Pedagogy – Jenn Leah Ko

My Past Paper Resource for the ever-dwindling Classicists

I’ve complained before—perhaps over a cup of tea in the staff room, or in the quiet echo chamber of my own thoughts—about the peculiar solitude of teaching CIE Classical Studies 9274. Where was the bustling agora for us? The CIE support hub could be quiet, the Facebook groups a ghost town, and Reddit… well, let’s just say the threads exemplify how few people are crazy enough to take this course. We were a scattered cohort of teachers and learners, navigating this magnificent, dense course largely on our own.

So, I did the only thing a frustrated classicist can do. I’ve created a resource for A-Level Classical Studies 9274, using the same obsessive-compulsive principle as my IGCSE History 0470 one. It’s all here: past papers dissected, topics mapped, and question trends laid bare in an attempt to create the shared foundation I felt was missing.

But let’s get to the fun part. The proof, as they say, is in the pudding.

Back in October 2025, as we were deep in the final revision push for the November series, I decided to test a theory. I fed years of meticulously organised data for Paper 4 (Homer’s Epics) into an AI and posed a simple, high-stakes question: Based on the patterns of the last several years, what are the highest probability topics for the upcoming exam?

The AI, coolly analytical, spat out its top candidates. And lo and behold, when my students opened their exam papers, there it was: a question focusing squarely on the theme of Xenia.

Screenshot from my October 2025 chat with Deepseek.

Cue my stunned silence, followed by a very undignified moment of triumph at my desk!!! The resource I built to create clarity had just proven its predictive power. A screenshot of that AI conversation is my new favourite piece of pedagogical evidence. Do you need any more convincing of how useful this is?

The point isn’t that we can now gamble on exams. The point is that by systematically understanding the past, we can better prepare for the future. This tool makes that possible.

So, consider this your invitation to the 9274 agora. This resource is here, free for any teacher or learner who needs it. May it save you time, spark your ideas, and maybe—just maybe—give you a glimpse into the mind of the examiner.

If you find it useful, or if you have ideas to make it better, let me know. Let’s stop teaching in isolation and start building this community ourselves. After all, that’s how the classics have survived this long—through shared scholarship, one scroll (or spreadsheet) at a time.

The First Draft: On Building a Classical Studies Course from the Ground Up

Education, Pedagogy

The light is different now. The sharp, golden clarity of a Hong Kong autumn has settled in, and with it, a certain quiet. The frantic energy of the 2025 October/November exam series has dissipated, leaving behind that peculiar, post-campaign stillness that Alexander must have felt after reaching Hydaspes. The battlefield of past papers and revision notes has been cleared away, and in the quiet, I’ve been thinking about what we’ve just built.

This past cycle of teaching Cambridge’s Classical Studies 9274 felt less like teaching a prescribed course and more like building a ship while already out at sea. The blueprint was the syllabus, yes, but the timber and the nails—the very substance of it—we had to fashion ourselves.

The most palpable challenge was the silence. Not the silence of a focused classroom, but the vast, echoing silence of a subject without a definitive textbook. It’s a peculiar kind of vertigo, standing in front of a class and knowing that the canonical resource they’re relying on is the one you stayed up past midnight formatting, the one with your own marginalia embedded in the headers. I became less a deliverer of content and more its architect, obsessively cross-referencing my homemade workbooks with the CIE scheme of work, terrified that some crucial nuance of the Athenian legal system or a pivotal flaw in Trajan’s propaganda might slip through a crack I had created.

This was compounded by a professional solitude I hadn’t anticipated. Where were the other ship-builders? The online spaces and official CIE Support hubs where teachers typically congregate to share war stories and lesson plans were, for this course, not even ghost towns. They were non-existent. It felt like just me and my 3 students, our little vessel, and a great wide ocean of curriculum.

And the calendar itself, as CIE only offers November series exams for this course, felt like a contraption designed to test our mettle. Compressing a two-year AS/A2 journey into little over a year created a peculiar, accelerated rhythm. Our summer “break” was punctuated by the faint chime of a Teams call connecting, my students’ faces blinking onto my screen from a beach in Korea, a family home in Romania, and a sleepy town in Canada, all of us trying to untangle the complexities of Homeric heroes from our scattered corners of the world. There was something beautifully anachronistic about discussing ancient myths while we were all so decidedly, digitally nomadic.

But this is where the magic, stubborn thing, took root.

Building something from scratch means you get to see the flaws in the first draft—and you are granted the rare, immediate privilege of a second draft. The lessons from this pioneer cohort are not abstract notes for some distant future; they are immediate, actionable blueprints for the students who walked in the following August. That initial, frantic build has now given way to thoughtful renovation. For example, I immediately changed the Paper 2 topic from Roman Architecture to Augustus. Ultimately, a single man’s rise to power is easier to comprehend than the unimaginable construction of some of the world’s greatest ancient remains. Additionally, I assigned the 25-26 cohort ALL of Plutarch’s Life of Alexander in the summer between their IGCSE and A-Levels. This saved us considerable time and allowed us to hit the ground running in Term 1.

The greatest unexpected yield, however, was the depth of the relationship forged in that pressure cooker. There’s no time for the formalities of a slow-burn academic relationship when you’re navigating such treacherous waters on a tight schedule. We became a tight-knit crew, fast. And the pride I feel is not the distant, professional satisfaction of a job completed, but something far more visceral. It’s the swelling, almost Priam-like pride of seeing them achieve something monumental, something they themselves might have doubted was possible in such a short span.

The light is shifting on my desk. The afternoon is waning, and there are new workbooks to refine, new primary sources to discover for the next cohort. The ship, though tested, is seaworthy. And I can’t wait to see where we sail next.

Why take Classical Studies?

Education, Pedagogy

This time last year, my HOD and HOS asked me to make an options video for the new course I was launching in the Humanities Department—CIE A-Level Classical Studies.

As an ex-journalism student, I was THRILLED to get a chance to reignite my creative chops and have a chance to play with my beloved Adobe Audition once again. The mini-project also forced me to think about how to make the course more relatable and appealing for KIS’ unique student population. I wrote and voiced the script with their particular interests in mind.

Unfortunately, the video I produced will soon be out of commission because Marketing wants new specifications this year, aiming to create a more cohesive media presence. So… I’ll just archive it here.

Have you ever wondered, Why take Classical Studies?

English Teacher Jumps Ship to Humanities

Education, Pedagogy, Public History

As I reflect on my path to this point in my career, I’m filled with a profound sense of excitement and gratitude. After years of honing my craft as an English teacher, I now have the incredible opportunity to embark on a new chapter, teaching humanities at my current international school.

My teaching journey began over a decade ago, when I first stepped into a kindergarten classroom in Qingdao, China. Those early years were both challenging and immensely rewarding, as I learned to connect with young learners and foster a love of language. From there, I moved to Hong Kong, where I started in the dark trenches of a learning centre and moved on to teach at a renowned local DSS secondary school, helping students of all ages reach their full potential.

Fast forward a few years, past a 12-month stint as a historical researcher in Montréal, I now find myself at an international school in Hong Kong with incredible mentors and leaders who gave me opportunity to teach KS3 social studies, IGCSE history, and A-Level classical studies. As I reflect on this transition, I can’t help but feel a sense of anticipation. “The study of history is the best way to understand the present,” as renowned philosopher Blaise Pascal once said, and looking back at my career these past few years, I couldn’t agree more.

Drawing on a MA in History and my experience working for a private historical consulting company, I plan to bring a unique perspective to the classroom. “History is not just a collection of facts and dates,” as historian Howard Zinn stated, “but a living, breathing narrative that shapes our world.” It is this ethos that I hope to impart to my students.

To that end, I have already begun designing posters that will adorn the walls of my future classroom, each one a vibrant representation of a different historical era or concept. “A people without the knowledge of their past history, origin and culture is like a tree without roots,” as Marcus Garvey once said, and these visuals will serve as touchstones, sparking the imagination and curiosity of my students, inviting them to dive deeper into the rich tapestry of the past.

As I await the start of the new school year, I find myself brimming with ideas and a renewed sense of purpose. “History is a relentless master of ceremony,” as President John F. Kennedy once observed, and I’m ready to guide my students through this captivating drama, inspiring them to become active participants in shaping the future.

Feel free to use them in your classroom as well!

History + Geography Posters Download

Diocesan Lives: A blog about teen resilience in a pandemic

Pedagogy

As an educator, I understand the importance of social-emotional learning, especially during a time when students are facing unprecedented challenges. With Hong Kong’s strict COVID lockdown in 2022, it was essential to create an assignment that would help students feel connected to one another, despite being physically apart.

To promote connection, routine, and emotional safety, I assigned the task of creating a class blog to English 2C (grade 8, for my fellow Canadians) students at Diocesan Girls’ School in Hong Kong. The aim was to give students an outlet to share their unique experiences, emotions, and stories. By creating a collective blog, students could connect with each other, build a sense of community, and develop their social and emotional skills.

The blog allowed students to showcase their individuality, express their thoughts and feelings, and connect with others who were going through similar situations. Through this assignment, students could learn from each other, develop empathy, and build relationships that transcended their physical isolation.

The assignment was designed to promote critical thinking and digital literacy, which are essential skills in today’s world. By creating and managing their blog, students learned how to use various digital tools and develop their online communication skills.

Overall, this assignment was not only about academic learning but also about fostering social-emotional development, digital literacy, and community building. It was a way to support students during a challenging time and help them develop the skills they need to navigate the digital age.

Despite facing unprecedented challenges, the students of English 2C showed remarkable bravery in expressing their thoughts and feelings on the class blog. They opened up about their struggles with isolation, anxiety, and uncertainty, revealing a level of vulnerability that was both inspiring and humbling. The students’ willingness to share their experiences with each other was a testament to their resilience and determination to connect with others despite the physical distance.

The students’ openness and vulnerability were also evident in the creativity and honesty of their blog posts. They shared personal stories, reflections, and insights into their daily lives during the lockdown, highlighting the unique challenges and opportunities of this experience. Their willingness to express themselves through writing and multimedia was impressive and inspiring, and it showed how digital tools can be used to foster connection and community during challenging times.

It was an honor to witness their growth and development as they navigated this challenging time, and I am confident that they will continue to make a positive impact on their communities and the world.

While their last names have been removed, the website remains private to protect the students. It is open to viewing upon request.

Designing a Social Skills and Conduct Improvement Plan for a High-Achieving Student

Education, Pedagogy

It’s important to develop partnerships with parents to promote student learning. We’re a team, after all. They need to be developed early in the school year and consistently updated throughout the year. Consistency builds trust. Here’s an example of how my co-teacher and I developed a partnership with one of the parents of a high-achieving K1 student who was presenting with some behavioural issues.

Here’s a bad webtoon of what the PTM might look like.

Describe S’s Situation. How he is doing well and how he should improve. S is a high-achieving student and consistently outpaces his peers in language arts, numbers and science, creative arts, and physical education. He is usually or almost always well behaved towards teachers. He is well respected by teachers and peers. One aspect where S can improve is his social skills or behaviour towards his peers. He can be especially mean towards low-achieving students who cannot do, say, or create the things he can do with ease.

Prepare examples to explain S’s behaviour. One day we were learning about patterns in English. The teacher explained what a pattern was, and asked the students to complete the pattern. Only S was able to comprehend and reproduce the pattern. When other students attempted and could not do it, he would scoff or say, “Why can’t you do this? It’s easy.”
Another example is his interactions with L. L often cries, yells, or has trouble controlling his body movements. S sits next to L. If L does something unusual, S will demand to have L moved away from him. Once, S hit L with his hand to reprimand L for being too loud. He has said, “I don’t like L because L is dumb and ugly.” S only acts this way to a couple select students.

Explain goals for the future. To become more humble and patient with others. To develop a growth mindset for himself and for others. To be less prideful, and guide him into teaching his peers rather than chastising them.

Explain how teachers plan to help at school.

Explain why we think S is acting this way. One reason S might be acting this way is because he has developed a “fixed mindset” rather than a “growth mindset”. His pride comes from his achievements and because other students are not as high-performing as him, he thinks they deserve less respect.
Explain preventative strategies. We will read more stories about the value of every human being, about uniqueness and difference, about acceptance and equality. We will foster a “growth mindset” in all students throughout the day by praising when they attempt something more than when they achieve something. We will teach anti-bullying and the golden rule. We considered separating S from L in the seating arrangement, but came to the conclusion that it is better for both S and L to learn positive strategies in this situation than to avoid the problem altogether.
Explain responsive strategies. If or when S shows negative social behaviors, we will take him aside to inquire gently and patiently about why he acted that way, and try to inspire an empathetic response for the other student. We will talk to him about pride and why it should come with humbleness.

Explain how parents can help at home. Ask how S’s behaviour is at home. Is he prideful? Is he patient with his sister? Does he snap when things do not go his way? How do his grandparents dote on him? Due to constant communication before the PTM, we know that S’s parent’s observations and goals align with ours. We advise S’s parents to teach him to be patient with his sister. To praise him more passionately when he tries to do something, and more simply when he shows he can do something. Read and watch narratives about kindness, acceptance, and humbleness.

Schedule expectations for the future. Maintain daily communication via WeChat, Palm Baby, and pick up/drop off meetings with parents. Write about social/personal developmental milestones in monthly portfolios. Aim to meet goals by the next semester’s PTM.

Nose Detective: An Educational Game

Education, Pedagogy

There is a growing body of evidence pointing to the value of games and play in education and learning. Games are inherently user-centered, and hence educational games, if designed properly, are inherently student-centered. They are motivating and provide a means of teaching concepts and skills that might otherwise be viewed by learners as irrelevant or uninteresting. Games can also result in deeper, more meaningful learning.

This is an sensory play-based, educational game for young english language learners.

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Using Technology in Student-Centered Lesson Plans [Video]

Education, Pedagogy

COVID-19 has pushed the field of education online much sooner than many educators anticipated. Teachers everywhere are adjusting old and trying to adopt new learning strategies to better serve their students in a digital world.

This vlog was created using the answers from a questionnaire I conducted with teachers around the world. discussing technology in the classroom. I talk about integrated lesson plans, strategies, ethics, and digital learning during COVID19.

A checklist for creating technology-enhanced learning plans:

Does the teconology benefit students of all learning levels, styles and backgrounds in the class?
Are all students able to access resources besides at school? If not, what adjustments can be made to accomodate those students?
What is the real-world application of the technological skills the students are using/acquiring in this exercise?
Is the technology conscientious about protecting student data and privacy? If students need to give some personal information, is the level of exposure acceptable compared to the benefits of usage?
What is an alternate activity or backup plan in case the technology is not working or not responsive?