2019-20 Year8 Curriculum Guide Eng/Man by North London Collegiate School Jeju

2019-2020

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 studentsâ&#x20AC;&#x2122; 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 childâ&#x20AC;&#x2122;s learning at home. Year 8 Our curriculum is taught in 40 minute periods per day and Year 8 are taught the following number of periods in each subject per week: English (8) Maths (6) Science (5) Mandarin (4)* Korean (4: Korean Language 3 periods, Korean History 1 period) 2nd Language Choice (3)** Geography (2) History (2) Computer Science (2) Art (2) Physical Education (2) Music (1) Drama (1) Dance (1) Personal and Social Development (1) *

For students with Mandarin as a First Language

Year 8 students have the choice of Latin, Spanish, French, 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.

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

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

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

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

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.

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

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 8

ENGLISH LANGUAGE & LITERATURE The English department aims to nurture a love of English Literature and Language in the students we teach. We encourage students to develop a love and passion for literature and language by incorporating many of the key skills needed in later years as creatively and engagingly as possible.

Curriculum Content

Suggested Reading or Extension Activities

This term we will be learning about the genre novel through texts such as ‘Coraline’ by Neil Gaiman; ‘The Giver’ by Lois Lowry and The Woman in Black by Susan Hill; During the term, we will be discovering; ‘What do we mean by ‘genre’?’, ‘How does genre affect the structure of a text?’ and ‘What are the conventions of different Genres?’ This half term we will be discovering poetry through the ages and covering the big questions such as; ‘What is poetry?’, Is poetry still important today?’, ‘How do I read poetry?’

You might also enjoy reading these books: “Jane Eyre” by Charlotte Bronte “Wuthering Heights”by Emily Bronte Short Stories by Edgar Allen Poe

Half Term 3 (Jan – Feb)

A selection of Sherlock Holmes stories will be studied this term with a view to analysing character construction and atmosphere. We will also be studying; ‘How is character created?’, ‘What is atmosphere? How does it build tension? Why do people love Sherlock Holmes stories?

Further Reading:

Half Term 1 (Aug – Oct) Half Term 2 (Nov – Dec)

You might like to read; “Why Poetry” by Matthew Zapruder, “Songs of Innocence and Experience” by William Blake and further excellent poems on the website poetry.org

“A Study in Scarlet” by Sir Arthur Conan Doyle “Moriarty” by Anthony Horrowitz “Murders in the Rue Morgue” By Edgar Allen Poe

Research famous speeches and letters and discover the effects that they have had on society.

“Introducing Shakespeare: A Graphic Guide” By Nick Groom “Shakespeare on Toast” by Ben Crystal

Equipment that students need

Currently the homework is extensive reading.This is followed up by teacher-student discussions about their reading, and ongoing written reflections. In 2018-19 the Accelerated Reader program will be used, which will enable students to reflect upon their reading and test themselves using specific software. Students are assesed though an onoing ‘processfolio’ which is taken in a graded once per halfterm, a series of timed assessments, which occur once per half-term and the regular marking of ‘workbooks’ to check that classnotes are accurate and up-to-date. Workbooks, novels, sometimes iPads from the department iPad cart.

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

Talking with them about the current novel s/he is reading. Maybe the parent could read the same novel, in order to help them do this. Poetry.org, BBC GCSE Bitesize for consolidation The Islander, Creative Writing, Poetry slam

Who can I contact?

Head of English Teachers of Year 8 English

Examples of homework tasks

Assessment tasks, methods and frequency

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

MATHEMATICS The mathematics department aims to bring mathematics to life by framing the subject 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, to visualise their world as mathematical models and use their models to answer big questions such as ‘What will the world look like in 100 years?’ and ‘What is the maximum capacity of a structure?’ and ‘When will it rain?’.

Curriculum Content

Suggested Reading or Extension Activities

Half Term 1 (Aug – Oct)

Number 1 - Students come across very large and very small numbers in other subjects, such as science and geography. This half-term they build upon their understanding of place value and learn how to represent these numbers using standard index form. Algebra 1 - Following on from work covered in year 7, the students formalise the process of generating coordinates from linear equations and plotting these to produce linear graphs. They then develop techniques for solving linear equations in different forms and relating these solutions to corresponding graph.

We recommend reading the books by the following authors: Martin Gardner & Alex Bellos such as: ‘Hexaflexagons and Other Mathematical Diversions by Alex Bellos

Half Term 2 (Nov – Dec)

Geometry 1 - The students extend their understanding of the angle and side-length properties of triangles when exploring the mathematical similarity of enlarged triangles. This understanding forms the basis of the trigonometric ratios that they are introduced to in term 2. Number 2 - Calculations involving percentage increase and decrease can be presented in a number of different ways. Students explore these different contexts and identify effective methods for completing these calculations. They also consider repeated or chains of percentage increases and decreases and determine efficient techniques for solving these types of problem, including reverse calculations.

Mathematical Investigations Book 2 by Randall Souviney

Half Term 3 (Jan – Feb)

Geometry 2 - Building upon the topic done in term 1, students extend their understanding of similar triangles when introduced to the trigonometric ratios: sine, cosine and tangent. They apply these ratios in a range of contexts and develop their proficiency in using a scientific calculator, as required. Algebra 2 - This term is algebra-heavy with students developing skills and confidence when dealing with algebraic expressions and graphing techniques. They start to explore non-linear relationships and to manipulate expressions involving multiplication and factorisation using brackets. Algebra 3 - The students' understanding of linear relationships is extended to include the solution of intersecting lines. Students develop understanding of the link between graphical and algebraic solutions to linear equations solved simultaneously. Within some contexts it is required to determine a range of solutions rather than specific values. Students learn this important concept with regards to linear relationships in the form of inequalities. Statistics 1 - There are elements of practicality during this term's learning. Students will likely see time-series graphs in their lessons in other subjects, particularly science and geography. Here they learn about them in depth and apply them when visualising and interpreting contexts involving such things as flow-rate and volume, displacement, velocity and acceleration. Statistics 2 - The students explore probabilities in more depth, using their skills in listing possible outcomes that they developed in year 7. The focus moves away from equally-likely outcomes and the students are introduced to the idea of bias, which may or may not be quantifiable in terms of theoretical probabilities.

Pupils are encouraged to extend their own learning by researching tasks on www.khanacademy.org. Pupils may like to try the ‘Rearranging 1’ and/or ‘Rearranging 2’ tasks.

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

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

Year 8 students may also like to try the ‘Extended - Area Scale Factor’ task on myimaths.com.

Year 8 students may like to try the ‘Plotting Graphs 4’ task on www.myimaths.com

Pupils are encouraged to enjoy the diverse range of mathematics activities and CCAs that are on offer around the school. Such as the Infographics CCA, which combines graphic design, the data handling cycle and presentation skills.

Investigations, online worksheets, flipped classroom presentations, creating presentations of their own work such as completion of practice problems. Students will undertake 6 common assessed tasks in the year. 3 of these will be 60 minute exams and 3 will be in the form of written tasks. Students are required to bring 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

Who can I contact?

Our staff try to avoid setting routine and mechanical tasks for homework and this sometimes means that our students struggle with the demands of problem solving based homework tasks. Whilst the mathematics staff will try to give a variety of accessible tasks, it is always acceptable for students to choose a similar task from www.myimath.com and we would like parents to know that students have the freedom to increase or decrease the difficulty level so that they can be successful. www.myimath.com www.bbcbitesize.com Numberphile is an outstanding youtube channel. Competitions CCA - Preparing for international competitions. Friendly competitions CCA - competing with NLCS sister schools around the world. Infographics CCA - Representing the world through informative graphics. Head of Mathematics Teachers of year 8 Mathematics

Mr. Kennedy Please consult the Parent Portal to find the name of your childâ&#x20AC;&#x2122;s Maths teacher

SCIENCE The aim of the Year 8 Science program is to develop students’ experimental skills by investigating the scientific concept of energy in biology, chemistry and physics and applying them to solve real world problems.

Curriculum Content

Suggested Reading or Extension Activities

Half Term 1 (Aug – Oct)

Forensics - Exploring the potential of the Science laboratories through using scientific experiments and thinking skills to solve crimes. Energy - Investigating the physical nature of energy and its importance in our lives. Building and measuring the properties of electrical circuits. Reporting on how to generate electricity to sustain increasing tourism on Jeju.

Students can read about the topics by using the departmental resources (Longman Physics 11-14 textbooks), using the school library (Dewey 530 Physics) or online resources (BBC Bitesize KS3).

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

Fire - Risk assessing and managing fire safety. Developing an understanding of conservation of energy and mass in combustion reactions. Making, investigating and measuring the chemical potential energy stored in biofuels.

Students should research biofuels and their use in Korea.

STEM Projects - 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.

Students will have ample opportunities for extension as they devise, research and develop their STEM project.

Half Term 4 (Feb – Apr)

Reactions - Investigating the physical properties of materials, the chemical properties of elements and compounds, and carrying out common chemical reactions. Developing an understanding of the structure of the Periodic Table of elements and writing chemical formulae and equations.

Research the history of the periodic table – why was it constructed in its current form?

Summer Term (Apr – June)

Ecology - Observing and researching the relationships between organisms within an ecosystem. Discussing feeding relationships and the origins of chemical energy in food webs. Researching and reporting on the adaptation and role of an organism within Jeju’s ecosystems. Students will also develop an understanding of microbes and their effects on human reproduction.

Research the organisms that only operate within Jeju’s ecosystem. What conditions have contributed to their evolution?

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?

Reading; researching; reporting; preparing project presentation. 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. BBC Bitesize, sciencebuddies.org., IFL Science (online magazine) Youtube channels: AsapSCIENCE; MinuteEarth; Science Shorts; Veritasium; NRK Viten; Freesciencelessons; Bozeman Science; Sixty Symbols and minutephysics. STEM Fair Junior Scientist Bryant Director of Science Teachers of Year 8 Science

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

COMPUTER SCIENCE The Computer Science department aims to develop computational thinking and problem-solving skills in each student. We aim to prepare students to understand the component parts of computer systems and how they interrelate, including software, data, hardware, communications and people. We will focus on skills necessary to apply understanding to solve computer-based problems using a high-level programming language.

Suggested Reading or Extension Activities

Curriculum Content Half Term 1 (Aug – Oct)

Computational Thinking Students will be understanding Boolean algebra and some its uses in circuits, programming and expressions. Understanding of key algorithms that’s reflects computational thinking. Programming language Students will learn to use programming concepts to solve problems. Students will learn about conditional statements and looping in Python. This will enable them to solve problems quickly and efficiently. Students will be able to make use of appropriate data structures and data types to solve problems. Working on the creative project - using python Students will be assessed on Boolean Logic and Data structures.

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

Project work Students will be working on designing and developing the application using programming skills developed in last term. Inventors Kit / Edison Robots Students will continue to practice their programming skills using electronics and robotic hardware.

Half Term 4 (Feb – Apr)

Number Systems: Students will learn and understand simple Boolean logic and some of its uses in circuits and programming; understand how numbers can be represented in binary. Understand how numbers can be used to represent Binary and hex. They will also learn how computers store data. Website development Students will gain deep understanding of website design and how JavaScript is used in web page creation. Students will learn to develop dynamic web page and apply skills to develop a website

Python coding skills to develop a project and solve challenging problems on http://codingbat.com/python and research on how to use Javascript. Design a website for your parents or friends to publish or manage their work using https://w3school.com and https://learnjavascript.online/

. Summer Term (Apr – June)

Students will apply web technology skills to create a website using HTML, CSS and JavaScript Assessment on Boolean and java script to show understanding the web designing and logics.

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

Class assignments, presentations, quizlet assignments. Project work and Computer Science log

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

Help their children practice programming skills by helping them to register for online courses.

Who can I contact?

Head of Computer Science

Laptops, reference books from library

https://learnjavascript.online/ Coding club, Hardware Bryant, programming and competitions, Fobisia, challenge , Robotics club Mr. Singh Please consult the Parent Portal to find the name of your child’s Computer Science teacher

MANDARIN (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。

Curriculum Content Half Term 1 (Aug – Oct)



*写人叙事类文章：《背影》、《藤野先生》、《我的母亲》、《老王》、《就英法…》、《平庸之恶》 *写景类文章《春》、《济南的冬天》、《一个炎热的夏日》

Half Term 2 (Nov – Dec)

Suggested Reading or Extension Activities

*诗歌：

引导学生通过学习写人叙事类和写景类文章，了解这两类不同文章的特点。



学习叙述顺序、描写方式及修辞手法，并能准确有效地运用于自己的写作。



写作训练：写人、叙事和写景，并能在阅读自己或其他学生的作文时，认识到其优缺点，并进行修改。



进行课外中文书阅读，并完成阅读记录。

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引导学生体会诗歌的韵律感，及诗人丰富的想象力。品味诗人蕴含

——诗歌的分类

与诗歌中的情感。

《水调歌头（明月几时有）》《赤壁》《杜甫



学生自己选择做诗歌配乐朗诵或诗歌创作。

诗三首》《诗四首》《海燕》《雨说》《星星



进行课外中文书阅读，并完成阅读记录。



引导学生阅读议论文，了解议论文的特点，能快速找出文中的论点

变奏曲》 ——诗歌配乐朗诵或诗歌创作

Half Term 3 (Jan – Feb)

*议论文《土地的誓言》《谈骨气》《傅雷家书两则》

和论据，并理清作者的论证思路。

《谈读书》



议论文写作。

——论点、论据、论证



进行课外中文书阅读，并完成阅读记录

——议论文写作

Half Term 4 (Feb – Apr)

*文言文：



扫除文言文字词的障碍，读懂文章。

《桃花源记》、《短文两篇》、《小石潭



反复朗诵文章，感知文言词汇的魅力：它的遣词造句，它的言简

Summer Term (Apr – June)

——古代文体知识介绍

记》、《岳阳楼记》、《醉翁亭记》

意赅, 它的朗朗上口。体会其语言美。 

进行课外中文书阅读，并完成阅读记录。



写一封信给父母或好朋友，跟他/她分享你最近读过的一篇文言

——文言文的虚词与实词 ——写作：书信

文。 

进行课外中文书阅读，并完成阅读记录。

*复习准备学年末考试

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.

Parents / guardians can help their child by: Useful websites

Ensuring that pupils read and practise writing regularly.

Co curricular activities Who can I contact?

Basic stiationery and exercise books

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 Y8 Mandarin

Jenny Liu Please consult Parent Portal to find the names of your child’s Mandarin teacher

KOREAN LANGUAGE 8 학년 국어는 말하기, 듣기, 읽기, 쓰기 및 문학과 문법 등 다양한 영역에 걸친 학생의 국어능력 향상에 목표를 둡니다. 교육부가 고시한 중학교 2 학년 국어교육과정을 NLCS JEJU 의 학사 일정에 따라 재구성하여 공부합니다.

Suggested Reading or Extension Activities

Curriculum Content Half Term 1 (Aug – Oct)

시적 화자, 소설 속 서술자

시점

문학작품으로 표현하기

읽기의 생활화

문학의 다양한 해석과 관련하여 한 작품에 대한 다양한 비평문을 검색해서 읽어보기 추가 활동 : 책 소개 영상 만들기, 독서 일지 만들기

Half Term 2 (Nov – Dec)

시의 운율 및 반어, 역설 파악하기

중학교 필독 도서 등을 검색하면

소설과 사의 풍자 파악하기 글에 쓰인 다양한 표현과 그 효과 살펴보기

다양한 추천 도서 목록이 나옵니다. 가능한 많은 문학 작품을 읽을 수 있도록 노력하기

Half Term 3 (Jan – Feb)

문학 작품의 재구성 및 원작과 비교하기 문학작품으로 표현하기 한글 창제의 원리 단어의 정확한 발음과 표기

중학 문법 교재 등을 통해 유기적인 문법 공부 해보기 영화 및 드라마, 연극 등의 원작 소설 읽기

Half Term 4 (Feb – Apr)

설명하는 글 쓰기 글의 표현 방식 매체 자료의 효과 파악하기

다양한 설명문을 읽어보기

Summer Term (Apr – June)

토론의 이론 및 실제 비판하며 읽기 글의 표현 방식

월간 중학 독서 평설, 월간 주니어 논술, 위즈키즈 등 다양한 논술 잡지 등을 통해 다양한 종류의 비평문을

신문 기사 및 사설 읽어보기

접하려는 시도 해보기 다양한 논증의 방법 공부해보기

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

매체를 활용하여 기행문 작성하기 8 학년 학생들은 통상 half term 에 각 1~2 회의 평가를 진행합니다. 평가는 선다형 문제와 서술형 문제 등으로 다양화 되어 있고 학생들의 글쓰기 능력 신장에 많은 비중을 둡니다. 교과서 : 천재교육(박영목) 2-1, 2-2

Parents / guardians can help their child by: Useful websites

학생들이 보다 풍부한 어휘 사용을 할 수 있도록 다양한 글을 읽을 기회를 제공해주세요.

Who can I contact?

Head of Korean Y8 Korean Teachers

Ms. Kwon Please consult the Parent Portal to find the name of your child’s Korean teacher

KOREAN HISTORY 8 학년은 후삼국 시대 및 고려의 성립부터 이성계가 조선을 건국하기 까지의 ‘고려사’에 관한 전반적인 내용을 학습합니다. 한국사 수업을 통해 학생들이 올바른 ‘역사 인식’을 형성하고, 앞으로 당면할 문제에 있어 바른 선택을 할 수 있는 능력을 갖추게 하는 것이 NLCS Jeju 한국사 수업의 목표 입니다.

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

후삼국 시대와 고려의 성립

- 태조 왕건의 통일 과정 카드 나열하기

통일신라의 동요와 후삼국의 성립

- 태조 왕건의 선거 포스터 만들기

후삼국 통일과 태조의 정책

- 훈요 10 조를 통해 알아보는 태조 왕건의 정책 - 광종과 성종의 업적 비교하기

고려의 성립과 변천 1.

통치 체제 정지

고려의 10C~12C 대외 관계

- 고려시대의 과거제도의 특징 파악하기 (조사 활동) - 고려의 대외관계에 대한 팀프로젝트

고려의 성립과 변천

- 무신 정변에 대한 연극 발표

무신 정권의 성립과 사회 질서의 동요

- 대몽항쟁과 원간섭기에 대한 개별 발표

반원 자주화 노력과 새로운 세력의 성장

- 고려의 문화에 대한 역사 신문 만들기

조선의 성립과 발전 1.

조선의 건국과 통치 체제의 정비

민족문화의 발달

- 이성계 논평문 작성하기

- 붕당 정치의 전개표 작성하기 조선의 성립과 발전 1.

- 일제의 식민사관에 대한 토론 하기

사림 세력의 성장

- 식민사관 반박 에세이 작성하기 (정치 Part)

\ Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need Parents / guardians can help their child by:

자료조사하기, 토론하기, 대본 작성하기, 그룹 프로젝트, 역사 신문 만들기 등 Pop-up Test, 학기 중간 중간의 수시 평가 및 Annual Exam 교재(중학교 역사 1 양호환) 및 학습지 학교 제공 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.

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

Teachers of Year 8 Korean History

Ms. Kwon Please consult the Parent Portal to find the name of your child’s Korean teacher

EUROPEAN LANGUAGES In French and Spanish, we aim to foster a love of the respective languages. Through learning French or Spanish, we hope that students will develop skills that will allow them to understand better how languages function. New cultures are also discovered, giving further purpose and focus to learning languages in Year 8.

Suggested Reading or Extension Activities

Curriculum Content Half Term 1 (Aug – Oct)

As French and Spanish beginners, students start the term by learning greetings and numbers. Students quickly progress by learning about family members and how to describe physical appearance. Grammatical constructions, which are unique to French and Spanish, are explored in terms of adjective agreements and sentence structures.

Half Term 2 (Nov – Dec)

Students learn to describe the world around them through geographical and physical descriptions of their house, neighbourhood and town. Cultural elements regarding address systems, city planning and leisure time activities are discussed to highlight these areas.

Half Term 3 (Jan – Feb)

This term students will learn to listen for gist and apply their knowledge of directions and places in town from the previous term. Reflexive verb constructions will be introduced through a range of daily activities and students are encouraged to use these patterns to describe their daily routine. Students will also learn opinion phrases and are encouraged to give and justify opinions about school subjects and teachers. During this half term students will expand on what they have learned previously and create sentences with two or three clauses. Particular attention is paid to irregular verbs and gender concerning professions and weather descriptions. Students will continue to make linguistic analyses between English and their chosen language.

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

At the end of the year, students will be conducting basic conversations, listening for gist, reading and understanding short written tasks and they will be able to apply an array of grammatical points to their spoken and written work in preparation for the following year.

Examples of homework tasks Assessment tasks, methods and frequency

Students can use Quizlet, Languages Online web sites in order to consolidate their vocabulary.

Students will be encouraged to read the short story books available in the European Languages Library. Regular use of a vocabulary web site such as Linguascope are recommended.

Students have mastered the basics and are able to create short to extended sentences. When completing tasks student should try to look for synonyms in order to vary their language.

Speaking: Preparing a short presentation of yourself and your family using adjectives. Writing: Writing a short paragraph describing what you do in your free time using linking words. Regular vocabulary and grammar tests are completed throughout the term. Each term there is a focus on the skill assessed. The focus being one of the 4 skills (Listening, Reading, Speaking or Writing)

Equipment that students need

Exercise books and vocabulary books

Parents / guardians can help their child by: Useful websites

Parents can help by checking that homework is completed. Revision of vocabulary are the main support the students will need. https://quizlet.com Languages online https://www.linguascope.com

Who can I contact?

Head of European Languages Teachers of Year 8 European Language

Ms. Choi Please consult the Parent Portal to find the name of your child’s French or Spanish teacher

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.

Suggested Reading or Extension Activities

Curriculum Content Half Term 1 (Aug – Oct)

This course follows Cambridge Latin Course Book 1, stages 9-10: ● ●

Half Term 2 (Nov – Dec)

Half Term 3 (Jan – Feb) Half Term 4 (Feb – Apr) Summer Term (Apr – June)

Grammar covered includes: dative case of nouns; first and second person plural verbs in the present tense Key topics: Roman baths; education

This course follows Cambridge Latin Course Book 1, stages 11-12 ● Grammar covered includes: asking questions; first and second person plural verbs in the perfect and imperfect tenses ● Key topics: the eruption of Vesuvius and the excavation of Pompeii. ● An independent project related to European Languages This course is based on ‘Procedite’ chapter 1 ● Grammar covered includes: the ablative case, singular and plural ● Key topic: travel in the Roman empire ● Focus on Latin reading; school Latin Reading Competition

Develop 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 ‘Procedite’ chapter 2 ● Grammar covered includes: genitive case, singular and plural ● Key topic: Roman Britain This course is based on ‘Procedite’ chapters 3-4 ● Grammar covered includes: prepositions; compound verbs; irregular verbs; infinitives ● Key topic: Roman Britain; evaluating sources

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.

Who can I contact?

Head of Latin

Mrs. Baird

Teachers of Year 7 Latin

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/

GEOGRAPHY Geography in Year 8 focuses on developing an understanding of how development and extreme climates vary between the different regions of the world. Students begin to build an understanding of the complex factors that influence the level of economic development and the fragile relationship between extreme environments and humans. Students also build on their investigation skills through a local field trip focusing on energy on Jeju.

Curriculum Content

Suggested Reading or Extension Activities

Half Term 1 (Aug – Oct)

Regional Development – A comparison study between East Asia and West Africa  Understanding the concept of development, how development is measured and factors that influence a country’s level of development

Read “The Boy who Harnessed the Wind” William Kamkwamba was born in Malawi, a country impacted by drought and hunger.

Half Term 2 (Nov – Dec)

Regional Development 2  Understanding the disparities of development between different regions of the world but also within countries

Research your family history to understand how and why your country of origin has developed over time.

Half Term 3 (Jan – Feb)

Extreme Environments 1  A comparison study between extreme hot environments of Africa compared to extreme cold environments of N. America we study; distribution, climate and how people have adapted to live in these environments.

Read “Big Game” by Dan Smith an exciting story about survival in an extreme environment.

Half Term 4 (Feb – Apr)

Extreme Environments 2  Understand how plants and animals adapt to live in hot and cold extreme environments  Examine opportunities and challenges for development in cold and hot environments Energy  Understand the variety of different types of resources and classify and evaluate them  Field trip and investigation write-up of types of energy used on Jeju Island.

Watch the BBC documentaries: from the Human Planet series.

Summer Term (Apr – June)

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?

Watch the Al Gore documentary “An Inconvenient Truth”

Independent research tasks such as a country study, human adaptation to extreme environments and animal adaptation to extreme environments. End of unit test for the development topic, independent research projects Summative and formative feedback provided for assessments. Basic stationery and clip board for field trips Encourage their child to keep up to date with news and apply current affairs. Watch documentaries on different regions of the world. Ensure your child is organised and up-to-date with homework. https://www.cia.gov/library/publications/the-world-factbook/geos/uk.html - CIA World Factbook https://www.worldwildlife.org/habitats - WWF Deserts & Arctic https://www.bbc.co.uk/education/topics/zwpg9j6 - BBC Bitesize - Resources and Energy Conservation Society & Model UN Head of Geography Teachers of Y8 Geography

Ms. Tuck Please consult Parent Portal to find the names 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)

Half Term 2 (Nov – Dec)

Historical Detectives Students take on the challenge of unravelling a real ‘History Mystery’ using a range of primary sources and their critical faculties. The Abolition of Slavery Students will gain a deeper understanding of how our notions of the past are constructed through an examination of the impact of the development of the slave trade. An understanding of the historical concept of ‘Perspectives’ will be developed. The Abolition of Slavery continued Students will gain a deeper understanding of how our notions of the past are constructed through an examination of the impact of the development of the slave trade.

Half Term 3 (Jan – Feb)

The French Revolution Students will explore the historical concepts of ‘Causation and Consequence’ through a case study of the revolution that shook the western world to its foundations in 1789.

Half Term 4 (Feb – Apr)

The Industrial Revolution Students consider the historical concepts of ‘Change and Continuity’ through a case study of the impact of the industrial revolution on Great Britain and beyond.

Summer Term (Apr – June)

Assess the significance of the Nat Turner rebellion Students complete a research project that develops their understanding of the historical concept of ‘Significance’. In this substantial written assignment, students will develop crucial academic skills and independent critical thinking.

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

Each lesson, there will be extension materials posted on the History department website to accompany individual lessons.

Structured research, paragraphing, reading, project, extended writing, creative planning and design There will be one formal summative assessment per unit that could include an essay, source work, the significance project or an 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. nlcsjejuhistorian.com, activehistory.co.uk, YouTube documentaries, library databases Historical Fiction Reading Circle, Prize-winning Historians, Senior and Junior School Historical Society.

Who can I contact?

Head of History Teachers of Year 8 History

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

PHYSICAL EDUCATION The Physical Education Department at NLCS Jeju aims to teach an exciting range of physical activities. knowledge and skills designed to inspire lifelong health and wellness in every student.

Curriculum Content

Suggested Reading or Extension Activities

Half Term 1 (Aug – Oct)

Basketball: ● Develop a range of passing and dribbling skills that will enable them, and their team, to retain possession and progress into a scoring opportunity. ● Work on a variety of shooting skills and apply in game situations. ● Develop teamwork skills and the ability to evaluate peers’ performance as well as refereeing games.

Practice your basketball skills or watch an NBA playoff game. How do the very best teams set up for the three-point play?

Half Term 2 (Nov – Dec)

Rugby: ● Develop the accuracy and timing of passing and receiving skills & refine attacking patterns. ● Refine attacking patterns to outwit the opposition by drawing in the player to create space and learn how to be creative in doing so.

Watch a rugby sevens game and compare it with a fifteen-player game. What are the main comparisons and contrasts?

Half Term 3 (Jan – Feb)

Swimming/Lifesaving: ● Develop efficiency in the water using a full range of swimming strokes & how to survive in cold water. ● Practice survival strokes and develop an understanding of heat-saving positions.

Research the history of lifesaving. Where did it originate and how did the culture of lifesaving spread around the world?

Half Term 4 (Feb – Apr)

Badminton: ● Develop technical abilities with specific attention given to flick, long, short and drive serves, as well as serve returns.

Badminton is a dynamic sport that has lost and gained popularity over the past 50 years. What are the factors that have influenced the variation in participation?

Summer Term (Apr – June)

Athletics: ● Understand the term ‘pacing’ and be able to apply this concept to races over longer distances. ● Be able to use basic techniques in the long jump, triple jump, shot put and javelin throw.

How does science play a part in athletic performance? Research a way in which science has made a significant improvement in the world of athletics.

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

Practicing skills learnt in lessons 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: Co curricular activities

Ensuring your child has correct PE kit for every lesson and encouraging your child to exercise daily, try out for sport teams and partake in sport CCA’s and Bryant. A large range of sport CCA’s are available for students to choose from.

Who can I contact?

Head of PE Teachers of PE

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

ART AND DESIGN In Year 8 students will build upon the skills and techniques learnt in year 7, and discover new and exciting ways of working within Art and Design.

Curriculum Content

Suggested Reading or Extension Activities

Half Term 1 (Aug – Oct)

Architecture This term, students will learn about the fundamental concepts of architecture. They will also study perspective, the relevant applications of Photoshop and study key architectural works.

1,2,3 Point Perspective in a minute: https://www.youtube.com/watch?v=ROlHybuf 7cs

Half Term 2 (Nov – Dec)

Design This half term, students will design their own architectural form responding to a brief, understanding design for a purpose. They will analyse and deconstruct the architecture of Frank Gehry and Zaha Hadid.

Find video resources focusing on Frank Gehry and Zaha Hadid to establish their impact on design and architecture

Half Term 3 (Jan – Feb)

Sculpture This term, students will construct and present their architectural work in three dimensions. They will make forms using paper, cardboard, and other materials. These will be photographed and displayed.

Research the work of Henry Moore. Why was his work so influential in the 20th Century?

Half Term 4 (Feb – Apr)

Artist-investigation and Printmaking This term, students will investigate the work of Stanley Donwood and learn the fundamental techniques of printmaking before designing their own prints and printing processes.

Research Stanley Donwood - what do you believe was his greatest contribution to the art world?

Summer Term (Apr – June)

Mask-making Students will study a range of different mask-making styles and constructions techniques from a range of cultures and will make their own masks which will be decorated and refined using a range of media and processes.

Masks often play an important role in drama. How can the artistic design of a mask have an impact on a dramatic performance?

Circles in Perspective: https://www.youtube. com/watch?v=08E0IfhLfcQ

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?

Artist research, perspective drawing, architecture evaluation, research into architectural design, mask design. Tasks are assessed with written feedback and attainment grades, along with mid- and end-ofunit assessments. Basic drawing equipment but all other equipment is provided by the Art department. Drawing attention to and discussing the architecture around them. Visiting galleries and exhibitions. Encouraging students to look at online art galleries, books in the library and at home. http://www.tate.org.uk/ or https://www.nationalgallery.org.uk/ As provided by the Art department. Head of Art Teachers of Art

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 to students as part of the NLCS curriculum, 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 judgements in the absence of rules, and higher-order thinking skills. Dance also helps students to develop physical fitness, appreciation of the body, concern for sound health practices. In year 8 we develop students to the concept of choreography, and begin to look at the application of the basic principals in different dance styles. Throughout the year we look at professional pieces of dance, undertake dance analysis, create choreography and perform in both groups and solos.

Curriculum Content

Suggested Reading or Extension Activities

Half Term 1 (Aug – Oct)

We start the year with revision and developing understanding of the basic principles of choreography; Action, Space, Dynamics and Relationships. This will be done through practical and theory tasks, using the alphabet as a stimulus.

The Bolshoi is the world’s most famous ballet company. Research the establishment of this institution and discover its founding principles.

Half Term 2 (Nov – Dec)

We will watch and analyse an excerpt from Matthew Bourne’s Nutcracker, based on Tableaux. Following this we will perform a class dance based on an excerpt, with students devising the tableaux and transitions, also incorporating costume and lighting and demonstrating performance qualities.

Watch the full recording of Nutcracker. Rehearsing dances in the studio out with class time. Attending dance performances at school or professional pieces in theatres.

Half Term 3 (Jan – Feb)

Street dance will be introduced as a dance style and students will begin to understand the content, context and background. They will experience it practically in workshops and watch the choreography: Emancipation of Expressionism. Students will cooperate with their partner to choreograph street dance inspired duets and evaluate their own and others’ performances.

YouTube has the full recording of Emancipation of Expressionism. YouTube had numerous tutorials on the various areas within this dance style. Rehearsing dances in the studio out with class time. Sending in recordings for feedback.

Half Term 4 (Feb – Apr)

Contemporary dance will be introduced and students will begin to understand the context and background of the style. They will explore the genre practically and analyse the piece ‘Shadows’.

How does contemporary dance mirror other art forms such as minimalism or expressionism? Research these concepts and be prepared to discuss in class.

Summe r Term (Apr – June)

Students will be introduced to the work of Merce Cunningham, they will learn about the different influences Cunningham has had on dance and discuss in class the impact this has had on contemporary dance. They will practically explore his methods of choreography which incorporate chance.

Rehearsing contemporary dances in the studio outside of class time in preparation for a final performance.

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

Researching stimuli, developing motifs, planning and choreographing dances, watching and analysing YouTube links, answering question sheets. Practical assessments will be taken once a half term. Leotard and leggings or PE kit and workbooks.

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

Ensuring students bring dance kit to class. Taking them to watch live dance performances.

Who can I contact?

Head of Department Teachers of Dance

YouTube is a very useful resource to watch the extracts listed above School musicals, Arts festival productions, Dance Technique, Ballet, Hip hop Mrs. Taylor Please consult the Parent Portal to find the name of your child’s Dance teacher

DRAMA The Drama curriculum at NLCS Jeju allows students to take-risks and enter new worlds, generating a curiosity, passion and enthusiasm to view the world from a different, and more informed, perspective. It provides students with the collaborative skills required to respond to stimulus within an ensemble to create, perform and evaluate devised and scripted pieces of theatre.

Suggested Reading or Extension Activities

Curriculum Content Term 1

Term 2

Term 3

Ensemble Building and Group Devising It is vital that all of our students are able to work collaboratively and collectively share the creative process so the initial sessions are focused on developing Ensemble Skills which are practiced through improvisation exercises and group activities. Students are provided with a stimulus to explore of either a theme/issue/style. ● Evacuees Performance Skills The focus in this unit is placed on the role of the actor. Students develop their understanding of how voice, physicality, the use of space and technical support can impact their performance. Students work towards a performance of a group piece that shows how an actor shapes and communicates a role in performance. ● Melodrama Performance Intentions To allow students to work independently, it is required that all students work towards the creation of a character for performance. Through a practical response to the style of theatre known as commedia dell’arte, students are required to build their character and perform it to an audience. This can either be a monologue or duologue.  Commedia dell’arte

Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need Parents / guardians can help their child by: Useful websites

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Involvement in the KS3 production

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Involvement in the KS3 production History of Victorian melodrama

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Involvement in drama opportunities for Arts Week “Commedia dell’arte: An Actor’s Handbook” John Rudlin

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Written tasks that captures the decisions and impact of their practical work, research, annotating scripts, evaluating performance work, developing theatre design ideas and line learning. Summative - Group and individual performance work and teacher responses to written tasks. Formative - regular teacher/student feedback and the setting of targets. None Encouraging their son/daughter to see live theatre performances and read plays.

Co curricular activities

BBC Bitesize - drama resources. Imprology - Improvisation games and courses. Doolle.com - Free online guide to modern playwrights and theatre plays. KS3 Drama Production, Musical and Arts Festival Activities.

Who can I contact?

Head of Department

Mr. Peirson

Teachers of Drama

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

MUSIC In music, we aim to find enjoyment in exploring a range of musical genres through practical and theoretical tasks. Whilst the content is broad, we do ensure that the exceptional skills of our students are challenged through performance, composition and analytical tasks.

Suggested Reading or Extension Activities

Curriculum Content Students learn about African music through learning to play the djembe and exploring and creating their own percussive performances using syncopation, polyrhythms and a variety of other performance and composition techniques.

Listen to ‘Graceland by Paul Simon. Analyse the popular and African influences you can hear.

This term, students are challenged to develop their improvisational techniques through exploration of the 12-bar blues structure, the blues scale blues song writing. During the course of this term, the students perform in small and large ensembles and perform their own improvisation sections.

Listen to some famous blues pieces, for example Sweet Home Chicago, Little Red Rooster and Walkin’ Blues. How do these pieces characterise the blues?

Half Term 3 (Jan – Feb)

This term, students study film music and create their own film scores, using music technology to compose for a scene from a famous film.

Listen to and analyse film soundtracks by notable composers such as John Williams, Hans Zimmer and Ennio Morricone. How does this music enhance the film?

Half Term 4 (Feb – Apr)

Students will learn how to compose in theme and variations form. They appraise and evaluate masterpieces by Brahms, Mozart and Rachmaninoff and use some of their compositional devices to inspire help construct a Theme and Variations composition.

Summer Term (Apr – June)

This term, we study harmony and learn the importance of primary and secondary chords in rock music. During this term, students will perform and create their own rock songs.

If you child has instrumental lessons, ask their teacher to suggest a piece in the form of Theme and Variations for them to learn. Alternatively, students should listen to and the Enigma Variations by Elgar and identify three ways in which the theme is varied. Listen to ‘Rock around the clock’, ‘Smoke on the Water’ and ‘Rock you like a Hurricane’. How has rock music evolved over 50 years?

Half Term 1 (Aug – Oct) Half Term 2 (Nov – Dec)

Preparing for performances or composition, Research about musical context, instruments or culture, Listening to and analysing music Solo or group performances, Solo or group compositions, Listening to and analysing music Musical instrument (if applicable), it is helpful if students have access to laptop with access to music software such as Sibelius, Garageband, Logic or Ableton equivalent at home. Supporting music practice, listening to a wide range of music and taking your child to live musical performances https://www.bbc.com/education/subjects/zpf3cdm https://www.allmusic.com/ Students can access a huge range of music ensembles and orchestras Head of Music Teachers of Music

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

PERSONAL AND SOCIAL DEVELOPMENT (PSD) 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.

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 areas of communication: effective teamwork; negotiation; assertiveness. They will develop their social skills in these areas. Students will also complete a Bullying Awareness program and will learn about cyber-bullying and how to use technology responsibly.

Half Term 2 (Nov – Dec)

Risk. Should I take risks? Students will learn about the issue of internet safety. They will study the topic of privacy regarding photos and videos, as well as identity theft. They will learn how to protect themselves online. They will also be taught about safeguarding and staying safe offline.

Half Term 3 (Jan – Feb)

Organisation. How can we organise ourselves? Students will learn about organisational skills, time management, using ‘graphic organisers’, concentration and the importance of sleep. Global Citizenship. What is my place in the world? Students will begin an introduction to organising finances and budgets. In lessons, they will consider issues such as: our spending habits and how these affect our happiness; how to be a critical consumer; what it means to be a global citizen. Resilience. What is the importance of resilience? Students will consider the question what is resilience? They will learn answers to this question by investigating the meaning of heroism and what it means to be a hero.

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

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.

Wellbeing. What is the importance of wellbeing? Students will learn knowledge and skills concerning the topic of puberty. They will learn about the physical changes that come during puberty, as well as the emotional changes that come during puberty.

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

The students’ homework timetable does not include PSD. Students are assessed by their teacher during the lesson and 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 your son or daughter. You could ask your child to explain the concepts, ideas, and questions they have learnt about in class and could offer your own views about them to begin a discussion. You could also encourage your son or daughter to be up-to-date with current affairs. 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 Coordinator

Mr Carter-Stead

Teachers of PSD

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

Year 8 Independent Project Description The Year 8 Independent Project is a task that allows students to develop their subject knowledge, their academic English and research skills in a subject area of their choice. The project takes the form of a 1000 word (+/- 10%) essay and is in a format similar to the IB extended essay. Students will be guided through each aspect of this project by the member of staff with responsibility for overseeing this project. The Independent project will take place in the first term of the year and a timeline for the project will be created and distributed by the Independent Project coordinator. Project title Students choose their essay title from a list of around 20 titles across a range of subjects. If a student wishes to create their own title then they are able to do so, but they must have it approved by the IP coordinator or their supervisor. Guidance and support The students will have assemblies and presentations during the project to support them in acquiring the academic skills required by the project. There will also be additional support sessions in the library and students who have EAL classes will be given additional guidance on the completion of this project from their EAL teacher. No additional homework will be set for the two weeks allowed for this piece of work and more details will be sent out to students and parents before the project starts.

Project 2 â&#x20AC;&#x201C; STEM project The second project is a science-based project based around an experiment devised by the student. Students will work in pairs to choose a question to investigate, then plan and carry out the experimental investigation during Science lessons. a. b. c.

After obtaining experimental data, working in pairs is optional. Students may analyse any data they obtain during Mathematics lessons. Students may use technology to enhance their investigation and presentation during Computer Science lessons.

For the Independent Project part of the STEM fair project, students are required to produce: a. b.

A large poster display of your process. This can either be done individually, or in pairs. An individual self-reflection sheet.

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

HELPING YOUR CHILD AT HOME Homework 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. 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.

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 year 8 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.

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。 8 年级我们的课程以每天 40 分钟一节课来计算，8 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（4）* 韩语（4: 含韩语 3 以及韩国史 1）计算机科学（2）韩国历史（2）第二外语选项* *（3）地理（2）历史（2）体育（2）音乐（1）艺术（2）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 **八年级中文母语的学生可以选择拉丁语、西班牙语或法语作为第二语言。如果学生需要额外的英语支持，那么二语时段学生将跟随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 8 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。

课程内容

建议的阅读和扩展活动

半学期 1

这个学期我们将通过文本来学习不同类型的小说，用到的

夏洛蒂勃朗特的《简爱》、艾米莉勃朗特的《呼啸

(8 – 10 月

文本诸如 Neil Gaiman 的“Coraline”， Lois Lowry 的“给予

山庄》、埃德加艾伦坡的短篇小说

)

者 The Giver”和 Susan Hill 的“ The Woman in Black 黑衣女人”; 在学期内，我们将去发现： “流派”是什么意思？， “流派”如何影响文本的结构？不同流派的惯例是什么？

半学期 2

这个半学期我们将了解各个时代的诗歌，并涵盖诸如以下

马克·扎普鲁德的《为什么是诗歌》、威廉布莱克

(11– 12 月

的重大问题; “什么是诗歌？”，诗歌在今天仍然很重要

的《纯真与经验之歌》以及网站 poetry 上的更多优

)

吗？，我怎么读诗？

秀诗歌

半学期 3

本学期将研究一系列夏洛克·福尔摩斯故事，以分析人物建

拓展阅读：亚瑟柯南道尔爵士的《血色研究》、

(1 – 2 月)

构和氛围。我们也将学习; “人物如何创造？”，“什么是氛

Anthony Horrowitz 的《Moriarty》、埃德加艾伦

围？如何创造紧张？为什么人们喜欢夏洛克·福尔摩斯的故

坡的《莫尔格街谋杀案》

事？

半学期 4

这半学期我们将学习广告和有说服力的非小说类文本类

拓展阅读：研究著名的演讲和信件，了解其对社

(2 – 4 月)

型，并回答以下问题; “广告如何运作？”“作者如何说服人

会的影响。

们？”和“广告的组成部分是什么？”

夏季学期

学生将学习以下莎士比亚文本之一：“The Tempest 暴风雨

拓展阅读：

(4 – 6 月)

”，“ Much Ado About Nothing 无事生非”或“威尼斯商人”

Nick Groom 的“莎士比亚介绍：图解指南”

，我们将学习：“什么是诗歌结构？”“莎士比亚如何使用语

Ben Crystal 的“烤面包上的莎士比亚”

言来影响观众？”，“莎士比亚是否仍然和我们相关？”

“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

家庭作业例子

我们设置广泛阅读作为家庭作业，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。在 2018 - 19 年，将使用 Accelerated Reader 计划，这将使学生能够反思他们的阅读并使用特定的软件进行自我测试。

考评任务、方法和频率

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。并定期批改“workbooks”，以检查课堂笔记的内容是否准确和及时。

学生所需配备

作业本、小说、部门有时会在课堂上提供 iPad。

家长/监护人可以通过以下方

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

式帮助孩子：有用的网站

poetry.org，BBC GCSE Bitesize for consolidation

相关 CCA 活动

The Islander 校刊, Creative Writing 创意写作, Poetry slam 诗社

联系人

英语系主任

Mr G Hall

8 年级英语教师

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：将他们的世界想象成数学模型，并使用他们的模型来回答诸如“100 年后世界将会是什么样子？”、“一个结构的最大容量是多少？”以及“什么时候下雨？”等重要问题。

课程内容

建议的阅读和扩展活动

半学期 1

数 1 - 学生在其他科目中会接触极大和极小的数字，例如科学和地理。这个半学

(8 – 10 月

期基于他们对位值的理解，学习如何使用标准形式来表示这些数字。

相关 CCA 活动

比赛 CCA - 为数学国际比赛做准备。友谊赛 CCA - 与全球 NLCS 姐妹学校开展数学竞争。 Infographics CCA -信息图表 CCA - 通过信息图形表示世界。

联系人

数学系主任

Mr Kennedy

8 年级数学教师

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

科学 8 年级科学课程的目标是通过调查生物能、化学和物理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。课程内容

建议的阅读和扩展活动

半学期 1

取证 - 通过科学实验和思考技巧来解决犯罪问题，

学生可以使用科学部门的资源（Longman Physics 11-

(8 – 10

探索科学实验室的潜力。

14 教科书），使用学校图书馆（Dewey 530

月)

能量 - 调查能量的物理性质及其在我们生活中的重

Physics）或在线资源（BBC Bitesize

要性。建立和测量电路的属性。就如何发电以维

KS3）阅读有关主题的内容。

持济州旅游业的增长提供报告。

在家中设计和进行 STEM 实验，学生可以阅读 STEM Kids 或使用以下网站： stevespanglerscience.com

半学期

火 - 评估和管理消防安全风险。了解燃烧反应中的

能量和质量守恒。制作、调查和测量生物燃料中储

(11– 12

存的化学势能。

学生应该研究生物燃料及其在韩国的使用。

月) 半学期

STEM -学生团队选择自己的项目来研究、计划、调

学生在设计，研究和开发 STEM 项目时，将有充分的机

查和完成自己的工作。这是整合了科学、数学和计

会进行扩展。

(1 – 2

算机科学领域的独立项目，我校的最佳项目入围者

月)

将参加 GEC STEM 教育城校际科学项目展览会。

半学期

反应 -研究材料的物理性质、元素和化合物的化学

性质，以及进行常见的化学反应。了解元素周期表

(2 – 4

的结构，编写化学公式和方程式。

研究元素周期表的历史 - 为什么它以当前的形式构建？

月) 夏季学

生态学 - 观察和研究生态系统内生物之间的关系。

研究仅在济州生态系统内运作的生物。什么条件促成了

期

讨论饲养关系和食物网中化学能的来源。研究和报

它们的进化？

(4 – 6

告有机体在济州生态系统中的适应性和作用。学生

月)

还将了解微生物及其对人类生殖的影响。

家庭作业例子

阅读、研究、报告、准备项目的演示文稿等

考评任务、方法和频率

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。

学生所需配备

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。

家长/监护人可以通过以下方

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

式帮助孩子：

界产生兴趣。

有用的网站

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.

相关 CCA 活动

STEM Fair

联系人

科学主任

Mr Patenaude

8 年级科学教师

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

"少年科学家"周六 Bryant

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

建议的阅读和扩展活动

半学期 1

*写人叙事类文章：



(8 – 10

《背影》、《藤野先生》、《我的母

月)

亲》、《老王》、《就英法…》、《平

引导学生通过学习写人叙事类和写景类文章，了解这两类不同文章的特点。学习叙述顺序、描写方式及修辞手法，并能准确有效地运用



庸之恶》

于自己的写作。

*写景类文章

写作训练：写人、叙事和写景，并能在阅读自己或其他学生



《春》、《济南的冬天》、《一个炎热

的作文时，认识到其优缺点，并进行修改。

的夏日》



进行课外中文书阅读，并完成阅读记录。

半学期 2

*诗歌：



引导学生体会诗歌的韵律感，及诗人丰富的想象力。品味诗

(11– 12

——诗歌的分类

月)

《水调歌头（明月几时有）》《赤壁》



学生自己选择做诗歌配乐朗诵或诗歌创作。

《杜甫诗三首》《诗四首》《海燕》



进行课外中文书阅读，并完成阅读记录。



引导学生阅读议论文，了解议论文的特点，能快速找出文中

人蕴含与诗歌中的情感。

《雨说》《星星变奏曲》 ——诗歌配乐朗诵或诗歌创作

半学期 3

*议论文

(1 – 2 月)

《土地的誓言》《谈骨气》《傅雷家书

的论点和论据，并理清作者的论证思路。

两则》《谈读书》



议论文写作。

——论点、论据、论证



进行课外中文书阅读，并完成阅读记录

——议论文写作

半学期 4

*文言文：



扫除文言文字词的障碍，读懂文章。

(2 – 4 月)

《桃花源记》、《短文两篇》、《小石



反复朗诵文章，感知文言词汇的魅力：它的遣词造句，它的

潭记》、《岳阳楼记》、《醉翁亭记》

夏季学期

——古代文体知识介绍

(4 – 6 月)

——文言文的虚词与实词 ——写作：书信

言简意赅, 它的朗朗上口。体会其语言美。 

进行课外中文书阅读，并完成阅读记录。



写一封信给父母或好朋友，跟他/她分享你最近读过的一篇文言文。进行课外中文书阅读，并完成阅读记录。



*复习准备学年末考试

家庭作业例子

短文写作/作业/阅读文本

考评任务、方法和频率

单元中和单元末的评估以及年末考试。

学生所需配备

基本的文具和练习册

家长/监护人可以通过以下方

确保学生定期阅读和练习写作。

式帮助孩子：有用的网站

www.ehanzi.com

http://www.ximalaya.com/dq/book/ http://news.qq.com/

相关 CCA 活动

中文书法/剪纸/中文杂志

联系人

中文系主任

Ms Liu

8 年级中文教师

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

欧洲语言在法语和西班牙语学习中，我们的目标是培养对语言的热爱。通过学习法语或西班牙语，我们希望学生能够培养出更好地理解语言功能的技能。8 年级学习语言进一步的目的和重点也包括发现新的文化。

课程内容

建议的阅读和扩展活动

半学期 1

作为法语和西班牙语的初学者，学生通过学习问候语和数字开始学

(8 – 10

习。学生通过了解家庭成员以及如何描述外表来快速进步。语法结

月)

构方面学习法语和西班牙语独有的、形容词的一致性，以及探索句子结构。

学生可以使用 Quizlet，语言在线网站来

半学期 2

学生通过学习如何对自己的住房、社区和城镇的地理和物理特征进

(11– 12

行描述来学习描述他们周围的世界。讨论了有关地址系统、城市规

月)

划和休闲活动等文化元素。

半学期 3

这个学期学生将学习如何听取要点，并应用在上一学期学到的对城

(1 – 2 月)

镇方向和地点了解的描述上。将通过一系列日常活动引入反身动词构造，并鼓励学生使用这些模式来描述他们的日常生活。学生还将

巩固他们的词汇量。

我们鼓励学生阅读欧洲语言图书馆提供

学习意见短语，并鼓励他们提供有关学校科目和教师的意见。

的短篇故事书。

半学期 4

在这半学期中，学生将扩展他们之前学到的知识并创建具有两个或

(2 – 4

三个分句的句子。特别注意关于职业和天气描述的不规则动词和性

月)

别。学生将继续在英语和他们选择的语言之间进行语言分析。

夏季学期

在年底，学生将进行基本的对话、听力、阅读和理解简短的书面任

学生已经掌握了基础知识，并能够创建

(4 – 6

务，他们将能够在他们的口头和书面作业中应用一系列语法点，为

短句和扩展句子。完成写作任务时，学

月)

下一年做准备。

生应该尝试寻找同义词以丰富其语言。

家庭作业例子

建议定期使用 Linguascope 等词汇网站。

说：用形容词准备一份关于你自己和家人的简短介绍。写：写一个简短的段落，描述你在空闲时间做什么，使用链接词。

考评任务、方法和频率

整个学期完成常规词汇和语法测试。每个学期有不同的技能评估重点。四种重点技能是；听力、阅读、口语、写作。

学生所需配备

练习册和词汇书

家长/监护人可以通过以下方

家长可以通过检查完成家庭作业来提供帮助。词汇的复习是学生需要的主要支持。

式帮助孩子：有用的网站

https://quizlet.com Languages online https://www.linguascope.com

相关 CCA 活动

保护协会，模拟联合国

联系人

地理系主任

Ms Tuck

8 年级地理教师

请通过登录 Engge 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

建议的阅读和扩展活动

半学期 1

历史侦探

(8 – 10

学生们利用一系列一手资料及其关键能力，接受挑战，揭开一个真正的“历史

月)

之谜”。废除奴隶制通过考察奴隶贸易发展的影响，学生将更深入地了解我们对过去是如何构建一些概念的。这将开发学生对“观点”这一历史概念的理解。

半学期 2

废除奴隶制-继续

(11– 12

通过考察奴隶贸易发展的影响，学生将更深入地了解我们对过去是如何构建

月)

一些概念的。

半学期 3

法国大革命

(1 – 2 月)

学生将通过对 1789 年震撼西方世界的革命进行案例研究，探索“成因和后果”

对应每一课，历史部门的网站都会显示提供课程的扩展材

的历史概念。

半学期 4

工业革命

(2 – 4 月)

通过一个关于工业革命对英国及其他地区的影响的案例研究来考虑“变化与延

料。

续”的这一历史概念。

夏季学期

评估纳特纳反叛的重要性

(4 – 6 月)

学生完成一个研究项目，发展他们对“意义”这一历史概念的理解。在这份实质性的书面作业中，学生将培养关键的学术技能和独立的批判性思维。

家庭作业例子

结构化研究、分段、阅读、项目、延伸写作、创意规划/设计等

考评任务、方法和频率

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。

学生所需配备

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

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。

式帮助孩子：有用的网站

nlcsjejuhistorian.com，activehistory.co.uk，youtube 纪录片，图书馆数据库

相关 CCA 活动

历史小说阅读，获奖历史学家 CCA，中小学历史协会

联系人

历史系主任

Mr Tipney

8 年级历史教师

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

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

建议的阅读和扩展活动

半学期 1

篮球：

练习你的篮球技巧或观看 NBA 季后赛。

(8 – 10 月

培养一系列传球和运球技巧，使队员和球队能够保持控球，创造

最好的球队如何配置三分球队阵型？

)

得分机会。研究各种投篮技巧并应用于比赛。培养团队合作技能，评估同伴的表现，以及培养裁判能力。

半学期 2

英式橄榄球：

观看橄榄球七人制比赛并将其与十五人比

(11– 12 月

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，学

赛进行比较。主要的相似和不同点各是什

)

习创造性地改进进攻模式来战胜对手。

么？

半学期 3

游泳/救生：

研究救生的历史。它起源于哪里？救生文

(1 – 2 月)

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

化如何在全世界传播？

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。

半学期 4

羽毛球：

羽毛球是一项充满活力的运动，在过去的

(2 – 4 月)

发展技术能力，特别关注弹、长、短和发球，以及发球顺序。

50 年里越来越受欢迎。影响羽毛球参与度和变化的因素有哪些？

夏季学期

田径：

科学在运动表现中的作用是什么？研究科

(4 – 6 月)

理解术语“节奏/步速”并能够将这一概念应用于更长距离的比赛。

学如何推动田径运动领域取得重大进步。

能够在跳远、三级跳远、铅球和标枪投掷中使用基本技术。

家庭作业例子

练习在体育课中学到的技能。

考评任务、方法和频率

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。

学生所需配备

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

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，

式帮助孩子：

参加 CCA 和 Bryant 体育比赛。

相关 CCA 活动

大量的体育 CCA 可供学生参与。

联系人

体育系主任

Tricia DeMartino

体育老师

请通过登录 Engge 家长端 Parent Portal 来查找孩子的体育老师

计算机科学计算机科学系旨在培养学生计算思维和解决问题的能力。我们的目标是让学生了解计算机系统的组成部分以及它们之间的相互关系，包括软件、数据、硬件、通信和人员。我们将专注于使用高级编程语言，通过其应用和理解来解决基于计算机的问题，发展能力。课程内容

建议的阅读和扩展活动

半学期 1

计算思维

(8 – 10 月

学生将理解布尔代数及其在电路、编程和表达中的一些用法。理

)

解反映计算思维的关键算法。编程语言学生将学习使用编程概念来解决问题。学生将学习条件语句和 Python 中的“循环”。这将使他们能够快速有效地解决问题。

半学期 2

学生将学习使用编程概念来解决问题。学生将学习条件语句和

(11– 12 月

Python 中的“循环”。这将使他们能够快速有效地解决问题。

)

学生将能够利用适当的数据结构和数据类型来解决问题。使用 python 处理创意项目了解数字如何用于表示十六进制和八进制。学生将接受布尔代数和数据结构的考试。

项目并解决该网站上（http://codingbat.com/python ）的具有挑战性的问题，并研究如何在微位中使用

半学期 3 项目工作 (1 – 2 月) 学生将使用 Inventor 工具包，python 和 BBC Micro Bits 方法和程序去设计和开发应用程序。项目将基于学生的兴趣和创造力。这将在各种小工具、传感器和编程技能的帮助下完成。

半学期 4 学习和理解简单的布尔逻辑及其在电路和编程中的一些用途;理解数 (2 – 4 月)

应用布尔代数和 Python 编码技能来开发

传感器。 https://www.kitronik.co.uk/blog/inventors -kit-experiment-11/ 。使用 w3school.com 为你的父母或朋友设计一个网站，以发布或管理他们的工作。

字如何用二进制表示。编程语言学生将深入了解网站设计以及如何在网页创建中使用 Javascript。学生将学习开发动态网页并应用技能来开发网站。

夏季学期

项目工作

(4 – 6 月)

学生将运用网络技术技能创建一个网站使用 HTML，CSS 和 Javascript 评估 boolean 和 java 脚本以显示对 Web 设计和逻辑的理解。

家庭作业例子

课堂作业、演示文稿、小型项目，Quizlets 和作业。

考评任务、方法和频率

主题测试和项目工作评估。

学生所需配备

笔记本电脑，图书馆参考书，软件 - Java

家长/监护人可以通过以下方

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。

式帮助孩子：有用的网站

https://www.kitronik.co.uk/blog/inventors-kit-experiment-11/

相关 CCA 活动

编码俱乐部、科技硬件 Bryant、编程比赛、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

Tajvir Singh

8 年级计算机科学教

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

师

老师

艺术与设计在 8 年级，学生将在 7 年级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

建筑

1,2,3 Point Perspective in a minute:

(8 – 10 月

这个学期，学生将学习建筑的基本概念。他们还将研究视角、

https://www.youtube.com/watch?v=ROlHy

)

Photoshop 的相关应用、研究关键建筑作品。

buf7cs Circles in Perspective: https://www.youtube. com/watch?v=08E0IfhLfcQ

半学期 2

设计

查找关于 Frank Gehry 和 Zaha Hadid 的视

(11– 12 月

这个半学期，学生将设计自己的建筑形式，以达到一个简洁

频资源，了解其对设计和架构的影响。

)

的、可以理解的设计目的。他们将分析和解构 Frank Gehry 和

半学期 3

雕塑

研究亨利摩尔的工作。为什么他的作品在

(1 – 2 月)

这个学期，学生将在三个维度上构建和展示他们的建筑作品。

20 世纪如此有影响力？

Zaha Hadid 的建筑。

他们将使用纸张、纸板和其他材料制作造型。这些将被拍照并显示。

半学期 4

艺术家调查和版画

研究 Stanley Donwood ——你认为他对艺

(2 – 4 月)

这个学期，学生将研究 Stanley Donwood 的作品，并学习印刷

术界的最大贡献是什么？

制作的基本技术，然后设计自己的印刷品和印刷工艺过程。

夏季学期

面具制作

面具经常在戏剧中扮演重要角色。面具的

(4 – 6 月)

学生将学习一系列不同的面具制作风格，以及各种文化背景下

艺术设计如何影响戏剧表演？

的建筑技术；制作自己的面具，并使用各种介质和工艺对其进行装饰和精制。

家庭作业例子

艺术家研究、透视图、建筑评估、建筑设计研究、面具设计。

考评任务、方法和频率

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。

学生所需配备

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

提醒孩子注意自己周边的建筑结构并开展讨论。参观画廊和展览。鼓励学生查看在线艺

式帮助孩子：

术画廊、图书馆和家中的书籍。

有用的网站

http://www.tate.org.uk/ or https://www.nationalgallery.org.uk/

相关 CCA 活动

由艺术系提供

联系人

系主任

Ms Kennington

艺术教师

请通过登录 Engage 家长端 Parent Portal 来查找孩子的视觉艺术老师

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

学生通过学习演奏非洲鼓并使用切分音、多节奏和各种其他表演

听 Paul Simon 的'Graceland'。分析所听

(8 – 10

和构图技巧探索和创造他们自己的打击乐并进行表演。

到的流行乐以及非洲音乐的影响。

这个学期，学生们通过探索蓝调歌曲创作、布鲁斯创作等的结构

听一些著名的布鲁斯作品，例如 Sweet

来发展自己的即兴技巧。在这个学期的过程中，学生们在小型和

Home Chicago，Little Red

大型合奏中表演，并进行自己的即兴创作。

Rooster 和 Walkin'Blues。

月) 半学期 2 (11– 12 月)

这些作品如何描述蓝调？

半学期 3

这个学期，学生学习电影音乐并创作自己的电影配乐，用音乐技

听取和分析知名作曲家如约翰威廉姆斯、

(1 – 2 月)

术为一部知名电影中的某个场景谱曲。

汉斯齐默和恩尼奥莫里康内的电影原声带。分析音乐如何增强电影的效果。

半学期 4

学生将学习如何以主题和变奏形式谱曲。他们评估和欣赏勃拉姆

如果您的孩子有器乐课程，请让他们的老

(2 – 4 月)

斯、莫扎特和拉赫玛尼诺夫的杰作，并使用他们的一些创作来激

师以主题和变奏的形式推荐一部作品供他

发自己构建主题和变奏曲。

们练习。另外，学生应该听听 Elgar 的 Enigma Variations，并确定主题变化的三种方式。

夏季学期

这个学期，我们研究和旋，并了解摇滚音乐中主次和弦的重要

聆听‘Rock around the clock’, ‘Smoke on

(4 – 6 月)

性。在这学期，学生将演奏和创作自己的摇滚歌曲。

the Water’ 和 ‘Rock you like a Hurricane’。摇滚乐在 50 年后中的演变如何？

家庭作业例子

准备表演或作曲，研究音乐背景、乐器和文化，欣赏和分析音乐

考评任务、方法和频率

独奏或小组表演，独奏或小组作曲，音乐分析。

学生所需配备

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

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。

式帮助孩子：有用的网站

https://www.bbc.com/education/subjects/zpf3cdm https://www.allmusic.com/

相关 CCA 活动

各种各样的乐队和乐团

联系人

系主任

Ms Ruskovich

音乐教师

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

戏剧 NLCS Jeju 的戏剧课程让学生能够冒险并进入新的世界，产生好奇心、激情和热情，从不同的、更明智的角度来看世界。它为学生提供了响应刺激所需的团队协作技能，并通过创建、执行和评估剧本设计和编写剧本片段来实现。

课程内容学期 1

建议的阅读和扩展活动参与 KS3 的戏剧制作

团队建设与集体设计至关重要的是，我们所有的学生都能够协同工作并共同分享创作的过程，因此课程一开始的重点是通过即兴练习和小组活动练习的来发展合演技巧。为学生提供素材，供他们探索主题/问题/风格。

学期 2

表演技巧

参与 KS3 戏剧制作

本单元的重点放在演员的角色上。学生将了解语音、物理性、

维多利亚音乐剧的历史

空间利用和技术支持如何影响演员的表现。学生努力表演一个小组作品，展示演员如何塑造和传达表演中的角色。音乐剧

学期 3

表演设想

参与艺术周的戏剧活动

为了让学生能够独立工作，所有学生都需要努力创造一个表

演员手册

演角色。通过对被称为 commedia dell'arte 的戏剧风格的实际反应，学生需要建立自己的角色并将其呈现给观众。这可以是独白也可以是对白。 •Commedia dell'arte

家庭作业例子

通过书面作业来记录和捕捉其表演、研究、对剧本的解读、评估表演工作，开发戏剧设计理念，记录学习进展。

考评任务、方法和频率

总结性评估 - 小组和个人的戏剧表现，以及对书面作业情况。形成性评估 - 定期的教师/学生反馈和目标设定。

学生所需配备

没有

家长/监护人可以通过以下方

带着孩子去观看现场表演

式帮助孩子：有用的网站

BBC Bitesize - 戏剧资源。 Imprology - 即兴游戏和课程。 Doolle.com - 免费在线指南，了解现代剧作家和戏剧。

相关 CCA 活动

KS3 戏剧制作，音乐和艺术周表演

联系人

系主任

Mr Peirson

7 年级戏剧教师

请通过登录 Engge 家长端 Parent Portal 来查找孩子的戏剧老师

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 8 年级，我们培养学生编舞的概念，并开始研究不同舞蹈风格中基本原则的应用。在整个一年中，我们会看专业的舞蹈，进行舞蹈分析、创作舞蹈，并表演组舞和独舞。课程内容

建议的阅读和扩展活动

半学期 1

我们复习并加深对编舞基本原则的了解; 动作、空间、动态和关

莫斯科大剧院是世界上最著名的芭蕾

(8 – 10

系。这一过程将通过实践和理论任务来完成。

舞团。研究该机构的建立并发现其创立原则。

月) 半学期 2

我们将观看和分析 Matthew Bourne 的“胡桃夹子”的片段，该片段

观看胡桃夹子的完整录像。课外在排

(11– 12 月

基于 Tableaux。在此之后，我们将根据片段来表现课堂舞蹈，学生

练室排练舞蹈。观看学校的舞蹈表演

)

们设计表演、过渡，同时结合服装和灯光来展现表演的特性。

或去剧院欣赏专业作品。

半学期 3

街舞将作为舞蹈风格引入，学生了解其内容和背景。他们将通过工

YouTube 完整记录了表现主义的解

(1 – 2 月)

作坊来体验街舞和观看编舞：表现主义的解放。学生将与他们的合

放。 YouTube 上有这种舞蹈风格的很

作伙伴一起合作编排街舞激情二重奏，并评估自己和他人的表演。

多教程。课外排练舞蹈。发送录像以获得反馈。

半学期 4

介绍当代舞蹈，学生开始了解各种风格舞蹈的内容和背景。他们将

当代舞蹈如何反映其他艺术形式，如

(2 – 4 月)

实际探索舞蹈类型并分析作品“阴影”。

极简主义或表现主义？研究这些概念并准备在课堂上讨论。

夏季学期

介绍 Merce Cunningham 的作品，他们将了解 Cunningham 对舞蹈

在课堂时间之外在排练室排练当代舞

(4 – 6 月)

的不同影响，并在课堂上讨论其对当代舞蹈的影响。他们将实际探

蹈，为最后的演出做准备。

索他的各种编舞方法。

家庭作业例子

研究感官刺激，发展主题，编排和练习舞蹈。

考评任务、方法和频率

实际评估，每半学期一次。

学生所需配备

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

确保学生将舞蹈套件带入课堂。带他们观看现场舞蹈表演。

方式帮助孩子：有用的网站

YouTube is a very useful resource to watch the extracts listed above

相关 CCA 活动

学校音乐剧，艺术周制作，舞蹈技巧，芭蕾，嘻哈

联系人

系主任

Mrs. Taylor

舞蹈教师

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

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。

课程内容

建议的阅读和扩展活动

半学期 1

关系。我怎样才能与他人一起生活？

(8 – 10

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

月)

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。

半学期 2

风险。我应该冒险吗？

(11– 12

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

月)

安全、儿童保护和保障的例子。

半学期 3

组织能力。我们如何自我组织？

PSD 主题的关键问题准备详细、

(1 – 2 月)

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

富有创意且富有洞察力的回答。

扩展活动：学生可以针对每个

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？

这可以有多种形式，包括书面写作、戏剧表演、音乐歌曲、视频

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

日记、辩论演讲、报纸或杂志文

及在冲突发生时将其应用到自己生活中所需的技能。

章以及漫画小说等。

半学期 4

坚韧。韧性的重要性是什么？

(2 – 4 月)

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。

夏季学期

身心健康。身心健康的重要性是什么？

(4 – 6 月)

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

PSD 课没有作业。

考评任务、方法和频率

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。

学生所需配备

由学校提供。

家长/监护人可以通过以下方

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

式帮助孩子：

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。

有用的网站

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

相关 CCA 活动

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。

联系人

PSD 协调员

Mr. Carter-Stead

PSD 教师

请通过登录 Engge 家长端 Parent Portal 来查找孩子的 PSD 老师

8 年级独立项目描述 8 年级独立项目是一项任务，允许学生在他们选择的学科领域发展他们的学科知识、他们的学术英语和研究技能。该项目采用 800 字（+/- 10％）的文章形式，格式类似于 IB 扩展文章。负责监督该项目的工作人员将指导学生完成该项目的各个方面。独立项目将在今年的第一个学期内进行，项目的时间表将由独立项目协调员创建和分发。项目名称学生从一系列科目的约 20 个标题列表中选择他们的论文题目。如果学生希望创建自己的标题，他们可以这样做，但他们必须得到项目协调员或其主管的批准。指导和支持在项目期间有集会和演示，以支持学生获得项目所需的学术技能。图书馆还将有额外的支持活动环节，有 EAL 课程的学生将从他们的 EAL 老师那里获得关于完成该项目的额外指导。在这项工作允许的两周内不会设置额外的作业，更多细节将在项目开始前发送给学生和家长。

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。

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。

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 8 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。