Year 7 Curriculum Guide 201819 Eng/Man

FOREWORD We are proud of the ambitious and academic education offered in the Senior School that is built on a tradition of subject expertise and passion. We are confident that the curriculum and wider opportunities for enrichment, combined with outstanding pastoral care, will provide the best possible platform for students to become independent and intellectually ambitious men and women.

Our programme of intellectual challenge and support allows all students in the Senior School to flourish, no matter what stage they are at in their education or what path they have chosen. NLCS Jeju students leave us as bright and aspirational young men and women; often taking up places at the most prestigious universities in the world.

Fundamental to our ethos is a belief in the importance of developing students’ enjoyment and excitement about their subjects by providing opportunities for them to discover their own interests and passions. Our teachers are subject specialists, who share their own intellectual passion with the students. Lessons are lively and varied, and the classroom atmosphere is relaxed, open and purposeful. We encourage students to try out their ideas and to be actively involved in discussions, presentations and debates.

We hope that this curriculum overview provides useful information regarding the subjects that your child will be taught whilst at NLCS Jeju and give you some guidance as to how you can support your child’s learning at home.

Year 7 Our curriculum is taught in 40 minute periods per day and Year 7 are taught the following number of periods in each subject per week: English (8) Maths (6) Science (5) Mandarin (6)* Korean Language (4) Computer Science (2) Korean History (2) 2nd Language Choice* *(2) Geography (2) History (2) Physical Education (2) Music (1) Art (1) Drama (1) Dance (1) Personal, Social and Emotional Development (1) * For students with Mandarin as a First Language ** Year 7 students have the choice of Latin or Mandarin as a second language. If a student needs additional support for English acquisition, then this lesson will be spent with a specialist English teacher.

OUR AIMS 1.

To provide an exceptional educational experience, based on the traditions, ethos and practices of North London Collegiate School, UK.

2.

To provide an ambitious academic education and to enable each student to make the most of their gifts.

3.

To maintain a team of teachers to whom each student is important and who can inspire subject passion and enthusiasm.

4.

To enable all students to recognise academic excellence and realise that it is attainable.

5.

To create a home where individuals are nurtured and the whole personality can grow.

6.

To foster a caring and respectful community characterised by excellent relationships between staff and students and between the students themselves, of whatever age, culture and background.

7.

To encourage all students to take risks and try something new in an environment which embraces all aspects of educational challenge.

8.

To develop an outward looking, internationally minded, community of young people who have a clear understanding of the value of commitment and service to others.

THE CURRICULUM Year 7

ENGLISH LANGUAGE & LITERATURE The English department aims to nurture a love of English Literature and Language in the students we teach.

Year 7 is an important year for studying literature at NLCS Jeju. We encourage students to develop a love and passion for literature and English by incorporating many of the key skills needed in later years in as creative and engaging a way as possible.

Half Term 1 (Aug – Oct)

Half Term 2 (Nov – Dec) Half Term 3 (Jan – Feb)

Half Term 4 (Feb – Apr) Summer Term (Apr – June)

Curriculum Content

Suggested Reading or Extension Activities

Autobiography: We study the concept of autobiography through “Boy” by Roald Dahl, “Chinese Cinderella” by Adeline Yen Mah and “The Diary of a Young Girl” by Anne Frank. We also answer questions in class such as; ‘What is an autobiography?’ ‘Who is this novel about and why?’ ‘What kinds of characters do we see here?’ and ‘Anyone we recognise?’

Modern Drama and Novels from History: A Christmas Carol by Charles Dickens: We study this classic novel and ask broader questions such as; ‘How did Dickens’ life influence his writing?’ and ‘How does ‘Dickens portray people in society?

Poetry and Cultures: We study a selection of poetry from different cultures that leads to students to writing their own poems and exploring their own culture. Many broader questions will be explored such as; ‘What is Poetry? What is Culture? How do Poetry and Culture influence one another?

Research;

Travel Writing: We study a number of different texts that centre on travel writing and answer big question such as; Why would someone write about travel? What kinds of travel writing are there?

Shakespeare project & Exam preparation: Students study ‘A Midsummer Night’s Dream’ and a collection of selected Shakespeare scenes and we will be discussing questions such as; ‘Who was William Shakespeare and why was he so important?’, ‘Is Shakeseare still important?’ and ‘How do I begin to understand Shakespeare?’

Roald Dahl, The Holocaust, China during WWII Further reading: “The Witches” by Roald Dahl and “The Boy in the Striped Pyjamas” by John Boyn Further reading: “Letters from Father Christmas” by J.R.R. Tolkein “What Christmas is as We Grow Older”

by Charles Dickens Further reading: “Why Poetry” by Matthew Zapruder ‘Leaves of Grass” by Walt Whitman Extension activity: Read through poems on the poetry.org website and write a report on a poet whose work you enjoy.

Further reading: Travel texts such as A Lonely planet guide or an article on the National Geographic website.

Further reading: “Introducing Shakespeare: A Graphic Guide” by Nick Groom “Shakespeare on Toast” by Ben Crystal “1599: A Year in the Life of William Shakespeare” or “1606: Shakespeare and the year of Lear” by James Shapiro

Assessment tasks, methods and frequency Equipment that students need

We set reading for homework and students are expected to complete a reading log. This is supported by teacher-student discussions and ongoing written reflections.

An ongoing ‘processfolio’ which is submitted and graded once per half-term and a series of timed assessments, which also occur once per half-term.

Pencil case, exercise book, novel.

Parents / guardians can help their child by: Useful websites Co curricular activities

Talking with with your child about the current novel they are reading. Reading the same novel as your child is also encouraged. poetry.org The Islander, Creative Writing, Poetry slam

Who can I contact?

Head of English Teachers of Year 7 English

Examples of homework tasks

Mr G Hall Please consult the Parent Portal to find the name of your child’s English teacher

MATHEMATICS The department aims to bring maths to life by framing it within the context of the real world. Many people mistakenly believe that mathematics is the process of repeatedly practising questions from a textbook and perhaps this because they did not receive the kind of teaching that enabled them to look at the world around them and to visualise their world as mathematical models.

Curriculum Content

Suggested Reading or Extension Activities

Half Term 1 (Aug – Oct)

Geometry 1: This term's topics include those focused on shape and measurement providing many opportunities for practical, investigative work.

Geometry 2: The students develop their understanding of ratios in the context of constructing and interpreting scale drawings and maps.

Students are always set extension tasks for homework, such as the ‘Pythagoras Millionaire’ activity that is available on www.myimaths.com

Half Term 2 (Nov – Dec)

Number 1: Group discussions will explore questions and tasks such as: ‘What would be an appropriate degree of accuracy in this case?’

‘Demonstrate why these two fractional quantities are equivalent.’

Algebra 1: The students extend their knowledge and application of algebra to solve problems involving linear equations and graphs.

Geometry 3: Students use their knowledge of rectangle and triangle area when solving parallelograms, trapeziums and other composite quadrilaterals.

Algebra 2: The students are introduced to, and learn to apply, Pythagoras' Theorem.

Number 1: Through solving area and side-length problems the students develop a familiarity with irrational numbers; square roots in particular.

Statistics 1: The students explore theoretical probabilities and develop methods for listing possible outcomes.

Geometry 4: Imagine plotting all the points that are a constant distance from a single point, what would the resulting plot look like? Such questions are presented to students and they learn how to precisely construct these and other loci using ruler and compasses.

Statistics 2: The students develop an understanding of two-variable statistics: they plot and use scatter diagrams to identify and discuss any relationships between dependent sets of data.

An excellent book to extend knowledge of ‘Number’ and ‘Algebra’ is Mathematical Investigations Book 1 by Randall Souviney

Half Term 3 (Jan – Feb)

Half Term 4 (Feb – Apr) Summer Term (Apr – June)

Skills they learn in this unit are particularly useful to extend their STEM projects.

Pupils are encouraged to extend their own learning in these topics by completing tasks on www.myimaths.com. For example, they may like to try the ‘Equation Pairs’ task.

The ‘Infographics’ CCA is an ideal way to develop students’ understanding of the uses and applications of number and statistics.

Year 7 students might like to try the ‘Swimming Pool’ project on Myimaths.com. This will develop their understanding of multiple mathematical topics and cross curricular topics such as economics; taking into account geometry, statistics, algebra and best value.

Examples of homework tasks Assessment tasks Equipment that students need

Investigations, online worksheets, creating presentations of their own work such as completion of practice problems and ‘Myimaths’ questions.

Students will undertake six assessed tasks in the year at the end of their units.

A calculator, a pair of compasses, a protractor and a ruler in addition to their regular equipment.

Parents / guardians can help their child by: Useful websites Co curricular activities

Support your child whilst they are working on their homework, encourage their pursuit of the extension taks above and then look for websites, books and articles to develop their interest. “artofproblemsolving.com” and ‘Numberphile’ is an outstanding youtube channel.

Competitions CCA - Preparing for international competitions.

Friendly competitions CCA - competing with NLCS sister schools around the world.

Who can I contact?

Head of Maths Teachers of Year 7 Maths

Mr Kennedy Please consult the Parent Portal to find the name of your child’s Maths teacher

SCIENCE The aim of the Year 7 Science program is to develop students’ experimental skills by investigating the basic building blocks of life, matter and radiation and applying them to explain real-life phenomena.

Half Term 1 (Aug – Oct)

Half Term 2 (Nov – Dec)

Curriculum Content

Suggested Reading or Extension Activities

Forensics: We learn how to use the Senior School Science laboratories safely and then we use scientific experiments and thinking skills to solve crimes!

The Longman Chemistry (11-14) guide has various extension activities to extend knowledge of Forensics and Solutionsc

Solutions: Applying separation techniques and investigating physical properties of materials to develop an understanding of the quantum nature of matter.

Colour & Light: We observe and investigate the physical properties of light radiation to develop an understanding of the quantum nature of light and colour and then learn to explain the causes and effects of colour phenomena in nature.

The BBC Bitesize website has various extension activities to extend knowledge of Colur and Light.

Half Term 3 (Jan – Feb)

STEM: Teams of students select their own project to research, plan, investigate and conclude their own work. This culminates in an Independent Project across Science, Maths and Computer Science, with the top finalists selected to represent NLCS at the GEC STEM Fair.

This project has numerous opportunities for extension and is in itself is completed mainly outside of the classroom. The STEM fair is an excellent opportunity for students to explain their projects in more detail

Half Term 4 (Feb – Apr)

Meteorology: We investigate the quantum nature of matter and the physical properties of heat, density and pressure, to explain the causes and effects of weather phenomena.

The Longman Physics 11-14 guide has numerous extension activities to build knowledge of Meteorology and Geology.

Summer Term (Apr – June)

Geology: We investigate evidence and reach conclusions to develop an understanding of the structure of the Earth and explain the causes and effects of geological formations.

Plankton: We use microscopes to investigate the building blocks of life, cells, and the core processes for living organisms.

Reproduction: We develop an understanding of the reproductive cycle of plants and animals and the life cycle of organisms.

This topic has excellent opportunities for extension including the researching of food chains and the differences in the reproductive cycles of different species.

Examples of homework tasks

Reading; researching; reporting; preparing project presentations

Assessment tasks, methods and frequency

Assessments of experimental skills: measurements; data processing; graphical analysis; application of scientific concepts; explanations of phenomena.

Assessments methods by: observations during practical experiments; written experiment reports; and research presentations.

Assessments typically take 1-2 weeks at the end of a topic, once per half term.

Graph paper, exercise book, pencil & eraser, ruler, protractor, compass, calculator, black, blue and red pens.

Encouraging students to take an interest in Science and the world around them by reading scientific journals, magazines and books, and watching videos about Science.

If parents feel comfortable with this suggestion: buy Science home practical kits and allow their children to experiment at home.

BBC Bitesize, IFL Science (online magazine) Youtube channels: AsapSCIENCE; MinuteEarth; Science Shorts; Veritasium; NRK Viten; Freesciencelessons; Bozeman Science; Sixty Symbols and minutephysics.

STEM CCA Junior Scientists Bryant

Equipment that students need Parents / guardians can help their child by: Useful websites Co curricular activities

Who can I contact?

Coordinator of Science Teachers of Year 7 Science

Ms Quinn Please consult the Parent Portal to find the name of your child’s Science teacher

KOREAN LANGUAGE Suggested Reading or Extension Activities

Curriculum Content Half Term 1 (Aug – Oct)

Junior school 에서 배웠던 국어 지식을 바탕으로 더욱 심화된

추가 활동: 좋아하는 문학 작품 소개하기,

국어 학습 과정을 경험하게 됩니다. 국어 교과에서 배울 수 있는

꿈 목록 만들기, 학급 규칙을 제안하는 글

다양한 장르를 소개하는 것에 초점이 맞춰져 있습니다. 주변에

쓰기, 관용표현을 몸으로 말해 맞추기

있는 다양한 자료를 활용하여

Half Term 2 (Nov – Dec)

Half Term 3 (Jan – Feb)

문학 수업을 처음 경험하는 학생들을 위해 캐릭터 바꿔 쓰기,

추가

활동:

이야기책

만들기,

동물

배경바꿔 쓰기 등 재미있는 활동 위주의 수업이 이루워지고

표정으로 이야기 만들기, 자신의 어록

있습니다. 글쓰기의 기본이 되는 글 조직방법, 내용 생성 방법,

만들기, 독서 습관을 점검하고 독서 계획

고쳐쓰기 등 세부적인 글쓰기 방법을

세우기

문화 향유 역량을 기르기 위해 다양한 문학 작품을 감상

학습의 자료를 특정한 갈래에 한정할

하면서 비유와 상징의 뜻과 그 효과를 학습할 것입니다. 그리고

필요는 없으며, 교과서에 수록된 작품

이를 바탕으로 자신의 생각이나 느낌을 표현해 볼 것입니다.

외에도 여러 갈래의 작품과 노랫말, 광고, 영화 등을 활용할 수 있습니다. 추가 활동: 비유를 활용하여 노랫말을

Half Term 4 (Feb – Apr)

여러 가지 요약하는 방법을 익히고, 글의 성격에 따라 요약하기

잡지나 신문, 인터넷 등 다양한 매체의 글

전략을 다르게 사용함으로써 글에서 중요한 정보를 선별해내는

이외에 요리법, 영화, 블로그 등

능력을 기를 수 있습니다.

실생활에서 요약하는 사례를 찾습니다. 추가 활동: 친구들과의 갈등을 해결할 수

Summer Term (Apr – June)

낱말들을 분류하여 각각의 특성을 깊이 있게 이해함으로써,

추가 활동: 조건에 해당하는 낱말을 찾아

실제 의사소통 상황에서 낱말을 더욱 효과적으로 사용할 수

빙고 놀이를 하면서 품사에 대한 지식을

있는 능력을 기를 것입니다.

적용하기, 품사를 사람에 빗대어 표현해 보기 토의를 거쳐 우리 학급의 상징 만들기, 피라미드 토의를 통해, 무인도에

Examples of homework tasks

개인별로 모방시, 팀별로 모방시조 작성하기, 팀별 프로젝트로 구성 단계별 소설 분석하기

Assessment tasks, methods and frequency Equipment that students need

단원별 1 개 이상의 평가를 하고 한 학기에 3 개 이상의 평가를 합니다.

Parents / guardians can help their child by:

교과서 지문 이외에 다양한 장르의 글을 읽고 느낀 점을 쓰거나 말할 수 있도록

Useful websites Co curricular activities Who can I contact?

공책과 관련 학습지료, 필기구

지도해주시면 좋겠습니다. http://mid.ebs.co.kr/main/middle Script Reading Head of Korean Teachers of Year 7 Korean

Mrs Park Please consult the Parent Portal to find the name of your child’s Korean teacher

COMPUTER SCIENCE The Computer Science department aims to develop computational thinking and problem-solving skills in each student. We teach students to understand the component parts of computer systems and how they interrelate and we will focus on acquiring the skills necessary to solve real-life problems using a range of programming languages.

Suggested Reading or Extension Activities

Curriculum Content The Fundamentals of Computing: Students will gain a fundamental knowledge of computing systems & programing. They will be using Scratch programming tools to develop a game and students will also learn about various types of software and hardware used in computing.

Half Term 1 (Aug – Oct)

Coding: Students will be able to carry out simple operations on binary numbers, such as binary addition, and conversion between binary and decimal numbers. Students will explore various types of coding problems and learn to apply different coding languages to solve them. Students will also be learning how to use BBC Micro bits and the Python programming language to solve problems.

Micro Bits: Half . .. … Students will be learning about hardware and software and applying programming skills to complete a project using BBC micro bits.

Term 3

Half Term 2 (Nov – Dec)

(Jan – Feb)

Research technology inventions, and how they have evolved over the years. Create a timeline showing important milestones in the evolution of technology.

Apply the coding skills learnt in lessons to develop an online game or apply to challenges such as those found on Topcoder.com

Compare the different devices in your house that have motion sensors. How do they improve your life and what is the potential of these devices in the future?

St

Half Term 4 (Feb – Apr)

Summer Term (Apr – June)

Memory and Storage: Students will deepen their understanding of memory and storage used in day to day life. Investigating different storage devices, Students will be able to understand simple Boolean logic and its uses in circuits and programming. We will also learn to create a simple webpage and to work with Cascading Style Sheets.

How safe is cloud storage? What are the implications for holding our personal details in the clouds?

Website Development: Students will study website design and create a website to present a particular area of interest.

Study the ways in which the very best websites are constructed. What are the key elements that differentiate the good websites from the outstanding?

Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need

Class assignments, presentations, small projects, Quizlets and assignments.

Students will be assessed with a termly end of topic test and project work.

Parents / guardians can help their child by: Useful websites

Ensuring that your child do practice programming skills during breaks by registering online courses. http://microbit.org/, www.tutorialspoint.com, w3schools.com

Co-curricular activities

Coding club, Tech Hardware Bryant, The annual Fobisia coding challenge and Robotics club.

Who can I contact?

Head of Computer Science

Mr Singh

Teachers of Year 7 Computer Science

Please consult the Parent Portal to find the name of your child’s Computer Science teacher

All equipment will be provided by the Computer Science department

LATIN As Latin teachers, we aim to foster a love of the Roman world and its language and literature. Through learning Latin, we hope that students will develop a facility with language, the capacity and inclination to analyse sources of information critically and a tolerant, flexible approach to ideas and customs which are different from their own.

We focus on developing the ability to translate Latin into accurate English. Students also study aspects of Roman culture, and reflect on similarities and differences with modern cultures. Students will build up simple vocabulary based around the topic areas. They are encouraged to deduce meaning by noticing connections between English and Latin words.

Curriculum Content Half Term 1 (Aug – Oct)

This course is based on Cambridge Latin Course Book 1, stages 1-2. The grammar covered includes: articles, word order, nominatives, accusatives and we learn to read and pronounce Latin words. We also learn how to learn vocabulary and discover the links between Latin roots and English derivatives. The key topics in this term are Roman family and houses.

Half Term 2 (Nov – Dec)

This course is based on Cambridge Latin Course Book 1, stages 3-4: The grammar covered includes: declensions, personal endings of present tense verbs, nominative plurals and the key topic area is the town of Pompeii.

Half Term 3 (Jan – Feb)

This course is based on Cambridge Latin Course Book 1, stage 5: The grammar covered includes: nominative singulars and plurals and the key topic area is the Roman theatre. We also focus on Latin reading in preparation for the school Latin Reading Competition

Half Term 4 (Feb – Apr) Summer Term (Apr – June)

This course is based on Cambridge Latin Course Book 1, stage 6: The grammar covered includes: perfect and imperfect tenses and the key topic area is Roman slavery

Suggested Reading or Extension Activities

Develop and learn vocabulary; read Greek and Roman myths; read or watch the ‘Roman Mysteries’ (available in the school library); read or watch documentaries about Roman Pompeii or any other topic of interest; read or complete activities from the classroom extension box or library.

This course is based on Cambridge Latin Course Book 1, stage 7-8: Grammar covered includes: accusative plurals; subjects expressed in the verb and the key topic areas are gladiators; funerals and beliefs about death.

Examples of homework tasks Assessment tasks, methods and frequency Equipment students need

Learning vocabulary, short translation passages, comprehension questions, language exercises, for example filling in the missing word from a sentence and translating.

As well as informal assessment in lessons, there will be assessed homework, small vocabulary, grammar and translation tests throughout the year and an annual examination.

Black, red, blue and green pens; scissors and glue

Parents / guardians can help their child by: Useful websites

Asking your child to talk about his/her work. Encouraging him/her to spend time learning Latin vocabulary for 10 minutes at least once a week.

Whom can I contact?

Please consult the Parent Portal to find the name of your child’s Latin teacher

http://www.cscp.educ.cam.ac.uk, https://quizlet.com/

MANDARIN AS A FIRST LANGUAGE 中文母语教育在 KS3 阶段，我们参考中国国内中学的教材，选取适合国际学校此年龄段学生的各种文 体篇目，并根据 IGCSE 及 IB 课程的需要，培养学生除了基本的国学基础知识以外，更具备独立思考、 创造力及赏析、辩证的能力。

Half Term 1 (Aug – Oct)

Curriculum Content

Suggested Reading or Extension Activities

散文－写景状物

散文方面，从短小精悍、写景状物的名家散文开始，体会语言风格和写作手法。学习借物抒

现当代诗歌

情、托物言志、以小见大的写作方法。

古文－短篇

诗歌方面，整体感知和领悟诗文意境，掌握“对比”和“象征”等文学表现手法，体会诗歌的艺术

写作

表现效果和感染力。

扩展阅读

古文方面，积累常见文言词语；学习借助注释和工具书理解内容。练习古文的断句和诵读。 了解相关文学常识和典故。 写作方面，从生活中学习写作，学会观察生活，保持敏感和好奇心，时时捕捉生活素材；练 习比喻、拟人、排比等修辞手法的运用。扩展阅读以名家名篇散文、诗歌为主。

Half Term 2 (Nov – Dec)

记叙文—写人叙事

记叙文方面，掌握记叙文不同的叙事结构。了解叙事的结构以及倒叙、插叙等手法的运用；

经典小说

掌握通过心理描写刻画人物和推动情节的方法。

写作

经典小说方面，掌握著名作家、作品的相关文学常识。通过小说阅读掌握人物塑造的多种手

扩展阅读

法，以及前后呼应、点名题旨、暗藏伏笔等各种叙事技巧。 古文方面，进一步积累常见文言词语；学习借助注释和工具书理解内容。延长阅读内容。了 解相关文学常识和典故。 写作方面， 练习写人叙事，做到完整地叙述事情并对重点人物进行详细描写。练习叙事的顺 序：正序、倒叙、插叙。练习安排开头和结尾的呼应，练习文章结构，做到有清晰的脉络、 连贯的情节和突出的重点。扩展阅读以小说为主。

Half Term 3 (Jan – Feb)

古文－长篇

古文方面，进一步积累常见文言词语；学习借助注释和工具书理解内容。延长阅读内容。了

写作

解相关文学常识和典故。

扩展阅读

写作方面， 练习写人叙事，做到完整地叙述事情并对重点人物进行详细描写。练习叙事的顺 序：正序、倒叙、插叙。练习安排开头和结尾的呼应，练习文章结构，做到有清晰的脉络、 连贯的情节和突出的重点。扩展阅读以小说为主。

Half Term 4 (Feb – Apr)

纪实报道／新闻稿

通过阅读新闻稿、纪实报道等各种体裁的文章，来提高现代文的阅读能力，提高搜集、筛选 信息的能力，要能抓住主要信息和数据数字，发挥分析、探究和综合的能力，发表自己的见

写作 扩展阅读

解。 写作方面，要做到“言有序”“章有法”，条理清楚。同时，练习在以记叙、描写为主的文章里表 达自己的看法，建立自己的议论。作为对叙述、描写内容的补充、提炼和升华，议论部分要 简明凝练，集中，引起读者的共鸣和思考。扩展阅读以时事类的新闻报道为主。

Summer Term (Apr – June)

说明文

说明文方面，把握文章结构，了解说明文的结构方式（并列、总分、递进等），体会科学类 文章分类说明、数据运用、严谨而又不刻板的特点。

写作／扩展阅读

写作方面，要做到“言有序”“章有法”，条理清楚。同时，练习在以记叙、描写为主的文章里表 达自己的看法，建立自己的议论。作为对叙述、描写内容的补充、提炼和升华，议论部分要 简明凝练，集中，引起读者的共鸣和思考。扩展阅读以时事类的新闻报道为主。

Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need

Essay writing / Worksheet / Reading text Mid- and end-of-unit assessments plus final exams.

Basic stiationery and exercise books

Parents / guardians can help their child by: Useful websites Co curricular activities Who can I contact?

Ensuring that pupils read and practise writing regularly. www.ehanzi.com http://www.ximalaya.com/dq/book/ http://news.qq.com/ Chinese calligraphy club / Chinese paper cutting club / Chinese magazine editing club Head of Mandarin Teachers of Year 7 Mandarin

Ms Liu Please consult Parent Portal to find the name of your child’s Mandarin teacher

MANDARIN AS A FOREIGN LANGUAGE In Mandarin, we teach students to develop their listening, speaking, reading and writing skills, using both pinyin and simplified characters. Students learn to express themselves with increasing confidence, independence and creativity both orally and in writing. As an international school, we explore the similarities and differences between Chinese, the students’ native languages and English.

Curriculum Content

Suggested Reading or Extension Activities

Half Term 1 (Aug – Oct)

Pinyin, Basic stroke / Numbers / Greeting / Dates, Age / Telephone numbers: Students study the basics of Mandarin grammar, the writing system of the characters and will learn to greet people at different times of the day.

Students can extend their knowledge and skills by watching the video series that is available on https://www.youtube.com/watch?v=63l48RwRqyg

Half Term 2 (Nov – Dec)

Family Members / Self-introduction / Nationality Students learn to introduce themselves, their family members and their nationalities. We also discuss careers and our aspirations for the future.

Try your newly acquired skills out at a shop or restuarant run by a fluent Chinese-speaker.

Half Term 3 (Jan – Feb)

Occupation / Time Daily Routine / Means of Transportation: Students will learn to express what they do during their school day and introduce different means of transportation.

Read some Mandarin books written for very young children and gradually increase the difficulty; you’ll find the pictures really help you.

Half Term 4 (Feb – Apr)

Colours / Clothing / Parts of the body: Students learn body-parts, the kinds of clothes people wear and colours.

Research Chinese clothing culture. How does it differ from Korean or Western styles?

Summer Term (Apr – June)

Consolidation: Students revise all topics above and practice with further speaking, writing and reading activities.

Students should take opportunities to engage in conversations with Chinese first language speaking students, staff, restaurant owners etc to consolidate their knowledge.

Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need

Creating sentences, essay writing, reading texts, creating dialogue and learning Chinese songs.

Mid- and end-of-unit assessments plus final exams.

Parents / guardians can help their child by: Useful websites

Ensuring that pupils read and practice writing regularly.

Basic stationery and exercise books

Co curricular activities

https://www.youtube.com/watch?v=iyUX2toWaOo www.ehanzi.com http://www.archchinese.com https://www.youtube.com/watch?v=uc7qd9xPpDY Chinese calligraphy club/ Chinese paper cutting club/ Chinese magazine editing club

Who can I contact?

Head of Mandarin

Ms Liu

Teachers of Year 7 Mandarin

Please consult the Parent Portal to find the name of your child’s Mandarin teacher

GEOGRAPHY Geography in Year 7 focuses on developing a broad overview of Geographical concepts and building key skills of mapping and investigation. We focus on exploring human and physical Geographical topics by comparing the Geography of Jeju to that of London. Students begin to build an understanding of the World around us and develop an awareness of the characteristics of a selection of contrasting physical and human environments.

Curriculum Content

Suggested Reading or Extension Activities

Half Term 1 (Aug – Oct)

Understanding maps in Geography: We learn about 4 & 6 figure grid references, compass, direction, scale and contours.

We also apply these concepts in the fieldon a trip to Seogwipo where we complete a land-use investigation.

Explore the following website https://www.ordnancesurvey.co.uk/mapzone/mapskills to build further skills relating to maps

Half Term 2 (Nov – Dec)

Understanding maps in Geography continued: We learn about longitude and latitude and explore map perspectives and GIS.

Consider the question “To what extent do maps show reality?” and write a short essay explaining your opinions.

Half Term 3 (Jan – Feb)

A geographical comparison study between Jeju and London: In this unit we explore location, population, plate tectonics volcanoes & geology

Visit the local volcanic landforms sites of Jeju Island and learn about their formation. Locations such as the Jungman lava columns, the Manjanggul lava tubes and Jeoji oreum.

Half Term 4 (Feb – Apr) Summer Term (Apr – June)

A geographical comparison study between Jeju and London continued: In this topic we explore weather, climate and typhoon formation.

Investigate typhoons that have impacted Jeju Island and write a short essay on their effects on the local geography.

A geographical comparison study between Jeju and London continued: This term we compare the lives of Y7 students at NLSC Jeju and London through student questionnaires.

Read “The London Eye Mystery” by Siobhan Dowd to enjoy a good book and gain a better understanding of the context of this topic.

Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need Parents / guardians can help their child by: Useful websites Co curricular activities Who can I contact?

Treasure map and story task, researching and investigating geographical features found in London and Jeju.

Map and English skills assessment in creating a treasure map and story, End of unit test on map skills, comparison writing on key features of Jeju and London Basic stationery Explore the local area of Jeju and read the news to keep up to date with current affairs https://www.ordnancesurvey.co.uk/mapzone/map-skills - Explore map skills https://www.bbc.com/education/subjects/zrw76sg - BBC Geography Bitesize KS3 The Conservation Society would be a good start. Join a Bryant acitiviyt that explores the natural environment of Jeju Island such as Olle Trail and Mountain Biking.

Head of Geography

Mrs Fowler

Teachers of Year 7 Geography

Please consult Parent Portal to find the name of your child’s Geography teacher

HISTORY History is a dynamic, contested evidence-based discipline that involves an exciting engagement with the past. It is a rigorous intellectual discipline, focused around key historical concepts such as change, causation and significance. Studying History develops an understanding of the past, which leads to a deeper understanding of the nature of humans and of the world today.

Suggested Reading or Extension Activities

Curriculum Content Half Term 1 (Aug – Oct)

Historical Detectives: Students take on the challenge of unravelling a real ‘History Mystery’ using a range of primary sources and their critical faculties.

Half Term 2 (Nov – Dec)

The Black Death: Students will explore the historical concepts of ‘Causation and Consequence’ through a case study of the arrival of the plague in 14th Century Europe.

Half Term 3 (Jan – Feb)

The Black Death Continued: Students will explore the historical concepts of ‘Causation and Consequence’ through a case study of the arrival of the plague in 14th Century Europe.

Half Term 4 (Feb – Apr)

The Renaissance: Students consider the historical concepts of ‘Change and Continunity’ through a case study of the ‘rebirth’ of European civilisiation in the fifteenth and sixteenth centuries.

Summer Term (Apr – June)

The Age of Exploration: Was 1492 a good year? Students will gain a deeper understanding of how our notions of the past are constructed through an examination of the impact of the discovery of the Americas. An understanding of the historical concept of ‘Perspectives’ will be developed.

History Heroes: Students complete a research project that develops their understanding of the historical concept of ‘Significance’.

Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need

For all of these units, the library has collections of texts to accompany each unit that will be available and on display. Take a book to read and deepen your knowledge of history.

The History department website (nlcsjejuhistorian.com) is always kept updated with extension materials that accompany individual lessons.

Structured research, paragraphing, reading, project, extended writing, creative planning / design There will be one formal summative assessment per unit that will be standardised across the year group (essay, source work, significance project, investigative report). Teachers will additionally give regular formative feedback to promote student progress.

General stationery and texts, resources supplied by the school, access to a computer.

Parents / guardians can help their child by: Useful websites Co curricular activities

By discussing the topics being studied at home and ensuring that students read widely, especially historical fiction texts. nlcsjejuhistorian.com, activehistory.co.uk, youtube documentaries, library databases Historical Fiction Reading Cirlce, Prize-winning Historians CCA, Senior-Junior School Historical Society

Who can I contact?

Head of History Teachers of Year 7 History

Mr Tipney Please consult the Parent Portal to find the name of your child’s History teacher

KOREAN HI STORY Suggested Reading or Extension Activities

Curriculum Content Half Term 1 (Aug – Oct)

문명의 형성과 고조선의 성립

Half Term 2 (Nov – Dec)

문명의 형성과 고조선의 성립



나로부터 시작하는 역사연표 만들기

1.

역사의 뜻과 역사를 공부하는 이유



같은 인물에 대한 서로 다른 평가

2.

선사시대의 생활과 도구의 변천



신석기 시대와 구석기 시대 비교



단군신화의 해석을 통해 고조선의 모습

3.

문명의 탄생과 역사 시대의 시작

파악하기

4.

고조선의 성립과 발전



고조선의 8 조법 상상하여 채우기

5.

철기의 보급과 여러나라의 성장



사료를 통해 파악하는 철기시대를 배경으로한 여러나라의 모습

Half Term 3 (Jan – Feb)

삼국의 성립과 발전



만화로 그리는 삼국의 건국 신화

1.

삼국의 성립



중앙집권화를 위한 삼국의 공통 노력

2.

삼국의 변화와 발전



광개토대왕릉비 해석하기



무령왕릉에 숨겨진 비밀



삼국와 가야의 정치적 차이점 탐구하기



역사신문 제작하기

Half Term 4 (Feb – Apr)

삼국의 성립과 발전

Summer Term (Apr – June)

통일 신라와 발해의 발전

3.

연맹 왕국 가야의 성립과 발전

4.

삼국 문화의 교류와 전파

: 삼국의 문화를 찾아서 

신라의 삼국 통일 과정 뉴스 만들기

1.

신라의 삼국 통일



통일신라 시대와 남북국 시대

2.

통일 신라의 발전과 문화



발해는 과연 누구의 역사인가?

3.

발해의 발전과 문화

o

탐구활동

Examples of homework tasks

자료조사하기, 토론하기, 대본 작성하기, 그룹 프로젝트, 역사 신문 만들기 등

Assessment tasks, methods and frequency Equipment that students need

Pop-up Test, 학기 중간 중간의 수시 평가 및 Annual Exam

Parents / guardians can help their child by:

역사적 사건 및 역사적 인물에 대한 내용을 중심으로 역사에 대한 관심을 계속해서

교재(중학교 역사 1 양호환) 및 학습지 학교 제공

가질 수 있도록 지지가 필요합니다. 가장 쉽게는 TV 프로그램이라든지 역사 소설, 사극 등을 쉽게 접할 수 있도록 하는 것 또한 한국사에 대한 관심을 갖게 하는 데 가장 좋은 유인기재가 되기도 합니다.

Useful websites

네이버 지식백과의 한국 역사/문화 카테고리 : http://terms.naver.com/list.nhn?cid=42919&categoryId=42919

Co curricular activities

역사신문만들기, Korean History Webtoon

Who can I contact?

Head of Korean

Mrs Park

Teachers of Year 7 Korean History

Please consult the Parent Portal to find the name of your child’s Korean History teacher

ART AND DESIGN In Year 7 students will build upon the skills and techniques learnt in the Junior School art, and discover new and exciting ways of working within Art and Design.

Suggested Reading or Extension Activities

Curriculum Content Half Term 1 (Aug – Oct)

Mandalas-Exploring Organic Pattern: Students begin with an introduction to the formal elements of Art and Design. They explore different ways of drawing, considering tone and shade. They investigate colour mixing using inks and paint, gaining an understanding of tints, tones and shade. Students then explore pattern, based on the stimuli of organic form. They will also be introduced to research methods thorough library visits and independent homework tasks.

Half Term 2 (Nov – Dec)

Exploring Buddhist Design: Students investigate Buddhist culture and artefacts, making studies of the designs and symbols used. They then learn how to develop their own patterns and designs. Students begin to formulate their own design into a Mandala section.

Half Term 3 (Jan – Feb)

Designing with a Purpose: Students work on and complete their own Mandala segment using the painting skills developed in the first half term. They produce A2 size images and, as a group, construct a handmade circle, designing the central area collaboratively. They will consider balance and synchronicity. Students will finish their final piece and collate their work for display.

Half Term 4 (Feb – Apr)

Evaluation: At the end of the project, all students undertake a structured evaluation of the project, gaining an understanding of how to reflect on their own learning, considering successes they have had and difficulties they may have encountered, and discuss how they can learn from them. This is also an opportunity for students to consolidate the new vocabulary that they have learned over the course of the project. They will also be encouraged to evaluate work through group critique.

Artist Investigation ‘Rousseau’: Students explore natural form through investigating Rousseau. They will be introduced to subtle blending through using oil pastels. Students will then collate their studies for display.

Summer Term (Apr – June)

There are many opportunities for students to extend their skills with expert guidance in one of the Art cocurricular activities.

Assessment tasks, methods and frequency Equipment that students need

Complete sketchbooks studies from samples, primary source organic form and Buddhist pattern.

Tasks are assessed with written feedback and attainment grades, along with mid and end of unit assessments.

Basic drawing equipment, all other equipment is provided by the Art department.

Parents/guardians can help their child by: Useful websites Co-curricular activities

Taking students to temples and gardens. Supervising and encouraging homework tasks.

Encouraging students to look at online art galleries, books in the library and at home. www.tate.org.uk www.nationalgallery.org.uk As provided by the Art department.

Who can I contact?

Head of Visual Art Teachers of Year 7 Visual Art

Examples of homework tasks

Ms Kennington Please consult the Parent Portal to find the name of your child’s Art teacher

DANCE The Dance department aims to nurture a love of Dance in the students we teach. Dance offers many benefits, including aiding the development of kinaesthetic intelligence and creating opportunities for self-expression and communication. Dance teaches the values and skills of creativity, problem solving, risk-taking, making judgments in the absence of rules, and higher-order thinking skills. Dance also helps students develop physical fitness, appreciation of the body, concern for sound health practices, and effective stress management approaches.

In Year 7 we introduce students to the concept of choreography, learning about the fundamental principals through theoretical and practical lessons. Throughout the year we explore professional pieces of dance, undertake dance analysis, create choreography and perform individual and ensemble performances.

Curriculum Content

Suggested Reading or Extension Activities

Half Term 1 (Aug – Oct)

Action Space Dynamics and Relationships: In this half-term, there is an introduction to the basic principals of choreography, followed by motif creation using the basic principals.

Attending dance performances.

Half Term 2 (Nov – Dec)

Nutcracker: Ice Skating Scene.

We will watch and analyse an excerpt from Matthew Bourne’s classic work before performing a dance based on an excerpt, creating motifs and incorporating theatre arts (costume and lighting) into the performance.

Youtube has the full recording of Nutcracker. Rehearsing dances in the studio out with class time.

Half Term 3 (Jan – Feb)

Developing a theme 1: There will be an introduction to theme and stimulus through ideational stimuli. This will take the form of workshop tasks, using ideas and song lyrics as starting points for practical exploration.

Departmental resources; handouts, DVD’s, power points, books, etc.

Following links to videos in the resources in class.

Half Term 4 (Feb – Apr)

Developing a theme 2: In this half term, we continue the exploration of stimuli: auditory and visual, through solo choreographic tasks and classwork performances.

Rehearse dances outside of class time.

Record yourself dancing and send to your teacher for feedback.

Summer Term (Apr – June)

Still Life at The Penguin Café: This term will be continuing the exploration of stimuli: kinaesthetic, through an analysis of Still Life at The Penguin Café before creating group choreographies demonstrating their knowledge and understanding of the basic principals of dance developed over the year.

Watch the full recording of ‘Still Life’ and compare with other interpretations.

Examples of homework tasks

Researching stimuli, developing motifs, planning and choreographing dances.

Assessment tasks, methods and frequency Equipment that students need

Practical assessments, once a half term.

Parents / guardians can help their child by: Useful websites

Ensuring students bring kit to class. Taking them to watch live dance performances. Ensuring they do their homework on time and hand it in.

Youtube

Co curricular activities

School musical, arts week productions, Dance Technique, Ballet, Hip hop

Who Can You Contact?

Head of Dance Teachers of Year 7 Dance

Leotard and leggings or PE kit. Workbooks.

Mrs Taylor Please consult the Parent Portal to find the name of your child’s Dance teacher

DRAMA The Drama Department aims to equip students at NLCS Jeju with the performance skills necessary to engage fully with the subject, whilst also providing a means for students to communicate effectively and in spoken English. Topics are designed to allow students to work in pairs, groups or on their own to express themselves confidently and work collaboratively and creatively.

Half Term 1 (Aug – Oct) Half Term 2 (Nov – Dec) Half Term 3 (Jan – Feb)

Curriculum Content

Suggested Reading or Extension Activities

Genres In their first unit in Year 7, the students identify and explore the different staging conventions that make up a theatre genre.

National Theatre ‘All About Theatre’ (Walker Books)

These conventions will be demonstrated in small group work creating different performances in each of the genres explored.

This unit introduces students to various theatre elements that go to make up the conventions of a genre- lighting, sound, set, costume and style of performance.

Shakespeare in Performance Drawing on the drama department’s passion for Shakespeare, we explore using techniques adopted by The Royal Shakespeare Company to depict some of Shakespeare’s greatest plays.

Learn more about Shakespeare with this resource covering Julius Caesar: BBC Bitesizehttps://www.bbc.co.uk/education/clips/zs2mhyc

Trestle Mask - Beginner Mask work is a great leveler. At NLCS Jeju we accept that Drama classes push some students out of their comfort zone. We aim to make the classroom totally inclusive to enable all students to build their confidence in presenting themselves and in spoken English.

When working with the masks, there is not the opportunity to express themselves using the voice (other than the expected feedback they give each other and to the teacher). Mask work does however allow the students to explore fully the possibility of physical characterisation and often enables those who are lacking confidence to thrive when they put themselves behind the mask.

Learn more about Trestle Masks with this resource; https://trestletheatre.weebly.com/rules-of-thetrestle-mask.html

Half Term 4 (Feb – Apr) Summer Term (Apr – June)

Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need

Line learning and research tasks Performances and rehearsals are formally assessed once per term

Parents / guardians can help their child by: Useful websites

Reading aloud any lines that need to be learnt, taking their child to live theatrical performances

Co curricular activities

Whole School Production, Arts Festival Performances

Who can I contact?

Head of Department Teachers of Year 7 Drama

None

https://trestletheatre.weebly.com/rules-of-the-trestle-mask.html https://www.bbc.co.uk/education/clips/zs2mhyc - Shakespeare

Mr Pearson Please consult Parent Portal to find the name of your child’s Drama teacher

MUSIC In music, we have great fun exploring a range of new genres through practical and theoretical tasks. Whilst the content is broad, we do ensure that the exceptional skills of many of our students are challenged through performance, composition and analytical tasks.

Curriculum Content

Suggested Reading or Extension Activities

Half Term 1 (Aug – Oct)

Popular Music is a genre which enables sub cultures to express themes both lyrically and musically, with which they identify. Students will arrange and perform a pop song of their choice

Listen to and analyse the musical elements of: A range of musical styles such as Alternative Rock, Blues, Pop, RnB, Electronica or any popular music style.

Half Term 2 (Nov – Dec)

Programme Music: Students will draw connections between storylines, characters and the music and have the opportunity to manipulate sounds, to evoke different atmospheres and emotions

Half Term 3 (Jan – Feb)

Latin America: Students will listen to, dance and play various arrangements of samba rock, samba canção and samba enredo. By the end of the unit they will understand and recognise samba rhythms, instruments, famous melodies and dance steps

Listen to: Peter and the Wolf (Prokofiev), The Planets (Holst) and Carnival of the Animals (Saint-Saëns) and compare the different ways in which the characters are depicted.

Listen to Toquinho, Benito de Paula, Elizeth Cardoso, Chico Buarque and Vinicius de Moraes and compare the range of rhythmic devices used.

Half Term 4 (Feb – Apr) Summer Term (Apr – June)

Music in Advertising: We discover why jingles are so persuasive and remain in our subconscious even when we’re not aware. Students will create and perform their own jingles for a product of their choice, building on their knowledge from the previous unit

Watch TV adverts and/or films and consider why they are effective for their purpose.

Music from East Asia: Students will explore, improvise, listen to and perform music from Korea, China, Japan and beyond. Students will create and perform their own pieces based on scales, rhythms and instruments which feature in the aforementioned countries.

Listen to traditional music from any East Asian country and research the traditional instruments and compare their construction and timbre.

Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need Parents / guardians can help their child by: Useful websites Co curricular activities Who can I contact?

Preparing for performances or composition, researching musical context, instruments and culture Solo or group performances, solo or group compositions, music analysis.

Musical instrument (if applicable), Laptop with access to music software such as Sibelius, Garageband, Logic or Ableton equivalent.

Supporting music practice, listening to the wide range of music suggested above, take your child to see a range of live performances. https://www.bbc.com/education/subjects/zpf3cdm https://www.allmusic.com/ A wide variety of music orchestras and ensembles Head of Music Teachers of Year 7 Music

Ms Ruskovich Please consult Parent Portal to find the name of your child’s Music teacher

PHYSICAL EDUCATION The aim of the Physical Education Department at NLCS Jeju is to provide an exciting range of physical activities designed to inspire lifelong health and wellbeing in every student.

Curriculum Content

Suggested Reading or Extension Activities

Half Term 1 (Aug – Oct)

Football: We refine control of the ball, using different parts of the body, we develop safe passing skills into space and dribbling skills in small game situations and develop the ability to know when and where to place the ball and responsibilities as a player in defense and attack.

Join the football squad or Fobisia training to extend your skills in this area.

Half Term 2 (Nov – Dec)

Netball: We develop a range of passing skills, along with when and how to use them effectively in games.

Watch a Six Nations rugby match or a classic New Zealand/Australia netball fixture to analyse the skills and tactics used at the highest level.

Half Term 3 (Jan – Feb)

Swimming/Lifesaving: We develop efficiency in the water using a full range of swimming strokes. We practice survival strokes, develop an understanding of heat-saving positions and learn how to stay afloat.

Research the most common circumstances in which you are most likely to use these skills. Join the swimming co-curricular activity to develop your proficiency.

Half Term 4 (Feb – Apr)

Squash/Table Tennis: We practice the core skills needed to play both sports. One focus will be on the knowledge of singles rules and we develop basic bat/racquet skill principles of play using variations of service, backhand, forehand and spins.

Read ‘You are awesome’ by Matthew Syed to gain an understanding of what it takes to be successful at anything, not just table tennis!

Summer Term (Apr – June)

Athletics: We understand the term ‘pacing’ and learn to apply pacing to races over longer distances. We also learn to use basic techniques in the long jump, triple jump, shot put and javelin throw.

Research training programmes that aim increase running performance. How do elite athletes maintain their exceptional fitness?

Rugby: We develop the accuracy and timing of passing and receiving skills & refine attacking patterns.

Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need

Exercise on a daily basis practicing an enjoyable sport or physical activity.

Continuous assessment throughout the sport unit including peer evaluations, teacher/student discussions and modeling, formative & summative skill assessment and game play.

NLCS PE kit, white socks, trainers and other specific sport equipment such as swim suit, shin pads, football boots etc.

Parents / guardians can help their child by: Useful websites Co curricular activities

Ensuring their child has correct PE kit for every lesson and encouraging their child to exercise daily, try out for sport teams and partake in sport CCA’s and Bryant.

Sportsscientists.com, www.jssm.com A huge range of sport CCA’s are available for students to participate in.

Who can I contact?

Head of PE Teachers of Year 7 PE

Ms DeMartino Please consult Parent Portal to find the name of your child’s PE teacher

PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT The main aims of the PSD program at NLCS Jeju are to help students develop their personal attitudes and values, to teach students a full set of life-long social skills, and to ensure that students acquire a broad range of knowledge about personal and social issues. The content of the PSD curriculum is divided into six themes, each with a key inquiry question attached. Each year group completes lesson activities to approach the inquiry question in a different manner in order to build on knowledge gained during the previous year.

Suggested Reading or Extension Activities

Curriculum Content Half Term 1 (Aug – Oct)

Relationships. How can I live well with others?

Students will learn about the following concepts: empathy; sympathy; diversity. They will consider how these concepts apply to their own lives and develop social skills in these areas. They will also complete a Bullying Awareness program and will learn about racism and racist bullying. Students will learn about the school’s anti-racism policy.

Half Term 2 (Nov – Dec) Half Term 3 (Jan – Feb)

Risk. Should I take risks?

Students will consider what a ‘risk’ is and examples of ‘good’ and ‘bad’ risks. They will look at examples concerning road safety, safeguarding and child protection.

Organisation. How can we organise ourselves?

Students will learn about the following areas of organisational skills: time management; effective use of their school planner; improving concentration; effective study habits. Students will complete an assessed piece of work during this module.

Global Citizenship. What is my place in the world?

Students will learn about restorative practices and restorative justice.

Students will learn information about these ideas and the skills necessary to apply them to their own lives when conflicts arise.

Half Term 4 (Feb – Apr)

Resilience. What is the importance of resilience?

Students will learn answers to the following questions: what is resilience? What is stress? What is anxiety? They will then learn skills, information, and techniques in order to help deal with anxiety and to improve their resilience.

Summer Term (Apr – June)

Wellbeing. What is the importance of wellbeing?

Students will learn about the importance of wellbeing in lessons in regard to personal hygiene, active lifestyles, and healthy diets.

Extension activities: Students can prepare detailed, creative, and insightful responses to the key inquiry question for each PSD theme. These could be in a variety of forms including written essays, drama performances, musical songs, video diaries, debate speeches, newspaper or magazine articles, and graphic novels.

Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need

We do not set homework in PSD. Students are given verbal feedback on their contributions to discussions and positive participation.

Provided by the school.

Parents / guardians can help their child by:

Discussion of the issues raised in class with their child. Ask them to explain the concepts, ideas and questions they have learnt about in class and should offer their own views about them to begin a discussion. Parents should also encourage their child to be up-to-date with current affairs and to watch/read news stories with them in order to discuss the issues raised.

Mental and Physical health (in English): https://www.nhs.uk/conditions/Pages/hub.aspx Emotional wellbeing (in Korean): http://www.hopeclick.or.kr/main/main.php Various student societies with connections to PSD are available for students to join, for example: Gender Studies, International Relations, Philosophy, North Korean Refugees, Debating and Public Speaking, Amnesty, Medical, and Economics societies.

Useful websites Co curricular activities

Who can I contact?

PSD Co-ordinator Teachers of Year 7 PSD

Mr Carter-Stead Please consult Parent Portal to find the name of your child’s PSD teacher

Team-building activities run by the PSD department during Arts Week

Academic Extension and Support

INDEPENDENT PROJECTS The Independent projects are an opportunity for students to engage in self-directed study or independent learning, focusing all their time and energy on a single piece of work. Students must manage their time, solve problems and submit their work by a specified time and date. All students’ will complete 2 Independent projects over the course of Year 7.

Aims:      

To participate in a sustained, self-directed inquiry.

Generate creative new insights and develop deeper understanding.

Demonstrate the skills, attitude and knowledge required to complete a project over an extended period of time.

Appreciate the process of learning and take pride in accomplishment.

To show progress across the 2 projects.

To provide a grounding for the IB extended essay.

Project 1 - Voyages of Discovery:

The first project embarked upon by year 7 is a study combining the Humanities and the Art departments which uncovers significant ‘Voyages of Discovery’ throughout History. Students can look at any example and ideas include Xuanzang, Marco Polo, Ibn Battutah, Vasco de Gama, Hernan Cortez, Zheng He, Captain Cook, David Livingstone, Paul Gauguin, Roald Amundsen, Pitt Rivers, Clifford Geertz, Ernest Shackleton, Ed Stafford, Donald Walsh, or the voyager probes.

After selecting a ‘Voyage of Discovery’ every student must address the following inquiry question: “How has your chosen voyage of discovery changed the world?”

How can I support my child with these projects?  Make sure they spend time each evening working on the project.  Look through their timeline and make sure they have divided their project up into a list of activities that need to be completed each evening. Get them to show you all the components they need to complete and help them divide these up across the two weeks.  Encourage them to use books from the library and not rely on the internet.  Get them to discuss their understanding of the explorer with you.

Questions you might ask your child for each project: Questions will vary dependent of the person/voyage chosen, but the following would be sensible examples of questions.

Inquiry Question 1: 1. How did the discovery of the X (e.g. the silk road) start globalisation at that time?

2. How did trading between X and Y (e.g. along the silk road) cause countries to start developing? Did China benefit from this?

3. What does X (the silk road) look like today? How has globalisation changed it? (e.g. from camels to huge container ships).

Project 2 - STEM fair project: The second project is a science-based project based around an experiment devised by the students. Students will work in pairs to choose a question to investigate, then plan and carry out the experimental investigation during Science lessons and at home. a. After obtaining experimental data, students work in pairs. b. Students may analyse any data they obtain during Mathematics lessons. c. Students may use technology to enhance their investigation and presentation during Computer Science lessons.

For the Independent Project part of your STEM fair project you need to: a. Produce a large poster display of your process. This can either be done individually or in pairs. b. Create an individual self-reflection sheet.

NB: The best projects will be put forward to represent NLCS at the tri-school STEM fair.

How is the Project marked?

Each project is marked out of 34 and given a grade of a Distinction, a Merit, a Pass of a Fail. Both grades are combined and reported home to you at the end of the term.

HELPING YOUR CHILD AT HOME Homework

The students are set homework for two or three subjects per evening and this should total about one and a half hours of homework per night. We do not believe that it is healthy for Year 7 students to be regularly spending more time than this working, especially if they feel under pressure to do so. In Yr8 their homework allocation increases to two hours per evening, with each student receiving 3 x 40 minute pieces of work.

The students receive a homework timetable and write their specific homework tasks in their planners.

In General

Ensure that your child completes their homework, but doesn’t spend too much time doing it. About one and a half hours should be enough for most yr7 students. Allowing time to read in English is an incredibly valuable aspect of homework and should be encouraged. Please remember the importance of your child getting enough sleep. It is recommended by the Sleep Foundation that children up the age of 13 have between 9 and 11 hours of sleep per night and children between the ages of 14-17 should have 8 to 10 hours sleep. Getting the optimum amount of sleep gives your child the support they need to develop both physically and mentally so they can perform well at school.

English and Reading Students come to NLCS Jeju to learn the language of the school; English. Please Ensure that your child has an English book that they enjoy reading, and that they read in English every day. This is extremely important in reinforcing correct grammar, building knowledge and learning new vocabulary. Our library is full of interesting books and if your child has a book in mind that we haven’t got in stock, we would always be happy to try to acquire it.

Some helpful tips on how you can help support your child’s reading and development of English:  Use an e-reader, as unfamiliar words can be looked up immediately and your child has an almost unlimited number of books to choose from.  Get your child to keep a notebook and write down 3 new words of vocabulary every day.  Encourage your child to read newspapers and magazines online e.g. The Times magazine online.  If possible, read the same novel as your child so you can talk about it, or if you can’t read the same novel, you can still ask questions about why your child likes/dislikes the book, who the key characters are, what is the favourite part of the book etc.

前言 我们为中学提供的雄心勃勃的学术教育感到自豪，这种教育建立在学科专业知识和学术热情的传统之上。 我们相信，丰富的课程和广泛的机会，再加上卓越的教牧护理，将为学生成为独立和智慧的年轻男女提 供最好的平台。 我们的课程既向学生提出了求知上的挑战，也给予了他们支持，因此使得中学的所有学生， 无论他们 处在教育的何种阶段或选择何种路径，都能蓬勃发展。 NLCS 济州的学生们在毕业离校的时候，成为聪 明和富有理想的年轻男女; 他们经常能在世界上最负盛名的那些大学里占据一席之地。 我们深信通过提供机会让学生发现自己的学术兴趣和热情，这对于培养学生对其学科的兴趣和热爱具有 重要作用；这也是我们教育理念的基础。我们的老师是专家，他们与学生分享自己的学术激情。课程活 泼多变，课堂气氛轻松、开放，有目的性。我们鼓励学生尝试他们的想法并积极参与讨论、演讲和辩论。 我们希望本课程概述能提供有关您的孩子在 NLCS 济州学习的科目的有用信息，并为您提供一些关于如 何支持您孩子在家学习的指导。 7 年级 我们的课程以每天 40 分钟一节课来计算，7 年级每周每门课的授课节数如下： 英语（8） 数学（6） 科学（5） 中文母语（6）* 韩语（4） 计算机科学（2） 韩国历史（2） 第二外语选项* *（2） 地理（2） 历史（2） 体育（2） 音乐（1） 艺术（1） 戏剧（1） 舞蹈（1） 个人和社会发展（1） *对于中文为第一语言的学生 **七年级中文母语的学生可以选择拉丁语作为第二语言。如果学生需要额外的英语支持，那么本课时将 与一位专业的英语老师一起学习。

学校的目标： 1.

基于英国北伦敦本校的传统、校风和实践，提供优秀的教育。

2.

提供高标准的学历教育，使每一个学生充分发挥他们的能力。

3.

保持一支优秀的教师队伍，老师认为每名学生都是非常重要的，老 师能激发学生对学科的热爱和激情。

4.

所有的学生都认识到学术卓越的重要性，并相信可以做到学术卓 越。

5.

要创建一个家的氛围，在这里，个人得到培育，整个人格可以增 长。

6.

要树立互相关爱和互相尊重的社区大家庭，在这里，教职员工和学 生之间，以及学生自己之间都保持良好的关系，而无论年龄、文化 和背景如何。

7.

鼓励所有学生在包含了各种教育挑战的环境中，承担风险，勇于尝 试。

8.

要建立一个外向型、国际化思维的青年人的社区，青年人对于责 任、承诺、为他人服务的价值有清醒的认识。

课程大纲 7 年级

英语语言与文学 英语系旨在培养我们的学生对英语文学和语言的热爱。 七年级是 NLCS 济州学习文学的重要一年。 我 们鼓励学生培养对文学和英语的喜爱和热情，并将高年级所需的许多关键技能以尽可能创造性和吸引人 的方法介绍给学生。

半学期 1 (8 – 10 月)

半学期 2 (11– 12 月) 半学期 3 (1 – 2 月)

半学期 4 (2 – 4 月) 夏季学期 (4 – 6 月)

课程内容

建议的阅读和扩展活动

自传：我们通过 Roald Dahl 的《男孩》，Adeline Yen Mah 的《中国灰姑娘》和安妮弗兰克的《一个年轻 女孩的日记》来研究自传的概念。我们也在课堂上 回答诸如以下的问题： “什么是自传？” “这部 小说是关于谁的，为什么？”''我们在这里看到了 什么样的角色？” 和“我们认出了谁？” 现代戏剧和历史小说：查尔斯狄更斯的《圣诞颂 歌》：我们研究这部经典小说，并提出更广泛的问 题，比如： “狄更斯的生活如何影响他的写作？” “狄更斯如何描绘社会中的人们？” 诗歌与文化：我们选择并研究不同文化下的诗歌， 学生写作自己的诗歌，探索自己的文化。将探讨许 多更广泛的问题，例如： “什么是诗歌？什么是文 化？诗歌与文化如何相互影响？”

研究; 第二次世界大战中的中国，大屠杀，罗尔德 达尔 拓展阅读： Roald Dahl 的“The Witches”和 John Boyn 的“穿条纹睡衣的男孩”

旅行写作：我们研究了许多以旅行写作为中心的不 同文本，并回答了诸如此类的大问题：“为什么会 有人写旅行？有哪些种类的旅行写作？” 莎士比亚项目和考试准备：学生学习《仲夏夜之 梦》和一系列精选的莎士比亚戏剧场景，我们将讨 论如下问题： “谁是威廉莎士比亚，为什么他如此 重要？”，“莎士比亚现在仍然重要吗？”以及 “我如何开始理解莎士比亚？”

家庭作业例子 考评任务、方法和频率 学生所需配备

拓展阅读： J.R.R.托尔金的“来自圣诞老人的信” 查尔斯狄更斯“我们长大后圣诞节 是什么” 拓展阅读： “为什么是诗”马修 Zapruder 沃尔特惠特曼的“三叶草” 扩展活动：在 poetry.org 网站上阅读诗歌， 并撰写与自己喜欢的诗人相关的报告。 拓展阅读： 旅行文本，例如《孤独的行星指南》或国家 地理网站上的文章。 拓展阅读： Nick Groom 的“莎士比亚介绍：图解指南” Ben Crystal 的“烤面包上的莎士比亚” “1599：威廉莎士比亚生平中的一年” 或“1606：莎士比亚与李尔年” 作者 James Shapiro

我们设置阅读作业，学生需要完成阅读日志。 通过师生讨论和持续的书面反思 写作来支持这一活动。 持续的“组合作业 processfolio”，每半个学期提交一次并进行一次评分；进行 一系列定期评估，每半个学期评估一次。 铅笔盒，练习本，小说。

家长/监护人可以通过以下 方式帮助孩子： 有用的网站 相关 CCA 活动

和你的孩子谈论其正在阅读的当前小说， 和孩子阅读同一本小说等

联系人

英语系主任 7 年级英语教师

poetry.org The Islander 校刊, Creative Writing 创意写作, Poetry slam 诗社 Mr G Hall 请通过登录 Engage 家长端 Parent Portal 来查找孩子的英语 老师

数学 数学系旨在通过在现实世界的背景下构建数学来使数学生动起来。 许多人错误地认为学习数学是反复 练习教科书中的问题的过程，也许这是因为他们没有受到过那种使他们能够看到周围世界并将其世界视 为数学模型的那种教学模式。

课程内容

建议的阅读和扩展活动

半学期 1 (8 – 10 月)

几何 1：这个学期的主题侧重于形状和测量， 提供了许多机会进行实际的调查工作。 几何 2：学生在构建和解释比例图和地图的过 程中发展对比例的理解。

学生的作业中会有扩展任务，例如 www.myimaths.com 上提供的'Pythagoras Millionaire'活动

半学期 2 (11– 12 月)

数 1：小组讨论将探讨如下问题和任务：“这 种情况下适当的准确度是多少？”“证明这两 个分数量为什么相等。” 代数 1：学生扩展他们的知识和代数的应用以 解决涉及线性方程和图形的问题。

关于“数学”和“代数”知识的优秀著作是 Randall Souviney 的 “ Mathematical Investigations Book 1”

半学期 3 (1 – 2 月) 半学期 4 (2 – 4 月) 夏季学 期 (4 – 6 月)

几何 3：学生在求解平行四边形，梯形和其他 复合四边形时，使用矩形和三角形区域的知 识。 代数 2：介绍并学会应用毕达哥拉斯定理。 数 1：通过解决面积和边长问题，学生熟悉无 理数;特别是平方根。 统计 1：学生探索理论概率并制定列出可能结 果的方法。 几何 4：设想按照一个点到点之间的恒定距离 来绘制轨迹，会得到什么？这些问题将呈现给 学生，他们将学习如何使用标尺和指南针精确 地构建轨迹。统计 2：学生理解双变量统计： 他们绘制并使用散点图来识别和讨论相关数据 集之间的关系。

家庭作业例子

他们在本单元学到的技能对扩展他们的 STEM 项目特别有用。 鼓励学生通过完成 www.myimaths.com 上的扩 展任务来完成对这些主题的学习。 例如，他 们可能会喜欢尝试“方程对”任务。 “信息图表”CCA 是培养学生对数字和统计 的使用和应用的理想活动方式。

七年级的学生可能会喜欢在 Myimaths.com 上 尝试“游泳池”项目。 这将增强他们对多个 数学主题和跨课程主题（如经济学）的理解; 把几何、统计、代数和最佳值等都考虑进 去。

调查，在线工作表，创建关于自己工作的介绍，完成实践问题和'Myimaths'问 题。

考评任务、方法和频率 学生们将在单元结束时考试，一年里有六次评估。 学生所需配备 除了常规设备之外，还有计算器、指南针、量角器和尺子。 家长/监护人可以通过 在孩子做家庭作业时支持你的孩子，鼓励他们做扩展任务，然后寻找网站、书籍 以下方式帮助孩子： 和文章来培养他们的兴趣。 “artofproblemsolving.com”和“Numberphile”是一个优秀的 YouTube 频道。 有用的网站 比赛 CCA - 为数学国际比赛做准备。友谊赛 CCA - 与全球 NLCS 姐妹学校开 相关 CCA 活动 展数学竞争。 联系人

数学系主任 7 年级数学教师

Mr Kennedy 请通过登录 Engage 家长端 Parent Portal 来查找孩 子的数学老师

科学 7 年级科学课程的目标是通过调查生命、物质和辐射的基本构造块以及应用来解释现实生活中的现象并 培养学生的实验技能。

半学期 1 (8 – 10 月)

课程内容

建议的阅读和扩展活动

取证：我们学习如何安全地使用中学科学实验室，使用科 学实验和思考技能来解决犯罪问题！

《朗文化学（11-14）指南》有各种扩 展活动来扩展取证和解决方案的知 识。

解决方案：应用分离技术和调查材料的物理特性来发展对 物质量子性质的理解。 半学期 2 (11– 12 月)

颜色与光：我们观察并研究光辐射的物理特性，了解光和 颜色的量子性质，然后学会解释颜色现象在自然界中的原 因和影响。

BBC Bitesize 网站有各种扩展活动来扩 展颜色和光的知识。

半学期 3 (1 – 2 月)

STEM：学生团队选择自己的项目来研究、计划、调查和完 成自己的工作。这是整合了科学、数学和计算机科学领域 的独立项目，我校的最佳项目入围者将参加 GEC STEM 教 育城校际科学项目展览会。

这个项目有很多扩展的机会，而且本 身主要是在课堂之外完成的。 STEM 博览会是学生们更详细地解释他们的 项目的绝佳机会。

半学期 4 (2 – 4 月)

气象学：我们研究物质的量子性质、热的物理学属性，密 度和压力等， 以解释天气现象的原因和影响。

《朗文物理 11-14 指南》有许多扩展 活动来建立对气象和地质知识的理 解。

夏季学期 (4 – 6 月)

地质学：我们调查证据并得出结论，以发展对地球结构的 理解并解释地质结构的原因和影响。 浮游生物：我们使用显微镜来研究生命构成，细胞，生物 体的核心过程。

这个主题有很好的延伸机会，包括食 物链的研究和不同物种繁殖周期的差 异等等。

繁殖：我们了解植物和动物的生殖周期以及生物体的生命 周期。 家庭作业例子 考评任务、方法和频率

学生所需配备 家长/监护人可以通过以下 方式帮助孩子：

有用的网站

相关 CCA 活动

联系人

阅读、研究、报告、准备项目的演示文稿等 实验技能评估：测量、数据处理、图形分析、应用科学概念、现象的解释。 评估方法：在实际实验中观察、书写实验报告、对研究进行陈述性介绍。 评估通常在课题结束时用 1-2 周的时间来进行，每半个学期进行一次。 方格纸、练习本、铅笔和橡皮擦、尺子、量角器、指南针、计算器、黑色，蓝色 和红色笔。 鼓励学生通过阅读科学期刊、杂志和书籍以及观看有关科学的视频，对科学和周 围的世界产生兴趣。 如果家长对此建议感到满意的话，可以：购买家用科学实用工具包，并允许孩子 在家中进行实验。 BBC Bitesize，IFL Science（在线杂志） Youtube 频道：AsapSCIENCE; MinuteEarth; Science Shorts; Veritasium; NRK Viten; Freesciencelessons; Bozeman Science; Sixty Symbols 和 minutephysics.

STEM CCA "少年科学家"周六 Bryant 科学协调员 7 年级科学教师

Ms Quinn 请通过登录 Engage 家长端 Parent Portal 来查找孩子的 科学老师

韩语母语 课程内容 半学期 1 (8 – 10 月)

半学期 2 (11– 12 月)

半学期 3 (1 – 2 月)

建议的阅读和扩展活动

Junior school 에서 배웠던 국어 지식을 바탕으로 더욱 심화된

추가 활동 : 좋아하는 문학 작품

국어 학습 과정을 경험하게 됩니다. 국어 교과에서 배울 수 있는

소개하기, 꿈 목록 만들기, 학급 규칙을

다양한 장르를 소개하는 것에 초점이 맞춰져 있습니다. 주변에

제안하는 글 쓰기, 관용표현을 몸으로

있는 다양한 자료를 활용하여

말해 맞추기

문학 수업을 처음 경험하는 학생들을 위해 캐릭터 바꿔 쓰기,

추가 활동 : 이야기책 만들기, 동물

배경바꿔 쓰기 등 재미있는 활동 위주의 수업이 이루워지고

표정으로 이야기 만들기, 자신의 어록

있습니다. 글쓰기의 기본이 되는 글 조직방법, 내용 생성 방법,

만들기, 독서 습관을 점검하고 독서 계획

고쳐쓰기 등 세부적인 글쓰기 방법을

세우기

문화 향유 역량을 기르기 위해 다양한 문학 작품을 감상

학습의 자료를 특정한 갈래에 한정할

하면서 비유와 상징의 뜻과 그 효과를 학습할 것입니다. 그리고

필요는 없으며, 교과서에 수록된 작품

이를 바탕으로 자신의 생각이나 느낌을 표현해 볼 것입니다.

외에도 여러 갈래의 작품과 노랫말, 광고, 영화 등을 활용할 수 있습니다. 추가 활동 : 비유를 활용하여 노랫말을

半学期 4 (2 – 4 月)

여러 가지 요약하는 방법을 익히고, 글의 성격에 따라 요약하기

잡지나 신문, 인터넷 등 다양한 매체의 글

전략을 다르게 사용함으로써 글에서 중요한 정보를 선별해내는

이외에 요리법, 영화, 블로그 등

능력을 기를 수 있습니다.

실생활에서 요약하는 사례를 찾습니다. 추가 활동 : 친구들과의 갈등을 해결할 수

夏季学期 (4 – 6 月)

낱말들을 분류하여 각각의 특성을 깊이 있게 이해함으로써,

추가 활동 : 조건에 해당하는 낱말을 찾아

실제 의사소통 상황에서 낱말을 더욱 효과적으로 사용할 수

빙고 놀이를 하면서 품사에 대한 지식을

있는 능력을 기를 것입니다.

적용하기, 품사를 사람에 빗대어 표현해 보기 토의를 거쳐 우리 학급의 상징 만들기, 피라미드 토의를 통해, 무인도에

家庭作业例子

개인별로 모방시, 팀별로 모방시조 작성하기, 팀별 프로젝트로 구성 단계별 소설 분석하기

考评任务、方法和频率

단원별 1 개 이상의 평가를 하고 한 학기에 3 개 이상의 평가를 합니다.

学生所需配备

공책과 관련 학습지료, 필기구

家长/监护人可以通过以下方式 帮助孩子：

교과서 지문 이외에 다양한 장르의 글을 읽고 느낀 점을 쓰거나 말할 수 있도록

有用的网站 相关 CCA 活动 联系人

지도해주시면 좋겠습니다. http://mid.ebs.co.kr/main/middle Script Reading 韩语系主任 7 年级韩语教师

Mrs Park 请通过登录 Engge 家长端 Parent Portal 来查找孩子的韩语老师

计算机科学 计算机科学系旨在培养每个学生的计算思维和解决问题的能力。 我们教导学生理解计算机系统的组成 部分以及它们之间的相互关系，我们将专注于获取使用各种编程语言解决实际问题所需的技能。

建议的阅读和扩展活动

课程内容 半学期 1

计算记基础： 学生将获得计算系统和编程的基本知识。他们将使用 Scratch 编程工具开发游戏，学生还将学习计算中使用的各 种软件和硬件。

研究技术发明，以及其多年来的发 展。 创建一个时间表，展示技术演进 中的重要里程碑。

编码： 学生将能够对二进制数进行简单操作，例如二进制加法， (11– 12 以及二进制和十进制数之间的转换。学生将探索各种类型 月) 的编码问题，并学习使用不同的编码语言来解决它们。学 生还将学习如何使用 BBC Micro 和 Python 编程语言来解 决问题。 Micro Bits: 半学期 3 . .. 学生将学习硬件和软件，并运用编程技巧和使用 BBC (1 – 2 micro bits 完成一个计算机编程项目。 月)

应用课程中学到的编码技能来开发在 线游戏或应用在 Topcoder.com 网站所 提供的挑战性问题上。

半学期 4

云存储有多安全？ 在云端保存我们的 个人信息有什么意义？

(8 – 10 月) 半学期 2

(2 – 4 月)

夏季学期 (4 – 6 月)

内存和存储： 学生将加深对日常使用中的记忆和存储的理解。调查不同 的存储设备， 学生将能够理解简单的布尔逻辑及其在电路和编程中的用 途。我们还将学习创建一个简单的网页并使用层叠样式 表。 网站开发： 学生将学习网站设计并创建一个展示特定兴趣领域的网 站。

比较你家中的各种运动传感器的不同 之处。 他们如何改善你的生活以及未 来这些设备的潜力如何？

研究构建最佳网站的方式。 将好网站 与卓越网站区分开来的关键因素是什 么？

家庭作业例子 考评任务、方法和频率

课堂作业、演示文稿、小型项目，Quizlets 和作业。 学生将接受每学期期末的主题测试和项目工作评估。

学生所需配备

所有设备将由计算机科学部提供。

家长/监护人可以通过以下 方式帮助孩子： 有用的网站

确保您的孩子在休息时间通过注册在线课程来练习编程技巧。

相关 CCA 活动

编码俱乐部，科技硬件 Bryant，年度 Fobisia 编码挑战和机器人俱乐部。

联系人

计算机科学系主任

Mr Singh

7 年级计算机科学教师

请通过登录 Engage 家长端 Parent Portal 来查找孩子的 计算机科学老师

http://microbit.org/, www.tutorialspoint.com, w3schools.com

拉丁语 作为拉丁教师，我们的目标是培养对罗马世界及其语言和文学的热爱。 通过学习拉丁语，我们希望学 生能够发展一种用语言知识、语言能力和语言意味来批判性地分析信息来源的能力，以及对与自己不同 的想法和习俗能采取宽容、灵活的方法。 我们专注于开发将拉丁文翻译成准确英语的能力。 学生还研究罗马文化的各个方面，并反思与现代文 化的异同。 学生将根据主题领域建立简单的词汇。 鼓励他们通过注意英语和拉丁语词汇之间的联系来 推断意义。

课程内容 半学期 1 (8 – 10 月)

建议的阅读和扩展活动

本课程基于剑桥拉丁课程第一册 1-2 阶段，所涵盖的语法 包括：文章，词序，主格，宾格。我们学习拉丁文字的阅 读和发音。我们还学习如何学习词汇并发现拉丁语根源与 英语衍生词之间的联系。这个学期的关键主题是罗马的家 庭和房屋。

半学期 2 (11– 12 月)

本课程以剑桥拉丁课程第一册第 3-4 阶段为基础：所涵盖 的语法包括：现代式动词的变形，个人结尾，主格复数。 关键主题领域是庞贝城。

半学期 3 (1 – 2 月)

本课程基于剑桥拉丁课程第 1 册第 5 阶段：所涵盖的语法 包括：主格单数和复数，关键主题领域是罗马剧场。我们 还专注于拉丁文阅读，为学校的拉丁阅读比赛做准备。

半学期 4 (2 – 4 月)

本课程基于剑桥拉丁课程第一册，第六课：所涵盖的语法 包括：完成和不完成的时态，关键的主题领域是罗马奴隶 制

夏季学期 (4 – 6 月)

本课程基于剑桥拉丁课程第一册第 7-8 阶段：涵盖的语法 包括：指称复数; 动词与人称；关键主题是角斗士、葬礼 和关于死亡的信仰。

家庭作业例子

发展和学习词汇; 阅读希腊和罗马的 神话; 阅读或观看《罗马神话》（可 在学校图书馆借阅）; 阅读或观看关 于罗马庞贝或任何其他感兴趣话题的 纪录片; 阅读或参与教室与图书馆的 相关扩展活动。

学生所需配备

学习词汇、简短的翻译段落，理解问题，语言练习，例如填补句子中遗漏的单 词、翻译。 除了课堂上的非正式评估外，全年还将对家庭作业、词汇、语法和翻译测试进行 评估，并进行年度考试。 黑色，红色，蓝色和绿色笔; 剪刀和胶水

家长/监护人可以通过以下 方式帮助孩子： 有用的网站

请你的孩子谈论他/她的功课。 鼓励他/她每周至少花时间学习拉丁词汇 10 分 钟。 http://www.cscp.educ.cam.ac.uk, https://quizlet.com/

联系人

请通过登录 Engge 家长端 Parent Portal 来查找孩子的拉丁语老师

考评任务、方法和频率

中文母语 中文母语教育在 KS3 阶段，我们参考中国国内中学的教材，选取适合国际学校此年龄段学生的各种文体 篇目，并根据 IGCSE 及 IB 课程的需要，培养学生除了基本的国学基础知识以外，更具备独立思考、创 造力及赏析、辩证的能力。

课程内容 半学期 1 (8 – 10 月)

散文－写景状物 现当代诗歌 古文－短篇 写作 扩展阅读

半学期 2 (11– 12 月)

记叙文—写人叙 事 经典小说 写作 扩展阅读

半学期 3 (1 – 2 月)

古文－长篇 写作 扩展阅读

半学期 4 (2 – 4 月)

纪实报道／新闻 稿 写作 扩展阅读

夏季学期 (4 – 6 月)

说明文 写作／扩展阅读

建议的阅读和扩展活动 散文方面，从短小精悍、写景状物的名家散文开始，体会语言风格和写作手法。学 习借物抒情、托物言志、以小见大的写作方法。 诗歌方面，整体感知和领悟诗文意境，掌握“对比”和“象征”等文学表现手法， 体会诗歌的艺术表现效果和感染力。 古文方面，积累常见文言词语；学习借助注释和工具书理解内容。练习古文的断句 和诵读。了解相关文学常识和典故。 写作方面，从生活中学习写作，学会观察生活，保持敏感和好奇心，时时捕捉生活 素材；练习比喻、拟人、排比等修辞手法的运用。扩展阅读以名家名篇散文、诗歌 为主。 记叙文方面，掌握记叙文不同的叙事结构。了解叙事的结构以及倒叙、插叙等手法 的运用；掌握通过心理描写刻画人物和推动情节的方法。 经典小说方面，掌握著名作家、作品的相关文学常识。通过小说阅读掌握人物塑造 的多种手法，以及前后呼应、点名题旨、暗藏伏笔等各种叙事技巧。 古文方面，进一步积累常见文言词语；学习借助注释和工具书理解内容。延长阅读 内容。了解相关文学常识和典故。 写作方面， 练习写人叙事，做到完整地叙述事情并对重点人物进行详细描写。练 习叙事的顺序：正序、倒叙、插叙。练习安排开头和结尾的呼应，练习文章结构， 做到有清晰的脉络、连贯的情节和突出的重点。扩展阅读以小说为主。 古文方面，进一步积累常见文言词语；学习借助注释和工具书理解内容。延长阅读 内容。了解相关文学常识和典故。 写作方面， 练习写人叙事，做到完整地叙述事情并对重点人物进行详细描写。练 习叙事的顺序：正序、倒叙、插叙。练习安排开头和结尾的呼应，练习文章结构， 做到有清晰的脉络、连贯的情节和突出的重点。扩展阅读以小说为主。 通过阅读新闻稿、纪实报道等各种体裁的文章，来提高现代文的阅读能力，提高搜 集、筛选信息的能力，要能抓住主要信息和数据数字，发挥分析、探究和综合的能 力，发表自己的见解。 写作方面，要做到“言有序”“章有法”，条理清楚。同时，练习在以记叙、描写 为主的文章里表达自己的看法，建立自己的议论。作为对叙述、描写内容的补充、 提炼和升华，议论部分要简明凝练，集中，引起读者的共鸣和思考。扩展阅读以时 事类的新闻报道为主。 说明文方面，把握文章结构，了解说明文的结构方式（并列、总分、递进等），体 会科学类文章分类说明、数据运用、严谨而又不刻板的特点。 写作方面，要做到“言有序”“章有法”，条理清楚。同时，练习在以记叙、描写 为主的文章里表达自己的看法，建立自己的议论。作为对叙述、描写内容的补充、 提炼和升华，议论部分要简明凝练，集中，引起读者的共鸣和思考。扩展阅读以时 事类的新闻报道为主。

家庭作业例子 考评任务、方法和频率 学生所需配备

短文写作/作业/阅读文本 单元中和单元末评估以及期末考试 基本的文具和练习册

家长/监护人可以通过以下 方式帮助孩子： 有用的网站 相关 CCA 活动

确保学生定期开展阅读和练习写作。 www.ehanzi.com, http://www.ximalaya.com/dq/book/, http://news.qq.com/ 中国书法 / 中国剪纸俱乐部/ 中文杂志编辑俱乐部

联系人

中文系主任 7 年级中文教师

Ms Liu 请通过登录 Engage 家长端 Parent Portal 来查找孩子的中文老师

中文普通话 在中文普通话中，我们教授非中文母语的学生发展听、说、读和写技巧，同时使用拼音和简体字。 学 生学会以口头和书面形式自信、独立和创造性地表达自己。 作为一所国际学校，我们探讨汉语、非中 文学生的母语以及英语之间的异同。

课程内容

建议的阅读和扩展活动

半学期 1 (8 – 10 月)

拼音、基本笔画/数字/问 候语/日期、年龄/电话号 码。

学生可以通过观看视频系列来扩展他们的知识和技能 https://www.youtube.com/watch?v=63l48RwRqyg

半学期 2 (11– 12 月)

家庭成员/自我介绍/国 籍，学生学会介绍自己、 他们的庭成员和国籍。

找机会在商店或餐厅尝试与说中文的人沟通。

半学期 3 (1 – 2 月)

职业/时间日常日常/交通 工具

阅读一些为年幼的孩子写的普通话书，并逐渐增加难度; 你会发 现图片真的可以帮助你。

半学期 4 (2 – 4 月)

颜色/服装/身体部位，部 位、服装的颜色和种类

研究中国服饰文化。 它与韩国或西方风格有何不同？

夏季学期 (4 – 6 月)

合并：学生复习上述所有 主题，并进行进一步的口 语、写作和阅读活动。

学生应该有机会与中国的第一语言的学生、员工、餐馆老板等进 行交流，以巩固他们的知识。

家庭作业例子 考评任务、方法和频率 学生所需配备

造句、写作文章、阅读文本、创建对话和学习中文歌曲。 单元中和单元末评估以及期末考试。 基本的文具和练习册

家长/监护人可以通过以下 方式帮助孩子： 有用的网站

确保学生经常性地进行读写训练。

相关 CCA 活动 联系人

https://www.youtube.com/watch?v=iyUX2toWaOo www.ehanzi.com http://www.archchinese.com https://www.youtube.com/watch?v=uc7qd9xPpDY 中国书法 / 中国剪纸俱乐部/ 中文杂志编辑俱乐部 中文系主任 7 年级中文教师

Ms Liu 请通过登录 Engage 家长端 Parent Portal 来查找孩子的中文 老师

地理 7 年级的地理学侧重于对地理概念有一个全面的了解，并构建测绘和调查的关键技能。 通过比较济州 地理和伦敦地理，我们专注于探索人类和自然地理等主题。学生开始建立对我们周围世界的理解，并发 展出对一系列不同的物理的和人类环境特征的认识。

课程内容

建议的阅读和扩展活动

半学期 1 (8 – 10 月)

了解地理学中的地图：4 和 6 数字坐标参考，指南 针，方向，比例和等高线等。 我们还将这些概念 应用到西归浦的土地使用现场考察。

浏览以下网站 https://www.ordnancesurvey.co.uk/mapzone/mapskills 建立与地图有关的进一步的技能。

半学期 2 (11– 12 月)

继续了解地理学中的地图：了解经度和纬度，并探 索地图视角和 GIS。

考虑“地图在何种程度上反映真实世界？”这 个问题，并写一篇简短的文章来解释自己的观 点。

半学期 3 (1 – 2 月)

济州和伦敦之间的地理比较研究：在这个单元中， 我们探讨了位置、人口、板块构造、火山和地质 等。

参观济州当地的火山地貌，了解它们的形成。 考察地点包括中文海岸的熔岩柱，万丈窟的熔 岩管和一些小火山等地点。

半学期 4 (2 – 4 月)

继续进行济州与伦敦之间的地理比较研究：在这个 话题中，我们探讨了天气、气候和台风的形成。

调查影响济州的台风，并撰写一篇关于其对当 地地理影响的短文。

夏季学 期 (4 – 6 月)

继续进行济州和伦敦之间的地理比较研究：这个学 期中我们通过学生问卷比较了济州和伦敦 NLSC 的 7 年级的学生生活。

请阅读 Siobhan Dowd 的《伦敦眼之谜》，享 受一本好书，并更好地理解本主题的背景。

家庭作业例子 考评任务、方法和频率 学生所需配备 家长/监护人可以通过以下 方式帮助孩子： 有用的网站 相关 CCA 活动

联系人

宝藏地图和故事任务，研究和调查伦敦和济州的地理特征。 通过制作一个宝藏地图和写相关的故事来考察地图和英语技能；地图技能的单元 末测试；比较济州和伦敦，就其主要地理特色展开对比写作。 基本文具 探索济州本土情况、阅读新闻、跟上时事 https://www.ordnancesurvey.co.uk/mapzone/map-skills - 地图技能 https://www.bbc.com/education/subjects/zrw76sg - BBC Geography Bitesize KS3 “保护协会” 是一个不错的学生社团。通过“偶来小路”和“山地自行车”等 Bryant 项目来探索济州岛的自然环境。 地理系主任

Mrs Fowler

7 年级地理教师

请通过登录 Engage 家长端 Parent Portal 来查找孩子的地理 老师

历史 历史是一个动态的、以证据为基础来论证的学科，涉及与过去的激动人心的交流。 它是一门严谨的知 识学科，专注于关键的历史概念，如改变、因果关系和重要性等。 学习历史会发展对过去的理解，从 而更深入地理解人类和当今世界的本质。

课程内容 半学期 1 (8 – 10 月)

建议的阅读和扩展活动

历史侦探：学生们利用一系列主要资料来源和他们的批 判能力，接受一次解开真正的“历史之谜”的挑战。 历史英雄：学生完成一个研究项目，发展他们对“重要 性”这个历史概念的理解。

半学期 2 (11– 12 月)

黑死病：通过对 14 世纪欧洲瘟疫爆发的案例研究，学生 将探索“因果关系和导致”等历史概念。

半学期 3 (1 – 2 月)

继续研究黑死病：通过对 14 世纪欧洲瘟疫爆发的案例研 究，学生将探索“因果关系和导致”等历史概念。

半学期 4 (2 – 4 月)

文艺复兴：学生通过对十五世纪和十六世纪欧洲文明复 兴的案例研究，考虑“变革与延续”等历史概念。

夏季学期 (4 – 6 月)

探索时代：1492 年是美好的一年吗？通过考察美洲发现 的影响，学生将更深入地了解我们如何构建对于过去的 概念，发展对“视角”这一历史概念的理解。

家庭作业例子 考评任务、方法和频率

学生所需配备

对于所有这些单元，图书馆都有文本集 合，随着每个单元的开展会提供和展示 给学生。 只需拿一本书来阅读并加深 你对历史的了解。 历史部门的网站（nlcsjejuhistorian.com） 随时在更新，并提供课程的扩展材料。

结构化研究、分段、阅读、项目、延伸写作、创意规划/设计等 每个单元将有一个正式的总结性评估，这些评估将在全年级范围内进行标准化 （写作、资料来源工作、重要性项目、调查报告）。 教师还会定期提供各种形 式的反馈以促进学生的进步。 一般文具和文本，学校提供的资源，电脑。

家长/监护人可以通过以下 方式帮助孩子： 有用的网站 相关 CCA 活动

可以在家讨论一下学习的主题并确保学生广泛阅读，尤其是历史小说文本。

联系人

历史系主任 7 年级历史教师

nlcsjejuhistorian.com，activehistory.co.uk，youtube 纪录片，图书馆数据库 历史小说阅读，获奖历史学家 CCA，中学历史协会 Mr Tipney 请通过登录 Engage 家长端 Parent Portal 来查找孩子的历史 老师

韩国历史 课程内容

建议的阅读和扩展活动

半学期 1 (8 – 10 月)

문명의 형성과 고조선의 성립

半学期 2 (11– 12 月)

문명의 형성과 고조선의 성립



나로부터 시작하는 역사연표 만들기

1.

역사의 뜻과 역사를 공부하는 이유



같은 인물에 대한 서로 다른 평가

2.

선사시대의 생활과 도구의 변천



신석기 시대와 구석기 시대 비교



단군신화의 해석을 통해 고조선의 모습

3.

문명의 탄생과 역사 시대의 시작

파악하기

4.

고조선의 성립과 발전



고조선의 8 조법 상상하여 채우기

5.

철기의 보급과 여러나라의 성장



사료를 통해 파악하는 철기시대를 배경으로한 여러나라의 모습

半学期 3 (1 – 2 月)

삼국의 성립과 발전



만화로 그리는 삼국의 건국 신화

1.

삼국의 성립



중앙집권화를 위한 삼국의 공통 노력

2.

삼국의 변화와 발전



광개토대왕릉비 해석하기



무령왕릉에 숨겨진 비밀



삼국와 가야의 정치적 차이점 탐구하기



역사신문 제작하기

半学期 4 (2 – 4 月)

삼국의 성립과 발전

夏季学期 (4 – 6 月)

통일 신라와 발해의 발전

3.

연맹 왕국 가야의 성립과 발전

4.

삼국 문화의 교류와 전파

: 삼국의 문화를 찾아서 

신라의 삼국 통일 과정 뉴스 만들기

1.

신라의 삼국 통일



통일신라 시대와 남북국 시대

2.

통일 신라의 발전과 문화



발해는 과연 누구의 역사인가?

3.

발해의 발전과 문화

o

탐구활동

家庭作业例子

자료조사하기, 토론하기, 대본 작성하기, 그룹 프로젝트, 역사 신문 만들기 등

考评任务、方法和频率

Pop-up Test, 학기 중간 중간의 수시 평가 및 Annual Exam

学生所需配备

교재(중학교 역사 1 양호환) 및 학습지 학교 제공

家长/监护人可以通过以下 方式帮助孩子：

역사적 사건 및 역사적 인물에 대한 내용을 중심으로 역사에 대한 관심을 계속해서 가질 수 있도록 지지가 필요합니다. 가장 쉽게는 TV 프로그램이라든지 역사 소설, 사극 등을 쉽게 접할 수 있도록 하는 것 또한 한국사에 대한 관심을 갖게 하는 데 가장 좋은 유인기재가 되기도 합니다.

有用的网站

네이버 지식백과의 한국 역사/문화 카테고리 : http://terms.naver.com/list.nhn?cid=42919&categoryId=42919

相关 CCA 活动

역사신문만들기, Korean History Webtoon

联系人

韩语系主任

Mrs Park

7 年级韩国历史教师

请通过登录 Engage 家长端 Parent Portal 来查找孩子的韩 国历史老师

艺术与设计 在七年级，学生将在小学艺术中学到的技能和技巧的基础上，发掘艺术与设计领域中新的、令人兴奋的 从事方式。

课程内容

建议的阅读和扩展活动

半学期 1 (8 – 10 月)

曼陀罗 - 探索有机图案：首先把艺术与设计的各种形式元 素介绍给学生。他们探索不同的绘画方式，考虑色调和阴 影。他们使用油墨和油漆调查色彩混合，获得对晕染、色 调和明暗的理解。然后学生根据提供的有机团，来探索自 己的图案。还将通过利用图书馆和独立的家庭作业任务来 发展学生的研究方法。

半学期 2 (11– 12 月)

探索佛教设计：学生调查佛教文化和文物，研究佛教使用 的设计图案和符号。然后他们学习如何开发自己的设计和 图案。学生们开始将自己的设计制作成一段曼陀罗图案。

半学期 3 (1 – 2 月)

带着目的去设计：学生利用第一个半学期学习的绘画技巧 来制作和完成自己的一段曼陀罗局部图案。他们制作出一 个 A2 尺寸的图像，然后作为一个团体构建一个手工制作的 曼陀罗整体，并协同设计中心区域的图案。他们会考虑平 衡和同步。学生将完成他们的最后作品并整理出来进行展 示。

半学期 4 (2 – 4 月)

评估：项目结束时，所有学生对项目进行结构化评估，了 解如何反思自己的学习，思考他们已经取得的成功和遇到 的困难，并讨论他们如何从中学习和进步。这也是学生巩 固他们在项目过程中学到的新词汇的机会。他们也将被鼓 励通过小组评论来开展艺术评估工作。 艺术家深入研究——卢梭：学生通过研究卢梭的作品来探 索自然形态。他们将通过使用油画粉来引入微妙的混合。 然后学生将整理并展示他们的作品。

夏季学期 (4 – 6 月)

家庭作业例子 考评任务、方法和频率 学生所需配备

学生有很多机会可以在与艺术活动相 关的各种课外课中获得专门指导，扩 展自己的技能。

依据样本、有机图案的一手信息来源和佛教图案等资料来完成写生学习。 通过书面反馈和成绩评估来考评学生学习任务的完成情况，每个单元有中期和末 期考试。 基本绘图设备，所有其他设备由艺术系提供。

家长/监护人可以通过以下 方式帮助孩子： 有用的网站 相关 CCA 活动

带学生到寺庙和花园参考。 监督和鼓励家庭作业。 鼓励学生观看网上艺术画 廊、图书馆和家中的书籍。 www.tate.org.uk www.nationalgallery.org.uk

联系人

系主任 7 年级视觉艺术教 师

由艺术系提供 Ms Kennington 请通过登录 Engage 家长端 Parent Portal 来查找孩子的视觉 艺术老师

舞蹈 舞蹈部门旨在培养学生对舞蹈的热爱。 舞蹈提供了许多好处，包括帮助发展智力审美情趣以及创造自 我表达和交流的机会。 舞蹈教授创造力、解决问题、冒险的价值观和技巧、在缺乏规则的情况下做出 判断的能力，以及高级思维技能。 舞蹈还可以帮助学生锻炼身体素质、欣赏身体美，关注良好的健康 习惯，也是有效的压力管理方法。 在七年级，我们向学生介绍舞蹈编排的概念，通过理论和实践课程学习基本原理。 在这一年中，我们 探索专业舞蹈，进行舞蹈分析、创作舞蹈，并进行个人和组合表演。

课程内容 半学期 1

建议的阅读和扩展活动

行动空间动力学与关系：在这一个半学期中，介绍了编舞的基 本原理，然后使用基本原理来创作主题性舞蹈。

参加舞蹈表演。

《胡桃夹子》：滑冰的一幕。我们将观看并分析 Matthew Bourne 经典作品的片段，然后根据片段进行舞蹈创作，并将把 戏剧艺术（服装和灯光）融入演出中，进行主题创作。

Youtube 有胡桃夹子的完整录 音。 在课外可以在舞蹈教室排 练。

开发一幕舞蹈 1：通过概念性的资料提供来介绍主题和感官刺 激。这将采取工作坊任务的形式，以想法和歌词作为实践探索 的起点。

部门资源： 讲义，DVD，演示 文稿，书籍等。在课程资源中提 供视频链接。

开发一幕舞蹈 2：在这个半学期中，我们继续探索感官刺 激中的听觉和视觉部分，方式是通过独舞编排和课堂表 演。

在课堂时间之外排练舞蹈。 录下 自己的舞蹈并发送给老师以获得 反馈。

“企鹅咖啡厅的静物”：这个学期将继续探索感官刺激： kinaesthetic，通过分析“企鹅咖啡厅的静物”这部作品，然后 创作集体舞蹈，展示学生对舞蹈基本原理的了解和理解。

观看“静物”的完整录像并与其 他的理解和诠释进行比较。

(8 – 10 月) 半学期 2 (11– 12 月) 半学期 3 (1 – 2 月) 半学期 4 (2 – 4 月) 夏季学期 (4 – 6 月)

家庭作业例子 考评任务、方法和频率 学生所需配备

研究感官刺激，发展主题，编排和练习舞蹈。 实际评估，每半学期一次。 紧身连衣裤和绑腿或体育套装。练习簿。

家长/监护人可以通过以下 方式帮助孩子： 有用的网站 相关 CCA 活动

确保学生将舞蹈套件带入课堂。 带他们观看现场舞蹈表演。 确保他们按时完成 作业并交付作业。 Youtube 学校音乐剧，艺术周制作，舞蹈技巧，芭蕾，嘻哈

联系人

系主任 7 年级舞蹈教师

Mrs Taylor 请通过登录 Engage 家长端 Parent Portal 来查找孩子的 舞蹈老师

戏剧 戏剧部旨在让 NLCS 济州学生掌握必要的表演技巧，从而能充分融入戏剧这门课，同时也为学生进行有 效的沟通和英语口语交流提供了一种手段。 各单元主题旨在让学生成对、分组或独立地工作，自信地 表达自己的想法，并开展协作和创造性的工作。

课程内容 半学期 1 (8 – 10 月)

半学期 2 (11– 12 月) 半学期 3 (1 – 2 月)

建议的阅读和扩展活动

流派 在七年级的第一单元中，学生们识别和探索构成戏剧 类型的不同舞台表演。

National Theatre ‘All About Theatre’ (图书)

在研究每个流派时，通过小组工作来探索不同流派所 创造出的不同的表演。 这个单元向学生介绍各种戏剧元素，这些元素共同构 成了某种流派的约定格式，包括 照明、声音、布 景、服装和表演风格等。 表演莎士比亚 借鉴戏剧部门对莎士比亚的热爱，我们探索使用“皇 家莎士比亚公司”所采用的技术手段来描绘莎士比亚 的一些最伟大的戏剧。

下面的链接提供了更多关于莎士比亚的信 息，并涵盖“凯撒大帝”的部分： BBC Bitesizehttps://www.bbc.co.uk/education/clips/zs2mhyc

支架面具 - 初学者 面具工作是一个出色的工具。在 NLCS 济州，我们允 许戏剧课将一些学生赶出他们的舒适区。我们的目标 是使课堂完全包容，让所有学生建立自我表达的自信 和英语口语的信心。 带上面具时，没有机会用语音表达自己（除了学生 互相反馈和学生回应老师的反馈之外）。然而，面 具工作可以让学生充分探索身体特征的可能性，并 且通常可以让那些缺乏自信的人在戴上面具后活跃 起来。

关于戏剧面具的链接 https://trestletheatre.weebly.com/rules-of-thetrestle-mask.html

半学期 4 (2 – 4 月) 夏季学 期 (4 – 6 月)

家庭作业例子 考评任务、方法和频率 学生所需配备

台词学习和研究任务 每学期正式对表演和彩排评估一次 没有

家长/监护人可以通过以下 方式帮助孩子： 有用的网站

大声朗读需要学习的台词，带着孩子去观看现场表演

相关 CCA 活动 联系人

https://trestletheatre.weebly.com/rules-of-the-trestle-mask.html https://www.bbc.co.uk/education/clips/zs2mhyc - Shakespeare 全校戏剧大戏制作，艺术节表演 系主任 7 年级戏剧教师

Mr Pearson 请通过登录 Engage 家长端 Parent Portal 来查找孩子的戏剧 老师

音乐 在音乐方面，我们通过实际的和理论的学习任务探索一系列新的音乐类型，因此非常有趣。 虽然内容 广泛，但我们确实确保许多学生的特殊技能通过表演、作曲和分析型的学习任务而得到挑战。

课程内容

建议的阅读和扩展活动

半学期 1 (8 – 10 月)

流行音乐是一种流派，它使亚文化能 够表达他们所识别的抒情和音乐主 题。学生将编排并演奏他们自己挑选 的流行歌曲。

聆听并分析以下各种音乐元素：一系列音乐风格，如 Alternative Rock，Blues，Pop，RnB，Electronica 或任何流行音乐风格。

半学期 2 (11– 12 月) 半学期 3 (1 – 2 月)

节目音乐：学生将绘制故事情节、角 色和音乐之间的联系，并有机会通过 操纵声音来唤起不同的氛围和情绪。

听：彼得和狼（普罗科菲耶夫），行星（霍尔斯特）和动物 嘉年华（圣桑），并比较其中不同的角色被描绘的方式。

拉丁美洲：学生们将聆听、跳舞并演 奏桑巴摇滚和桑巴歌舞。在单元结束 时，他们会理解并认识桑巴舞的节 奏、乐器、著名的旋律和舞步。

听 Toquinho，Benito de Paula，Elizeth Cardoso，Chico Buarque 和 Vinicius de Moraes，并比较所使用的节奏设计的范围。

半学期 4 (2 – 4 月)

广告音乐：我们会发现为什么广告音 乐是如此具有说服力，即使在我们不 察觉的情况下仍然留在我们的潜意识 里。学生将根据他们以前单元的知 识，为自己选择的产品来创建并表演 广告音乐。 东亚音乐：学生将探索、即兴创作， 聆听并演奏来自韩国、中国、日本及 其他地区的音乐。学生将根据上述国 家的音阶、节奏和乐器来创作和演奏 自己的作品。

观看电视广告和/或电影，并考虑它们如何有效地达到设计 目的。

夏季学 期 (4 – 6 月)

家庭作业例子 考评任务、方法和 频率 学生所需配备

准备表演或作曲，研究音乐背景，乐器和文化 独奏或小组表演，独奏或小组作曲，音乐分析。 乐器（如适用），带有 Sibelius，Garageband，Logic 或 Ableton 等音乐软件的笔记本电脑。

家长/监护人可以通过以下 方式帮助孩子： 有用的网站 相关 CCA 活动 联系人

聆听东亚国家的传统音乐，并研究传统乐器，比较其构造和 音色。

支持音乐练习，聆听上面提到的各种音乐，带您的孩子看一系列现场表演。 https://www.bbc.com/education/subjects/zpf3cdm https://www.allmusic.com/ 各种各样的音乐管弦乐队和合唱团 系主任 7 年级音乐教师

Ms Ruskovich 请通过登录 Engage 家长端 Parent Portal 来查找孩子的音乐 老师

体育 NLCS 济州体育部门的目标是提供激动人心的体育活动，旨在激发每位学生对终身体育和健康的追求。

课程内容 半学期 1 (8 – 10 月)

半学期 2

建议的阅读和扩展活动

足球：我们利用身体的不同部位来控制球，我们在小型比 赛中发展出安全的传球技巧，并且在小型比赛中发挥运球 技巧，开发能够知道何时何地控球以及作为防守球员的责 任和进攻技巧。

加入足球队或 Fobisia 训练，扩大在这 方面的技能。

Netball：我们开发了一系列的传球技巧，以及何时以及如 何在比赛中有效地使用技巧。

观看六国橄榄球比赛或经典的新西兰/ 澳大利亚篮球比赛，分析最高水平上 使用的技巧和战术。

英式橄榄球：我们开发传球和接球技术的准确性和时机， 并改进进攻模式。

研究你在哪些常见情况中最有可能使 用哪些技能。 加入游泳课外活动来提 高你的水平。

游泳/救生：我们利用各种游泳划水姿势来提高水中效率。 我们练习水中生存的划水，了解在水中什么样的姿势能节 省体能，避免身体热量散失，学习如何保持漂浮。

阅读 Matthew Syed 的《你很棒》，以 了解运动员是如何取得成功的。

壁球/乒乓球：我们练习两种运动所需的核心技能。其中一 个重点是关于单打规则的知识，以及了解和练习发球、反 手、正手和旋转等各种球拍技巧和原理。

研究旨在提高跑步表现的训练计划。 精英运动员如何保持他们的超常健 身？

(11– 12 月) 半学期 3 (1 – 2 月) 半学期 4 (2 – 4 月) 夏季学期 (4 – 6 月)

家庭作业例子 考评任务、方法和频率 学生所需配备

每天锻炼身体，采取让你愉快的运动或体育活动。 在整个体育单元进行持续评估，包括同伴互评、教师/学生讨论、建模，形成性 和总结性技能评估以及比赛。 NLCS 体育套装、白袜子、运动鞋和其他特定运动装备，如泳衣、护胫垫、足球 鞋等。

家长/监护人可以通过以下 方式帮助孩子： 有用的网站 相关 CCA 活动

确保学生每节课都带有正确的体育套件，并鼓励孩子每天锻炼身体，尝试参加运 动队，参加 CCA 和 Bryant 体育比赛。 Sportsscientists.com，www.jssm.com 大量的体育 CCA 可供学生参与。

联系人

系主任 7 年级体育教师

Ms DeMartino 请通过登录 Engage 家长端 Parent Portal 来查找孩子的体育 老师

个人和社会发展 NLCS 济州学校的个人与社会发展课程（PSD）的主要目标是帮助学生培养个人的态度和价值观，教给 学生全套的终身社会化技能，并确保学生获得关于个人和社会问题的广泛知识。 PSD 课程的内容分为 六个主题，每个主题都附带一个重要的问题。 每个年级都会以不同的方式处理探究型问题，从而巩固 前一年获得的知识，完成本年的课程。

课程内容 半学期 1 (8 – 10 月)

半学期 2 (11– 12 月) 半学期 3 (1 – 2 月)

半学期 4 (2 – 4 月)

夏季学期 (4 – 6 月)

建议的阅读和扩展活动

关系。我怎样才能与他人一起生活？ 学生将学习以下概念：移情、同情、多样性。他们会考虑 这些概念如何适用于自己的生活并发展这些领域的社交技 巧。他们还将完成一项提升校园欺凌意识的项目，并了解 种族主义和种族主义欺凌行为。 学生将了解学校的反种族主义政策。 风险。我应该冒险吗？ 学生将考虑“风险”是什么以及“好”和“坏”风险的例 子。他们会看到有关道路安全、儿童保护和保障的例子。 组织能力。我们如何自我组织？ 学生将学习以下领域的组织技能：时间管理;有效利用他们 的学校规划本;提高注意力;有效的学习习惯。学生将在本 单元中完成一项评估工作。 全球公民。我在这个世界上的位置是什么？ 学生将学习修复式实践和修复式正义。学生将了解有关这 些概念的信息以及在冲突发生时将其应用到自己生活中所 需的技能。 坚韧。韧性的重要性是什么？ 学生将学习以下问题并给出答案：什么是坚韧？什么是压 力？什么是焦虑？然后，他们将学习技能、知识和技巧， 以帮助应对焦虑并提高他们的适应能力。

扩展活动：学生可以针对每个 PSD 主 题的关键问题准备详细、富有创意且 富有洞察力的回答。 这可以有多种形 式，包括书面写作、戏剧表演、音乐 歌曲、视频日记、辩论演讲、报纸或 杂志文章以及漫画小说等。

身心健康。 身心健康的重要性是什么？ 学生将了解在个人卫生、积极的生活方式和健康饮食方面 的保持身心健康的重要性。

家庭作业例子 考评任务、方法和频率 学生所需配备

我们不会在 PSD 课中布置作业。 老师对学生在讨论中和课堂参与方面的表现给予口头反馈。 由学校提供。

家长/监护人可以通过以下 方式帮助孩子：

与孩子讨论课堂上提出的问题。 请他们解释从课堂上学到的概念、想法和问 题，并且与孩子讨论他们自己的观点。 家长还应鼓励孩子及时了解时事，并与 他们一起观看/阅读新闻报道，以讨论提出的问题。 心理和身体健康（英文）：https：//www.nhs.uk/conditions/Pages/hub.aspx 情绪健康（韩语）：http：//www.hopeclick.or.kr/main/main.php 与学生有关的各种学生社团可供学生参加，例如：性别研究、国际关系、哲学、 朝鲜难民、辩论和公开演讲，国际特赦、医疗和经济学社团等。

有用的网站 相关 CCA 活动

联系人

PSD 协调员 7 年级 PSD 教师

Mr Carter-Stead 请通过登录 Engage 家长端 Parent Portal 来查找孩子的 PSD 老师

PSD 课程在艺术周期间开展的团队建设活动

学术扩展 和支持

独立项目 独立项目是学生进行自主学习或独立学习的机会，将所有的时间和精力集中在一个单一的工作上。 学生必须管理他们的时间、解决问题，并在指定的时间和日期提交他们的工作。 所有学生在 7 年级和 8 年级将在一年内完成 2 个独立项目。 目标：      

开展一次持续的、自主的调查。 产生创造性的新见解，加深理解。 展示在一段时间内完成一个项目所需的技能、态度和知识。 享受学习的过程，并为自己的成就感到自豪。 在从事两次独立项目的过程中展现出进步。 为 IB 扩展论文打下基础。

项目 1 - 发现之旅: 7 年级开始的第一个项目结合了人文与艺术部门，研究历史上的“发现之旅”。学生可以选择任何例子，包括玄奘、 马可波罗、伊本·巴托特、瓦斯科·德·伽马、埃尔南·科尔特斯、郑和、库克船长、大卫利文斯通、保罗高更、 罗尔德·阿蒙森、皮特河、克利福德·格尔茨、欧内斯特·沙克尔顿 、Donald Walsh 或 旅行者探测器等。 选择了自己的“发现之旅”主题后，每个学生必须针对如下问题开展其项目： “该发现之旅如何改变了世界？” 我如何在这次项目上支持我的孩子？  确保他们每天晚上都把作业时间用在该项目上。  查看他们的时间表，确保他们已将项目分解成为每天晚上要具体完成的活动列表。 让他们展示他们需要完成的所有部分，并帮助他们在两个星期内分配这些部分。  鼓励他们使用图书馆的图书，而不是依靠互联网。  与孩子讨论他/她对其所选择的探险家的理解。 建议您就该项目向孩子提出如下引导问题？ 问题将根据所选择的人/航程而变化，但以下是您可能会问的问题的合理例子。 探究问题 I： 1. X 的发现（例如丝绸之路）是如何开启了全球化的？ 2. X 和 Y 之间的贸易（例如沿着丝绸之路）是如何导致国家开始发展的？ 那么，中国如何从中受益呢？ 3.今天 X（丝绸之路）的情况如何？ 全球化如何改变了它？ （例如从骆驼到巨大的集装箱船）。

项目 2 - 科学、技术、工程、数学综合性参展项目（STEM fair）: 第二个项目是一个基于科学、技术、工程、数学的综合性项目，学生需要自己设计实验来完成。 学生将两人一组 选择一个问题进行调查，然后在科学课程中设计并开展实验调查。 a. 获得实验数据后，是否结对工作是自选的。 b. 学生可以分析他们在数学课程中获得的任何数据。 c. 学生可以在计算机科学课期间使用技术手段来加强他们的调查和报告。 对于 STEM 展览这一独立项目，学生需要： a. 生成一个大的海报来展示项目过程。 这可以单独进行，也可以两人一组进行。 b. 建立一张自我反思表。 注：优秀的项目成果将在教育城校际 STEM 联合展会上代表我校展出。

项目如何评分? 每个项目总分都为 34，并按照杰出、优秀、通过、失败分级。两个项目的分数会在年底时合并告知家长。

如何在家里帮助孩子 家庭作业 学生每天晚上为两个或三个科目设置家庭作业，每天总共需要约一个半小时的家庭作业时间。 我们不相信 7 年级学生经常花费更长的时间做作业是健康的，特别是如果他们感到这样做有压力的话。 在 Yr8，他们的家庭作业分配增加到每晚两个小时，每个学生的单项作业时间为 30-40 分钟。 学生有家庭作业时间表，并每天在他们的计划本上标注当天具体家庭作业的要求。

一般情况下 确保你的孩子完成功课，但不要花太多时间在这上。一至一个半小时应该足以完成大多数 7 年级学生的作业。允许 学生花时间阅读英文是一项有价值的作业内容，因此应当鼓励。请记住足够睡眠的重要性。 睡眠基金会建议，13 岁以下的儿童每晚睡眠 9 至 11 个小时，14-17 岁的儿童应该睡 8 至 10 个小时。 获得最佳睡眠量为您的孩子提供所需的支持，促进身体和精神发展，保证他们可以在学校表现良好。

英语和阅读 来到英国北伦敦国际学校济州分校，学生们在学校学习的学习语言是英语。 请确保您的孩子有一本他们喜欢阅读的英语书，确保他们每天都用英语阅读。这有助于加强正确的语法、构建知识 和学习新词汇。我们的图书馆充满了有趣的书籍。如果你的孩子有喜欢阅读的书但是图书管没有，那么我们总是很 高兴去购买的。 帮助学生提高英语阅读和英语能力发展的一些有用的技巧：    

使用电子阅读器，因为遇到不熟悉的单词可以立即查找，您的孩子有几乎无限量的书可供选择。 让你的孩子保持一个笔记本，每天写下 3 个新词汇。 鼓励您的孩子在线阅读报纸和杂志，比如时代杂志在线。 如果可能，阅读与您的孩子相同的小说，以便您可以和孩子一起谈论。如果您不能阅读相同的小 说，您仍然可以提出问题，为什么您的孩子喜欢/不喜欢一本书，关键人物，什么是书中最喜欢 的部分等。