): https://www.nhs.uk/conditions/Pages/hub.aspx Emotional wellbeing (in Korean): http://www.hopeclick.or.kr/main/main.php
Co curricular activities
Various student societies with connections to PSD are available for students to join, for example: Gender Studies, International Relations, Philosophy, North Korean Refugees, Debating and Public Speaking, Amnesty, Medical, and Economics societies.
Who can I contact?
Head of PSD
Mr Carter Stead
Teachers of Y9 PSD
Please consult the Parent Portal to find the name of your child’s PSD teacher
HELPING YOUR CHILD AT HOME HOMEWORK Students are set homework for two or three subjects per evening and this should total about two hours of homework per night. We do not believe that it is healthy for Year 9 students to be regularly spending more time than this working, especially if they feel under pressure to do so. The students receive a homework timetable and should use Google Classroom to keep abreast of their homework assignments.
ENGLISH AND READING Students come to NLCS Jeju to learn the language of the school; English. Please ensure that your child has an English book that they enjoy reading, and that they read in English every day. This is extremely important in reinforcing correct grammar, building knowledge and learning new vocabulary. Our library is full of interesting books and if your child has a book in mind that we haven’t got in stock, we would always be happy to try to acquire it. Some helpful tips on how you can help support your child’s reading and development of English: ●
Use an e-reader, as unfamiliar words can be looked up immediately and your child has an almost unlimited number of books to choose from.
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Get your child to keep a notebook and write down 3 new words of vocabulary every day.
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Encourage your child to read newspapers and magazines online e.g. The Times magazine online.
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If possible, read the same novel as your child so you can talk about it, or if you can’t read the same novel, you can still ask questions about why your child likes/dislikes the book, who the key characters are, what is the favourite part of the book etc.
IN GENERAL Ensure that your child completes their homework, but doesn’t spend too much time doing it. About two hours should be enough for most Year 9 students. Allowing time to read in English is an incredibly valuable aspect of homework and should be encouraged. Please remember the importance of your child getting enough sleep. It is recommended by the Sleep Foundation that children up to the age of 13 have between 9 and 11 hours of sleep per night and children between the ages of 14-17 should have 8 to 10 hours sleep. Getting the optimum amount of sleep gives your child the support they need to develop both physically and mentally so they can perform well at school.