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Curriculum Guide Year 6


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WHO CAN HELP? ROLE

NAME

E-MAIL

Head of Junior School

Ms. Hannah Cunningham

hcunningham@nlcsjeju.kr

Assistant Head (Teaching and Learning)

Mr. Stewart Smith

ssmith@nlcsjeju.kr

Assistant Head (Pastoral)

Mr. Richard Swingler

rswingler@nlcsjeju.kr

Head of UKS2

Ms. Megan Hardy

mhardy@nlcsjeju.kr

6RH Tutors

Ms. Jane Rouson Mr. Justin Hockey

jrouson@nlcsjeju.kr jhockey@nlcsjeju.kr

6MD Tutors

Ms. Krista Merrill Mr. Simon Downes

kmerrill@nlcsjeju.kr sdownes@nlcsjeju.kr

6HS Tutors

Mr. Dan Hook Mr. David Smithson

dhook@nlcsjeju.kr dsmithson@nlcsjeju.kr


NLCS JEJU CURRICULUM SUBJECTS Art Computer Science English Humanities • Geography • History Korean • Korean Language (Korean speakers only) • Korean Social Studies (Korean speakers only) • Korean Second Language (non-native speakers only) Mandarin • Mandarin Language (Mandarin speakers only) • Mandarin Social Studies (Mandarin speakers only) • Mandarin Second Language (non-native speakers only) Mathematics Music Personal, Social, Health and Economic Education (PSHE) Physical Education (PE), Swimming and Dance Science Throughout this curriculum guide, we suggest additional reading to broaden your child’s understanding and deepen their love for each subject. Where possible, these books are currently available in the Junior School library. Where any books are not stocked in the library or easily accessible to purchase, your child’s teachers will be able to recommend alternatives. We are also continuously reviewing our library provision in order to better support our curriculum.


ART Children will be taught to create and respond to art. They learn as artists by creating art that communicates to audiences. They learn as audiences by responding critically to the arts. In their art lessons, children will imagine, design and create art works. They will learn to use and manage the materials, instruments and skills of the art form to prepare, develop, produce and present art. Children will respond to art through their senses, thoughts and emotions. They will come to understand and appreciate works of art through critical study.

Curriculum Content

Creating

Responding

Children will explore, develop and express their ideas using visual arts. They will be taught to: • become increasingly independent in the creative process; • use sketchbooks as an everyday tool to reflect, to discover and to develop personal interests, and as a source of ongoing information; • use a variety of materials, tools, and techniques to determine solutions to design challenges and to explore and express ideas in 2D and 3D artworks; • demonstrate observation skills; • continue to develop, skill and understanding of the elements and principles of art and design and use them in appropriate ways when producing and responding to works of art; • focus on proportion, emphasis and movement. Children will be taught to: • understand how the elements and principles of design inform basic composition and work to communicate ideas; • use artistic vocabulary to discuss styles, materials, processes, and techniques in artwork; • view and discuss artwork by artists from different cultures, times and locations; • evaluate and reflect on the characteristics of their work that are most successful and identify areas to improve.

Further reading

Art for Kids by Kathryn Temple Art Lab for Kids by Susan Schwake Creative Form Drawing by Angel Lord The Arts: a visual encyclopedia by DK

Useful websites

www.tate.org.uk/kids

Co-curricular activities

Illustration Club, Woodwork, Art History, Cross-stitch, Sewing, Sketching Skills, Candle Craft, Pottery.

Who can I contact?

Head of Art

 

Ms. Krista Merrill kmerrill@nlcsjeju.kr


COMPUTER SCIENCE Suggested Reading or Extension Activities

Curriculum Content

Autumn Term

Spring Term

Summer Term

E-safety Children will be learning about the importance of staying safe online. They will use an online platform to create an interactive quiz to develop and consolidate their learning. Algorithms Children will be learning to program a robot to complete specific tasks ensuring that they take into consideration efficiency. They must also use critical thinking in order to solve problems and overcome barriers. Coding Children will use Scratch to develop their computational thinking. They will be taught programming skills including control flow (sequences, loops, conditionals procedures). Children will let their imagination run wild by becoming Makey Makey inventors. They will complete a project using Scratch and a Makey Makey to create a fun game, activity or musical instrument. Creating a Virtual Space Children will be taught 3D modelling. They will be shown how to use computer-aided design (CAD) programs and develop their spatial awareness by exploring and experimenting with a 3D virtual environment. Children will be taught how to use a 3D printer to bring their ideas to life.

How to help at home

Useful websites

www.thinkuknow.co.uk

scratch.mit.edu makeymakey.com

www.tinkercad.com

Advice for parents on how to help children stay safe online can be found on the childnet and thinkuknow websites (see below). Childnet is a UK charity working to make the Internet a safe place for children and young people. Thinkuknow is run by CEOP, a command of the UK National Crime Agency. Further advice can be found on the parentinfo and parentzone websites. www.childnet.com/parents-and-carers www.thinkuknow.co.uk parentinfo.org parentzone.org.uk

Co-curricular activities

Computer Logic, Drone Club, Movie shooting

Who can I contact?

Head of Computer Science

 

Mr. David Smithson dsmithson@nlcsjeju.kr


ENGLISH Curriculum Content

Autumn Term

Spring Term

Summer Term

Fiction: Fiction Genres Non-fiction: Persuasive Writing – A type of non-fiction writing which gives arguments in favour of a subject in order to persuade the reader to do something or accept a point of view. Adverts and travel brochures are examples. Non-chronological Reports – A non-fiction text which gives information about a particular subject. It reports information without referring to the order in which things happen. Poetry: Grace Nichols Fiction: Narrative Workshop Non-fiction: Explanation Texts – A piece of non-fiction writing which describes a process, such as how something works. It is usually written in the present tense and may have bullet points, numbers and/or pictures or diagrams. Recounts – A piece of writing which retells events that have previously occurred. Examples include diaries, newspapers reports and letters. Poetry: Monologues Fiction: Extended Book Study Non-fiction: Debating Skills Discussion Texts – A text where the writer is either ‘for’ or ‘against’ an issue or subject, or presents the case for both sides.

Recommended extra reading (autumn term – genres)

Suggested Reading or Extension Activities

See suggested reading below (genres) Sun Time Snow Time by Grace Nichols www.childrenspoetryarchive.org

www.childrenspoetryarchive.org www.poetry4kids.com

www.booktrust.org.uk has lots of recommendations of high quality books for children of all ages. Try the ‘bookfinder’ tool for inspiration on what to read next.

Fantasy: Skellig by David Almond Artemis Fowl by Eoin Colfer The Spiderwick Chronicles by Holly Black and Tony DiTerlizzi Goblins series by Philip Reeve The Hobbit by J.R.R. Tolkien The Girl Who Circumnavigated Fairyland in a Ship of Her Own Making by Catherynne M. Valente Science Fiction: The Giver by Lois Lowry Grinny: Grinny and You Remember Me by Nicholas Fisk Timesnatch by Robert Swindells Chilling Stories: The Graveyard Book by Neil Gaiman Uncle Montague’s Tales of Terror by Chris Priestley Horrowitz Horror by Anthony Horowitz Real Life Issues: Pig Heart Boy by Malorie Blackman The Eighteenth Emergency by Betsy Byers The Other Side of Truth by Beverley Naidoo Adventure: Noah Barleywater Runs Away by John Boyne


The Miraculous Journey of Edward Tulane by Kate DiCamillo Wonderstruck by Brian Selznick War: Goodnight Mr Tom by Michelle Magorian War Horse by Michael Morpurgo Once by Morris Gleitzman Carrie’s War by Nina Bawden Mysteries: The Sign of the Black Dagger by Joan Lingard Out of the Depths by Cathy MacPhail Flood and Fang by Marcus Sedgewick Humour: How to Train Your Dragon by Cressida Cowell Holes by Louis Sachar Gangsta Granny by David Walliams Brocolli Boy by Frank Cottrell Boyce Sun Time Snow Time by Grace Nichols

Recommended extra reading (general)

Cogheart by Peter Bunzl The Girl of Ink and Stars by Kiran Millwood Hargrave Eren by Simon P. Clark The Railway Children by E. Nesbitt Carrie’s War by Nina Bawden The What on Earth? Wallbook Timeline of Nature by Christopher Lloyd The Crowstarver by Dick King Smith Awful End by Philip Ardagh From Hereabout Hill by Michael Morpurgo Fruit and Nutcase by Jean Ure Granny by Anthony Horowitz The Hobbit by J.R.R. Tolkien Kensuke’s Kingdom by Michael Morpurgo Lion Boy by Zizou Corder The Machine Gunners by Robert Westall The Viewer by Gary Crew My Swordhand is Singing by Marcus Sedgwick Once by Morris Gleitzman The Silver Sword by Ian Serraillier Skellig by David Almond Tell Me No Lies by Malorie Blackman The Weathermonger by Peter Dickinson The Chronicles of Narnia by C.S. Lewis Goodnight Mister Tom by Michelle Magorian Why The Whales Came by Michael Morpurgo The Borrowers by Mary Norton SilverFin by Charlie Higson

How to help at home

Reading for pleasure helps children broaden their vocabulary, develop their imagination, increase their general knowledge and is an important factor in future academic success. You can help instill a love of books by reading regularly with your child. • Make reading part of your family life. Have books around you so that your child is ready to read whenever there’s a chance. • Follow your child’s reading interests. It doesn’t matter whether it’s fiction, poetry, comics, non-fiction or magazines. It’s all worthwhile. • Encourage your child’s reading choices – maybe a familiar book for rereading as well as something new. If you are stuck for something to catch your child’s imagination ask their teacher or see our list of recommended reading. • Get comfortable! Find somewhere cosy and comfy to read with your child.


Ask questions to keep your child interested in the story. You might like to ask questions such as, ‘What has happened so far?’ ‘Is it what you expected to happen?’ ‘What might happen next?’ ‘How do you think the story might end?’ ‘What sort of character is….? Is he/she friendly/ mean/ nice…?’ • Read whenever you get the chance. Bring along a book or magazine for any time your child has to wait, such as at a doctor’s surgery. • Read again and again. Encourage your child to re-read their favourite books and poems. Re-reading helps to build up fluency and confidence. • Books and poems which include rhyme and repetition are great for encouraging your child or children to join in and remember the words. www.booktrust.org.uk has lots of recommendations of high quality books for children of all ages. Try the ‘bookfinder’ tool for inspiration on what to read next. Look online and in app stores for appropriate word and spelling games. Search ‘Oxford Owl advice for parents’ for ideas to help support your child’s learning outside school. Globetrotter Magazine, Jeju Players, Library, Penpals, We Love Reading, Creative Writing, Poetry Society, Dear Diary, Word Games and Puzzles •

Useful websites

Co-curricular activities

Head of English

Ms. Jennifer Freeman jfreeman@nlcsjeju.kr

English Teachers

Ms. Jennifer Freeman and Ms. Jane Rouson

Who can I contact?

 


HUMANITIES GEOGRAPHY

Autumn Term

Spring Term

Summer Term

Curriculum Content

Suggested Reading or Extension Activities

Rivers Children will be taught to: • understand that rivers can be divided into stages: the upper course, middle course and lower course; • understand why rivers sometimes flood; • conduct a case study of a local river; • use ordnance survey maps to build their knowledge of rivers in the UK; • research and present information on rivers in Korea; • explain accurately how waterfalls are formed.

Journey to the River Sea by Eva Ibbotsson The Wind in the Willows by Kenneth Grahame Floodland by Marcus Sedgwick The City of Secret Rivers by Jacob Sager Weinstein Raging Rivers by Anita Ganeri National Geographic Kids Readers: Water by Melissa Stewart www.oddizzi.com kids.nationalgeographic.com The Big Earth Book (Lonely Planet Kids) by Mark Brake The Travel Book: Mind-blowing stuff on every country in the world by Lonely Planet Kids Atlas of Adventures by Lucy Letherland www.primaryhomeworkhelp.co.uk (Search: ‘Rivers’)

The USA Children will be taught to: • identify some key physical features of the USA; • observe the distribution of the population across the USA and to understand some of the factors that affect this pattern; • understand how climate varies across the USA and how it affects people’s lives; • identify the variety of agricultural products that come from the USA; • analyse historical and contemporary maps to learn how New York City has changed over time. Coastal Landscapes Children will be taught to: • identify coastal landscapes and understand why they might change over time due to erosion and deposition; • understand how different coastal landforms are created (key terms: longshore drift, sediment, abrasion, solution, attrition, hydraulic action); • understand physical differences between coasts and how this leads them to be used in different ways. • explore the issues around coastal economies; • appreciate the impact of human activity on coastlines around the world (case studies – coastal erosion in Ghana and land reclamation in Abu Dhabi); • conduct fieldwork to investigate the impact of human activity on Jeju’s coastline.

www.oddizzi.com kids.nationalgeographic.com brainpopjr.com The Tapper Twins Tear Up New York by Geoff Rodkey Young Houdini: The Magician’s Fire by Simon Nicholson

Flotsam by David Wiesner (a wordless picture book) The Storm Keeper’s Island by Catherine Doyle Coastlines (Where on Earth) by Susie Brooks Coastal Erosion by Oaka Books www.projectbritain.com www.oddizzi.com kids.nationalgeographic.com brainpopjr.com BBC TV series ‘Coast’ – clips available at www.bbc.co.uk (Search: ‘coast’)


Assessment tasks, methods and frequency How to help at home

Useful websites

Ongoing assessment and termly reviews Encourage your child to read around the topic using the suggested reading and websites. www.oddizzi.com www.brainpopjr.com (NLCS Jeju login details available on Seesaw) geoguessr.com world-geography-games.com

Co-curricular activities

Globetrotter Magazine, Around the World

Who can I contact?

Head of Humanities

 

Ms. Gillian Hawkins ghawkins@nlcsjeju.kr


HUMANITIES HISTORY Curriculum Content

Suggested Reading or Extension Activities www.primaryhomeworkhelp.co.uk (Search: World War Two)

Autumn Term

Spring Term

Summer Term

World War Two – The Blitz Children will be taught to: • understand some of the main reasons for the outbreak of war in 1939; • explain how the declaration of war affected people living in Britain at that time; • appreciate the experience of evacuees and compare the evidence from personal testimonies and government propaganda; • describe the role of women during the Blitz; • appreciate what life was like on the Home Front – blackouts, rationing, ‘make do and mend’, bomb shelters etc; • think critically about evidence and understand the importance of censorship and propaganda; • order some of the key military events of the war; • compare written and visual sources to build a picture of VE Day.

Living Through the Decades Children will be taught to: • understand what life was like in post-war Britain; • explain why the Welfare State was created; • discuss, compare and contrast main events, fashion, music, inventions and everyday aspects of the 1950s, 1960s, 1970s, 1980s and 1990s around the world; • investigate how life has changed for people around the world over the last 70 years; Family History Children will be taught to: • chronologically order events in their own lives; • develop their research and presentation skills; • appreciate how recent historical events affect our world (case studies might include the Arab Spring, the financial crisis of 2007/8, natural disasters, 9/11 attacks and the ‘War on Terror’. For the final history project in Junior School, children will find out what changes have taken place in the ways people live over three generations. This project will focus on their family.

The Children of the King by Sonya Hartnett Blitzcat by Robert Westall Carrie’s War by Nina Bawden Goodnight Mister Tom by Michelle Magorian When Hitler Stole Pink Rabbit by Judith Kerr Letters from the Lighthouse by Emma Carroll Flossie Albright, My Secret War Diary by Marcia Williams Once by Morris Gleitzman A Medal for Leroy by Michael Morpurgo The Emergency Zoo by Miriam Halahmy Whistling in the Dark by Shirley Hughes The Buried Crown by Ally Sherrick The Diary of a Young Girl by Anne Frank Horrible Histories: Woeful Second World War by Terry Deary What Are We Fighting For by Brian Moses and Roger Stevens

www.primaryhomeworkhelp.co.uk (Search each decade e.g. 1950s, 1960s etc) Hans Rosling ‘The Best Stats You’ve Ever Seen’ (TED Talk) The Secret Seven by Enid Blyton

Talk to your child about your family history. Share photographs and anecdotes about life when you were younger and your memories of important historical events.


Assessment tasks, methods and frequency How to help at home

Useful websites

Ongoing assessment and termly reviews Encourage your child to read around the topic using the suggested reading and websites. www.primaryhomeworkhelp.co.uk www.brainpopjr.com (NLCS Jeju login details available on Seesaw) www.kidspast.com www.history-for-kids.com

Co-curricular activities

Historical Fiction, Art History, Horrible Histories

Who can I contact?

Head of Humanities

 

Ms. Gillian Hawkins ghawkins@nlcsjeju.kr


KOREAN KOREAN LANGUAGE Curriculum Content

Suggested Reading or Extension Activities

5 학년 2 학기 일부 7단원-이야기를 읽고 인물이 추구하는 삶에 대해 알기 8단원-자신의 언어예절을 돌아보고, 이에 맞게 대화하기 9단원-읽기 태도와 매체에 따라 글을 효과적으로 읽기 10단원-글의 짜임을 알고, 읽은 내용을 요약해 보기 11 단원-시와 이야기를 다른 관점으로 바꾸어 써보기 6 학년 1 학기

Autumn Term

1 단원-비유적 표현을 생각하며 글을 읽고 내용 요약하기 2 단원-글쓴이의 관점을 파악하는 방법을 알고 자신의 관점이 잘 드러나게 글쓰기 3 단원-마음을 표현하는 글을 쓰는 방법을 알고 글쓰기 4 단원-면담의 특성과 주의점, 절차를 알고 면담하기 5 단원-광고의 표현 특성과 신뢰성 평가 방법에 대해 알기

자신이 세운 바른 언어사용계획을 꾸준히 실천하기 예전 이야기를 새로운 관점으로 쓴 책 읽어보기 자신이 원하는 직업을 가진 사람을 찾아서 면담한 내용 시청하기 자신이 받고 싶은 선물을 광고한 글이나 영상을 보고 신뢰성과 타당성 평가해보기 주변의 간판을 살펴보고, 사용된 외래어를 친구나 가족들과 고유어로 바꿔보는 연습해 보기 6-1 가 교과서 160-161쪽에 나오는 작품들 읽어보기

6 단원-고유어, 한자어, 외래어로 구분하여 보기 7 단원-인물의 성격, 배경과 사건 전개 사이의 관계 알기 8 단원-읽을 거리를 스스로 찾아 있는 방법에 대해 알기 9 단원-논설문을 알고, 주장과 근거가 드러나게 글쓰기 10 단원-글을 고쳐 쓰면 좋은 점을 알고, 바르게 고쳐쓰기 11 단원-텔레비전 뉴스에 나타난 관점을 파악하여 자신의 의견 말하기

Spring Term

12 단원-시, 동화, 희곡의 특성을 알고 작품을 읽어보기

도서관에서 자신이 좋아하는 책을 찾아 읽고 친구들에게 소개해 주기 텔레비전 뉴스 시청 후 가족들과 내용에 대해 토론해 보기

6 학년 2 학기

6-1 나 교과서 320-322 쪽에 나오는 작품들 읽어보기

1 단원-인물이 추구하는 삶을 파악하며 글을 읽기

관용표현과 속담관련 책 읽어보기

2 단원-발표할 내용에 알맞은 자료를 활용하여 발표하기

6-2 가 교과서 146-147 쪽에 나오는 작품들 읽어보기

3 단원-적절한 근거를 마련하여 주장이 드러나는 글쓰기 4 단원-효과적인 관용 표현을 사용하여 생각 말하기 5 단원-이야기의 구성요소를 고려하여 이야기


바꾸어보기

6단원-주장의 타당성을 생각하며 연설문을 써보기 7단원-여러 읽을거리를 통해, 글쓴이와 자신의 생각 비교 8단원-자료를 올바르게 사용하여 기사문 쓰기

Summer Term

9단원-글을 읽고 주장과 근거의 연결 관계에 대해 알고, 주장에 대한 자신의 생각 말하여 보기 10단원-텔레비전 뉴스의 짜임을 생각하며 뉴스 기사 작성

여러 매체에 나타난 기사문을 읽어 보고 자신이 쓴 기사문과 비교해 보기 6-2 나 교과서 288-289쪽에 나오는 작품들 읽어보기

11단원-다른 이의 관점에서 시나 이야기를 바꾸어 쓰기

Examples of homework tasks

개인-수업시간 완성하지 못한 글쓰기, 자료조사, 경필 쓰기(해당 학생만) 등 모둠별-면담, 연극 등 프로젝트 수업에 따른 활동

How to help at home

교과서를 가지고 다니는 것과 과제가 있을 경우 챙겨갈 수 있도록 부탁드립니다. 또한 다양한 장르의 글을 읽거나 느낀 점을 쓰거나 말할 수 있도록 도와 주시면 좋겠습니다.

Useful websites

http://primary.ebs.co.kr/main/primary

Co-curricular activities

Korean History

Who can I contact?

Head of Korean

Mr. DongKwang Lee dklee@nlcsjeju.kr

Further reading (뒤죽박죽   이야기꾼)   파울리네   (제임스   크뤼스)      

너도  하늘말나리야(이금이)   

  (어린이를   위한)   헛소동(로이스   버뎃)   

누구야  너는?(남찬숙)   

(청소년을  위한)   이기는   습관(쌤앤파커스)   

마당을  나온   암탉(황선미)   

100 년  후에도   읽고   싶은   한국   명작   동화   1      

무릎위의  학교(안순혜)   

거짓말  학교(전성희)   

밥  힘으로   살아요   우리   민족(김아리)   

과학자와  놀자(김성화)   

별똥별  아줌마가   들려주는   우주   이야기   

괭이부리말  아이들 1(김중미)   

(이지유) 

괭이부리말  아이들 2(김중미)   

뽕나무  프로젝트(린다   수   박)   

교과서  한국단편소설   1(이문열   외)   

뿔치(보린) 

교과서  한국단편소설   2(양귀자   외)   

사람은  무엇으로   사는가(이종진)   

나는  포기하지   않아(나은경)   

샬롯의  거미줄(엘윈   브룩스   화이트)   

날  좀   내버려   둬    양인자   외   

소나기(황순원) 

내  가족과   다른   가족들(베라   티멘칙)   

오목골  빨강머리   루비(루스   화이트)   

내  푸른   자전거(황선미)   

오세암(정채봉) 

트리갭의  눈물(나탈드배비트)   

우리말  글   바로   알고   옳게   쓰자(정재도)   

 


푸른  수평선은   왜   멀어지는가(정채봉)   

유배지에서  보낸   정약용   편지   (영림   카디널)   

할아버지의  눈물(이지현)   

이  세상에   태어나길   참   잘했다(박완서)   

작가가  되고   싶어(앤드루   클레먼츠)   

자전거  도둑(박완서)   

초등학생이  꼭   읽어야   할   대표   동시   100 편      

 

(푸른책들)   


KOREAN KOREAN SOCIAL STUDIES Curriculum Content 1. 조선사회의 새로운 움직임(6 학년 1 학기) 가. 전란의 극복/새로운 문물을 받아드린 조선 나. 서민문화의 발달/조선 시대 여성의 삶 다. 조선을 뒤덮은 농민의 함성

Autumn Term

2. 근대 국가 수립을 위한 노력과 민족 운동 가. 조선의 개항 / 자주 독립 국가의 선포 나. 나라를 지키기 위한 노력 다. 나라를 되찾기 위한 노력 3. 대한 민국의 발전과 오늘의 우리 가. 8.15 광복과 대한민국 수립

Suggested Reading or Extension Activities 러 종류의 역사책에서 자신에게 맞는 장르의 책을 골라 읽어보기 사회 수업전에 미리 교과서를 읽어보고 궁금한 점에 대해 물어보기 조선 후기와 대한민국에 관련된 영화를 보고 수업 시간에 발표하기 방학을 이용하여 궁궐, 국립중앙박물관 등을 방문하여 유물, 유적을 확인하기

나. 자유 민주주의의 시련과 발전 다. 경제 발전과 사회 문화의 변화 라. 대한민국의 미래와 평화 통일 1. 우리나라의 민주정치(6 학년 2 학기) 가. 우리 생활과 민주정치

Spring Term

나. 국가의 일을 맡아 하는 기관들 다. 행복환 삶과 인권 2. 이웃 나라의 환경과 생활 모습 가. 우리와 가까운 나라의 모습과 문화 나. 우리나라와 이웃 나라의 교류

대한민국 어린이 국회사이트를 방문하여 국회에 대해 알아보고 체험해 보기 인권, 권리, 의무를 다룬 신문 기사를 보고 부모님과 토론하기 법과 관련된 뉴스를 보면서 법이 적용되는 사례를 확인하기 이웃 나라를 여행한 경험을 책으로 만들기

3. 세계 여러 지역의 자연과 문화 가. 세계 여러 나라의 모습과 문화 나. 우리나라와 세계 여러 나라와의 관계

Summer Term

다. 우리가 만들어 가는 미래 사회 라. 세계화의 모습과 우리의 역할/함께 해결하는

여러 매체를 통하여 세계의 다양한 문제점과 이를 해결하기 위한 우리나라와 국제사회의 노력에 대해 관심을 가지기

지구촌 문제

Examples of homework tasks

자료조사,

How to help at home

교과 교과서와 학습지 철을 가지고 다니는 것과 과제가 있을 경우 챙겨갈 수 있도록 부탁드립니다. 또한 학생이 역사관련 도서를 읽도록 하는 것도 많은 도움이 됩니다.

Useful websites

http://primary.ebs.co.kr/main/primary

Co-curricular activities

Korean History


Head of Korean

Mr. DongKwang Lee dklee@nlcsjeju.kr

Korean Teacher

Mr. Seungmo Chung

Who can I contact?

Further reading (어린이를   위한)   한국의   풍속(박영수)   

백범일지(김구) 

경주에  가자(김경화)   

이야기로  배우는   어린이   경제교실   

나라의  자랑   국보   이야기(랜덤하우스코리아)   

(네오머니지음) 

돌도끼에서  우리별   3 호까지(전상운)   

조선왕조실록(KBS  조선왕조실록팀   편)   

말랑하고  쫀득한   세계지리   이야기       

주강현의  우리   문화(주강현)   

(케네스  C   데이비스)   

지구를  지키는   가족(김바다)   

4 차  산업혁명과   미래   직업   이야기(서지원)   

통일을  보는   눈(이종석)   

어린이를  위한   법이란   무엇인가(예영)       

용선생의  시끌벅적   한국사   세트(금현진   외)   


KOREAN KOREAN SECOND LANGAUGE Curriculum Content Spoken Language Children will be taught to: speak basic statements which provide personal information on a range of topics; • practise communication-oriented sentences related to asking for locations; • respond to basic questions about the classroom and daily routines. Hangeul Children will be taught to:

Autumn Term

learn 14 consonants, 10 vowels and 11 compound vowels in order; • learn the words that begin with the basic letters of Hangeul; • read aloud to familiarise themselves with the Korean alphabet. Vocabulary (about 50 words and 30 sentences) Children will be taught to:

know words related to information themselves; learn the present, past, future tenses; learn words related to numbers, dates, time. Spoken Language Children will be taught to:

Suggested Reading or Extension Activities

Practise the language that children learn each lesson: Hello, Nice to meet you. Are you Korean? What is this / that? Whose book is this? Could I order lemon tea? Where is Lotte World? Is there a Lotte World in Jamsil? What’s your telephone number? When is your birthday? What was the date yesterday? What are you going to do tomorrow? What time do you eat breakfast? What foods do you like? What are you doing, now?

• • •

describe basic present and past actions on a range of topics; • answer questions asking for reasons; • practise everyday sentences. Grammar Children will be taught to:

Spring Term

Summer Term

learn 14 consonants, 10 vowels and 11 compound vowels in order; • learn sentences giving reasons and justifications; • learn negative sentences. Vocabulary (about 50 words and 30 sentences) Children will be taught to: know words related to hobbies and activities; know words related to days, locations; learn sentences related to school life. Spoken Language Children will be taught to:

practise speaking sentences relating to what they want to do; • practise conversational sentences about making plans and appointments. Grammar

learn 14 consonants, 10 vowels and 11 compound

Practise the language that children learn each lesson: Where do you usually meet your friends? I exercise in the sports hall. I learn Korean on Mondays. What did you do yesterday? Why did not you come to school yesterday? When did you have a party? Where is the book? Where are you going, now? Are you tired? What do you want to do? How do you travel to school? Practise the language that children learn each lesson: I’m going to travel to Europe. Can you speak French? Mount Everest is very high. I have an appointment on Saturday afternoon. What are you going to buy?


vowels in order; • use the future tense. Vocabulary (about 50 words and 30 sentences) Children will be taught to:

• •

Try this hat. I have a headache.

know words related to symptoms of illnesses; learn practical sentences of traveling and making appointments.

Assessment tasks, methods and frequency

Termly reviews of all content.

How to help at home

Please encourage your child to use the language when they are outside school.

Useful websites

duolingo.com www.i-scream.co.kr Head of Korean

Mr. DongKwang Lee dklee@nlcsjeju.kr

Korean Teacher

Ms. Grace Son

Who can I contact?

 


MANDARIN MANDARIN LANGUAGE

All year

Curriculum Content

Suggested Reading or Extension Activities

Word Study Children will be taught to: • use different strategies to learn and memorise Chinese characters. Writing: Narrative Children will be taught to: • use description methods to describe characters; • shape the characters with specific examples; • understand language-based narrative features of a script and rewrite the text as a script; • shape characters by narrating 2-3 specific examples with support of details; • use synopsis on writing; • use simple and attractive language to create posters; • use the correct format to write a letter; • use language of instructions to explain something in the correct order. Reading Children will be taught to: • comprehend the role of key words in emotional expressions; • link the subject to understanding of the deep meaning of sentences; • understand the feelings of an author through the use of rhetorical methods; • learn the knowledge of a novel's style and methods to describe a character; • learn and use dashes and ellipses; • make annotations and develop them as a reading habit; • read poetry aloud and understand the author's feelings through the key words of its expression; • understand Fu Bi Xing, rhythm and other Chinese literature crafts and understand the writing methods of ancient poetry; • accurately picture the "image" of modern "poem" and understand the meaning of the poem; • understand the meaning of classical Chinese language through the interpretation of key words • understand the style features of Chinese prose and explain what elements an author uses to elaborate a topic; • identify flashback writing techniques accurately; • understand narrative articles accurately; • understand the content and the theme of fairy tales and enjoy the beauty of fairy tales; • identify the format of letters; • identify the methods of descriptive writing; • identify the order in descriptive writings;

www.yes-chinese.com/reading ABC of Sound Meters in Chinese Poetry 声律启蒙 Chinese books at the Junior and Senior School Library


Speaking Children will be taught to: • listen and interact with others; • use the tone, pause and other techniques for formal speech • take a point of view in a debate and respond accordingly; • listen and interact with each other; • introduce an object with a formal tone; • read poetry aloud and read prose emotionally with background music; • actively listen and interact with others; • use a formal tone to give a statement and provide a demonstration. Co-curricular activities

Hanjia Club Head of Mandarin

Ms. Jade Chen jchen@nlcsjeju.kr

Mandarin Teacher

Ms. Jade Chen

Who can I contact?

 


MANDARIN MANDARIN SOCIAL STUDIES Curriculum Content

Autumn Term

1. 地理与文化:三山五岳 2. 名著阅读:《昆虫记》 3. 文化与情感:我的中国心 4. 音乐与神话:小提琴协奏曲——《梁祝》 5. 人类学:印第安人 6. 文学家:鲁迅

Spring Term

1. 动物小说:沈溪石《斑羚飞渡》 2. 音乐家:贝多芬 3. 植物与意向:松竹梅 4. 少数民族:藏族 5. 特色建筑:特色民居

Summer Term

1. 世界历史:第一次世界大战 2. 创意写作:童话品读与撰写 3. 名著阅读:《鲁滨逊漂流记》 4. 中国历史:安史之乱 5. 文化:中国的象征——龙及其应用

Co-curricular activities

Hanjia Club Head of Mandarin

Ms. Jade Chen jchen@nlcsjeju.kr

Mandarin Teacher

Ms. Jade Chen

Who can I contact?

 


MANDARIN MANDARIN SECOND LANGUAGE

All year

Curriculum Content

Suggested Reading or Extension Activities

Listening Children will be taught to: • recognise question words and understand the question; • recognise key words and understand the sentences; • understand a couple of sentences related to a learnt topic. Speaking Children will be taught to: • speak previously learnt sentences clearly; • use simple sentences to ask and answer questions, starting a conversation; • express own preferences (likes/dislikes); • describe a few characteristics of an item. Reading Children will be taught to: • read with the help of PINYIN; • read the key words and guess the meaning of the expressions; • read a dialogue/conversation of related topics with good understanding. Writing Children will be taught to: • copy and form the Mandarin characters in the right order; • write some characters out without looking; • use simple sentences to describe pictures; • use the same pattern to write a short paragraph. General Communication Skills Children will be taught to: • describe personal hobbies and future jobs confidently; • express personal opinions about the weather and clothes; • talk about schedules and time; • express the location of a place and how to get there by using clear directions; • communicate under different real-life situations (bank, airport, hotel, restaurant, and hospitals).

Look online and in app stores for appropriate word and spelling games. For example, Search app stores for ‘YCT Better Chinese’ Search the Internet for ‘BBC Schools Mandarin’ www.chineasy.com www.snowflakebooks.co.uk

How to help at home

Please try to practise new phrases at home with your child.

Useful websites

BBC Bitesize (Search: ‘KS2 Mandarin’)

Who can I contact?

Head of Mandarin

Ms. Jade Chen jchen@nlcsjeju.kr


Mandarin Teacher  

Ms. Jade Chen and Ms. Jenny Hill


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MATHEMATICS Curriculum Content

Suggested Reading or Extension Activities

Autumn Term

Algebra Angles in shapes and diagrams Nets Fractions Ratio

Inspire Maths Home Activities (attached separately): 3. Nets 5. Ratio walk 6. Percentage play

Spring Term

Speed Circles Pie Charts Area and Perimeter

Inspire Maths Home Activities (attached separately): 7. Average speed 8. Measuring circles 9. Pie chart jigsaw 10. Area of composite shapes

Summer Term

Volume of Solids and Liquids

Inspire Maths Home Activities (attached separately): 11. Volume

Assessment tasks, methods and frequency

Ongoing assessment and termly reviews

How to help at home

The Inspire Maths Home Activities

Useful websites

nrich.maths.org, www.sumdog.co.uk, www.youcubed.org, www.arcademics.com, www.oxfordowl.co.uk (Oxford Owl for Home), www.bbc.com/bitesize (Choose Primary, KS1)

Co-curricular activities

Maths Logic Puzzles, Maths Art Head of Maths

Mr. Simon Downes sdownes@nlcsjeju.kr

Maths Teachers

Mr Simon Downes and Ms. Vivienne Brooks

Who can I contact?

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MUSIC At the Upper Key Stage 2 level, the music curriculum aims to develop a love of music, coupled with a solid understanding of the musical elements and music history, alongside vocal and instrumental performance skills. Half-termly projects, completed at home, enable students to develop their experience of music beyond the timetabled classroom lessons. The curriculum is designed to accomodate students of all skill levels, including those who have accessed instrumental or vocal tuition. All students are challenged to develop their skills in listening, singing, composing, and playing music, in order to become well-rounded musicians. Music in Year 5 and 6 is delivered in weekly lessons of 60 minutes for Year 5, and twice weekly lessons of 30 minutes each for Year 6. All lessons are taught by a specialist music teacher and draw on a variety of music education methodologies. The most prominent of these is Zoltan Kodaly's approach to developing music literacy through singing, although elements of Emile Jacques-Dalcroze and Carl Orff's approaches to eurhythmics and classroom percussion are used as appropriate. Thus, every lesson includes singing or playing, listening with understanding, and composing or improvising. Lessons are structured so that the principles of regular, effective, practise are shown and taught. In addition to the timetabled music curriculum, there are a variety of performance, ensemble, and development opportunities available to all students. All students are encouraged to perform in weekly assemblies and special events. Ensemble opportunities are a feature of the Co-curricular Music program, including Bryant and CoCurricular Activities. This includes orchestras, choir, small ensemble, and the Saturday Conservatory program. Individual tuition is available through the Peripatetic Program delivered by our team of highly skilled and experienced vocal and instrumental teachers, several of whom have studied and performed around the world. Students also have the opportunity to enter ABRSM theory and practical exams, as well as take part in FOBISIA and GEC festivals.

Curriculum Content American Folk Songs Native American, early settler, and well known children's songs are the focus of this half term, which emphasises ensemble, small group, and solo singing. This half term's project features solo singing, incorporating Kodaly hand signs, conducting, and clapped ostinato rhythms. Performing project: Singing

Autumn Term

American Spirituals and the Blues Growing out of and alongside American Folk Songs, a study of these forms the foundation for understanding the roots of popular music. Through their individual projects, children will develop their own composition and encouraged to perform it vocally or instrumentally for their peers. Presenting project: Composing a song, as well as singing or playing the song

Spring Term

Music Through the Ages - 1000 AD - 1600 AD We focus on the development of music through the Medieval, Renaissance, and early Baroque Periods. Children will sing, listen, and play music including from composers of these periods. The project this half term is an instrumental performance of one of the pieces studied in class. All students will develop skills on the keyboard

Suggested Reading or Extension Activities Sing Practise singing at home, including solo pieces for project. Listen List available through student's Google Classroom Play Continue practising your instrument, if applicable. Sing Practise singing at home, including own composition. Listen Complete list available through Google Classroom, including a range of early recordings of Sprituals and Blues songs Play Continue practising your instrument, focusing on playing known songs from class, as well as the pentatonic and blues scales. Sing Sing the songs learnt in class. Listen Complete list available through Google Classroom, including music by Tallis, Monteverdi, and Purcell. Play


while continuing to sing a variety of songs. Performing: Playing a keyboard solo

Music Through the Ages (1600 AD - the present) Continuing our focus on the history of music, we move on from the Baroque Period, to the Classical, Romantic, and 20th Century Period - including Popular, Jazz, and World Music. Students research and present a relevant topic, including a keyboard performance of a relevant piece. Presenting: Research and playing a keyboard solo

Summer Term

Musicals Students will encounter a variety of musical genres, including its predecessors opera and operetta. The culmination of their Year 6 and Junior School musical journey is the Year 6 production, in which every child performs on stage. Presenting: All students participate in the Year 6 production, including some solos, small groups, and whole cast songs.

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

How to help at home

Useful websites

Practise keyboard skills, including solo pieces for project. Read Use relevant resources to read about topics covered in class. List available through Google Classroom. Sing Sing the songs learnt in class. Listen Complete list available through Google Classroom, including music by Bach, Mozart, Tchaikovsky, and various contemporary musicians. Play Practise keyboard skills, including solo pieces for project. Read Research material for project. Sing Children should practise the songs, including the lyrics for the musical production. Listen In addition to learning the songs for the production, musicals including 'The Sound of Music,' 'Annie,' and others will be featured.

Preparing for performances or composition, researching musical context, instruments and culture Every half term, each student will complete a project. The project will involve preparing for a presenting or performing task. Presenting tasks include composing or research, while performing tasks include solo or group singing and playing of instruments. Musical instrument - parents will be informed when students need to bring these to school. Supporting music practice at home, including singing and/or playing instruments; listening to the wide range of music suggested above; taking your child to see a range of live performances. There are also further learning opportunities provided through various websites as listed below, but all information is also available through the children's Google Classroom account. Students will be encouraged to access a variety of optional activities through the Google Classroom. These will include links to Noteflight music notation, Auralia aural skills, and Musition theory skills.

Co-curricular activities

Sanbangsan Symphony, Small Music Ensemble, Choir

Who can I contact?

Head of Music

 

Mr. Justin Hockey jhockey@nlcsjeju.kr


PSHE Personal, social, health and economic education (PSHE) covers a range of issues that are vital for the wellbeing of our children. PSHE lessons provide opportunities to develop skills such as perseverance, conflict resolution, emotional intelligence, self-respect, teamwork, time management, and stress management. These are important life skills and all have a direct and positive effect on children’s learning.

Curriculum Content

Autumn Term

Looking after me Children will consider issues surrounding physical, emotional and mental health. They will be taught strategies for coping with stress and how to make healthy food choices. Children will identify their strengths and weaknesses and set goals for themselves while learning the skills and techniques to develop their resilience in the face of setbacks. Children will be taught how to stay safe online and in the real world. They will discuss how their bodies are growing and changing.

Spring Term

Relationships Children will be taught the importance of communication in building positive relationships. They will discuss the issue of bullying and how to prevent it. Children will consider similarities and differences between people including culture, religion, race, and gender. Children will discuss the support family and friendships can offer and they will consider how to deal with peer pressure.

Summer Term

Living in the wider world Children will be taught about their rights and responsibilities as global citizens. They will consider discrimination and diversity by covering issues such as gender stereotypes and racism. Children will be given an introduction to financial and career education. Transition to the Senior School In the final term of year 6, children will take part in a comprehensive transition programme. This will include lessons in the Senior School, visits to Senior School houses, and presentations from older children.

Useful websites

www.gogivers.org

Who can I contact?

Head of PSHE

 

Ms. Maxine Brewster mbrewster@nlcsjeju.kr


PHYSICAL EDUCATION, SWIMMING & DANCE Curriculum Content – Physical Education

Autumn Term

Spring Term

Summer Term

Outdoor Adventurous Activities In this unit of work, children will be given a variety of challenges and tasks that require teamwork, problem-solving, and cooperation. They will need to develop their reflective, speaking and listening skills. Invasion Games Children will be taught a small-­‐sided approach  to  games,  widening  their  range  of  passing  and   receiving  skills,  and  concepts  of  play.  They  will  be  taught  attacking  and  defending  roles,  including   outwitting  the  opponent  and  the  different  skills  associated  with  attack  and  defence.  Children  will   be  taught  the  patterns  of  play,  set  plays  and  tactics  in  teamwork.  They  will  refine  their  knowledge   of  the  formal  rules  of  various  sports  including  Tchoukball,  Frisbee  and  Touch  Rugby  games.  They   will  have  the  opportunity  to  develop  new  games,  evaluate  their  success  and  resolve  any  problems   with  the  rules. Gymnastics Children continue to develop their flexibility, strength, technique, control and balance through gymnastics. Children continue to develop their flexibility, strength, technique, control and balance through gymnastics. Children are taught to refine their balances and develop their travelling and jumping skills in group work. They practise their vaulting skills and bring all skills together into group sequences on the floor and on apparatus. Net Games Children refine sport specific skills and the rules of the games to develop consistent skills and tactical awareness. They play badminton and table tennis, learning, practising and refining a range of strokes. Athletics In the summer term, all children in the junior school will be taught athletics. Children will develop their running, jumping and throwing skills. They will be taught to: • sustain pace over shorter and longer distances; • jump for height and distance with control and balance; • throw with power and to apply an appropriate force.

Curriculum Content - Swimming

All year

NLCS Jeju provides swimming instruction throughout the Junior School. Children are taught to: • swim competently, confidently and proficiently; • use a range of strokes effectively (front crawl, backstroke, breaststroke); • perform safe self-rescue in different water-based situations.

Curriculum Content - Dance

All year

Children are taught dance through performance, appreciation and choreography. In year 6, children are taught to: • perform dance phrases to a high standard; • listen to a variety of musical pieces and recognise the changes in tempo, beat, rhythm and dynamics; • respond to a dance performance using technical vocabulary such as coordination, action, stillness, travel, turn, jump, expression, pathways, shapes, mirror, speed, energy, and flow; • lead a warm up or cool down in front of a group.

Assessment tasks, methods and frequency

Ongoing assessment and termly reviews


Equipment that students need

How to help at home

Co-curricular activities

Who can I contact?

Children should wear their P.E. kit on days when they have P.E. or dance lessons. Children should bring their swimming kit on days when they have swimming lessons. Encourage your children to be as active as possible and participate in team sports outside school. Watch sports with your children on television or at live events. Watch senior school dance performances and other live shows. Encourage your child to rehearse dances outside of school. Basketball, Dodgeball, K-Pop Dance, Squash, Table Tennis, Badminton, Golf, Recreation Football, Skateboarding, Swim Squad Head of P.E.

Mr. Dien Wooler dwooler@nlcsjeju.kr

P.E. Teachers

Mr. Dien Wooler and Mr. Dan Hook

Swimming Coaches

Mr. Dien Wooler, Ms. Nicola Long, Mr. Dan Hook and Ms. Minsun Kang

Dance Teacher

Ms. Nicola Long

 


SCIENCE Curriculum Content

Autumn Term

Spring Term

Summer Term

Evolution and Inheritance Children will be taught to: • recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago; • recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents; • identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution; • understand the difference between recessive and dominant genes. Motion and Forces Children will be taught to: • record data using a speed/distance/time graph; • explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object; • identify the effects of air resistance, water resistance and friction, that act between moving surfaces; • recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect. Acids and Alkalis Children will be taught to: • perform an investigation independently (focusing on creating their own indicator); • understand how and why we test for pH; • recognise the difference between an acid and an alkali; • understand how we can change the pH of our bodies and what pH our bodies function best at. Animals and Humans (Circulatory Systems) Children will be taught to: • identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood; • describe the process of digestion including naming the parts involved in the process (small intestine, large intestine etc); • describe the ways in which nutrients and water are transported within animals, including humans; • describe how blood is transported around our bodies. Elements and Compounds Children will be taught to: • understand the difference between an element and a compound; • identify some elements and their chemical

Suggested Reading or Extension Activities

All About Evolution by Robert Winston The Variety of Life by Nicola Davies and Lorna Scobie The White Giraffe by Lauren St John Science Squad by Robert Winston www.sciencebob.com www.primaryhomeworkhelp.co.uk (Click: ‘Science’) BBC Bitesize (Search: ‘Friction’)

The Element in the Room: Investigating the atomic ingredients that make up your home by Mike Barfield All About Chemistry by Robert Winston The World in Infographics: Animal Kingdom by Jon Richards Book of Bones: 10 record-breaking animals by Gabrielle Balkan www.primaryhomeworkhelp.co.uk (Click: ‘Science’)

www.primaryhomeworkhelp.co.uk (Click: ‘Science’) www.chem4kids.com www.stevespanglerscience.com All About Chemistry by Robert


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symbol; have a basic understanding of chemical equations (without balancing); recognise how compounds are made; understand the difference between endothermic and exothermic reactions.

Winston 100 Scientists Who Made History (DK Science) by Andrea Mills

Assessment tasks, methods and frequency

Termly unit reviews

Further reading

Home Lab by Robert Winston Women in Science: 50 Fearless Pioneers Who Changed the World by Rachel Ignotofsky Beetle Boy by M.G.Leonard Frank Einstein and the Antimatter Motor by Jon Scieszka and Brian Biggs Seeing Science: An Illustrated Guide to the Wonders of the Universe by Iris Gottlieb This Book Thinks You’re a Scientist by Harriet Russell The Usborne Science Encyclopedia by Kirsteen Robson Corpse Talk: Ground-Breaking Scientists by Adam and Lisa Murphy

Useful websites

www.sciencebob.com www.brainpop.com (NLCS Jeju login details available on Seesaw) www.primaryhomeworkhelp.co.uk (Search: ‘Science’) Bill Nye www.youtube.com (Search: ‘Bill Nye’) quizlet.com and quizziz.com for lots of fun revision games BBC Bitesize

Co-curricular activities

Engineering, Mad Scientists, Genius Magazine

Who can I contact?

Head of Science

 

Mr. John Gilbertson jgilbertson@nlcsjeju.kr

Year 6 Curriculum Guide 2018/19  
Year 6 Curriculum Guide 2018/19