Curriculum
FOREWORD We are proud of the ambitious and academic education offered in the Senior School that is built on a tradition of subject expertise and passion. We are confident that the curriculum and wider opportunities for enrichment, combined with outstanding pastoral care, will provide the best possible platform for students to become independent and intellectually ambitious men and women. Our programme of intellectual challenge and support allows all students in the Senior School to flourish, no matter what stage they are at in their education or what path they have chosen. NLCS Jeju students leave us as bright and aspirational young men and women; often taking up places at the most prestigious universities in the world. Fundamental to our ethos is a belief in the importance of developing students’ enjoyment and excitement about their subjects by providing opportunities for them to discover their own interests and passions. Our teachers are subject specialists, who share their own intellectual passion with the students. Lessons are lively and varied, and the classroom atmosphere is relaxed, open and purposeful. We encourage students to try out their ideas and to be actively involved in discussions, presentations and debates. We hope that this curriculum overview provides useful information regarding the subjects that your child will be taught whilst at NLCS Jeju and give you some guidance as to how you can support your child’s learning at home. Year 7 Our curriculum is taught in 35 minute periods per day and Year 7 are taught the following number of periods in each subject per week: English (8) Maths (7) Science (6) Mandarin (6)* Korean Language (4) Korean History (2) Computer Science (2) Mandarin or Latin (2)** French or Spanish (2)** Geography (2) History (2) Physical Education (2) Music (2) Art (2) Drama (2) Dance (2) Personal and Social Development (1) * For students with Mandarin as a First Language ** Year 7 students have the choice of Latin or Mandarin and French or Spanish as a second language. If a student needs additional support for English acquisition, then some of these lessons may be spent with a specialist English teacher.
OUR AIMS
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 7
ENGLISH LANGUAGE & LITERATURE The English department aims to nurture a love of English Literature and Language in the students we teach. Year 7 is an important year for studying literature at NLCS Jeju. We encourage students to develop a love and passion for literature and English by incorporating many of the key skills needed in later years in as creative and engaging a way as possible.
Curriculum Content
Suggested Reading or Extension Activities
Half Term 1 (Aug – Oct)
Autobiography: We study the concept of autobiography through the text Boy by Roald Dahl. We also answer questions in class such as; ‘What is an autobiography?’ ‘Who is this novel about and why?’ ‘What kinds of characters do we see here?’ and ‘Anyone we recognise?’
Research:
Half Term 2 (Nov – Dec)
Drama: This half-term we read the dramatic adaptation of Mary Shelley’s eternal text, Frankenstein; or, the Modern Prometheus. Through this text, we examine generic dramatic conventions, as well as narrative structure.
Half Term 3 (Jan – Feb)
Travel Writing: We study a selection of text types to examine the nature of this non-literary genre. We will see that there is value in a wide range of genres of writing from informative to persuasive.
You might like to read:
Half Term 4 (Feb – Apr)
Adventure Writing: This half-term we go on an exciting trip into Adventure Writing with the novel My Side of the Mountain by Jean Craighead-George. We will not only learn how to survive in the wilderness, but how to eloquently structure an account of that survival with appropriate vocabulary choices and descriptive writing skills.
You might like to read:
Summer Term (Apr – June)
Shakespeare’s Greatest Death Hits: What better way to discover Shakespeare than by looking and the most impressive deaths in his most impressive tragedies. We will learn about the conventions of tragedy and begin our foray into the language used by Shakespeare and his indelible mark on the English language.
You might like to read:
Roald Dahl, Elements of the Autobiography You might like to read: The Witches by Roald Dahl You might like to watch: The Strange Life of Dr Frankenstein
Travel texts such as A Lonely planet guide or an article on the National Geographic website.
The Call of the Wild by Jack London Robinson Crusoe by Daniel Defoe Into the Wild by John Krakauer
Introducing Shakespeare: A Graphic Guide by Nick Groom Shakespeare on Toast by Ben Crystal Why Poetry by Matthew Zapruder Leaves of Grass by Walt Whitman
Poetry: To end the term, we dip our toes into poetry. We look at a wide range of poems from a wide range of poetic eras to get a sense of the impact of expression on the individual and on society. In order to best do this we begin to examine poetry under the lens of poetic techniques and devices
Assessment tasks, methods and frequency Equipment that students need
We set reading for homework and students are expected to complete a reading log. This is supported by teacher-student discussions and ongoing written reflections. An ongoing ‘processfolio’ which is submitted and graded once per half-term and a series of timed assessments, which also occur once per half-term. Pencil case, exercise book, novel.
Parents / guardians can help their child by: Useful websites Co curricular activities
Talking with with your child about the current novel they are reading. Reading the same novel as your child is also encouraged. poetry.org The Islander, Creative Writing, Poetry slam
Who can I contact?
Head of English Teachers of Year 7 English
Examples of homework tasks
Mr Hall Please consult the Parent Portal to find the name of your child’s English teacher
MATHEMATICS The department aims to bring maths to life by framing it within the context of the real world. Many people mistakenly believe that mathematics is the process of repeatedly practicing questions from a textbook and perhaps this because they did not receive the kind of teaching that enabled them to look at the world around them and to visualise their world as mathematical models. This course is designed to prepare students for an integrated algebra and geometry course in Year 8. Students continue to work toward mastery in mathematical concepts and relationships learned in previous years, as they are introduced to new concepts.
Half Term 1 (Aug – Oct)
Curriculum Content
Suggested Reading or Extension Activities
Number and Algebra: This term's topics include those focused on number and algebra providing many opportunities for practical, investigative work.
All students receive accounts for https://www.myimaths.com and https://www.mangahigh.com at the beginning of the year. These platforms can be used to access appropriately levelled practice tasks and tutorials for every topic in our curriculum. In addition, students can explore the following websites for interesting articles, challenging problems, competition style mathematics and helpful tutorials.
Group discussions will explore questions and tasks such as: ‘What would be an appropriate degree of accuracy in this case?’ ‘Demonstrate why these two fractional quantities are equivalent.’ The students extend their knowledge and application of algebra to solve problems involving linear equations and graphs. Graphs are used often in business and science to depict and analyse trends, students use strategies to explore and show the linear relationships in real-life.
Half Term 2 (Nov – Dec)
https://nrich.maths.org/ https://brilliant.org/ www.numberphile.com www.khanacademy.org
Geometry: Students use their knowledge of angles in a triangle to deduce the angle sum in any polygon, and to derive properties of regular polygons.
www.mathisfun.com
Construction of simple geometrical figures will promote a spirit of exploration
https://www.ukmt.org.uk/
Half Term 3 (Jan – Feb)
Number and Algebra: The students define, write, simplify, and evaluate ratios, rates, unit rates and prices, and proportions. Students focus on rate of speed and solve problems involving proportional reasoning in different contexts. While discovering the relationship among numbers, the students are engaged in a problem-solving situation in which they practice aspects of the process of science: observation, conversation, questioning and making conjectures. 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.
Half Term 4 (Feb – Apr)
Number and Algebra: Students explore relationships between symbolic expressions and graphs of lines, paying particular attention to the meaning of intercept and slope. Students graph inequalities on a number line and solve problems modeled by simple inequalities.
Summer Term (Apr – June)
Geometry: Students use their knowledge of rectangle and triangle area when solving parallelograms, trapeziums and other composite quadrilaterals.
https://www.geogebra.org/
Students deepen their understanding on surface area and volume of solids, calculating and using surface area and volume of various solids in real-life situations. Statistics: Developing a sense of how Mathematics can be used to manipulate data and to represent or misrepresent trends and patterns will help the students to be more critical while handling data.
Examples of homework tasks Assessment tasks Equipment that students need Parents / guardians can help their child by: Useful websites
Co curricular activities
Who can I contact?
Investigations, online worksheets, creating presentations of their own work such as completion of practice problems and ‘Myimaths’ questions. Students will undertake four standardised assessed tasks in the year. A calculator, a pair of compasses, a protractor and a ruler in addition to their regular equipment. Support your child on understanding maths deeply. Encourage your child’s pursuit of the extension tasks above and then look for websites, books and articles to develop their interest. NRICH’s activities focus on developing problem solving and mathematical thinking. Please visit the website https://nrich.maths.org/ For the ICT tools that promote visualisation and exploration of concepts, please visit the websites https://www.geogebra.org/ and https://www.desmos.com/calculator UKMT Intermediate Preparation CCA UKMT Beginners CCA Exploring Mathematics CCA Head of Maths Teachers of Year 7 Maths
Mrs Bulut Please consult the Parent Portal to find the name of your child’s Maths teacher
SCIENCE The aim of the Year 7 Science program is to develop students’ experimental skills and their proficiency in conducting the scientific method accurately and safely. We will develop these skills and explore various core concepts that form the building blocks of the major strands of science while trying to create connections through the various scientific disciplines.
Half Term 1 (Aug – Oct)
Half Term 2 (Nov – Dec)
Curriculum Content
Suggested Reading or Extension Activities
Lab Safety: We will learn how to use the Senior School Science laboratories safely and then use a range of experiments across disciplines to familiarize students with different lab equipment and scientific procedures.
Online resources such as BBC Bitesize, junior.edumedia-sciences and and Kerboodle will provide online support so that students can revise and extend their knowledge in this topic using simulations and other forms of texts
Particle Theory: We will investigate particle theory and how it leads to the observable properties that we see in everyday life. Focus will be on basic principles in chemistry and physics and being able to tie the observable world to theoretical constructs. Physics: Forces and motion: We will explore core ideas in Newtonian physics relating to the forces that affect the world around us such as gravity, friction, and deformation forces. Skills focus will be on how to control variables and accurately record and interpret data from experiments.
PHET simulations and BBC bitesize will allow students to review the curriculum and conduct virtual experiments at home to extend their learning
Half Term 3 (Jan – Feb)
Biology: Cells and Microscopy: We will explore what it means to be alive and the basic unit of living things: the cell. Skills focus will be on the proper use of laboratory equipment (microscopes) and scientific drawing and labeling.
Students can use the protein data bank, and the cell image library to explore different forms of structures and microscopy types to expand their knowledge of the microscopic world
Half Term 4 (Feb – Apr)
STEM: Teams of students select their own project to research, plan, investigate and conclude their own work. This will be the students’ chance to explore their own scientific interests and design their own experiments using experimental skills learned in the first two units. New skill development will focus on the communication of scientific information using written and oral English. Biology: Reproduction: Student will look at reproduction as one of the fundamental processes that define humans as living beings. We will look at reproduction on a cellular level and then focus on the processes and structures of the human body that allow our species to reproduce. Skill development will be on how to communicate scientific processes using academic language in written and oral forms.
The CREST website and numerous online resources will give suggestions for students for what kind of scientific topics are available for them to explore. Students can take this experiment as far as their imagination and skills can take them.
Summer Term (Apr – June)
Waves: Light and Sound: As students started the year looking at the particulate nature of the world, the end of year 7 will focus on how waves are another key component of describing the world around us. Students will explore this topic by looking at the wave nature of light and sound. Key skill development will be on how to interpret observations by connecting it to theoretical models in science.
Examples of homework tasks Assessment tasks, methods and frequency
This topic has excellent opportunities for extension as students will have ample opportunity to question teachers about the intricacies of human reproduction and how it is reflected in societal norms.
PHET simulations, physicsclassroom.com, edumediasciences.com allow students to work with simulations to explore other practical aspects and instances where waves affect the world around us.
Reading; data organization and interpretation; researching; reporting; experiment preparation; skill practice and reinforcement; preparing project presentations. Formative, Continuous Assessment:
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Equipment that students need Parents / guardians can help their child by: Useful websites Co curricular activities Who can I contact?
Experimental skills (in lab): measurements; data processing; graphical analysis; application of scientific concepts; explanations of phenomena. Lab reports and communication of findings in their lab books Assessment of organization and interpretation of data and set tasks (biweekly) Summative Assessments: 1-2 weeks at the end of a topic, consisting of an experiment/ poster/ project with an accompanying rubric of standards of achievement Graph paper, exercise book, pencil & eraser, ruler, calculator, black, blue and red pens, computer Encouraging their child to take an interest in Science and the world around them by reading scientific journals, magazines and books, and watching videos about Science. If parents feel comfortable with this suggestion: buy Science home practical kits and allow their children to experiment at home. BBC Bitesize, IFL Science (online magazine), sciencedaily.com, NLCS Lucidity Youtube channels: AsapSCIENCE; MinuteEarth; Science Shorts; Veritasium; NRK Viten; Freesciencelessons; Bozeman Science; Sixty Symbols and minutephysics; NLCS STEM Hub Chemistry Experiments and Design Crest Award KS3 Science Coordinator Teachers of Year 7 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.
Curriculum Content Half Term 1 (Aug – Oct)
Half Term 2 (Nov – Dec)
Half Term 3 (Jan – Feb)
Half Term 4 (Feb – Apr)
Summer Term (Apr – June)
What are computers? During this Scheme of Work student will gain an understanding of the key components that make up a computer system, including inputs, outputs and hardware. In additional they will be introduced to binary and how to convert between binary and denary numbers and will gain a basic understanding of computer networks and operating systems. This will all be underpinned by Computer Safety in which students will develop a knowledge of how to use computers correctly. Block coding/micro-python (microbit) Students will gain a knowledge of computing hardware & programing by programming a micro-computer. They will be using micro-bits to develop different projects in block code before using micro python (a programming language specifically designed with the micro-bit in mind). Students will also learn about the various software and hardware in connection with the Scheme of Work. CAD and CAM Students will develop their understanding of flowcharts by developing a structure and plan to creating a final 3D design in Sketchup. (Computer Aided Design), they will then use CAD software to produce a unique design, with the best piece from each class being produced by a 3D printer/laser cutter (CAM). Students will also develop their understanding of measurements, units and co-ordinates. Memory and Storage, Python Turtle Students will deepen their understanding of memory and storage is used in day to day life. Investigating into different storage devices. Students will be able to understand simple Boolean logic and some of its uses in circuits and programming. Students will learn to create shapes, pictures and shapes by providing them with a virtual canvas. Website Development Students will develop their working knowledge of webdesign by learning how HTML and CSS contribute to webdesign. Tutorials will be given before they start their final end of year assessment, which will result in students making a 4-page website that includes CSS and numerous extension tasks that they will research and implement independently.
Suggested Reading or Extension Activities
Students will be able to research and practice and extension task here: https://www.w3schools.com/html/ Understanding of flowchart and design Flowol and CAD is for design. Students can find practice their skills around these here: https://www.sketchup.com/ To learn basic commands to use screen to draw objects using programming language. https://realpython.com/beginners-guide-pythonturtle/#programming-with-turtle
Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need
Class assignments, presentations, small projects, Quizlets and assignments. Students will be assessed at the end of each unit with an End of Unit Project. (With the exception of Memory and Storage) All equipment will be provided by the Computer Science department
Parents / guardians can help their child by: Useful websites
Ensuring that your child practices programming skills by registering for online courses. http://microbit.org/, www.tutorialspoint.com, w3schools.com
Co-curricular activities
Coding Squad, ACSL/CCC coding competition cca, Tech Hardware Bryant, The annual Fobisia coding challenge and Robotics club.
Who can I contact?
Head of Computer Science Teachers of Year 7 Computer Science
Mr Singh Please consult the Parent Portal to find the name of your child’s Computer Science teacher
KOREAN LANGUAGE 7 학년 국어는 말하기, 듣기, 읽기, 쓰기 및 문학과 문법 등 다양한 영역에 걸친 학생의 국어능력 향상에 목표를 둡니다. 교육부가 고시한 중학교 1 학년 국어교육과정을 NLCS JEJU 의 학사 일정에 따라 재구성하여 공부합니다. 따라서 다음의 교육과정은 학교의 사정에 따라 변동될 수 있습니다.
Half Term 1 (Aug – Oct)
Curriculum Content
Suggested Reading or Extension Activities
국어 교과에서 배울 수 있는 다양한 장르를 소개하는
학습의 자료를 특정한 갈래에 한정할 필요는
것에 초점이 맞춰져 있습니다. 특히 비유와 상징을
없으며, 교과서에 수록된 작품 외에도 여러 갈래의
중심으로 작품을 감상하고 표현하는 능력과 독자에게
작품과 노랫말, 광고, 영화 등을 활용할 수
감동이나 즐거움을 주는 글을 쓰는 능력을 기를 수
있습니다.
있습니다. 또한 여러 가지 요약하는 방법을 익히고, 글의 성격에 따라 요약하기 전략을 다르게
추가 활동 :, 노랫말에서 비유 및 상징 찾기, 개성 있는 명함 만들기, 나만의 수업 공책 만들기
사용함으로써 글에서 중요한 정보를 선별해내는 능력을 기를 수 있습니다
Half Term 2 (Nov – Dec)
낱말들을 분류하여 각각의 특성을 깊이 있게
어려운 문법을 다양한 매체와 연결하여 흥미있게
이해함으로써, 실제 의사소통 상황에서 낱말을 더욱
활동할 수 있습니다.
효과적으로 사용할 수 있는 능력을 기를 것입니다. 또한 내용을 예측하면서 글을 능동적으로 읽는 능력과 토의를 통해 공동의 문제를 합리적으로 해결하는
추가 활동 : 이야기책 만들기, 이어서 말하기, 랩 만들기, 책 표지 보고 내용 예측하기
능력을 신장시킬 수 있습니다.
Half Term 3 (Jan – Feb)
책을 읽다가 이해하기 어렵거나 궁금한 것이 있으면
진로와 관련된 다양한 자료를 찾아보며 자신의
자료를 참고하며 책 한권을 끝까지 읽는 활동, 목적에
꿈을 생각해보는 기회를 가질 수 있습니다.
맞게 질문을 준비하여 면담하는 활동, 다양한 자료에서 내용을 선정하여 통일성을 갖춘 글을 쓰는 활동을 합니다. 이런 활동을 하면서 능동적인 독서 습관을
추가 활동 : 진로 신문 만들기, 개인 진로 포트폴리오 만들기
형성하고, 자신의 진로를 탐색하게 됩니다.
Half Term 4 (Feb – Apr)
시와 소설을 감상하고 자신의 삶을 성찰하는 능력을
잡지나 신문, 인터넷 등 다양한 매체의 글 이외에
길러 주기 위해 설정하였습니다. 이를 위해 문학 작품을
요리법, 영화, 블로그 등 실생활에서 요약하는
감상하는 능력뿐만 아니라 문화 향유 역량과 자기 계발
사례를 찾습니다.
역량도 키울 수 있을 것입니다.
Summer Term (Apr – June)
연극 공연을 통하여 협력하는 태도와 자신을 성찰하는 태도를 기르고, 영상이나 인터넷 매체의 특성을 고려하여 생각이나 느낌, 경험을 표현하는 능력을 길러줄 수 있습니다.
Examples of homework tasks
추가 활동 : 독서 감상문 쓰기 영화의 원작소설 읽기를 추천합니다. . 추가 활동 : 미래에서 온 영상 편지 만들기, 시나리오를 단편 소설화 하기
개인별로 모방시, 팀별로 모방시조 작성하기, 팀별 프로젝트로 구성 단계별 소설 분석하기, 품사송 만들기
Assessment tasks, methods and frequency Equipment that students need
단원별 1 개 이상의 평가를 하고 한 학기에 2~3 개 이상의 평가를 합니다. 교과서[천재교육(박영목) 1-1, 1-2], 공책과 관련 학습 자료, 필기구
Parents / guardians can help their child by:
글씨를 바르게 쓸 수 있도록 글자체와 띄어 쓰기 맞춤법을 점검해 주세요.
Useful websites
http://mid.ebs.co.kr/main/middle https://reading.jje.go.kr/r/newReading/intro/readingNoticeForm.jsp
Who can I contact?
Head of Korean
Ms Kwon
Teachers of Year 7 Korean
Please consult the Parent Portal to find the name of your child’s Korean teacher
즐거운 독서 습관을 갖도록 학생의 흥미에 맞는 책읽기를 권장해 주세요.
KOREAN HISTORY 7 학년은 구석기 시대 및 고조선의 성립부터 삼국과 발해의 발전까지의 ‘삼국사’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. 다음 교육과정은 학사일정에 따라 변경하여 운영될 수 있습니다.
Curriculum Content Half Term 1 (Aug – Oct)
문명의 형성과 고조선의 성립
Half Term 2 (Nov – Dec)
문명의 형성과 고조선의 성립
Half Term 3 (Jan – Feb)
Suggested Reading or Extension Activities
나로부터 시작하는 역사연표 만들기
1.
역사의 뜻과 역사를 공부하는 이유
같은 인물에 대한 서로 다른 평가
2.
선사시대의 생활과 도구의 변천
신석기 시대와 구석기 시대 비교
단군신화의 해석을 통해 고조선의 모습 파악하기
3.
문명의 탄생과 역사 시대의 시작
고조선의 8 조법 상상하여 채우기
4.
고조선의 성립과 발전
사료를 통해 파악하는 철기시대를 배경으로한
5.
철기의 보급과 여러나라의 성장
삼국의 성립과 발전
여러나라의 모습
만화로 그리는 삼국의 건국 신화
1.
삼국의 성립
중앙집권화를 위한 삼국의 공통 노력
2.
삼국의 변화와 발전
광개토대왕릉비 해석하기
무령왕릉에 숨겨진 비밀
Half Term 4 (Feb – Apr)
삼국의 성립과 발전
Summer Term (Apr – June)
통일 신라와 발해의 발전
3.
연맹 왕국 가야의 성립과 발전
4.
삼국 문화의 교류와 전파
삼국와 가야의 정치적 차이점 탐구하기 역사신문 제작하기 : 삼국의 문화를 찾아서 신라의 삼국 통일 과정 뉴스 만들기
1.
신라의 삼국 통일
통일신라 시대와 남북국 시대
2.
통일 신라의 발전과 문화
발해는 과연 누구의 역사인가?
3.
발해의 발전과 문화
탐구활동
Examples of homework tasks
자료조사하기, 토론하기, 대본 작성하기, 그룹 프로젝트, 역사 신문 만들기 등
Assessment tasks, methods and frequency Equipment that students need
Pop-up Test, 학기 중간 중간의 수시 평가 및 Annual Exam
Parents / guardians can help their child by:
역사적 사건 및 역사적 인물에 대한 내용을 중심으로 역사에 대한 관심을 계속해서 가질
교재(중학교 역사 1 양호환) 및 학습지 학교 제공
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 7 Korean History
Ms Kwon Please consult the Parent Portal to find the name of your child’s Korean History 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 ability 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 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)
Half Term 2 (Nov – Dec) Half Term 3 (Jan – Feb)
Half Term 4 (Feb – Apr) Summer Term (Apr – June)
This course is based on Cambridge Latin Course Book 1, stages 1-2: The grammar covered includes: articles, word order, nominatives, accusatives and we learn to read and pronounce Latin words. We also learn how to learn vocabulary and discover the links between Latin roots and English derivatives. The key topics in this term are Roman family and houses. This course is based on Cambridge Latin Course Book 1, stages 3-4: The grammar covered includes: declensions, personal endings of present tense verbs, nominative plurals and the key topic area is the town of Pompeii. This course is based on Cambridge Latin Course Book 1, stage 5: The grammar covered includes: nominative singulars and plurals and the key topic area is the Roman theatre. We also focus on Latin reading in preparation for the school Latin Reading Competition
Develop and learn vocabulary; read Greek and Roman myths; read or watch the ‘Roman Mysteries’ (available in the school library); read or watch documentaries about Roman Pompeii or any other topic of interest; read or complete activities from the classroom extension box or library.
This course is based on Cambridge Latin Course Book 1, stage 6: The grammar covered includes: perfect and imperfect tenses and the key topic area is Roman slavery This course is based on Cambridge Latin Course Book 1, stage 7-8: Grammar covered includes: accusative plurals; subjects expressed in the verb and the key topic areas are gladiators; funerals and beliefs about death.
Examples of homework tasks Assessment tasks, methods and frequency Equipment students need
Learning vocabulary, short translation passages, comprehension questions, language exercises, for example filling in the missing word from a sentence and translating. As well as informal assessment in lessons, there will be assessed homework, small vocabulary, grammar and translation tests throughout the year and an annual examination. Black, red, blue and green pens; scissors and glue
Parents / guardians can help their child by: Useful websites
Asking your child to talk about his/her work. Encouraging him/her to spend time learning Latin vocabulary for 10 minutes at least once a week.
Who can I contact?
Head of Latin Teachers of Year 7 Latin
https://www.clc.cambridgescp.com/online-activities https://www.educationperfect.com/controlpanel/#/login Mrs Baird Please consult the Parent Portal to find the name of your child’s Latin teacher
MANDARIN AS A FIRST LANGUAGE 中文母语教育在 KS3 阶段，我们参考中国国内中学的教材，选取适合国际学校此年龄段学生的各种文体 篇目，并根据 IGCSE 及 IB 课程的需要，培养学生除了基本的国学基础知识以外，更具备独立思考、创 造力及赏析、辩证的能力。
Curriculum Content Half Term 1 (Aug – Oct)
散文－写景状物 现当代诗歌
Suggested Reading or Extension Activities 散文方面，从短小精悍、写景状物的名家散文开始，体会语言风格和写作 手法。学习借物抒情、托物言志、以小见大的写作方法。 诗歌方面，整体感知和领悟诗文意境，掌握“对比”和“象征”等文学表现手 法，体会诗歌的艺术表现效果和感染力。
古文－短篇
古文方面，积累常见文言词语；学习借助注释和工具书理解内容。练习古 文的断句和诵读。了解相关文学常识和典故。
写作 扩展阅读
Half Term 2 (Nov – Dec)
记叙文—写人叙事
写作方面，从生活中学习写作，学会观察生活，保持敏感和好奇心，时时 捕捉生活素材；练习比喻、拟人、排比等修辞手法的运用。扩展阅读以名 家名篇散文、诗歌为主。 记叙文方面，掌握记叙文不同的叙事结构。了解叙事的结构以及倒叙、插 叙等手法的运用；掌握通过心理描写刻画人物和推动情节的方法。
经典小说 写作 扩展阅读
经典小说方面，掌握著名作家、作品的相关文学常识。通过小说阅读掌握 人物塑造的多种手法，以及前后呼应、点名题旨、暗藏伏笔等各种叙事技 巧。 古文方面，进一步积累常见文言词语；学习借助注释和工具书理解内容。 延长阅读内容。了解相关文学常识和典故。 写作方面， 练习写人叙事，做到完整地叙述事情并对重点人物进行详细描 写。练习叙事的顺序：正序、倒叙、插叙。练习安排开头和结尾的呼应， 练习文章结构，做到有清晰的脉络、连贯的情节和突出的重点。扩展阅读 以小说为主。
Half Term 3 (Jan – Feb)
古文－长篇
古文方面，进一步积累常见文言词语；学习借助注释和工具书理解内容。 延长阅读内容。了解相关文学常识和典故。
写作 扩展阅读
写作方面， 练习写人叙事，做到完整地叙述事情并对重点人物进行详细描 写。练习叙事的顺序：正序、倒叙、插叙。练习安排开头和结尾的呼应， 练习文章结构，做到有清晰的脉络、连贯的情节和突出的重点。扩展阅读 以小说为主。
Half Term 4 (Feb – Apr)
纪实报道／新闻稿
通过阅读新闻稿、纪实报道等各种体裁的文章，来提高现代文的阅读能 力，提高搜集、筛选信息的能力，要能抓住主要信息和数据数字，发挥分
写作 扩展阅读
析、探究和综合的能力，发表自己的见解。 写作方面，要做到“言有序”“章有法”，条理清楚。同时，练习在以记叙、 描写为主的文章里表达自己的看法，建立自己的议论。作为对叙述、描写 内容的补充、提炼和升华，议论部分要简明凝练，集中，引起读者的共鸣 和思考。扩展阅读以时事类的新闻报道为主。
Summer Term (Apr – June)
说明文
说明文方面，把握文章结构，了解说明文的结构方式（并列、总分、递进 等），体会科学类文章分类说明、数据运用、严谨而又不刻板的特点。
写作／扩展阅读
写作方面，要做到“言有序”“章有法”，条理清楚。同时，练习在以记叙、 描写为主的文章里表达自己的看法，建立自己的议论。作为对叙述、描写 内容的补充、提炼和升华，议论部分要简明凝练，集中，引起读者的共鸣 和思考。扩展阅读以时事类的新闻报道为主。
Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need
Essay writing / Worksheet / Reading text Mid- and end-of-unit assessments plus final exams.
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 Year 7 Mandarin
Ms Liu Please consult Parent Portal to find the name of your child’s Mandarin teacher
MANDARIN AS A FOREIGN LANGUAGE In Mandarin, we teach students to develop their listening, speaking, reading and writing skills, using both pinyin and simplified characters. Students learn to express themselves with increasing confidence, independence and creativity both orally and in writing. As an international school, we explore the similarities and differences between Chinese, the students’ native languages and English.
Curriculum Content
Suggested Reading or Extension Activities
Half Term 1 (Aug – Oct)
Pinyin, Basic stroke / Numbers / Greeting / Dates, Age / Telephone numbers: Students study the basics of Mandarin grammar, the writing system of the characters and will learn to greet people at different times of the day.
Students can extend their knowledge and skills by watching the video series that is available on
Half Term 2 (Nov – Dec)
Family Members / Self-introduction / Nationality
Try your newly acquired skills out at a shop or restaurant run by a fluent Chinese-speaker.
Half Term 3 (Jan – Feb)
Occupation / Time Daily Routine / Means of Transportation:
Half Term 4 (Feb – Apr)
Colours / Clothing / Parts of the body:
Summer Term (Apr – June)
Consolidation:
https://www.youtube.com/watch?v=63l48RwRqyg
Students learn to introduce themselves, their family members and their nationalities. We also discuss careers and our aspirations for the future. Read some Mandarin books written for very young children and gradually increase the difficulty; you’ll find the pictures really help you.
Students will learn to express what they do during their school day and introduce different means of transportation.
Research Chinese clothing culture. How does it differ from Korean or Western styles?
Students learn body-parts, the kinds of clothes people wear and colours.
Students revise all topics above and practice with further speaking, writing and reading activities.
Students should take opportunities to engage in conversations with Chinese first language speaking students, staff, restaurant owners etc to consolidate their knowledge.
Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need
Creating sentences, essay writing, reading texts, creating dialogue and learning Chinese songs. Mid- and end-of-unit assessments plus final exams.
Parents / guardians can help their child by: Useful websites
Ensuring that pupils read and practice writing regularly.
Co curricular activities Who can I contact?
Basic stationery and exercise books
https://www.youtube.com/watch?v=iyUX2toWaOo www.ehanzi.com http://www.archchinese.com https://www.youtube.com/watch?v=uc7qd9xPpDY Chinese calligraphy club/ Chinese paper cutting club/ Chinese magazine editing club Head of Mandarin Teachers of Year 7 Mandarin
Ms Liu Please consult the Parent Portal to find the name of your child’s Mandarin teacher
GEOGRAPHY Geography in Year 7 focuses on developing a broad overview of the geographical concepts of place, locational knowledge, human and physical geography processes and building key skills of mapping and investigation. We focus on exploring human and physical Geographical topics by comparing the Geography of Jeju to that of London and the other NLCS locations. Students begin to build an understanding of the world around us and develop an awareness of the characteristics of a selection of contrasting physical and human environments.
Half Term 1 (Aug – Oct) Half Term 2 (Nov – Dec)
Curriculum Content
Suggested Reading or Extension Activities
What is Geography We learn about the different types of geography, physical, human and environmental Understanding maps in Geography: We learn about 4 & 6 figure grid references, compass, direction, scale and contours A geographical comparison study between Jeju, London, Dubai and Singapore In this unit we explore location, population, plate tectonics volcanoes & geology in the locations
Explore the following website https://www.ordnancesurvey.co.uk/mapzone/mapskills to build further skills relating to maps Read Treasure Island by Robert Louis Stevenson
Visit the local volcanic landforms sites of Jeju Island and learn about their formation. Locations such as the Jungman lava columns, the Manjanggul lava tubes and Jeoji oreum. Read Mission London: A Scavenger Hunt by Catherine Aragon Read Illegal by Eoin Colfer
Half Term 3 (Jan – Feb)
Africa- In this unit we discover the physical landscape, climate biomes, people and history of this amazing continent.
Half Term 4 (Feb – Apr) Summer Term (Apr – June)
Weather and Climate Investigating the difference between climate and weather. Microclimate Investigation “Where is the best place for the new school pavilion/bench?”
Investigate typhoons that have impacted Jeju Island and write a short essay on their effects on the local geography.
Around the World in 80 Days – Tourism Attractions around the world, why and to where do people travel? Gotjawal Forest investigation into the local forest ecosystem and its unique character.
Read Children of the world by Donata Montari
Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need Parents / guardians can help their child by: Useful websites Co curricular activities Who can I contact?
Treasure map and story task, researching and investigating geographical features found in London and Jeju. Creating graphs maps and diagrams and writing reports. Each term students will complete end of unit tests and either write a report or develop extended writing skills as well as be involved in group discussion and presentation activities Basic stationery, especially a ruler and protractor. Explore the local area of Jeju and read the news to keep up to date with current affairs https://www.ordnancesurvey.co.uk/mapzone/map-skills - Explore map skills https://www.bbc.com/education/subjects/zrw76sg - BBC Geography Bitesize KS3 The Conservation Society would be a good start. Join a Bryant activity that explores the natural environment of Jeju Island such as Olle Trail clean up and Mountain Biking. Head of Geography Teachers of Year 7 Geography
Ms Tuck Please consult Parent Portal to find the name of your child’s Geography teacher
HISTORY History is a dynamic, contested evidence-based discipline that involves an exciting engagement with the past. It is a rigorous intellectual discipline, focused around key historical concepts such as change, causation and significance. Studying History develops an understanding of the past, which leads to a deeper understanding of the nature of humans and of the world today.
Suggested Reading or Extension Activities
Curriculum Content Half Term 1 (Aug – Oct)
Historical Detectives: Students take on the challenge of unravelling a real ‘History Mystery’ using a range of primary sources and their critical faculties.
Half Term 2 (Nov – Dec)
The Black Death: Students will explore the historical concepts of ‘Causation and Consequence’ through a case study of the arrival of the plague in 14th Century Europe.
Half Term 3 (Jan – Feb)
Genghis Khan: Students will explore the historical concept of ‘’Significance’ through an evaluation of the impact and achievements of Genghis Khan and his Mongol Empire.
Half Term 4 (Feb – Apr)
The Silk Roads: Students will be introduced to the historical concepts of ‘Change and Continuity’ in the miniunit on the importance of Central Asia to world history.
Summer Term (Apr – June)
The European Witch Hunt: Students further consider the historical concepts of ‘Causation’ and ‘Perspectives’ through a case study of the persecution of women in earlymodern Europe.
The Renaissance: Students will explore the historical concepts of ‘Change and Continuity’ through an assessment of the impact of the Renaissance on society.
The History Society curates texts, useful web links and documentaries to accompany our units that are shared through the library, department book club and displays.
The Age of Exploration: Was 1492 a good year? Students will gain a deeper understanding of how our notions of the past are constructed through an examination of the impact of the discovery of the Americas. An understanding of the historical concept of ‘Perspectives’ will be developed.
Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need
Structured research, paragraphing, reading, project, extended writing, creative planning / design There will be one formal summative assessment per unit that will be standardised across the year group (essay, source work, significance project, investigative report). Teachers will additionally give regular formative feedback to promote student progress. General stationery and texts, resources supplied by the school, access to a computer.
Parents / guardians can help their child by: Useful websites Co curricular activities
By discussing the topics being studied at home and ensuring that students read widely, especially historical fiction texts. nlcsjejuhistorian.com, activehistory.co.uk, youtube documentaries, library databases Historical Fiction Reading Cirlce, Prize-winning Historians CCA, Senior-Junior School Historical Society
Who can I contact?
Head of History Teachers of Year 7 History
Mr Loser Please consult the Parent Portal to find the name of your child’s History teacher
ART AND DESIGN In Year 7 students will build upon the skills and techniques learnt in the Junior School art, and discover new and exciting ways of working within Art and Design. All students will develop their ICT skills through creating a digital sketchbook over the duration of the year.
Suggested Reading or Extension Activities
Curriculum Content Half Term 1 (Aug – Oct)
Exploring Organic Forms: Students begin with an introduction to the formal elements of Art and Design. They explore different ways of drawing, considering tone and shade. They investigate colour mixing using inks and paint, gaining an understanding of tints, tones and shade. Students develop their artwork by researching and investigating an artist that uses Organic Form in their work.
Half Term 2 (Nov – Dec)
Printmaking - Monoprinting Students are introduced to the monoprinting process. Experiments with colour and line. Create a collage final outcome using their prints.
Half Term 3 (Jan – Feb)
Ceramics - Exploring Buddhist Design: Investigate Buddhist culture and artefacts, making studies of the designs and symbols used. Learn how to develop their own patterns and designs. Students formulate their own design into a Mandala section which is then recreated on a ceramic tile.
Half Term 4 (Feb – Apr) Summer Term (Apr – June)
Graphic Design: Students will investigate the fundamentals of Graphic Design. Investigate prominent graphic designers. Respond to a design brief using Photoshop. Art History Project: Students explore the History of Art by an introductory project that focuses on Art Movements.
There are many opportunities for students to extend their skills with expert guidance in one of the Art cocurricular activities. Students who wish to build on their artmaking skills are encouraged to keep a personal sketchbook and experiment with subject matter and materials. At the end of each project, students are encouraged to extend their ideas if they wish, this work can be added to the student’s digital sketchbook.
Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need
Complete sketchbooks studies from samples, primary source organic form and Buddhist pattern. Tasks are assessed with written feedback and attainment grades, along with mid and end of unit assessments. Basic drawing equipment, all other equipment is provided by the Art department.
Parents/guardians can help their child by: Useful websites Co-curricular activities
Taking students to temples and gardens. Supervising and encouraging homework tasks. Encouraging students to look at online art galleries, books in the library and at home. www.tate.org.uk www.nationalgallery.org.uk As provided by the Art department.
Who can I contact?
Head of Visual Art Teachers of Year 7 Visual Art
Ms Kennington Please consult the Parent Portal to find the name of your child’s Art teacher
DANCE The Dance department aims to nurture a love of Dance in the students we teach. Dance offers many benefits, including aiding the development of kinaesthetic intelligence and creating opportunities for self-expression and communication. Dance teaches the values and skills of creativity, problem solving, risk-taking, making judgments in the absence of rules, and higher-order thinking skills. Dance also helps students develop physical fitness, appreciation of the body, concern for sound health practices, and effective stress management approaches. In Year 7 we introduce students to the concept of choreography, learning about the fundamental principals through theoretical and practical lessons. Throughout the year we explore professional pieces of dance, undertake dance analysis, create choreography and perform individual and ensemble performances.
Curriculum Content
Suggested Reading or Extension Activities
Half Term 1 (Aug – Oct)
Action Space Dynamics and Relationships: In this half-term, there is an introduction to the basic principals of choreography, followed by motif creation using the basic principals.
Attending dance performances.
Half Term 2 (Nov – Dec)
Nutcracker: Ice Skating Scene. We will watch and analyse an excerpt from Matthew Bourne’s classic work before performing a dance based on an excerpt, creating motifs and incorporating theatre arts (costume and lighting) into the performance.
Youtube has the full recording of Nutcracker. Rehearsing dances in the studio out with class time.
Half Term 3 (Jan – Feb)
Developing a theme 1: There will be an introduction to theme and stimulus through ideational stimuli. This will take the form of workshop tasks, using ideas and song lyrics as starting points for practical exploration.
Departmental resources; handouts, DVD’s, power points, books, etc. Following links to videos in the resources in class.
Half Term 4 (Feb – Apr)
Developing a theme 2: In this half term, we continue the exploration of stimuli: auditory and visual, through solo choreographic tasks and classwork performances.
Rehearse dances outside of class time. Record yourself dancing and send to your teacher for feedback.
Summer Term (Apr – June)
Still Life at The Penguin Café: This term will be continuing the exploration of stimuli: kinaesthetic, through an analysis of Still Life at The Penguin Café before creating group choreographies demonstrating their knowledge and understanding of the basic principals of dance developed over the year.
Watch the full recording of ‘Still Life’ and compare with other interpretations.
Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need
Researching stimuli, developing motifs, planning and choreographing dances. Practical assessments, once a half term.
Parents / guardians can help their child by: Useful websites Co curricular activities
Ensuring students bring kit to class. Taking them to watch live dance performances. Ensuring they do their homework on time and hand it in. Youtube School musical, arts week productions, Dance Technique, Ballet, Hip hop
Who can I contact?
Head of Dance Teachers of Year 7 Dance
Leotard and leggings or PE kit. Workbooks.
Mrs Taylor Please consult the Parent Portal to find the name of your child’s Dance teacher
DRAMA The Drama 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
Ensemble Building and Group Devising It is vital that all of our students are able to work collaboratively and collectively share the creative process and the primary focus is on developing and strengthening the Drama Ensemble Skills which are practiced through group activities. Students are provided with a narrative stimulus which becomes the focus of group devising. Through research, practical exploration and application of newly acquired techniques, students will structure their ideas into a performance with clear intentions and outcomes.
Term 2
Involvement in the Drama CCA and Bryant activities. Access the plays from the NLCS library. Watch live performances online.
Performance Skills The focus of this unit is on the role of the actor. Students develop their understanding of how voice, physicality, and use of space and work towards a group performance that illustrates how an actor can shape and communicate a role in performance. From this experience, students will be required to reflect and apply specific drama vocabulary to their written responses.
Term 3
Performance Intentions In order to allow students to work independently, it is required that they are given the opportunities to make informed choices in response to a play text that they then bring to life on stage. They are asked to create a set of performance intentions and look to a range of staging techniques and technical elements to support their impact on the audience. All students will work collaboratively and are required to offer, receive and act upon regular constructive teacher and peer feedback.
Examples of homework tasks Assessment tasks, methods and frequency Parents / guardians can help their child by: Useful websites Co curricular activities Who can I contact?
Involvement in the Drama CCA and Bryant activities. Access the plays from the NLCS library. Watch live performances online.
Involvement in the Drama CCA and Bryant activities. Access the plays from the NLCS library. Watch live performances online. Involvement in drama opportunities for Arts Week.
Written tasks that capture 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. Encouraging their son/daughter to see live theatre performances and read plays. 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 Week Activities. Head of Drama Teachers of Year 7 Drama
Mr Peirson Please consult the Parent Portal to find the name of your child’s Drama teacher
MUSIC In music, we have great fun exploring a range of new genres through practical and theoretical tasks. Whilst the content is broad, we do ensure that the exceptional skills of many of our students are challenged through performance, composition and analytical tasks.
Curriculum Content
Suggested Reading or Extension Activities
Half Term 1 (Aug – Oct)
Music Fundamentals/Ensemble Skills At the beginning of Y7, students will gain a common musical language as they build a strong foundation of music fundamentals including note and rhythm reading. Throughout this term, students will be introduced to ensemble skills which will translate well to all aspects of music performance.
By the end of this term, students should be reading and performing at ABRSM Level 1 performance standard if they entered with no other musical experience. Practice of reading and performing basic notation and rhythms to support lessons will help to reach this goal.
Half Term 2 (Nov – Dec)
Popular Music is a genre which enables sub cultures to express themes both lyrically and musically, with which they identify. Students will arrange and perform a pop song of their choice. Beginning with an overview of Pop Music they will develop an aural awareness of Pop Music Instruments, structure and conventions. Learning the basics of guitar/bass guitar/keyboards/drum kit they will perform their own cover version of a given pop song in groups.
Listen to and analyse the musical elements of: A range of musical styles such as Alternative Rock, Blues, Pop, RnB, Electronica or any popular music style.
Half Term 3 (Jan – Feb)
Latin Beat Students will receive a practical and aural approach to common musical genres from Latin America including salsa, tango and samba. There will be a key focus on rhythms, harmony, and context.
Listen to Toquinho, Benito de Paula, Elizabeth Cardoso, Chico Buarque and Vinicius de Moraes and compare the range of rhythmic devices used.
Half Term 4 (Feb – Apr)
Performance/Programme and Romantic Music In the performance unit, students will have the opportunity to develop their solo and small ensemble performance skills by choosing repertoire that suits their performance level, agreeing on targets, and following through with a live performance of their work.
Home practice of solo pieces at a challenging level for each student. Listen to recordings of their instrument and develop skills to interpret style and nuance of each piece. Attend live performances.
Throughout the study of Programme and Romantic Music, students will draw connections between storylines, characters and the music and have the opportunity to manipulate sounds, to evoke different atmospheres and emotions while also examining the difference between programme music and absolute music.
Summer Term (Apr – June)
Arts Week Ensemble Project As the exciting approach for our schoolwide Arts Week unfolds, students will prepare a musical performance to be performed at a largescale concert during arts week. This may include singing or instrumental playing focused on the theme of Arts Week.
Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need
Listen to: Peter and the Wolf (Prokofiev), The Planets (Holst) and Carnival of the Animals (SaintSaëns) and compare the different ways in which the characters are depicted.
Home practice of the allocated pieces. Listening to similar pieces in the same ensemble and genre type.
Preparing for performances or composition, researching musical context, instruments and culture Solo or group performances, solo or group compositions, music analysis. Musical instrument (if applicable), Laptop with access to music software such as Sibelius, Garageband, Logic or Ableton equivalent, drumsticks size 5A. A midi keyboard is often useful.
Parents / guardians can help their child by: Useful websites Co curricular activities Who can I contact?
Supporting music practice, listening to the wide range of music suggested above, take your child to see a range of live performances. https://www.bbc.com/education/subjects/zpf3cdm https://www.allmusic.com/ Historical Fiction Reading Circle, Prize-winning Historians CCA, Senior-Junior School Historical Society Head of Music Teachers of Year 7 Music
Ms Ruskovich Please consult Parent Portal to find the name of your child’s Music teacher
PHYSICAL EDUCATION The aim of the Physical Education Department at NLCS Jeju is to provide an exciting range of physical activities designed to inspire lifelong health and wellbeing in every student.
Curriculum Content
Suggested Reading or Extension Activities
Half Term 1 (Aug – Oct)
Football: We refine control of the ball, using different parts of the body, we develop safe passing skills into space and dribbling skills in small game situations and develop the ability to know when and where to place the ball and responsibilities as a player in defense and attack.
Join the football squad or Fobisia training to extend your skills in this area.
Half Term 2 (Nov – Dec)
Netball: We develop a range of passing skills, along with when and how to use them effectively in games.
Watch a Six Nations rugby match or a classic New Zealand/Australia netball fixture to analyse the skills and tactics used at the highest level.
Half Term 3 (Jan – Feb)
Swimming/Lifesaving: We develop efficiency in the water using a full range of swimming strokes. We practice survival strokes, develop an understanding of heat-saving positions and learn how to stay afloat.
Research the most common circumstances in which you are most likely to use these skills. Join the swimming co-curricular activity to develop your proficiency.
Half Term 4 (Feb – Apr)
Squash/Table Tennis: We practice the core skills needed to play both sports. One focus will be on the knowledge of singles rules and we develop basic bat/racquet skill principles of play using variations of service, backhand, forehand and spins.
Read ‘You are awesome’ by Matthew Syed to gain an understanding of what it takes to be successful at anything, not just table tennis!
Summer Term (Apr – June)
Athletics: We understand the term ‘pacing’ and learn to apply pacing to races over longer distances. We also learn to use basic techniques in the long jump, triple jump, shot put and javelin throw.
Research training programmes that aim increase running performance. How do elite athletes maintain their exceptional fitness?
Rugby: We develop the accuracy and timing of passing and receiving skills & refine attacking patterns.
Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need
Exercise on a daily basis practicing an enjoyable sport or physical activity. Continuous assessment throughout the sport unit including peer evaluations, teacher/student discussions and modeling, formative & summative skill assessment and game play. NLCS PE kit, white socks, trainers and other specific sport equipment such as swim suit, shin pads, football boots etc.
Parents / guardians can help their child by: Useful websites Co curricular activities
Ensuring their child has correct PE kit for every lesson and encouraging their child to exercise daily, try out for sport teams and partake in sport CCA’s and Bryant. Sportsscientists.com, www.jssm.com A huge range of sport CCA’s are available for students to participate in.
Who can I contact?
Head of PE Teachers of Year 7 PE
Mr Villaneuva Please consult Parent Portal to find the name of your child’s PE teacher
PERSONAL AND SOCIAL DEVELOPMENT The main aims of the PSD program at NLCS Jeju are to help students develop their personal attitudes and values, to teach students a full set of life-long social skills, and to ensure that students acquire a broad range of knowledge about personal and social issues. The content of the PSD curriculum is divided into six themes, each with a key inquiry question attached. Each year group completes lesson activities to approach the inquiry question in a different manner in order to build on knowledge gained during the previous year.
Curriculum Content Half Term 1 (Aug – Oct)
Relationships. How can I live well with others?
Half Term 2 (Nov – Dec)
Risk. Should I take risks?
Half Term 3 (Jan – Feb)
Acceptance. What should we value about ourselves and others?
Suggested Reading or Extension Activities
Students will learn about the following concepts: empathy; sympathy; diversity. They will consider how these concepts apply to their own lives and develop social skills in these areas. They will also complete a Bullying Awareness program and will learn about racism and racist bullying. Students will learn about the school’s anti-racism policy.
Students will consider what a ‘risk’ is and examples of ‘good’ and ‘bad’ risks. They will look at examples concerning road safety, safeguarding and child protection.
Students will learn how families are constituted and about the many different family structures. They will develop their ability to find value in people who are different to themselves and will learn how to accept others in a positive way.
Global Citizenship. What is my place in the world? Students will learn about restorative practices and restorative justice. Students will learn information about these ideas and the skills necessary to apply them to their own lives when conflicts arise.
Half Term 4 (Feb – Apr)
Resilience. What is the importance of resilience?
Summer Term (Apr – June)
Wellbeing. What is the importance of wellbeing?
Students will learn answers to the following questions: what is resilience? What is stress? What is anxiety? They will then learn skills, information, and techniques in order to help deal with anxiety and to improve their resilience.
Students will learn about the importance of wellbeing in regard to personal hygiene. They will also begin Relationships and Sex Education lessons by learning about puberty. They will learn about the changes that come during puberty and how to maintain wellbeing during this time.
Examples of homework tasks
We do not set homework in PSD.
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.
Assessment tasks, methods and frequency Equipment that students need
Students are given verbal feedback on their contributions to discussions and positive participation. Provided by the school.
Parents / guardians can help their child by:
Discussion of the issues raised in class with their child. Ask them to explain the concepts, ideas and questions they have learnt about in class and should offer their own views about them to begin a discussion. Parents should also encourage their child to be up-to-date with current affairs and to watch/read news stories with them in order to discuss the issues raised. Mental and Physical health (in English): https://www.nhs.uk/conditions/Pages/hub.aspx Emotional wellbeing (in Korean): http://www.hopeclick.or.kr/main/main.php Various student societies with connections to PSD are available for students to join, for example: Gender Studies, International Relations, Philosophy, North Korean Refugees, Debating and Public Speaking, Amnesty, Medical, and Economics societies.
Useful websites Co curricular activities
Who can I contact?
PSD Coordinator Teachers of Year 7 PSD
Mr Carter-Stead Please consult Parent Portal to find the name of your child’s PSD teacher
Academic Extension and Support Year 7
YEAR 6 INTO YEAR 7 TRANSITION PROJECT We set two projects for our incoming Year 7 students to complete before they arrive in August. These projects have been created by the Senior and Junior school English and Mathematics departments and are designed to bridge between the year groups. We encourage all students to complete these projects but if there is any reason that your child is not able to complete these projects, then please contact Head of Year 7, Mr Adam McCue (amccue@nlcsjeju.kr).
ENGLISH TRANSITION PROJECT As part of the Year 6 Transition into Year 7, The English Department from the Junior School and the Senior School have planned for a topic based on Biographies and Autobiographies. In their first week in Year 7, during their English classes, we would like them to present a short verbal presentation on a person of their choosing focusing their research around reading a biography or autobiography over the summer. This will be explained and supported at the end of the Summer Term of Year 6 during English lessons. We would ask for your support, as parents, to help your child to choose an appropriate autobiography/biography for them to study and read over the summer to prepare for their verbal presentation. The presentation should be a maximum of three minutes, without the use of IT. This topic will focus on their Speaking and Listening Skills but also on being able to summarise and present information found in research. We are very much looking forward to seeing what they present! If you are not sure what biography you would like to read we highly recommend any of the following:
I am Malala: The Story of the Girl Who Stood Up for Education and Was Shot by the Taliban by Malala Yousafzai (Young Readers Edition) Every Falling Star: The True Story of How I Survived and Escaped North Korea by Sungju Lee The Diary of a Young Girl by Anne Frank Throw Like a Girl: How to Dream Big & Believe in Yourself by Jennie Finch Soul Surfer by Bethany Hamilton Ten Days a Madwoman: The Daring Life and Turbulent Times of the Original Girl Reporter by Deborah Noyes Courage to Soar by Simone Biles Tony Hawk: Professional Skateboarder by Tony Hawk I Will Always Write Back: How One Letter Changed Two Lives by Caitlin Alifirenka and Martin Ganda
By no means do you have to read from this list. You may choose to read any biography about whom you have an interest. In preparing your presentation, you may come across questions that help you to better understand the subject of the biography. You may ask:
What accomplishments has this person achieved? What adversity or challenges has this person faced? What qualities make this person stand out against others? What significant events occurred in this person’s life and how did they shape the person? What makes reading a non-fiction biography as interesting as reading fiction?
Above all enjoy this exciting opportunity to learn something new that may very well change your life!
MATHEMATICS TRANSITION PROJECT Building Models The task is to build and design and a scale model of your school You are going to use mathematical skills to accurately measure some of the listed buildings of the school (including the height) Possible Building to Measure: 1. 2. 3. 4.
Junior school new building Junior school old building Senior school Tower
With this information you will draw a front and side elevation and bird’s eye view of each building Then you will put all this together to design nets for the buildings of the school and finally assemble the nets to create a school model. Steps I.
Go outside and measure each building using the tools available? How can you measure the height of each building?
II.
Use your measurements to draw accurate front and side elevations of each building, using the scale you choose. Draw a plan view as well.
III.
Design rough nets for constructing each of the buildings
IV.
Construct accurate nets using the information you collected
V.
Build the scale models of the buildings from the accurate nets.
VI.
Work on the extensions as given below. Please do challenge yourself including your own extensions.
Extension What about the area of the exterior walls, and how much paint would be required to fill these walls? What volume of air is contained within the school buildings? How would you redesign the school to make it more economical? Prepare a presentation or a poster that summarises the process you went through creating the model and that explains your answers to the extensions. You will be asked to bring your model to the school to present your project to the class.
YEAR 7 INDEPENDENT PROJECT DESCRIPTION The Year 7 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 an 800 word 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 Year 7 Independent project will normally take place in the third 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.
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 at the beginning of the year.
IN GENERAL Ensure that your child completes their homework, but doesn’t spend too much time doing it. About one and a half hours should be enough for most yr7 students. Allowing time to read in English is an incredibly valuable aspect of homework and should be encouraged. Please remember the importance of your child getting enough sleep. It is recommended by the Sleep Foundation that children up the age of 13 have between 9 and 11 hours of sleep per night and children between the ages of 14-17 should have 8 to 10 hours sleep. Getting the optimum amount of sleep gives your child the support they need to develop both physically and mentally so they can perform well at school.
ENGLISH AND READING Students come to NLCS Jeju to learn the language of the school; English. Please Ensure that your child has an English book that they enjoy reading, and that they read in English every day. This is extremely important in reinforcing correct grammar, building knowledge and learning new vocabulary. Our library is full of interesting books and if your child has a book in mind that we haven’t got in stock, we would always be happy to try to acquire it. Some helpful tips on how you can help support your child’s reading and development of English: ● Use an e-reader, as unfamiliar words can be looked up immediately and your child has an almost unlimited number of books to choose from. ● Get your child to keep a notebook and write down 3 new words of vocabulary every day. ● Encourage your child to read newspapers and magazines online e.g. The Times magazine online. ● If possible, read the same novel as your child so you can talk about it, or if you can’t read the same novel, you can still ask questions about why your child likes/dislikes the book, who the key characters are, what is the favourite part of the book etc.