CURRICULUM ON A PAGE YEAR 8: 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 to Term 2 (January to March) of the 2025-26 academic year. For Year 8, this term is dedicated to fostering scholarly independence and deepening intellectual curiosity as students continue their Key Stage 3 journey. Having mastered foundational knowledge, NLCS Jeju students will now face greater complexity and be challenged to apply their skills across subjects. Our curriculum focuses on encouraging students to become active participants in their learning: conducting independent research, analysing sources critically, and articulating their subject passion with greater clarity and rigour. This application of academic rigour prepares them for the increasing demands of the curriculum and consolidates their status as burgeoning scholars. We encourage Year 8 to embrace the challenge and drive their own academic success this term.
Mr. Carl Lewis clewis@nlcsjeju.kr
MESSAGE FROM THE ASSISTANT VICE PRINCIPAL Year 8, Term 2 is the essential foundation of your child's Senior School journey, where they solidify the broad skills from Term 1 and start building on their academic 'passions.' This term offers deeper exploration of subjects, allowing you to strengthen core concepts and identify areas you genuinely enjoy and excel in. Crucially, in Year 8, we continue to focus on our Scholarly approaches with a view of developing independence, organisation, and critical thinking. These are the key skills they will need to confidently manage as they grow into resilient learners. This is your child's opportunity to gain the first-hand experience and strong subject knowledge necessary to begin making well-informed decisions about future academic pathways. By continuing to master the content and skills in Year 8, your child will be perfectly prepared to tackle the advanced challenges that await ahead. Mr Shilen Tanna stanna@nlcsjeju.kr
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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: 'Salt to the Sea' Students will read and discuss the novel 'Salt to the Sea', with a focus on key moments. They will develop their inference skills and ability to analyse specific authorial choices, while engaging with important thematic elements of the text. Building on their analytical work from the previous term, they will continue to develop their ability to analyse the effects of language.
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 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 ● Forming an opinion ● Supporting ideas with relevant evidence ● Making deliberate choices for effect ● Exploring structural features of texts
● Analytical responses to extracts
FRENCH CURRICULUM This term: Vive les vacances! Students will study the topic of holidays by continuing to practise the four language skills (listening, speaking, reading and writing). New grammatical content will include the perfect tense (regular and common irregular past participles of avoir verbs, and 1 or 2 être verbs). In addition, they will consolidate material that they have learnt previously (present tense of avoir and être, and negatives).Students will continue to develop their knowledge of the different accents and local variations of vocabulary that represent different regions where French is spoken
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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
● What you did in the holidays ● A visit to a theme park ● Saying where you went and how you got there.
● Speaking: to be able to answer questions on these topics, from memory or by using their books. Writing: from memory write a short paragraph or sentences. Listening and reading : understand details about the topics.
● Spoken task: either answer questions about this topic or produce a short presentation about a holiday in the past.
KOREAN LANGUAGE This term: Powerful creative expression Students explore how creative expression changes according to genre, purpose and theme by reading poems and explanatory texts. They analyse poetic devices such as rhythm, imagery and symbolism, before applying them to their own poetry. They also learn various explanatory methods and use them to write a brief piece that explains their poem. By reading unfamiliar poems and producing purposeful explanatory writing, they develop a deeper understanding of how creative language conveys meaning.
Scholarship Opportunities ● ● ● ●
Analyse poetic devices to understand how creative language conveys meaning. Apply genre-appropriate techniques to produce original and effective poems. Develop clear explanatory writing by articulating the ideas behind oneʼs poem. Strengthen interpretive skills by analysing unseen poems for theme and tone.
● Creative expression ● Poetic devices ● Imagery ● Symbolism ● Tone ● Theme ● Genre ● Purpose ● Explanatory writing ● Interpretation
● Analysing poetic devices and creative language ● Creating original poems using genre-appropriate techniques ● Explaining ideas clearly through structured explanatory writing ● Interpreting poems for theme, tone, and meaning
● Analysing poetic devices and writing a brief response ● Composing a poem and exchanging peer feedback ● Writing a short analysis of theme, tone, and techniques in an unseen poem ● Writing an explanatory piece that explains oneʼs own poem
KOREAN HISTORY This term: Goryeo's Founding and Political Changes Goryeo's Foreign Relations Understand the governance structure of early Goryeo and the characteristics of Goryeo society. Investigate the causes and impacts of Yi Ja-gyeom's Rebellion and Myocheong's Movement to relocate the capital to Seogyeong. Explore the background and consequences of the Military Coup and the subsequent political and social changes during the military regime.
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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
● Gwangjong, Seongjong ● Goryeo's foreign relations ● Aristocratic society ● Military Coup ● Military regime.
● Analysing historical sources based on their context ● Understanding and summarising ● Exploring events from various perspectives ● Reconstructing and comprehending events ● Listening to and appropriately questioning self and peer presentations of oneself and peers.
● Research and present the achievements of early Goryeo kings. ● Adapt Yi Ja-gyeom's Rebellion ● Myocheong's Movement, and the Military Coup into a drama.
KOREAN 2ND LANGUAGE 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 Topic specific specific to the according topic they to arethe studentʼsand level and studying content to the according studentʼs level and progress
Within the context of the relevant topic students are ●studying, Speakingthey will cover:
● Reading ● Speaking ● Listening ● Reading ● Writing ● Listening ● Writing
● Completion of Grammar exercises ● Grammar ● Regular exercises vocabulary tests ● Vocabulary tests ● Conversation ● Conversation tasks (to assess tasks their speaking and listening)
LATIN CURRICULUM This term: Slavery, Roman Britain and the Boudicca. This course is based on Suburani Book 1, Chapters: 6-8. Students will consolidate work covered in the previous term, particularly noun and verb endings to ensure a good grasp of grammatical features. They will continue to develop vocabulary, translate Latin stories to learn about Roman Britain and Boudicca. Through translations they will be introduced to the ablative noun case endings, imperfect and perfect tense verb endings, prepositions and superlative adjectives.
Scholarship Opportunities ● ● ● ● ●
Read History books about the Ancient Greeks and Romans Read or watch documentaries about Roman Britain or any other topic of interest about the Greeks and Romans Read Latin stories aloud, paying attention to intonation Attend the Latin Society to share interests with peers Participation in an Education Perfect language competition
● Ablative case ● Imperfect ● Principal parts ● Derivatives ● Prepositions ● Perfect ● Declensions ● Superlatives ● Boudicca ● Slavery
● Accurate translation from Latin to English ● Vocabulary ● Reading aloud for comprehension ● Recognising the Latin roots of English words
● Accurate translation from Latin to English ● Vocabulary ● Reading aloud for comprehension ● Recognising the Latin roots of English words
MANDARIN CURRICULUM This term: Expressing Aspirations through Scenery This term, students explore expressing emotions through nature, using objects and scenery to convey feelings. Key texts include 《白杨礼赞》, 《壶口瀑布》, and Tang landscape poems. They learn descriptive techniques, including multi-sensory and ordered descriptions. Activities include creating posters and giving speeches to show their understanding and emotional connection, enhancing their appreciation of nature and expressive skills.
Scholarship Opportunities ● ● ●
Descriptive Writing Workshops Poetry Analysis Circles Creative Poster Projects:
● 景物描写 - Scenery Description ● 多感官描写 - Multi-Sensory Description ● 托物言志 - Using Objects to Convey Aspirations ● 借景抒情 - Using Scenery to Express Emotions ● 情感 - Emotion ● 主题 - Theme ● 诗歌分析 - Poetry Analysis ● 个人演讲 - Personal Presentation ● 艺术表达 - Artistic Expression
● Descriptive Writing ● Poetry Analysis ● Creative Project Development ● Public Speaking ● Collaborative Feedback
● Reading Analysis of Symbolism ● Original Writing Assignment ● In-Class Practice Worksheets ● Poetry Recitation and Analysis
MANDARIN Foreign Language This term: Weather and Seasons, Food and Drinking Students will learn to describe different weather conditions, discuss their favorite seasons, and understand weather forecasts. It emphasizes the use of descriptive language and comparisons. This unit will also cover vocabulary and phrases for discussing food and drinking. Students will learn to describe different types of food, express their food preferences, and practice ordering in a restaurant. The unit will include cultural aspects of Chinese dining etiquette and popular Chinese dishes.
Scholarship Opportunities ● ● ● ● ●
Weather report: Practice giving a weather report in Mandarin. Season Comparison: Discuss and compare different seasons and their characteristics. Food Menu: Create a menu with different food items and descriptions. Restaurant Role-Play: Simulate ordering food and paying the bill in a restaurant. Food Preference Survey: Conduct a survey on classmatesʼ favorite foods and present the results.
● 天气 - Weather ● 晴天 /雨天 - Sunny/ Rainy ● 下雪 - Snowing ● 温度 - Temperature ● 春/夏/秋/冬 -Spring/Summer/Autumn/ Winter ● 酸甜苦辣 - Sour, sweet, bitter, spicy ● 菜单 - Menu ● 点菜 - To order food ● 结账 - To pay the bill ● 服务员 - Waiter/Waitress
● Listening (extracting information) ● Speaking (expressing ideas and opinions, conversing) ● Reading (reading and comprehending texts) ● Writing (short paragraphs or essays with key vocabulary and grammar)
● Oral presentation tasks. ● End of term exams in listening, reading, and writing.
SPANISH CURRICULUM This term: ¿Qué hacemos? Students will revise how to talk about food preferences, describe their mealtimes and order a meal in a restaurant. They will also learn to invite people to parties and meet in specific places in the city, making excuses and describing how they get ready to go out. Classroom activities will involve group discussions to improve fluency, individual tasks to improve their comprehension and grammatical knowledge and usage, and a group video project of a restaurant setting to ensure a well-rounded development of language proficiency about this topic.
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 Researching about dishes from different Spanish Speaking countries
● Food preferences and mealtimes ● Ordering food in a restaurant ● Buying things for a party ● Arranging to go out ● Using the future tense ● Making excuses ● Conditional ● Getting ready to go out ● Clothes ● Reflexive verbs
● Listening (extracting information) ● Speaking (expressing ideas and opinions, conversing) ● Reading (reading and comprehending texts) ● Writing (short and long paragraphs)
● Vocabulary tests ● Group video project recreating a restaurant dialogue ● End of module test (grammar, listening, reading, writing)
HISTORY CURRICULUM This Term: Colonialism This unit will encourage students to critically analyse the second wave of colonialism during the 19th and early 20th centuries. It will focus on the reasons for colonialism, how it was achieved, and the legacy that it left behind. Students will analyse political cartoons, make inferences from varied sources, debate and engage in a group research project.
Scholarship Opportunities ● ● ●
Read: 'Things Fall Apart' by Chinua Achebe & 'A Passage to India' by E.M Forster Watch: Empire (a BBC Series starring Jeremy Paxman Play- Empire: Total War
● Empire ● Colonialism ● Imperialism ● Empire ● Colonies ● Legacy
● Cartoon analysis ● PEEL paragraph writing ● Source Evaluation Researching Presenting
● Cartoon Task ● PEEL Paragraph ● Group Research ● Project & Presentation ● Legacy Debate
ART CURRICULUM This Term: Abstract Still Life Students will first explore Pop Art and artist Patrick Caulfield and develop their digital skills, they will create an inspired response by taking photographs and learning Photoshop. They will then explore the Art Movement Cubism, through looking at the work of Pablo Picasso within this time period. Students will then review, reflect and develop an Abstract Cubist still life painting using Acrylic paint, evaluating their work and presenting their findings/outcomes in their digital sketchbooks.
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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, 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.
● Art Movement ● Pop Art ● Cubism ● Abstract Art ● Photoshop ● Context
● Research skills ● Digital Art ● Photoshop ● Project reflection ● Acrylic Painting.
● Formative and ongoing: - In-class teacher observations ● Summative Submissions via students Digital Sketchbook
DANCE CURRICULUM This Term: Korean Dances The Korean Dance program offers students an exciting opportunity to delve into the culture and history of Korea through traditional dance. Each student will select one dance, such as Cheoyongmu or Buchaechum, and assume a designated role—either as a Dance Historian researching its historical context, an Ethnographer exploring music and costumes, a Dance Anthropologist examining contemporary performances with video examples, or a Dance Teacher learning and demonstrating basic steps. By presenting their findings and teaching classmates some of the dance movements, students will enhance their appreciation of Korea's rich artistic heritage while engaging in a hands-on learning experience.
Scholarship Opportunities ●
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Participation in Dance extracurricular opportunities such as Contemporary Technique, the Boys Dance Company and the Hip Hop activity Involvement in the Senior School Musical and associated CCA Engagement with Dance Society Participation in the Term 3 Arts Festival events and activities
● Tradition Choreography ● Costume Rhythm Performance
● Research skills, understanding the link between political ideas and choreography ● Developing group work, learning set phrases of movement.
● Students will complete a Practical Assessment ● Completion of one Choreographic piece ● Students will complete a Written Task
DRAMA CURRICULUM This Term: Theatre in Education Students are introduced to Theatre in Education through the exploration of current issues which can be viewed from a range of different perspectives and points of view. Once students have fully researched the context, and practically explored their chosen issue, they apply the relevant conventions of Theatre in Education to create a performance script with clear intentions for a target audience.
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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.
● Improvisation ● Status ● Levels ● character ● Relationships ● lazzo; stock ● characters ● leading points ● physicality ● grammelot ● canovacc.
● Presenting different perspectives on an issue ● Actor/audience interaction and communication ● Collaborative script writing
● Formative assessment ● Formal performance as a summative assessment ● Research tasks ● Self-reflection assessment
MUSIC CURRICULUM This Term: Music and Morals In the first half of the term students will produce music for their recently completed Drama Term 1 work, which provides an exceptional opportunity for interdisciplinary practice. After the Lunar New Year, students look at the concept of morality (through the lens of religious practices, copyright etc) and its impact on the development of musical genres, key amongst them genres like protest song. The concept is nebulous so we will look at practices like opera, theatre music, musical borrowings, and musical theft.
Scholarship Opportunities ● ● ●
Ensemble skills and development of cultural awareness in external societies Multimedia applications Compositional practice and opportunities to explore film.
● Copyright ● Morality ● Musical borrowings ● Musical theft ● Rock
● Composition and performance
● At least one each of composition ● Performances and presentations
P.E. CURRICULUM This Term: Sports and Other Physical Activities This term, Year 8 are delving into an area of passion within the PE curriculum through a passion project of their own. This is a great opportunity to explore the facets of PE outside of the classroom and extend a scholarly approach towards their projects. 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 Activie Bryants Sports fixtures against other schools (KISAC)
● Movement ● Fitness ● Sportsmanship ● Strategy ● Skills ● Teamwork
● Research and investigative skills in an area of choice. ● Developing psychomotor, cognitive, and affective skills in a range of fitness activities.
● Passion Project ● Completion and evaluation of a fitness plan ● Performance tests
COMPUTER SCIENCE This Term: Introduction to JavaScript This unit is a deep dive into JavaScript (JS), the programming language that adds interactivity and dynamic behavior to web pages (built with the HTML and CSS which students covered in year 7). Students will focus on core programming logic and data handling. The unit culminates in a major Web Development Project. Students will use their existing HTML/CSS skills, augmented by their new JavaScript logic, to create a fully interactive and data-driven web application
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Focusing on writing cleaner, smarter code by optimizing their JavaScript for resource efficiency and speed. Investigating how professional developers use advanced web tools and libraries to manage complex interactive applications. Applying their skills to create a dynamic data visualization or a data-driven component on their web page.
● JavaScript (JS) ● Variable ● Array ● Loop (for / while) ● Conditional Statement ● Input ● DOM (Document Object Model) ● Function ● Debugging ● Syntax
● DOM Manipulation: Interacting with the Document Object Model (DOM) to dynamically change the content, structure, and style of a web page. ● Event Handling: Writing code that responds to user actions (events) ● Input Validation: Writing code to receive, process, and validate user input to prevent errors and ensure data integrity in a web application.
● Homework and classwork assessed throughout as summative and a formative project at the end as formative and formative/summati ve brief assessment ½ way through unit.
MATHS CURRICULUM This Term: Quadratic Functions, Probability & Sample Spaces and Trigonometry During the second term of KS3 Mathematics Year 8 students will continue to build on their algebraic foundations introducing quadratic functions; again with a focus on exploration and a deeper understanding of how different representations of them can be used, including graphs. Students will also build on their understanding of probability, focusing on the use of sample spaces and be introduced to trigonometry, focusing on an intuitive understanding of the trigonometric ratios.
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.
● Quadratic ● Factorising ● Vertex ● Roots/Zeroes/ Solutions ● Sample Space ● Venn Diagram ● Tree Diagram ● Set Notation ● Sine/Cosine/Tangent
● Algebraic/Geomet ric/Statistical Reasoning ● Problem Solving ● Generalising and Synthesising ● Communication of Mathematics Knowledge
● Check Ups for each unit ● Summative Assessment during the term related to all content covered
SCIENCE CURRICULUM This Term: Electricity and Evolution Year 8 students will be introduced to two main topics. "Electricity and Electromagnetism" explores the principles of electric circuits, magnetism, and electromagnetism. The "Inheritance and Evolution" unit investigates genetics, inheritance patterns, and the processes of evolution, including natural selection and adaptation. These topics deepen their understanding of fundamental scientific concepts and their relevance to the world around them.
Scholarship Opportunities ● ●
International STEM Olympiad Crest award
● Electricity ● Electromagnetism ● Circuits ● Genetics ● Inheritance ● Evolution ● Natural selection ● Adaptation
● Designing circuits ● Understanding genetics ● Interpreting evolution ● Comparative analysis and Communication
● End-of-Topic Check-Up ● Group presentation
GEOGRAPHY CURRICULUM This Term: Population and Migration Year 8 students begin the year by exploring Population and Migration, learning how and why populations change, the different reasons people move, and how settlement patterns develop, using real-world examples and map skills to understand the social, economic, and environmental forces shaping communities. They then move on to study the Sahel, a region on the southern edge of the Sahara, where they examine the physical geography, climate pressures, and challenges such as desertification, food insecurity, and rapid population growth, alongside the strategies being used to support sustainable development and improve resilience for people living in this fragile environment.
Scholarship Opportunities ● ●
Research project based on forced, or voluntary migration. Debate opportunities based on pro / anti migration movements
● Migration, Internal migration ● International migration, Voluntary migration ● Forced migration, Rural-to-urban migration ● Urban-to-rural migration, Return migration ● Seasonal migration. Long-term migration ● Short-term migration|
● Research Skills ● Data Analysis ● Communication ● Problem-Solving ● Collaboration
● Migration story & key terms and skills based tasks as well as writing to explain using rubrics and or writing frames.
P.S.D CURRICULUM This Term: Relationships and Risk Students take part in assertive communication training, as part of their Bullying Awareness lessons. Students are then introduced to the issue cyberbullying and how to deal with this bullying behaviour.
● Assertiveness ● Cyberbullying
● Development of Character Strengths, including: ○ Bravery ○ Self-regulation
● There are no assessments for PSD ● Lessons will include a range of activities to support student discussion and exploration