CURRICULUM ON A PAGE YEAR 9: 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 Second Language Curriculum Latin Curriculum Latin Beginner 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 & Design Curriculum Dance Curriculum Drama Curriculum Music Curriculum Physical Education Curriculum
16 17 18 19 20
Division C Subjects: Computer Science Curriculum Mathematics Curriculum Biology Curriculum Chemistry Curriculum Physics Curriculum Geography Curriculum
21 22 23 24 25 26
Personal Social Development Curriculum
27
WELCOME FROM THE VICE PRINCIPAL Welcome to Term 2 (January to March), a crucial phase for our Year 9 students. This period marks the transition toward advanced scholarship, where the highest levels of academic rigour and intellectual curiosity are expected as students solidify their IGCSE choices. The challenging curriculum is designed to move beyond core content, focusing on complex problem-solving, synthesis of knowledge, and sustained independent study. We challenge students to cultivate true subject passion by exploring the links between disciplines and debating sophisticated ideas. Term 2 is vital for our students at NLCS Jeju, confirming excellent study habits and demonstrating the academic maturity required for success in their chosen senior courses. We look forward to seeing Year 9 demonstrate true scholarly leadership.
Mr. Carl Lewis clewis@nlcsjeju.kr
MESSAGE FROM THE ASSISTANT VICE PRINCIPAL Year 9, Term 2 is the pivotal bridge of the Senior School journey, transforming the broad foundations of Year 7 & 8 into focused, rigorous IGCSE preparation. This term offers deeper subject engagement to master the specific skills and content essential for IGCSE success, effectively acting as an extended trial period. Crucially, we use the continued pursuit of Scholarship to challenge all learners, embedding high-level intellectual curiosity and inquiry opportunities that expand intellectual horizons well beyond the core syllabus. The Year 9 curriculum focuses on building independence and critical thinking, ensuring your child gains the necessary first-hand experience and knowledge to make confident, well-informed decisions about IGCSE subjects that align best with their strengths, interests, and future aspirations. Mr Shilen Tanna stanna@nlcsjeju.kr
HOW TO USE THIS BOOKLET An overview of the
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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: Shakespeare Students will read extracts from one Shakespeare play focusing on writing analytical essays on specific extracts while also developing research skills in learning about the context in which Shakespeare composed his work.
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
● Analysis and interpretation & Understanding how writers use language ● Form and structure to communicate meaning and use techniques for effect
● Researching Shakespeare's context Conventions of Shakespearean plays including ● Content of the text ● Understanding of the characters, relationships, context and themes ● Respond to the writerʼs use of language
● Guided essay and writing based on key extract & Research project
FRENCH CURRICULUM This term: Projets dʼavenir Ma vie en musique Students will study the topics of earning money, what you want to do when you are older, jobs and musical tastes by continuing to practise the four language skills (listening, speaking, reading and writing). Furthermore, students will revisit modal verbs (pouvoir, devoir, vouloir) in more detail, and they will be introduced to the simple future tense and direct object pronouns. Students will be able to recognise and use more confidently, if wanted, different accents and local variations of vocabulary that represent different regions where French is spoken.
Scholarship Opportunities ● ●
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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
● Earning money, future plans, jobs, musical taste, and what you can ● Want to ● Must do ● The simple future, direct object pronouns.
● 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.
● Speaking: answer questions about future plan, jobs, musical tastes
KOREAN LANGUAGE This term: Uncovering Communication: Style and Genre Students examine how style and genre shape meaning and communication. By comparing stylistically different columns and multimodal texts, they learn to view a topic from multiple perspectives. They also study the features of personal essays and write their own reflective pieces based on lived experiences. Through these activities, students understand how genre and style guide effective communication with an audience.
Scholarship Opportunities ● ● ●
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Develop the ability to compare styles and genres in order to understand how meaning is shaped. Improve critical reading skills by analysing multiple texts on the same topic from different perspectives. Improve expressive writing skills by crafting personal essays based on lived experiences. Improve communication skills by recognising how stylistic choices influence audience understanding.
● Argument ● Debate ● Refutation ● Evidence ● Fixed-Form Poetry ● Social and Cultural Background ● Argumentation ● Persuasion ● Fallacies in Argumentation ● Speech
● Identify stylistic and genre features in different types of text. ● Comparing perspectives and approaches across multiple texts. ● Writing clear and reflective personal essays. ● Analysing how genre and style shape meaning and communication.
● Refine stylistic features by comparing two columns and writing a short analytical response. ● Drafting a personal essay and engaging in structured peer feedback. ● Writing an analytical essay that examines language, style and perspective. ● Composing a personal essay that conveys insight drawn from lived experience.
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 and 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: Gaul and Roman theatre During Term 2 Year 9 students will explore stories based. Within this context students will consolidate work covered previously, in particular noun, verb and adjective endings to ensure a good grasp of grammatical features. They will learn additional vocabulary, translate stories and learn about the Romans. New grammar will include: future tense, relative clauses and relative pronouns, comparative adjectives and hic and ille and is, ea, id. Students will also study nouns, verbs and adjectives and the imperfect and perfect tenses.
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 Challenge themselves to begin to learn Ancient Greek Reverse translations from English into accurate Latin Participation in an Education Perfect competition and the ARLT reading Competition.
● Relative clauses ● Relative Pronouns ● Future ● Comparative ● Imperative ● Prohibition ● Derivative ● Conjugation ● Declension
● Accurate translation from Latin to English ● Vocabulary ● Reading aloud for comprehension ● Recognising the Latin roots of English words ● Exploring the impact of the Roman world (e.g. art/ literature)
● Mainly through informal assessment in lessons ● Assessed homework tasks ● Vocabulary, grammar and translation tests
MANDARIN CURRICULUM This term: Building Arguments: A Path to IGCSE Excellence Explore argumentative texts in both original Chinese and translation, focusing on how logical structures and techniques—especially the use of counterarguments. They will analyze language features such as tone, register, and cohesion, essential in effective persuasive writing. These skills will directly support their development of IGCSE-style argumentative essays, helping them meet key assessment objectives such as clarity of argument, organization, and language accuracy.
Scholarship Opportunities ● ●
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Literature Circles: Group discussions on assigned readings, focusing on argumentative techniques and language styles. Classroom Debate: Students debate in groups or with the teacher on topics derived from the text to build critical thinking and expression skills. Collaborative Writing: Students co-write an argumentative essay, each contributing a paragraph using the given argumentative techniques, then revise it together to improve writing in argumentative style. Showcase of Outstanding Work: Students will revise their creative or exam writing pieces and submit them to the Mandarin Societyʼs WeChat public account for publication.
● 有效论点 – Effective Arguments ● 论证方法 – Argumentative Techniques ● 反证法 – Counterargument Technique ● 议论文结构 – Structure of Argumentative Essays ● 议论文语言 – Language of Argumentative Writing ● 批判性思维 – Critical Thinking – Comparative Analysis
● Deliver a short in-class presentation (no less than 3 minutes) on an unfamiliar argumentative work, focusing on the techniques used and its language feature. ● Present a book report on an independent reading or a news commentary connected to a global issue (no less than 5 minutes). ● Write a short argumentative essay of no fewer than 800 Chinese characters with various argumentative techniques and appropriate language.
● worksheet ● oral presentation ● short essay ● End of term exams in writing
MANDARIN FOREIGN LANGUAGE CURRICULUM This term: Personal Interests and Aspirations This unit focuses on discussing personal interests and future aspirations. Students will learn to describe their interests, discuss their ambitions, and talk about career plans. The emphasis is on expressing personal goals and aspirations with more complex sentence structures and vocabulary. The course integrates practical communication skills, thematic vocabulary, and cultural understanding.
Scholarship Opportunities ● ● ● ●
Oral presentation: Compare the similarity and difference between different occupations. Interest Survey: Conduct a survey on classmatesʼ interests and ambitions. Dream Essay: Write an essay about personal dreams and how to achieve them. Personal Goals Presentation: Present personal goals and the steps to achieve them.
● 兴趣 - Interest ● 梦想Dream/Aspiration ● 未来 - Future ● 职业 - Career ● 爱好 - Hobby ● 计划 - Plan ● 目标 - Goal ● 成功 - Success ● 挑战 - Challenge ● 努力 - Effort
● 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: ¡Oriéntate! This unit focuses on different career choices including what tasks different professionals have to do on a day-to-day basis along with the students future aspirations in terms of professions. Students will be able to recognise and use more confidently, if wanted, different accents and local variations of vocabulary that represent different regions where Spanish is spoken.
Scholarship Opportunities ● ●
Investigate and gain an insight into new professions and careers Contemplate the ins and outs of daily tasks at work
● Tener que+infinitive ● Using 3 tenses (past, present, and future) in writing and speaking ● Dictionary skills
● Being able to talk about different professions with ease ● Express personal aspirations about the futute using the target language.
● Vocabulary tests ● Speaking: interview a professional ● End of module test (grammar, listening, reading, and writing)
HISTORY CURRICULUM This Term: Changing Roles of Women This unit will see students examining the causes, debates and consequences surrounding of female suffrage movements in the United Kingdom and beyond. Students will also investigate the rise of feminism and explore a case study on the Haenyeo of Jeju as a matriarchal society. In conducting this analysis, student will make judgements of equality and campaigns for equality in the modern day.
Scholarship Opportunities ● ● ●
Read: 'Purple Hibiscis' or 'The Thing Around Your Neck' by Chimamanda Adichie Watch: 'Suffragette' Read: 'The Island of Sea Women' by Lisa See
● Suffrage ● Suffragette ● Amendment ● Martyr ● Hunger Strike ● Representation ● Activism ● Civil Disobedience ● Feminism ● Matriarchal
● Oracy ● Empathy ● Comparison ● PEEL Paragraph Writing ● Source Evaluation
● Poster Presentation Female Role Model/Suffragette PEEL Paragraph ● Source Analysis Suffrage Movement Empathy Writing
ART & DESIGN CURRICULUM This Term: Developing a Concept Students will firstly begin by building on their ideas explored in Term 1. After conducting thorough research on Art Movements and their selected artist, students will develop their ideas by experimenting and creating digital artworks in response to their selected artist. Students will then begin to create a drawn final outcome, an 'Artist Response', demonstrating their interpretation of the work of others in relation to their own concepts developed through self, peer and teacher feedback.
Scholarship Opportunities ● ● ● ● ●
KS3 Art Enrichment CCA Digital Artwork CCA Visual Arts Society The Art Story Website is an excellent resource which provides information related to artists and artistic movements TED-Ed Lecture: ʻWho Decides What Art Means?ʼ
● Art Movement ● Concept ● Intention ● Inspiration ● Response
● Research skills ● Digital Art/ Photoshop ● Reflection ● Developing a concept
● Formative-Inclass teacher observations ● Summative- Artist Response Submission via the student Digital Sketchbook
DANCE CURRICULUM This Term: Contact Improvisation Students will learn about contact improvisation this involves spontaneous movement and physical connection between dancers. We will also use different sculptures as choreographic prompts. Students will experiment with weight-sharing, balance, and trust-building exercises to develop collaborative skills. This approach encourages dancers to respond intuitively to each other and the environment, creating final pieces to share.
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
● Contact Improvisation ● Sculpture ● Weight-sharing ● Balance ● Impulse ● Kinesthetic Awareness ● Flow ● Point of Contact
● Body Awareness ● Partner Connection ● Balance and Stability ● Spatial Awareness ● Creativity,Trust ● Risk-taking,Listening Skills ● Flow and Momentum ● Adaptability
● Research tasks ● Written tasks ● review and reflection. ● Ongoing practical assessment and summative performance assessment
DRAMA CURRICULUM This Term: Naturalism Students will explore the approach of Russian theatre practitioner Konstantin Stanislavski and will develop an understanding of how voice, physicality, proxemics and technical elements can impact their performance intentions in creating a piece of naturalistic theatre. Through applying their newly acquired knowledge to a given script, students will show their understanding of this theatrical style through a prepared performance.
Scholarship Opportunities ●
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Participation through a range of extra curricular activities such as the KS3 Drama Production, Senior School Musical and the Senior Drama Production. Joining the Drama Society, "Unmasked", which meets weekly and works to a performance during Arts Week often with an external visiting theatre company.
● Naturalism ● Character objective; given circumstances ● Magic if ● Performance intentions ● Fourth wall ● Superobjective ● Emotional recall.
● Understanding the importance of clear performance intentions ● Impact on the audience ● Identifying specific drama techniques for an intended purpose
● Formative assessment ● Formal performance as a summative assessment ● Research tasks ● Self-reflection assessment
MUSIC CURRICULUM This Term: Musical Modernism Students explore the rich and multifaceted - but highly controversial realms of minimalism and EDM. Is infinite repetition a form of infinite regression? Does minimalism and EDM herald the death of melody? How does complexity arise from the simplest of forms? We'll investigate the impact of Minimalism on Electronic Dance Music. Students study "Come Out to Show Them", "Clapping Music", "In C" and modern trends in EDM, culminating in a performance and composition in the two styles.
Scholarship Opportunities ●
Analysing a range of current and controversial trends in music history and performance
● Postmodernism and music ● Concepts of Repetition ● "Musical progress"
● Advanced rhythm; ● Interaction with and exploration of digital audio workstations
● One performance ● One composition
P.E. CURRICULUM This Term: Sports and Other Physical Activities This term, Year 9 are focussed on enhancing their interpersonal skills, spatial awareness and tactical team strategy through invasion games, including the extension of these skills towards new sports from other cultures. As the term progresses, students will be taking more of an individual approach to activity through net and wall games, exploring tactics like positioning, shot selection, and effective technique through activities such as badminton and volleyball-style games.
Scholarship Opportunities ● ● ●
Sport and Active CCAs Sport and Active Bryants Sports fixtures against other schools (KISAC)
● Movement ● Fitness ● Sportsmanship ● Strategy ● Skills ● Teamwork
● Developing psychomotor, cognitive, and affective skills in a various sports and physical activities
● Weekly observation ● Performance tests
COMPUTER SCIENCE This Term: AI This practical and future-focused unit challenges students to move beyond simply using AI tools but to be able to apply the foundational concepts of Artificial Intelligence (AI) and Machine Learning (ML). Students begin by mastering Prompt Engineering, then exploring the primary types of machine learning. Students will gain hands-on experience to create their own custom-trained image recognition model and connecting it with their knowledge of BBC micro:bit hardware.
Scholarship Opportunities ●
Students can address high-level scenarios by creating an AI-powered system that can classify a visual input and then trigger a specific physical action via the micro:bit.
● Artificial Intelligence (AI) ● Machine Learning (ML ● Prompt Engineering ● Large Language Model (LLM) ● Supervised Learning ● Unsupervised Learning ● Training Data ● Classification ● Bias (AI Bias)
● Craft refined prompts; get accurate, specific AI outputs. ● Critically evaluate AI outputs for bias, accuracy, and falsehoods. ● Master the Supervised Learning process: collect, label, and train data. ● Understand data quality's role in preventing model bias and errors. ● Design and program micro:bit to physically react to AI classifications.
● Short, focused checks on student work. ● A project that requires students to synthesize and apply all three core skills they've learned: Prompt Engineering, Supervised Learning, and Physical Computing Integration.
MATHS CURRICULUM This Term: Introducing Inequalities and extending Statistics, Probability and Similarity During the second term of KS3 Mathematics Year 9 students will continue to build a toolkit for iGCSE. They will focus on key concepts across statistics and geometry; looking at, the different representations and statistics that can describe continuous data; conditional probability and the formal representation of sets and probability; and also the effects of similarity on area and volume. Year 9 students will also be introduce to inequalities exploring both their relevance to algebra and graphs.
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.
● Set Notation ● Conditional ● Independence ● Mutually Exclusive ● Inequalities ● Scale Factors ● Histograms ● Cumulative Frequency ● Quartiles ● Box Plots
● Numeric/Algebraic /Geometric Reasoning ● Problem Solving ● Generalising and Synthesising ● Communication of Mathematics Knowledge
● Check Ups for each unit ● Summative Assessment
BIOLOGY CURRICULUM This Term: Molecules, Enzymes and Diet What is a nutrient and how is this different from a biological molecule? What is an enzyme? Extending the biological molecule tests to include the DCPIP test, students will then compare this test to that of the other tests for presence of glucose, proteins and fats. Through practical investigations into the limitations on enzyme activity, students will apply skills on how to plot graphs accurately and then give a summative analysis of their data pattern.
Scholarship Opportunities ● ● ● ●
Writing for Lucidity STEM magazine. Listen to podcasts, read news articles as released by Nature or New Scientist (to name a few). Participating in the Biology Challenge competition. Participating as a member, thereby be part of the range of extracurricular activities held by the Biology Society, LSBT Society, Medical Society, KS3 Crest Society, AB Supporters.
● Polymers
● Monomers ● DNA ● Enzymes ● Optimum Temperature ● Optimum pH ● Enzyme Activity ● Deficiency diseases
● Investigative Practical Skills ● Analytical and Evaluative Skills ● Critical Review ● Critical Thinking Skills ● Retrieval/ Recall ● Written and Visual Skills
● Practical Investigations to include assessment of planning, analytical, evaluative and communication skills: ● Concept checks and assignments; ● Summative Assessment of each and all topics.
CHEMISTRY CURRICULUM
This Term: Bonding, Symbology and Trends After looking at atoms, the basic building blocks of Chemical thought, students will now look a the forces that hold atoms together that make all the compounds we see today: Chemical bonds. Students will learn the the theory and symbols we use to evaluate and communicate chemical ideas and chemical changes. We will then use this information to talk about he schema that chemists use to organize this information into our main schema: The Periodic Table.
Scholarship Opportunities ● ●
Key Stage 3 CREST CCA Chemistry Society
● Bonding: ionic, covalent, metallic ● chemical equations ● reactants/products ● reaction types ● periodic trends ● periodic groups: alkali metals, halogens, noble gases, transition metals
● Laboratory (observation and recording) skills ● Trend analysing skills ● Languager/Symb ology transference skills ● Evaluative writing skills
● Formative: in-class monitoring (content/lab skills) ● Vocabulary/ concept mini-assessments ● Summative: Adopt a reaction Project(In-Class Assessment)
PHYSICS CURRICULUM
This Term: Forces, momentum and pressure Newton's Second Law; friction; circular motion; moments of forces; centre of gravity; momentum & impulse; pressure; revision & preparation for annual examination.
Scholarship Opportunities ● ● ●
Writing full experimental write-ups with research and background Physics Society, Astrotech Society and Engineering Society activities Physics-related writing for Lucidity
● Resultant force ● Friction ● Turning effect ● Centre of gravity ● Principle of conservation of momentum ● Pressure
● Algebraic manipulation ● Ability to translate word problems into equations ● Experimental accuracy ● Graphing
● Formative: regular class tests, regular experimental write-ups, all written work. ● Revision assignment (class-teacher dependent).
GEOGRAPHY CURRICULUM
This Term: Settlements and Coasts Students will learn about different factors associated with types of settlements including: Rural v Urban settlements, Settlement patterns and types, reason for settlement development, urbanisation, slum development, settlements and levels of economic development, sustainable settlements, why are some settlements along coasts saved and others not (managing coastlines).
Scholarship Opportunities ● ●
Opportunities to research case study cities and use GIS to highlight issues, challenges and opportunities Coastal Processes affecting global cities
● Settlement Urban ● Rural Settlement ● Pattern ● Urbanisation ● Slum / informal settlement ● Sustainable settlement ● Economic development ● Land use ● GIS (Geographic Information Systems)
● Inference ● Research Skills ● Data Analysis ● Communication ● Problem-Solving ● Mapping and Geospatial Skills
● PEECAL paragraph Urbanisation compare and contrast in Seoul and Lagos
P.S.D CURRICULUM
This Term: Relationships and Risk Students complete Bullying Awareness lessons related to the issues of sexual bullying. Students are then introduced to the concept of consent and will learn about the importance of consent in healthy relationships.
● Sexual bullying ● Discrimination ● Consent
● Development of Character Strengths, including: ○ Wisdom ○ Judgment
● There are no assessments for PSD ● Lessons will include a range of activities to support student discussion and exploration