CURRICULUM ON A PAGE YEAR 7: TERM 2
CONTENTS PAGE Welcome Message How to use this booklet Contact Details Heads of Department Division A Subjects: English Curriculum French Curriculum Korean Language Curriculum Korean History Curriculum Korean Second Language Curriculum Latin Curriculum Mandarin Curriculum Mandarin Foreign Curriculum Spanish Curriculum History Curriculum
3 4 5 6 7 8 9 10 11 12 13 14 15
Division B Subjects: Art Curriculum Dance Curriculum Drama Curriculum Music Curriculum Physical Education Curriculum
16 17 18 19 20
Division C Subjects: Computer Science Curriculum Mathematics Curriculum Science Curriculum Geography Curriculum
21 22 23 24
Personal Social Development Curriculum
25
WELCOME FROM THE VICE PRINCIPAL Welcome back to Term 2 (January to March). Following a strong transition, Year 7 now moves to a phase of deepening scholarship and intellectual application across their challenging curriculum. This is the pivotal point where academic rigour takes hold. NLCS Jeju students will be encouraged to move beyond foundational knowledge and actively cultivate their subject passion and intellectual curiosity. Term 2 focuses on applying learned skills, tackling
more
complex
concepts,
and
asking
insightful,
challenging questions—the very hallmarks of a true scholar. Our world-leading teachers will guide students in consolidating their knowledge, preparing them enthusiastically for the challenges of Term 3 and beyond.
Mr. Carl Lewis clewis@nlcsjeju.kr
MESSAGE FROM THE ASSISTANT VICE PRINCIPAL Year 7, Term 2 represents an essential 'building block' in your child's Senior School journey, developing on the foundational skills established in Term 1 by encouraging them to solidify confidence in core content and begin exploring their academic 'passions' through deeper subject exploration. Crucially, in Year 7, we continue to focus on developing key Scholarly approaches, namely independence, organisation, and critical thinking, which are vital skills your child will need to manage their learning as they mature into resilient, self-directed individuals. This term is an important opportunity for your child to gain strong, first-hand subject knowledge, ensuring they are perfectly prepared for Term 3 and beyond. Mr Shilen Tanna stanna@nlcsjeju.kr
HOW TO USE THIS BOOKLET An overview of the
Some examples have
lesson content for
been provided for how
the term is provided
your child might extend their learning
Your child will learn
and engage with
lots of new
scholarship
vocabulary and
associated with the
concepts each term.
subject. This includes
This list contains
further reading and
subject specific
activities they might
vocabulary, integral
enjoy
to the unit of study The formative assessments your If you have any questions regarding
Throughout lessons
child will take this
your childʼs programme of study,
students will be
term to support their
please contact the Head of
developing these
progress
Department
transferable skills
Academic Leadership Team Contact Information ● ● ● ● ● ●
Carl Lewis - Vice Principal (Academic) - clewis@nlcsjeju.kr Daniel Jewitt - Assistant Vice Principal (Division A) - djewitt@nlcsjeju.kr Shilen Tanna - Assistant Vice Principal (Division B) - stanna@nlcsjeju.kr Joshua Waterman-Wiggins - Assistant Vice Principal (Division C) jwaterman-wiggins@nlcsjeju.kr Laetitia Choi - Assistant Vice Principal (Division D) - lchoi@nlcsjeju.kr Jodie Ramskill-Torrance - Assistant Vice Principal (Head of Houses/PSD) jtorrance@nlcsjeju.kr
HEADS OF DEPARTMENT Please use the directory below to contact the relevant Head of Department for any questions you may have about the curriculum. For questions about your childʼs progress, please contact their subject teacher in the first instance:
Division A Key Stage 3 Subjects: ● ● ● ● ● ● ●
Mr Adam Lim- Head of English - alim@nlcsjeju.kr Ms Susan Gleeson - Head of AED - sgleeson@nlcsjeju.kr Mr Fabián Herrera - Head of European Languages & Korean Second Languagefherrera@nlcsjeju.kr Ms Hwayoung Choi - Head of Korean Language & History - hchoi@nlcsjeju.kr Ms Margaret Baird - Head of Latin - mbaird@nlcsjeju.kr Ms Jenny Liu - Head of Mandarin - jliu@nlcsjeju.kr Ms Penny Fitchet - Head of History & Global Politics - pfitchet@nlcsjeju.kr
Division B Key Stage 3 Subjects: ● ● ● ● ●
Ms Sharon Kennington - Head of Art & Design - skennington@nlcsjeju.kr Ms Vanessa Pereira - Head of Dance - vpereira@nlcsjeju.kr Mr Ian Peirson - Head of Drama - ipeirson@nlcsjeju.kr Mr Harry Thorrington - Head of Music - hthorrington@nlcsjeju.kr Ms Alisa Wynne - Head of Physical Education - awynne@nlcsjeju.kr
Division C Key Stage 3 Subjects: ● ● ● ● ● ● ●
Mr Niall Scarlett - Head of Computer Science - nscarlett@nlcsjeju.kr Ms Kurtis Beer - Head of Mathematics - kbeer@nlcsjeju.kr Mr Mark Kim - Head of Key Stage 3 Science - markkim@nlcsjeju.kr Mr Hugh Kim - Head of Biology - hkim@nlcsjeju.kr Mr Derek Patenaude - Head of Chemistry - dpatenaude@nlcsjeju.kr Mr Nick Gillings - Head of Physics - ngillings@nlcsjeju.kr Mr Steven Knight - Head of Geography - sknight@nlcsjeju.kr
Personal Social Development: ●
Mr Thomas Carter-Stead - Head of Personal Social Development & Philosophy tstead@nlcsjeju.kr
ENGLISH CURRICULUM
This term: The Bone Sparrow' Students will read and discuss the novel 'The Bone Sparrow', with a focus on key moments. They will develop their inference skills and ability to analyse specific authorial choices, while engaging with important thematic elements of the text, with opportunities to link back to the previous work on human rights.
Scholarship Opportunities ● ● ● ●
COBIS/FOBISIA Writing Competitions Membership in the English Society; Dead Poets Society; or Debate Society; submissions to The Pier Literary Magazine; Joining the Language Ambassadors; Reading CCAs; Commonlit Online resources: Read Theory (online reading and comprehension practice); Vocabulary.com
● Authorial choice ● Reader response ● Supporting ideas ● Understanding implicit and explicit meanings ● Exploring the effect of language
● Identifying authorial choices in context ● Understanding the difference between explicit and implicit meaning ● Analysing the effect of specific authorial choices ● Developing personal response to text
● Selecting appropriate evidence ● Analytical comments on authorial choice
FRENCH CURRICULUM This term: En classe Students will study the topic of school by continuing to practise the four language skills (listening, speaking, reading and writing). In addition, they will consolidate material that they have learnt previously (opinions, use of être and avoir). Students will continue to explore the different accents and local variations of vocabulary that represent different regions where French is spoken.
Scholarship Opportunities ● ●
●
Education Perfect is a learning website which offers a range of different revision and recap activities and games ActiveLearn provides a range of online support materials, homework tasks which help students to target areas for development Blooket is an effective online learning review game which allows regular and quick recap to consolidate learning
● School subjects (including opinions and reasons), clothes, colours and adjectival agreement (singular and plural) ● The school day ● Telling the time ● My ideal school ● Present tense of ER verbs.
● Speaking : To start to speak in longer sentences (e.g. opinion and reasons) and to develop answers by adding more detail. ● Writing: to write longer short sentences and develop answers more.
● To understand the concept of an infinitive and how to conjugate a verb.
● Spoken task answer questions about school subjects, the school day, school uniform (and what students where outside of school), and their ideal school.
KOREAN LANGUAGE This term: Exploring Love Through Poetry and Narrative Students study poems and video texts to understand that meaning is shaped through communication between creator and audience. By reading poetry, they examine the speakerʼs emotions, the context, and the theme. Through video summaries, they learn to identify key messages and restate them clearly in their own words. Students also write their own poems and give peer feedback to check whether their intended feelings and meaning are effectively communicated.
Scholarship Opportunities ● ● ● ●
Develop reading skills by understanding key ideas, motions, and themes through poetry and video texts. Strengthen the ability to select and summarise essential information through video-summary activities. Enhance expressive and communicative skills by writing poems and giving peer feedback. Build essential communication and literacy skills by engaging with a variety of text types.
● Communication ● Context ● Theme ● Emotion/Tone ● Speaker ● Message/Main Idea ● Summary ● Interpretation ● Expression ● Feedback
● Understanding emotions, themes, and context in poetry and video texts ● Summarising key information clearly and concisely ● Expressing personal feelings and ideas through creative writing ● Giving and receiving constructive feedback to improve communication
● Poetry emotion-map activity ● Video micro-summary ● Poem Analysis Task ● Video Summary Task
KOREAN HISTORY This term: The Formation and Development of the Three Kingdoms Students will learn about the activities of the ancient kingdoms of Silla, Goguryeo, and Baekje up to the 6th century. It is an important task to study the commonalities in how each kingdom's kings sought to strengthen royal authority and form powerful nations through policies and strategies, using the key term "centralisation" as a focal point. Additionally, students will find it intriguing to explore the similarities and differences in the peak periods of the Three Kingdoms era.
Scholarship Opportunities ●
● ●
Our History Net is a place where various historical materials operated by the National Institute of Korean History are available for students to access Encyclopedia of Korean Culture is a resource written by experts in various fields of Korean studies Naver Knowledge Encyclopedia provides reliable content when searching for Korean history-related materials
● Centralization ● Promulgation of Legal Codes ● Official Recognition of Buddhism ● Territorial Expansion ● Goguryeo ● Baekje ● Silla
● Reading and analyzing historical sources based on their historical context ● Understanding events by reconstructing them through various activities ● Comprehending and summarizing the content of provided materials ● Understanding events from multiple perspectives
● Worksheet activities related to Goguryeo, Baekje, and Silla ● Pop quiz ● Poster creation activity
KOREAN 2ND LANGUAGE This term: Personalised provision In our Korean Second Language classes, each student receives tailored teaching materials suited to their unique level. The teacher offers personalised termly overviews, highlighting the specific topics to be covered. Students engage with a diverse range of learning resources,including 'Talk to me in Korean', fostering comprehensive language learning.
Scholarship Opportunities ● ● ● ● ●
Cultural activities incorporated into lessons according to the key dates in the Korean calendar, including a KSL Trip Education Perfect is a learning website which offers a range of different revision and recap activities and games Participating in optional writing competitions Internal speaking competition TOPIK test for suitable students
Students will have individual vocabulary lists specific to the topic they are studying and according to the studentʼs level and progress
Within the context of the relevant topic students are studying, they will cover: ● Speaking ● Reading ● Listening ● Writing
● Completion of Grammar exercises ● Regular vocabulary tests ● Conversation tasks (to assess their speaking and listening)
LATIN CURRICULUM This term: Talking about the past: imperfect and perfect tenses Students use the Cambridge Latin Course from Stages 6-7 and consolidate grammar and language covered previously, (e.g. the nominative and accusative cases and the present tense). The main focus will be the imperfect and perfect past tenses . They will continue to translate from Latin into English and pay attention to verb and noun endings. They will increase their Latin vocabulary and continue to notice the connection between Latin and English words. They will learn about slaves and freedmen and Roman beliefs about life after death.
Scholarship Opportunities ● ● ● ●
Read History books about the Ancient Greeks and Romans Read or watch documentaries about Roman Pompeii or any other topic of interest about the Greeks and Romans Deduce meaning by noticing connections between English and Latin words (identification of derivatives) Participation in an Education Perfect competition Contribute to the Achilles'Reel magazine
● Subject ● Object ● Nominative case ● Accusative case ● Singular ● Plural ● Derivative ● Derived ● Imperfect Tense ● Perfect Tense
● Accurate translation from Latin to English ● Learning Vocabulary ● Reading aloud for comprehension ● Recognising the Latin roots of English words ● Cultural comparison (ancient/ modern, Roman/Greek)
● Informal assessments in lessons (e.g. translation and grammar tasks) ● Assessed homework (vocabulary ● Grammar and translation tests)
MANDARIN CURRICULUM
This term: The Art of Description and Persuasion In this unit, students will develop skills in organized writing, focusing on descriptive passages and persuasive essays. They will study texts like 《济南的冬天》, 《从百草园到三味书屋》, and 《最苦与最乐》, analyzing vivid imagery and logical reasoning. Through discussions and exercises, students will learn to use descriptive techniques and arguments to write clear, compelling essays.
Scholarship Opportunities ● ● ●
●
● ● ● ● ● ● ● ● ● ●
Tour Guide Activities: Organize a tourism project where students create descriptive narratives about local attractions, enhancing their descriptive writing skills. Invention Design: Design a new invention and write a detailed instruction manual, focusing on clear and logical explanations. Argumentative Speaking: Learn to articulate a moral or philosophical principle and engage in debates, expressing agreement or disagreement with supporting arguments. Descriptive Essay Contests: Participate in contests that encourage students to submit descriptive essays about their favorite places or experiences.
步移法 - Step-by-Step Method 景物描写 - Descriptive Imagery 说理技巧 - Argumentative Techniques 比喻与拟人 - Metaphor and Personification 排比 - Parallelism 6. 逻辑结构 - Logical Structure 写作提纲 - Writing Framework 情感共鸣 - Emotional Resonance 说理文 - Argumentative Essay 叙述视角 - Narrative Perspective
● Compose structured essays that compare and contrast the use of descriptive techniques in tour guide narratives and invention manuals. ● • Create engaging tour guide scripts that utilize vivid imagery and sensory details to bring locations to life for potential visitors. ● • Develop clear instruction manuals for original inventions, employing logical structure and persuasive language to explain their functions and benefits.
● Multimedia Personal Presentation ● Worksheets ● Writing Assignment ● Analysis of Article Structure
MANDARIN Foreign Language This term: Family and Personal Information, School and Daily Routine Topics include family members, relationships, and personal details such as age and nationality. Students will develop their vocabulary to describe family structures and practice dialogues about their personal lives. Students will also learn to describe their school life, subjects, and daily activities. The unit will cover common school vocabulary and phrases to talk about schedules, classes, and daily routines.
Scholarship Opportunities ● ● ● ● ●
Create a family tree with labels in Mandarin. Conduct interviews with classmates about their families. Write short paragraphs about themselves including age, family, and nationality. Keep a diary of their daily routine in Mandarin. Talk about their favorite subjects and school activities.
● 家庭 - Family ● 爸爸/妈妈 Father/Mother ● 兄弟姐妹 - Siblings ● 年龄 - Age ● 爱好 - Hobbies ● 学校 - School ● 年级 - Grade ● 课程 - Course ● 老师 - Teacher ● 作业 - Homework
● Oral presentation describing their family members and relationships and their daily routine and school activities. ● Reading & writing for the content related to family, personal details and their school life.
● Oral presentation (to an audience of their peers) ● End of term exams in listening, reading, and writing.
SPANISH CURRICULUM This term: Mi insti Students will study the topic of school by continuing to practise the four language skills (listening, speaking, reading and writing). In addition, they will consolidate material that they have learnt previously, such as likes and dislikes. Additional grammar points such as opinion phrases and justifications will be introduced. Students will continue to explore the different accents and local variations of vocabulary that represent different regions where Spanish is spoken.
Scholarship Opportunities ● ●
Education Perfect is a learning website which offers a range of different revision and recap activities and games Active Learn is an online reading platform that also includes thousands of differentiated activities that help students progress at their own pace and level
● School subjects ● Opinions and justifications ● Likes and dislikes ● Break and lunch activities
● Developing confidence in the four skills ● Speaking with more fluency and less reliance on prepared materials.
● Writing ● Speaking ● Reading ● Grammar and listening assessment
HISTORY CURRICULUM This Term: Genghis Khan This term will see students delve into the amazing story of the man who created the largest land empire and was voted Time Magazine' Man of the Millennium. The students will explore the origins and consequences of Genghis Khan in both Asia and further afield. Following this unit, students will explore how a lack of medical knowledge and living conditions in Medieval Europe exacerbated the impact of the Black Death. Students will examine the causes, reactions, cures and impact of this pandemic.
Scholarship Opportunities ● ● ●
● ● ● ● ● ● ● ● ● ● ● ●
Read: ʻGenghis Khan and the Making of the Modern Worldʼ by Jack Weatherford Read: ʻThe Black Deathʼ (Young Reading Series Two) by Rob Lloyd Jones and ʻThe Plague Talesʼ by Ann Benson Watch: The Black Death BBC Documentary (available online)
Mongol Meritocracy Khanate Nomadism Silk Road Plague Pandemic Buboe Bacterium Quarantine Famine Miasma Immunity
● Comprehension ● PEEL paragraph writing ● Inference ● Comparison
● Comic Strip Task Genghis ● PEEL Paragraph Source Task Black Death
ART CURRICULUM This Term: Organic Forms - Watercolour Painting Students will learn Watercolour painting, including mixing, gradient and bleeding techniques. They will then apply their understanding of mark making techniques and tone to enhance and develop their work. Students will also be introduced to research skills around artist Noel Badges and respond to his practice by creating a painted ʻshellʼ, demonstrating their understanding of paint to show depth and form. The unit will conclude with a written reflection using subject specific vocabulary.
Scholarship Opportunities ●
●
●
Students have the opportunity to participate in a number of Art Societies, Co-Curricular Activities and Bryants. Key Stage 3 Art CCAs including Procreate, Digital Artwork, Ceramics, Visual Arts Society. The Art Story Website is an excellent resource which provides information related to artists and artistic movements. https://www.theartstory.org/ Participation in Arts Enrichment Week is also encouraged.
● Painting ● Watercolour ● Gradient ● Transparent ● Brush work ● Layering and blending
● Research skills ● Watercolour ● Painting ● Learning through reflection ● Presentation skills (digital sketchbook)
● In-class project check-ins, (formative) ● Sketchbook page submission-digital sketchbook ● Summative-end of unit assessment via Google Classroom.
DANCE CURRICULUM This Term: Lord of the Flies This term we will look at exploring themes and developing characters in dance using the novel 'The Lord of the Flies' as our starting point. Students will develop a whole class dance using different sections. For example, gesture work based items you can bring to an island, the beast and unison marching. Students will develop solo, duet and group work.
Scholarship Opportunities ●
● ● ●
Participation in Dance extracurricular opportunities such as Contemporary Technique, the Boys Dance Company, Hip Hop Involvement in the Senior School Musical and associated CCA Engagement with Dance Society Participation in the Term 3 Arts Festival events and activities
● Gestures ● Unison and canon ● Characterisation ● Dynamics
● Devising and developing character work
● Research tasks ● Written tasks ● Review and reflection ● Ongoing practical assessment ● Summative performance assessment
DRAMA CURRICULUM This Term: Ancient Greek Theatre Students will be provided with the stimulus of the ancient Greek narrative of "Jason and the Argonauts" as a means to develop their devising skills as well as to enhance their Drama Ensemble Skills. Having practically explored and applied newly acquired techniques to develop and structure their ideas into a group performance with a clear set of performance intentions. As part of this unit, students will learn about the importance of storytelling as a dramatic form.
Scholarship Opportunities ● ●
Participation through a range of extra curricular activities such as the KS3 Drama Production Snr School Musical and the Snr Drama Production. The Drama Society, "Unmasked", meets weekly and works to a performance during Arts Week often with an external visiting theatre company.
● Ensemble Skills ● Devising ● Choral speaking ● Choral movement ● Mask ● Monologue ● Physical theatre ● Oration skills ● Ritual
● Structuring ideas into performance ● Spatial and body awareness ● Collaboration skills.
● Formative assessment ● Formal performance as a summative assessment ● Research tasks ● Self-reflection assessment
MUSIC CURRICULUM This Term: Music and Culture The focus this term is an holistic application of skill sets developed in Term 1 by applying these to at least one real-world culture. Students will start to appreciate the role of music within society. Students look at how rhythm and melody, as well as the concept of the "ensemble", works in Asian musical cultures. Students develop an appreciation of the vital importance of music to the formation of cultural identity.
Scholarship Opportunities ● ● ●
Participation in other student societies Encouragement to reflect on Geography and History Lessons Engagement with concepts of culture and politics
● Culture ● Culture-specific rhythms ● Music and identity ● "World" Music
● Polyrhythms ● Mixed Meter ● Understanding music and place
● One performance ● One composition OR One presentation
P.E. CURRICULUM This Term: Sports and Other Physical Activities This term, Year 7 are sharpening their skills in net and wall games, exploring tactics like positioning, shot selection, and effective teamwork through activities such as badminton and volleyball-style games. As the term progresses, theyʼll shift into a fitness unit, learning how different components of fitness influence performance and trying out a range of ways to build performance capabilities and confidence before creating a fitness plan of their own.
Scholarship Opportunities ● ● ●
Sport and Active CCAs Sport and Active Bryants Sports fixtures against other schools (KISAC)
● Movement ● Fitness ● Sportsmanship ● Strategy ● Skills ● Self-management
● Developing psychomotor, cognitive, and affective skills in a various sports and physical activities
● Weekly observation of skill and performance ● Completion of a written fitness plan and evaluation
COMPUTER SCIENCE This Term: Microbit using python Students will gain practical experience in coding with Python, focusing on key programming constructs. They will learn to apply these skills to control the BBC micro:bit, an introductory computing platform. By the end of the unit, students will be able to demonstrate their ability to program the micro:bit to play sounds/music, display images or animations using the LED screen, and output text, bridging the gap between digital code and physical interaction.
Scholarship Opportunities ●
●
●
Apply programming skills to solve authentic problems by identifying a need in the school or home environment, then designing, prototyping, and documenting a micro:bit solution. Conduct independent research to compare and contrast the micro:bit with more advanced platforms like Arduino or Raspberry Pi, analysing their use cases and capabilities. Students will research how advanced external sensors are used in real-world professional or industrial projects.
● Variable ● Conditional Statement ● Loop ● Input ● Output ● Function ● LED Matrix ● Microcontroller ● Algorithm ● Syntax
● Control Flow: Implementing conditional statements (if/else) and loops (for/while) to control the order and repetition of instructions in a program. ● Input/Output (I/O) Management: Designing code that correctly receives user input (from buttons, tilt, etc.) and generates appropriate physical output (LEDs, sound).
● Completion of micro:bit project showcasing their skills developed in the topic.
MATHS CURRICULUM This Term: Introducing statistics and building on algebra and geometry foundations During the second term of KS3 Mathematics Year 7 students will continue to build on their algebraic foundations introducing linear functions and number patterns; again with a focus on exploration and a deeper understanding of how different mathematics is linked and built upon prior knowledge. Students will also have a first look at essential statistical skills with an emphasis on statistical representations to help them in multiple other subject disciplines and STEM activities.
Scholarship Opportunities ●
Throughout KS3 students will be developing their reasoning, contextual understanding and problem solving skills, cornerstones of becoming successful mathematics scholars. To facilitate this there will be numerous mathematical competitions organised through UKMT and FOBISIA enhancing pupils' problem solving skills; and journaling opportunities through extra curricular sessions will provide a basis to develop reasoning and mathematical communication skills.
● Statistical representations ● Line of best fit ● Correlation ● Linear functions ● Term to Term ● Position to Term ● Fibonacci sequences ● Area ● Perimeter.
● Statistical/Algebrai c/Geometric Reasoning ● Problem Solving ● Generalising and Synthesising ● Communication of Mathematics Knowledge
● Check Ups for each unit ● Summative Assessment
SCIENCE CURRICULUM This Term: Physics and STEM In the second term, Year 7 students will study Forces and Motion unit, which covers the different types of forces, their effects on objects and how to calculate resultant forces. In Waves, students explore how sound and light travel, and investigate properties like amplitude, frequency and reflection. The term concludes with a STEM Project, where students apply their learning to real-world challenges through teamwork, investigation and problem-solving.
Scholarship Opportunities ● ●
CREST award External STEM Competition
● Force ● Friction ● Gravity ● Wave ● Frequency ● Amplitude ● Reflection
● Investigation planning ● Data analysis ● Applying models ● Teamwork
● Lab reports ● Extended projects
GEOGRAPHY CURRICULUM This Term: Cold Environments & Map Skills In the second term, students will be continuing to explore the cold environments unit they have already begun, comparing the Arctic and Antarctic environments, their similarities, differences as well as causes and impacts of processes found in those regions. They will also explore the populations that call the Arctic circle home and discuss physical and geopolitical issues in the region. The map skills unit will see the students develop their understanding and reading of maps including skills such as 4 and 6 figure grid references, compass bearings, contour lines, map symbols and distance and scale.
Scholarship Opportunities ●
●
Exploration of landscapes and cultures, geographical and human & geopolitical issues. How does this influence disputes between countries? Opportunity to demonstrate spatial thinking helps even before formal GIS work.l
● Coordinates ● Compass ● Bearing, grid reference ● Arctic ● Antarctic ● Indigenous
● Presentation skills ● Decision making exercise ● Map Work
● Test/quiz
P.S.D CURRICULUM
This Term: Relationships and Risk Students take part in a Bullying Awareness program and learn about the issues related to stereotypes, prejudice, racism, and exclusion. Students will then begin learning about personal safety and strategies for identify hazards, including road and traffic safety.
● Stereotypes ● Prejudice ● Racism ● Exclusion ● Hazards
● Development of character strengths, including: ○ Kindness ○ Judgment ○ Fairness
● There are no assessments for PSD. Lessons will include a range of activities to support student discussion and exploration.