6 periods per week - One Year - One Credit

Foundations of Western Literature

The Grade 9 Literature course at Sacred Heart introduces students to the foundations of Western Literature and explores complex relationships including the functions of myths within cultures; relationships between myth and cultural identity; relationships between science and mythology; and how myths are reimagined, recreated in new forms, and reinterpreted over time and in new locations. 

We begin the course by studying creation myths and flood myths, particularly how myths functioned within the cultures from which they originated. We then explore how these myths have been re-imagined over millennia and remain relevant today. Students work toward analyzing how allusions to these myths are used in contemporary culture today. 

Alongside Greek mythology, the Grade 9 course also introduces students to key stories from Genesis and Exodus in the Hebrew Bible. As with the allusions to Greek mythology, students are also taught to analyze and evaluate key Biblical allusions from the stories we study in class. 

The units on creation myths and flood myths prepare students to study The Epic of Gilgamesh, imperfect heroes from Greek mythology, and Sophocles’ tragedy: Oedipus Rex. We study the conventions of each genre, but also how epics, myths, and tragedies still speak to difficult questions that humans must contend with today such as: How much self-confidence is too much?  Is it better to avoid or to know a terrible truth? How is it possible to navigate competing loyalties without making a terrible mistake?

Throughout the units, we continually return to the Hero’s Journey Monomyth, as defined by mythologist Joseph Campbell. We look for how this hero’s journey can be used to interpret not only heroes in myths, but also in contemporary coming-of-age films, like Niki Caro’s Whale Rider, an adaptation of Witi Ihimaera’s novel, The Whale Rider.

During the Winter Break, students will have the opportunity to join a literature circle to apply their knowledge of the hero’s journey monomyth to reading and analyzing a bildungsroman selected from a list of titles. Some of the choices that will be available include Ihimaera's The Whale Rider, Mark Haddon’s The Curious Incident of the Dog in the Night-time, The Catcher in the Rye by J.D. Salinger, Klara and the Sun by Kazuo Ishiguro, The Hobbit by JR Tolkien, Stardust by Neil Gaiman, and All the Light We Cannot See by Anthony Doerr. 

The final unit of study in the course will be Mary Shelley’s Frankenstein, The Modern Prometheus which connects to many of the texts, allusions, relationships, and themes studied in the course. The novel will also ask students to consider the limits of human knowledge and power, and who should decide what those limits are.

Throughout the course, alongside these enduring works of literature, students read a range of nonfiction texts that help them connect the themes in the literature studied to their own lives. For example, how are your strengths also the source of your weaknesses? Why is it important to know your family history? And what makes life meaningful?

Each of the units studied in the course asks students to build widely applicable vocabulary, read and write for a variety of purposes, make connections between informational and literary texts, analyze a range of visual media, form arguments supported by appropriate, cohesive evidence and explore meaningful, relevant questions that humans have been asking through stories for thousands of years.
 

5 periods per week - One Year - One Credit

From Grade 9 through 12 the curriculum is essentially preparatory for university and is designed to enable students to meet admission requirements for tertiary institutions in most countries through covering high school mathematics topics from many countries, and also those required for the PSAT and SAT mathematics examinations. An integrated approach is emphasized. Technology is fully incorporated into the syllabus and all students are taught how to use a TI-84 Plus CE graphics calculator, which can be purchased through the school.

Grade 9 is divided into Enriched and Standard groups after careful consideration by the Head of Department. Each group covers the same core curriculum, allowing students to make a smooth transition from one group to the other where necessary.

• Number and Computation - learn and use rules of set theory, handle ratios and proportions in various settings, including direct and inverse variation and time-distance graphs, consolidate knowledge of exponents
• Algebra - learn and use principles of coordinate geometry, including distance, midpoint, and other formulae; solve linear, simultaneous, and other equations; handle rates, proportions, direct and inverse variation; calculate area, perimeter, volume, and surface area; apply Pythagoras’ theorem and trigonometric ratios
• Shape and Measurement - learn and use principles of plane geometry, including work with parallel lines and angles, polygons and triangles and their angles and areas, circles and the angles created by tangents, chords, and arcs, volume and surface area
• Probability and Statistics - draw Venn diagrams; understand and apply theory to probability, calculate mean, median, mode, and standard deviation, find line of best fit; draw tree diagrams and box plots

Main Text
Australian Signpost Mathematics New South Wales 10

Assessment and Grading

Assessment is carried out on a regular basis and the level of individual student progress is derived from a wide variety of sources.

Students should expect to complete homework daily.

The end of year examination counts for 20% of the final grade.

 

All students study a two-year balanced Science program in Grades 9 and 10.  Students study Biology, Chemistry and Physics in both grades with the material being delivered by the specialist teacher for that area.  Science is presented as a field of enquiry rather than just as a body of knowledge.  Therefore the courses emphasize the development of the skills of scientific investigation as well as the acquisition of knowledge and the understanding of scientific concepts.  Laboratory work forms an important part of the courses.

Grade 9 science students are grouped by the ability shown in previous grade levels. The two classes are ‘Regular’ and ‘Core’. Both classes study the same program and material, however, the Core class is a smaller group where students will get closer and more guided instruction to help consolidate key concepts.

Biology 1

3 periods per week in both semesters – ½ Credit

The topics studied are: 

• Characteristics and Organization of Living Things
• Diffusion and Osmosis
• Animal Nutrition: Diet, Digestion and Absorption
• Respiration and Gas Exchange
• Plant Nutrition: Photosynthesis, Transpiration, Mineral Nutrition
• Ecology

Text: Biology for IGCSE, Pickering

Chemistry 1

4 periods per week for one semester – ½ Credit

This course builds on the foundations laid in Grade 8 Physical Science. 

The topics studied are: 

• Review of Atoms, Elements, Compounds and The Periodic table
• Chemical Bonding, and Symbols, Formulae and Equations
• Rates of Reaction
• Metals and The Reactivity Series
• Acids and Alkalis

Text: Chemistry for IGCSE, Gallagher and Ingram

Physics 1

4 periods per week for one semester – ½ Credit

This course builds on the foundations laid in Grade 8 Physical Science. 

The topics studied are:
• Radioactivity
• Kinematics
• Dynamics
• Energy, Work and Power
• Waves

Use of the Vernier interfaces, sensors and software is introduced into their lab work.

Text: Physics for IGCSE, Pople.

Homework and Assignments

• Laboratory reports
• Practice and review questions
• Data analysis exercises
• Short research papers
• Short oral presentations

Grading

Semester grade

• 50% for unit tests
• 50% for other class work and homework assignments

Final grade for the year

• 40% for each semester
• 20% for the End of Year examination

5 periods per week - One Year - One Credit

Colonialism and Development

This course is designed to introduce students to the concept of development and developing nations and to assess the impact of colonization in the 19th and 20th centuries.

The main units of study integrate themes from the following topics:

• Measuring and assessing development
• The colonization of India, the rise of Indian nationalism, and efforts toward independence
• The “Scramble for Africa” and the process of colonization
• South Africa under apartheid and the end of apartheid
• Development issues in the 21st century

Selected course objectives are to:

• Interpret statistical data and engage in research.
• Analyze current events in relation to history.
• Foster an understanding of development problems and solutions.
• Foster students written, oral and comprehension skills.
• Gain an appreciation of cause and effect in history
• Gain an appreciation for interpretations of historical events and point of view

Homework

• Reading primary and secondary sources
• Summarizing note-taking
• Analyzing sources
• Written assignments

Assignments

• Research
• Source analysis
• Essays and SAQs
• Group projects

Assessment

• Written work, essays, research projects, interpreting source material
• Class discussion, debate, role play
• Tests and quizzes
• Class participation
   

Grading

The semester grades are composed of the following:

• 50%    tests and major assignments
• 40%    class-work, quizzes
• 10%    class/group participation/preparation

FRENCH: 4 periods per week - One Year - One Credit

Language as communication is the basic concept of the Grades 9 and 10 French programs. All students are placed according to their proficiency in the language skills of reading, thinking, speaking and writing. A minimum of 3-4 students is required to open a Beginners’ class in Grade 9. At all levels, students are encouraged to extend their language skills beyond the program when possible. Students in French will learn to read, to speak and to write about a variety of topics. Grammar, sentence structure and vocabulary are presented in dialogues, descriptions, short stories, poems, small plays, drill exercises, educational games, songs, as well as using videos and Internet resources. They are integrated through specific projects and productions. Emphasis is placed on vocabulary expansion, verb tense mastery and pronunciation.

Within the study of the language students will also get to discover French culture, as well as other cultures included in the French speaking world known as La Francophonie. Each year, the French Department focuses on one country from the Francophonie and organizes events and workshops in relation to this country, in order to deepen the understanding of students, as well as to make the language alive.

The levels taught are in line with DELF’s exams of French Ministry of Education and the levels of the Council of Europe' s Common European Framework of Reference for Languages (CEFRL).

Reference book (among a variety of customized material)

• Décibel 1 Manuel + Exercise book. (A1- Common European Framework of Reference for Languages)   Or
• Décibel 2 Manuel + Exercise book. (A2.1- Common European Framework of Reference for Languages)   Or
• Décibel 3 Manuel + Exercise book. (A2.2 - Common European Framework of Reference for Languages) Or
• Décibel 4 Manuel + Exercise book. (B1.1 - Common European Framework of Reference for Languages)
• E-texts
• French magazine: Okapi

Homework

Prepared exercises on:

• Text comprehension
• Grammar
• Vocabulary
• Reading
• Writing of short stories
• Internet-related activities, such as watch a video

Assessment

• Tests
• Quizzes (oral and written)
• Listening practice
• Reading & conversation in class
• Oral presentations
• Class participation
• Project
• Homework
• End of year examination (Oral and Written)

JAPANESE: 4 periods per week - One Year - One Credit

The International School of the Sacred Heart offers two Japanese programs: as a Second Language (JS-for non-Japanese speakers) and Japanese as a First Language (JF-for Japanese speakers).

Japanese as a Second Language 

This course is for students who would like to learn Japanese as a Second Language. Students are placed in different levels according to their language ability. The aim of this course is for students to acquire sufficient competence in Japanese to meet their communicative needs, to gain knowledge and appreciation of Japanese culture and to enjoy using the language so that they may become life-long learners. Students will acquire sufficient competence in Japanese by developing all four skills: listening; speaking; reading and writing. Classroom activities include oral, reading, writing, role-play, skits, interviews, essays, journals, projects, presentations, etc.

Assessment

• Unit tests (speaking, listening and writing)
• Quizzes (oral and written)
• Kanji
• Essays
• Homework
• Oral presentations (skit, speech, interview, presentation and oral work in class)
• Projects
• Class participation

Japanese as a First Language

This course is designed for native Japanese speakers and follows the Japanese language curriculum program used in the Japanese schools. Students follow a balanced program, which incorporates development in the four language skills. Students develop critical thinking, linguistic sensibility and sensitivity through reading of fiction and nonfiction, appreciating poetry and writing on varied topics. Kanji skill is developed as well as relevant and accurate expressions in writing and speaking. Students are given the opportunity to connect with their own experience and to foster a positive attitude to Japanese culture and other cultures. Teachers use varied methodology in class and students are placed in levels according to their language ability.

Assessment

• Unit tests
• Quizzes
• Kanji
• Essays
• Homework
• Oral presentations (skit, speech, interview, presentation and oral work in class)
• Projects
• Class participation

ENGLISH LANGUAGE ACQUISITION: 5 periods per week - One Year - One Credit

Our ELA Program

Our program aims to help students who are not used to learning in English. The ELA teachers provide courses that help students to refine their academic English language skills, using materials from the mainstream classes to further support proficiency and understanding. We focus on developing all four language skills (listening, speaking, reading and writing), but our main aim is to help students to read and write a range of academic texts such as narratives, recounts, procedures, explanations, research reports and literary essays.

Assessment: 

A student’s growth in English is monitored on a regular basis through reading journals, weekly diaries, vocabulary tests and a variety of oral, reading and written tasks. Effort and in-class participation are also important criteria in the assessment of progress.

Once a student has acquired a level of competency that allows her to function in the content areas along with her peers, she may transfer from the program to take either Japanese or French.

Recommended texts:

All students should have access to a reputable online bilingual dictionary, as well as the Oxford Advanced Learner’s Dictionary. Students may also wish to have a paper version of the bilingual dictionary for use during tests and exams.

2 periods per week - Semester courses only - ½ Credit for two semester courses

 

Music

How do we listen to music? What do we listen for in music? How do musicians create mood and effect in their music? By identifying the mood (effect) of a piece of music, we are more easily able to identify the elements (means) that create that effect. Through focussed listening activities, in-class performances, and composition assignments,  students will increase their ability to appreciate and convey meaning through music. We will investigate music from a variety of time periods, style, functions, and cultures, and discover why, regardless of setting, music is a vital part of human experience.

Assessment

• Small group and ensemble performances
• Focussed listening activities
• Composition assignments
• In-class discussions
• Class discussion
• Idea development and reflection

 

2-D Art

The course aims to promote an enjoyment and appreciation of art while developing the necessary skills to enable the realization of successful works of art. Students will complete projects that give them experience in the areas of color theory, painting from observation, and design. Emphasis is placed on both creativity and skill development. By teacher demonstration and practice students will learn to use art materials, equipment and techniques with confidence and proficiency. The development and improvement of observational skills will be encouraged as well as the ability to create thoughtful, original, and well-composed finished pieces.

Assessment

• Critiques of work (in progress and completed) and written feedback
• Listening and following directions
• Class participation
• Idea development and reflection
• Time management and organization
• Studio procedures and use of materials

 

3D Art

Grade 9 students will explore and expand their knowledge of 3-D art materials through functional and sculptural artwork. They will use traditional materials as well as have the opportunity to experiment with unconventional and recycled materials such as found objects to develop meaning in their artwork. Throughout the semester, students will work to develop a personal voice through the creative process. 

Assessment

• Listening and following directions
• Class participation
• Idea development and reflection
• Working collaboratively with class members
• Time management and organization
• Studio procedures and use of materials

 

Computer Graphics

Goals

The students will:

• Use Photoshop CS and get familiar with this professional software
• Develop a variety of skills, as Photoshop users, through the productions of digital images
• Know about: menus, brushes, eraser, layer, layer mode, text, selection tools and more
• Develop an appreciation of what is possible to do with an Image Editing Software, and explore the computer as a means for artistic expression
• Write a log (with images and comments) to reflect on the image editing process in general and their own progress in particular.
• Integrate a method of self-teaching to know how to acquire new skills

Assessment

Students will create a portfolio of images, including a final project consisting of one digital image (or animation) which they will have developed and created throughout the course. Assessment will be based on both technical skill and artistic merit.

2 periods per week (Semester courses only) - ¼ Credit per semester

In Grades 9 and 10 all students undertake two Values courses a year. There are seven Values programs. There is very little or no homework set in each of the Values courses.

Action for the Blind

This is a practical program in contact with the direct needs of blind people. The students are privileged to have a visually handicapped visitor to the class each week to proof-read the students’ Braille work. Students learn Braille either in English or Japanese. They experience a guided ‘blind-walk’ with the use of an eye mask, collect stamps, and engage in and initiate other activities. They learn about the lives and needs of the blind and meet individuals who have seeing-eye dogs and who share their experiences of being blind in today’s society.

Christianity and Sacred Heart Schools

This course is an introduction to Christianity where students can learn the main teachings of different Christian denominations, as well as gain a deeper understanding of the Society of the Sacred Heart across the globe.

Japanese Religions

This course aims to encourage students to develop an understanding and appreciation of the country they live in now, and of their own cultural and religious traditions, along with those of others. This course mainly looks at the Japanese indigenous religion, Shinto. It studies the relationship between the religion, and Japanese history and traditions. The influence of Buddhism, Christianity and other major religions on the life of Japanese people is also considered.

Moral Decision Making

This course will help students define and clarify their own personal moral code. Students will examine different controversial issues – personal, social or global issues - by examining the facts around some current events, relevant debates, problems and possible solutions to them. At the end of the course, students should be able to offer good reasons for their own beliefs and opinions while gaining a respect for other ideas as well as the perspectives of their classmates.

Peace Studies

The one-semester course aims to identify and explore the structural inequalities that are often at the root of global conflict. The students are encouraged to recognize and analyze the interrelationship between conflict, violence and justice. The course also aims to cultivate the knowledge, skills and attitudes needed to sustain a global culture of peace. Understanding and transforming violence is central. Students are encouraged to actively contribute to the struggle for human dignity, reconciliation and peace. Students will investigate ways to contribute to a peaceful society both locally and internationally. We look into the fundamental causes of conflict and discuss key methods for peace such as the role of the United Nations or the efficacy of the Nobel Peace Prize. The course ends with the Peace Project, an open ended results based activity.

Prayer and Meditation

This is a practical course in which students take time to reflect, pray and learn to center their lives in a quiet and prayerful atmosphere. Students are helped to think about their personal values and goals and to find ways of enhancing their lives through various relaxation methods and meditations.

The Social Action Project

In this Values course, you will identify a problem that you are interested in addressing, for example an issue affecting the environment. This would be followed by research into the problem, prototyping a solution, testing the solution and getting feedback.  You then adjust your prototype and repeat the process until you have a solution. The semester will include a simple design notebook for tracking ideas, through a combination of sketches, photos, quotes and text and, even, video. It will conclude with a short, final presentation or written piece in which you will reflect on your learning.

Assessment of Values courses

Students will be assessed using the following criteria:

• Participation
• Motivation/positive attitude
• Group skills
• Written work
• Seeking help
• Independence
• Ability/sensitivity.  

Grading

The following grades are awarded: E (Excellent), S (Satisfactory) and U (Unsatisfactory). 
S+ and S- grades may also be given.
 

1 period per week - One Year - ¼ Credit

The personal education program focuses on developing self-awareness, self-confidence and a sense of personal responsibility. It concentrates on the skills of working with and relating to others and being able to cope with the demands of an increasingly changing society and world. A range of issues are explored that relate to physical, social and emotional well-being, as well as trying to address issues of interest and concern to students, such as vocational awareness. 

3 periods per week - One Year - ½ Credit

Physical Education

The Physical Education department is focused on developing lifelong fitness and health attitudes that benefit students. We intend to guide students through physical activities that strengthen and enhance their understanding of physical health by using a variety of fitness and health disciplines that promote lifelong fitness and wellbeing. 

Throughout this course students will participate and develop an understanding of collaboration skills, rhythm and dance, invasion games and leadership, net/wall games and sports science. These units incorporate project based learning to allow students to use their own interests, work with others and use a range of technologies to support their learning throughout each unit. Students will be assessed in both formative and summative assessments and a PE journal is used by students to reflect on their learning and engage in continual feedback. 

In Grade 9 students participate in a number of sports / activities covering skills, game play, rules and strategies.

Incorporated within the program is extensive fitness testing
 

Inter-Scholastic League Sports

All students are encouraged to participate in the Sacred Heart sports teams, which practice after school and compete against other international and military base schools in the greater Tokyo area.

Fall Sports Season

• Tennis
• Volleyball
• Cross-Country

Winter Sports Season

• Basketball

Spring Sports Season

• Soccer
• Track and Field

Optional sports clubs run throughout the year. The clubs are non-competitive and fun. 

1 period per week - One Year - ¼ Credit

Coding

The main objective of Coding classes in the Grade 9 is to introduce students to the basic concepts behind coding apps and games. Students will learn concepts such as input, processing, output, and storage along with app-specific terminology such as event-driven programming. Students will learn basic coding structures such as conditionals and functions. They will write code using a block-like coding language that mimics the JavaScript programming language.

By the end of Grade 9, students will have:

• written a simple app using a block-like coding language.
• researched careers in technology.
• written a simple 2D game using a block-like coding language.
• conceived, designed, and coded an app or game about a topic of personal interest.