2022-23 Year 9 Curriculum Guide (English)

2022 - 2023 Year 9 Curriculum Guide

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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.

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 have the choice of Latin, Mandarin, French or Spanish as a second language. If a student needs additional support for English acquisition, then this lesson will be spent with a specialist English teacher.

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)

Novel: To Kill A Mockingbird by Harper Lee This term we will be studying the effect of society on an author’s work and, ultimately, the effect of an author on society. We will look at the creation of the writer’s voice and the impact of a writer’s choices on the text and the audience’s reading of the text.

Researching the following areas will aid understanding of this topic; ● America in the 1930’s ● The Great Depression ● Racial inequality in America

Half Term 2 (Nov – Dec) Half Term 3 (Jan – Feb)

Modern Drama: An Inspector Calls by J.B. Priestley This half term we learn about modern drama through the study of An Inspector Calls and its central theme of class in society.

Extend your learning of this topic by writing a short play.

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 Equipment that students need Parents / guardians can help their child by:

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.

Pencil case, exercise book, novel.

Talking with your child about the current novel they are reading. Reading and discussing the same novel as your child is also encouraged.

Useful websites Co-curricular activities

poetry.org The Islander, Creative Writing, Poetry slam

Who can I contact?

Head of English Teachers of Year 7 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.

Curriculum Content Half Term 1 (Aug – Oct)

Algebra: The focus in year 9 moves towards the foundational topics that will help the students prepare well for the IGCSEs that they will take at the end of year 11. When learning about the solutions to quadratic equations, the students use completing square, quadratic formula and graphical methods. Students identify the relationships and properties linking equations and graphs.

The students extend their understanding to solve and graph inequalities in two variables and systems of inequalities in two variables.

The students also operate with algebraic expressions involving positive – integer and zero indices, and establish the meaning of negative indices for numerical bases.

Half Term 2 (Nov – Dec)

Geometry: Building upon the understanding of congruency and similarity that was developed in year 8, the year 9 students apply the rules in problems that start to be more complex and that involve areas and volumes of similar figures and solids.

Half term 2 heavily focuses on coordinate geometry and thinking of coordinates as distances. Students solve geometric problems using coordinates and also interpreting and finding equation of a straight line.

Half Term 3 (Jan – Feb)

Algebra: Students learn to sketch quadratic functions, power functions, exponential functions and they create mathematical models that represent real life scenarios using functions.

Students also recognize when set theory is applicable to real-life situations, and solve real-life problems communicating solutions to others.

Half Term 4 (Feb – Apr)

Geometry: Building upon the understanding of right-angled trigonometry that was developed in year 8, the year 9 students apply trigonometry, sine and cosine of obtuse angles and sine and cosine rules for any triangle in problems that start to be more complex and involve such things as bearing and three-dimensions.

Summer Term (Apr – June)

Geometry: Students explore circle theorems using ICT tools consolidating their learning by looking at the mathematical concept of proof and apply the theorems in problems.Students also make conjectures about arcs lengths and sector areas and determine the validity of those conjectures and create and solve problems involving areas of sectors and arc lengths.

Statistics and Probability: By extending their understanding on probability and using the diagrams, the students find probability of simple combined events, mutually exclusive events and independent events.

Suggested Reading or Extension Activities

All students receive accounts for https://www.myimaths.com and https://www.mangahigh.com 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/

Examples of homework tasks

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’ questions.

Assessment tasks, methods and frequency Equipment that students need

Students will undertake four standardised assessments in the year.

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.

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 NEAMC Sample Problems. Please visit the website https://maths.competition.academy/pages/sample-problems UKMT Intermediate Preparation CCA UKMT Beginners CCA Exploring Mathematics CCA

Useful websites

Co-curricular activities

Who can I contact?

Students are required to bring a calculator, a pair of compasses, a protractor and a ruler in addition to their regular equipment.

Head of Mathematics Teachers of Y9 Maths

Ms Bulut 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 How would you describe the structure of DNA?

Half Term 4 (Feb – Apr)

Summer Term (Apr – June)

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

Examples of homework tasks Assessment tasks, methods and frequency

Equipment that students need

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

Suggested Reading or Extension Activities

Half Term 1 (Aug – Oct)

Introduction to Chemistry – States of Matter and Separating Substances

Oxford Complete Chemistry for Cambridge IGCSE Coursebook – Chapters 1 & 18 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

Half Term 2 (Nov – Dec)

Atomic Structure and Elements

Half Term 3 (Jan – Feb)

Atoms Combining

Half Term 4 (Feb – Apr)

Formulae and Chemical Equations

Nature of particles States of matter – heating and cooling curves, effects of impurities Diffusion and Brownian Motion Elements, compounds and mixtures Purifying substances – separation techniques: crystallisation, distillation, chromatography,

Atoms and elements Sub-atomic particles Structure of the atom Electron Arrangement Isotopes and radioactivity History of the development of the atomic model Metals and non-metals

Compounds and mixtures Ions and Ionic bonding Covalent bonding Metallic Bonding Covalent structures Comparing the properties of ionic and covalent compounds

Introduction to formulae Devising and naming formulae Devising word and symbols equations Balancing equations

Oxford Complete Chemistry for Cambridge IGCSE Coursebook – Chapter 2 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 Oxford Complete Chemistry for Cambridge IGCSE Coursebook – Chapter 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: Basher Science: Chemistry: Getting a Big Reaction by Simon Basher and Dan Green 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 Water purification and supply Composition of air Air pollution Greenhouse gases and climate change Gases in the lab Working with and testing for gases in the lab

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.

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.

Suggested Reading or Extension Activities

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.

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：

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《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) Half Term 3 (Jan – Feb)

*写景类文章 《紫藤萝瀑布》、《雪》、《山市》、《观潮 个炎热的夏日》

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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 《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 http://www.archchinese.com https://www.youtube.com/watch?v=uc7qd9xPpDY

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

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.

Curriculum Content

Suggested Reading or Extension Activities

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 : 천재 교육 (노미숙) 5, 6, 수업 교재 ( 프린트된 교과서와 학습지), 공책

Parents / guardians can help their child by:

글씨를 바르게 쓸 수 있도록 글자체와 띄어 쓰기 맞춤법을 점검해 주세요. 즐거운 독서 습관을 갖도록 학생의 흥미에 맞는 책 읽기를 권장해 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 Y9 Korean Teachers

Ms Kwon Please consult the Parent Portal to find the name of your child’s Korean teacher

KOREAN HISTORY 9학년은 외세의 침략을 극복해내는 조선 중기의 얘기부터 부터 조선 후기의 조선 사회가 변화하는 모습까지의 전반적인 내용을 학습합니다. 한국사 수업을 통해 학생들이 올바른 ‘역사 인식’을 형성하고, 앞으로 당면할 문제에 있어 바른 선택을 할 수 있는 능력을 갖추게 하는 것이 NLCS Jeju한국사 수업의 목표 입니다.

Suggested Reading or Extension Activities

Curriculum Content Half Term 1 (Aug – Oct) Half Term 2 (Nov – Dec) Half Term 3 (Jan – Feb) Half Term 4 (Feb – Apr) Summer Term (Apr – June)

조선 중기, 외세의 침략과 극복 1. 임진왜란 2. 호란

- 선조 인물평 에세이 쓰기 - 광해군의 중립외교 논평하기 - 호란 역사 신문 만들기 - 주화파와 척화파 인스타그램 만들기

조선 후기의 정치와 제도의 변화 1. 조선 후기의 정치 2. 영조와 정조의 탕평책

- 환국의 과정에 대한 연극 발표 - 영조와 정조의 탕평책 비교 연구 - 영조와 정조의 정책 홍보 책자 만들기

조선 후기의 정치와 제도의 변화 1. 양난 이후의 제도의 변화 2. 세도 정치에 대한 비판과 저항

- 세도 정치에 저항하는 격문 만들기

근대 사회를 향한 움직임 1. 조선 후기의 경제적 변화 2. 조선 후기의 사회적 변동

- 일제 식민사관 반박 에세이 작성하기 : 조선 후기의 경제적 변화와 연결하여

조선 후기에 불어온 새 경향 1. 실학의 등장 2. 서민 문화의 형성

- 조선 후기의 변화 모습을 반영한 연극 대본 만들기(김홍도와 신윤복의 그림을 모티브로)

Examples of homework tasks

자료조사하기, 토론하기, 대본 작성하기, 그룹 프로젝트, 역사 신문 만들기 등

Assessment tasks, methods and frequency

Pop-up Test, 학기 중간 중간의 수시 평가 및 Annual Exam

Equipment that students need

교재(중학교 역사1 양호환) 및 학습지 학교 제공

Parents / guardians can help their child by:

역사적 사건 및 역사적 인물에 대한 내용을 중심으로 역사에 대한 관심을 계속해서 가질 수 있도록 지지가 필요합니다. 가장 쉽게는 TV 프로그램이라든지 역사 소설, 사극 등도 한국사에 대한 관심을 갖게 하는 데 가장 좋은 유인기재가 되기도 합니다.

Useful websites

네이버 지식백과의 한국 역사/문화 카테고리 : http://terms.naver.com/list.nhn?cid=42919&categoryId=42919

Co curricular activities

역사신문만들기, Korean History Webtoon

Who can I contact?

김연하 선생님

Ms Y Kim

김진희 선생님

Mrs JH Kim

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)

Half Term 2 (Nov – Dec)

Half Term 3 (Jan – Feb) Half Term 4 (Feb – Apr)

Summer Term (Apr – June)

Computational thinking (CT) Students will learn Abstraction in CT. They will deepen their understanding of several key aspects of Abstraction in computing by focusing on the important information only, ignoring irrelevant detail.

Exploring Processing Students will be Introduced to processing language.

Introduction of a new programming environment using Java Syntax, to create drawings using programming skills.

Understand how data of various types (including text, sounds, images and colors) can be represented and manipulated digitally, in the form of binary digits. Students will explore various types of coding problems to develop prototypes.

Project work A project using Processing to develop a simple advert using coding.

Database application: MySQL 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.

Project work Student will work a problem solving task for a client to create a simple database application. This will include students to work independently for a few weeks and use class time to ask doubts and explore complex techniques to complete the project and work on documentation.

Python Tkinter It is a GUI for Python language. It is an easy and fast way to develop. Students will learn to develop basic GUI applications which are useful to learn complex coding skills.

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.

Develop a dynamic application to solve problems of a user who needs to keep organize work at one place by using, http://www.sqlitetutorial.net/ and w3school.com.

Examples of homework tasks

Projects, class assignments, presentations, quizlets assignments.

Assessment tasks, methods and frequency Equipment that students need

One project based on Processing, An application using database and Python.

Laptops, reference books from library, softwar’s - Processing, sql database, Python etc

Parents / guardians can help their child by: Useful websites Co-curricular activities

Who can I contact?

Ensuring that students do practice programming skills during breaks by registering online courses. https://medium.com/quick-code/top-online-tutorials-to-learn-game-development-u sing-unity-55497ad51169 Coding Squad, ACSL/CCC coding competition cca, Tech Hardware Bryant, The annual Fobisia coding challenge and Robotics club.

HoD

Tajvir Singh, tsingh@nlcsjeju.kr

Teachers of yr 9

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

Suggested Reading or Extension Activities

Half Term 1 (Aug – Oct)

Unit 1 Francophone Youth: Les jeunes francophones Learning objectives: -discover and learn about the French-speaking world -talk about families, describe people, exchange personal information Grammar and Skills Development: -present tense of regular and some irregular verbs and adjectives

Linguascope online: Beginners: Moi et ma famille Mon environnement Les loisirs Intermediate: Famille et amis

Half Term 2 (Nov – Dec)

Unit 2 School Life: À l’école Learning objectives: -find out about school life in France -talk about school subjects, facilities, uniform and clubs -describe morning and evening routines Grammar and Skills Development: -use prendre, apprendre comprendre, vouloir +infinitive -use reflexive verbs

Half Term 3 (Jan – Feb)

Unit 3 Food: Bon appétit!

Learning objectives: -find out about cafés in France -say what food and drinks you like, order and describe recent meals -learn about Quebec culture Grammar and Skills Development: -use boire, pour + infinitive -use the perfect tense with avoir of regular and some irregular verbs

Half Term 4 (Feb – Apr)

Unit 4 Paris: Bienvenue à Paris Learning objectives: -find out about and describe the sights and places in Paris -understand tourist and travel information Grammar and Skills Development: -the perfect tense with être, prepositions and giving opinions

Summer Term (Apr – June)

Unit 5 Leisure: Ça me passionne Learning objectives: -talk about leisure activities, TV, cinema, books and famous people -compare past and present and say how life has changed Grammar and Skills Development: -the imperfect tense vs perfect tense

Examples of homework tasks

Linguascope online: Beginners: La vie au quotidien Intermediate: À l’école Le quotidien

Linguascope online Beginners: L’alimentation Intermediate: Restauration Manger sain Linguascope online Intermediate: La culture

Linguascope online: Intermediate: Les loisirs Les sports Les médias

-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

Tricolor Total 1,2 and 3 (provided for in class use) Computer 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 World Factbook

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CIA

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 substantial written assignment, students will develop crucial

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.

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 Loser

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

Ms DeMartino

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: Useful websites

Visiting galleries and exhibitions. Encouraging students to look at online art galleries, books in the library and at home. Supporting homework tasks. http://www.tate.org.uk/ or https://www.nationalgallery.org.uk/

Co-curricular activities

Ceramics, Sketching, Fantasy Fashion.

Who can I contact?

Head of Art

Miss 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

Term 2

Term 3

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 a theme/issue/style.

Performance Skills The focus of this unit is on the role of the actor and Naturalistic 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 a naturalistic 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.

Performance Intentions To allow students to work independently, it will be required that all students make an informed choice of a play text that they will be required bring to life on stage using the techniques of Naturalism. All students will work collaboratively looking at specific techniques and asked to give and receive constructive feedback to, and from, their peers.

Examples of homework tasks

Suggested Reading or Extension Activities ● ● ●

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Involvement in the Drama CCA and Bryant activities.

Access relevant books and plays from the NLCS library.

Watch live performances online.

IGCSE Drama syllabus.

Involvement in the Drama CCA and Bryant activities.

Access relevant books and plays from the NLCS library.

Watch live performances online.

IGCSE Drama syllabus.

Involvement in the Drama CCA and Bryant activities.

Access relevant books and plays from the NLCS library.

Watch live performances online.

IGCSE Drama syllabus.

Involvement in drama opportunities for Arts Week.

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.

Assessment tasks, methods and frequency Equipment that students need Parents / guardians can help their child by: Useful websites

Summative - Group and individual performance work and teacher responses to written tasks.

Formative - regular teacher/student feedback and the setting of targets.

None

Encouraging their son/daughter to see live theatre performances and read plays.

Co curricular activities

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.

Who can I contact?

Head of Drama

Mr Peirson

Teachers of Y9 Drama

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 Parents / guardians can help their child by: Useful websites

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.

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

Co curricular activities

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

Ms Ruskovich

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.

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.

Examples of homework tasks

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

Year 9 Independent Project Description The Year 9 Independent Project is a task that allows students to develop their subject knowledge, their academic English and research skills in a subject area of their choice. The project takes the form of a 1200 word (+/- 10%) essay and is in a format similar to the IB extended essay. Students will be guided through each aspect of this project by the member of staff with responsibility for overseeing this project.

The Independent project will take place in the first term of the year and a timeline for the project will be created and distributed by the Independent Project coordinator.

Project title Students choose their essay title from a list of around 20 titles across a range of subjects.

If a student wishes to create their own title then they are able to do so, but they must have it approved by the IP coordinator or their supervisor.

Guidance and support The students will have assemblies and presentations during the project to support them in acquiring the academic skills required by the project.

There will also be additional support sessions in the library and students who have EAL classes will be given additional guidance on the completion of this project from their EAL teacher.

No additional homework will be set for the two weeks allowed for this piece of work and more details will be sent out to students and parents before the project starts.