Year 9 Curriculum Guide 201819 Eng/Man by North London Collegiate School Jeju

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 9 Our curriculum is taught in 40 minute periods per day and Year 9 are taught the following number of periods in each subject per week:                  

English Language and Literature (8) Maths (6) Biology (2) Chemistry (2) Physics (2) Mandarin or Korean as a Second Language (3) * Korean Language (3) Korean History (1) Computer Science (1) 2nd Language Choice* *(3) Geography (2) History (2) Physical Education (2) Art and Design (2) Music (1) Drama (1) Dance (1) Personal, Social and Emotional Development (1)

* For students with Mandarin or English as a First Language ** Year 9 students have the choice of Latin, Mandarin, French or Spanish 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 9

ENGLISH LANGUAGE & LITERATURE The English department aims to nurture a love of English Literature and Language in the students we teach. Year 9 is an important year for studying literature at NLCS Jeju; we encourage students to develop a love and passion for literature and English by incorporating many of the key skills needed in later years in as creative and engaging a way as possible.

Half Term 1 (Aug – Oct)

Half Term 2 (Nov – Dec)

Curriculum Content

Suggested Reading or Extension Activities

Genre Novel: Lord of the Flies/Of Mice and Men This term we will be studying the key question; ‘How do writers respond to an event through fiction and non-fiction texts?’ Points for discussion in this unit include: Who is this novel about and why? What kinds of characters do we see here? Is there anyone we recognise? How does the author portray the characters and the setting? Modern Drama This half term we learn about modern drama through the study of ‘An Inspector Calls’, its links to the First World War and its impact on a nation’s psyche.

Researching the following areas will aid understanding of this topic;  World War 2 and the beginning of the Atomic age  1950’s and the Cold War  ‘Coral island’ - Comparison  William Golding - biography Extend your learning of this topic by writing a short play.

Half Term 3 (Jan – Feb)

Gothic Fiction: Novel This term we will be studying how language is used to create a novel and how this helps to define the novel as ‘Gothic’. As part of this unit we study how the author creates atmosphere, suspense and ‘red herrings’.

Create a piece of writing in the style of a Gothic or Detective novel in response to your classwork.

Half Term 4 (Feb – Apr)

Shakespeare project How does Shakespeare use characterisation, setting and language to bring a play to life? This half term you will study a range of plays including Macbeth and Twelfth Night.

Explain how themes are conveyed to the audience. What is the function of symbols in Shakespeare’s plays. What is their significance in relation to the plot?

Summer Term (Apr – June)

Shakespeare project Students will learn to utitilise the writing skills they have practiced throughout the year, to be able to tackle a range of writing tasks, including writing to persuade, argue and narrate.

Choose an additional Shakespeare play to read and consider how the themes are developed within the play.

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

Who can I contact?

Head of English Teachers of Year 7 English

Examples of homework tasks

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

MATHEMATICS The department aims to bring maths to life by framing it within the context of the real world. Many people mistakenly believe that mathematics is the process of repeatedly 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.

Curriculum Content

Suggested Reading or Extension Activities

Algebra 1 - The focus in year 9 moves towards the foundational topics that will help the students prepare well for the IGCSEs that they will take at the end of year 11. Throughout term 1 there is a balance between algebraic and trigonometric topics. When learning about the solutions to quadratic equations, the students extend their understanding of linear graphs and equations. They use their knowledge of rearranging, factorising and manipulating algebraic expressions when dealing with algebraic fractions, quadratic and other non-linear equations. Students identify the relationships and properties linking equations and graphs.

‘Extended - Quadratic Equations Fractions’ task on www.myimaths.com

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

Geometry 1 - Building upon the understanding of right-angled trigonometry that was developed in year 8, the year 9 students apply trigonometric rules in problems that start to be more complex and involve such things as bearings, three-dimensions and non-right-angled triangles.

Mathematical Investigations Book 3 Randall Souviney has a variety of geometry based activities.

Statistics 1 – This term we study statistics and use mathematics to analyse and model the world around us. Students find the collection, processing and interpretation of data challenging and for this reason we have tried to organise blocks of time where we focus on this in lessons. These are skills which are also of particular value in other subjects.

Pupils are encouraged to extend their own learning by researching tasks on www.myimaths.com.

Half Term 4 (Feb – Apr)

Statistics 2 - This term the students learn about some of the more advanced topics in statistics. They develop and understanding of frequency density in relation to histograms, which is a concept that is also an important precursor to continuous probability density functions covered at IB. The students also extend their understanding of scatter diagrams to considering and justifying correlation. Algebra 2 - The focus of work this term is on three dimensional shapes. Conceptualising and visualising geometrical problems in 3D is challenging but is essential for those students who will go on to study the Higher Level at IB in particular.

Half Term 1 (Aug – Oct)

Summer Term (Apr – June)

Books by the following authors: Ian Stewart Martin Gardner & Alex Bellos. Professor Stewart’s Hoard of Mathematical Treasures by Ian Stewart

Year 9 pupils may also like to try the extended Independent Probability task using myimaths.com Alex’s Adventures in Numberland Alex Bellos

Students may like to try the ‘8 Real Life Applications of Calculus’ activity on www.myimaths.com

Examples of homework tasks

Investigations, online worksheets, classroom presentations, creating presentations of their own work such as completion of practice problems.

Assessment tasks, methods and frequency Equipment that students need

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

We believe that the most important thing that students need from their parents at this stage is regular encouragement and recognition, regardless of the level they are working at. www.myimath.com, www.bbcbitesize.com Competitions CCA - Preparing for international competitions. Friendly competitions CCA - competing with NLCS sister schools around the world.

Who can I contact?

Head of Mathematics Teachers of Y9 Maths

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

BIOLOGY The Biology department aims to nurture a love of biology in the students we teach. We aim to foster reflective and critical skills, ultimately equipping students to be passionate, independent Biologists.

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

This term we discover ‘Characteristics, classification and organisation of the organism’.

In Biology, we make extensive use of our Moodle intranet site and this is updated with extension tasks and academic articles.

Students begin by learning about the basic ideas of what life is, and looking at the biodiversity of life that exists today. A study of cell biology follows, and introduces the function of multicellular organisms and how surface area to volume ratios are the cornerstones of biological design. This term we discover movement in and out of cells and ‘Biological molecules’. Students are introduced to the ways in which cells transport substances and also start to learn about using practical equipment and designing experiments. Other topics that are covered include the basic molecules in biology; water, carbohydrates, proteins, fats and DNA, and why these are important in living organisms. This term we learn about Respiration; Students learn about the basic ideas of cellular respiration, including aerobic and anaerobic respiration. The challenge this term is to try and associate this process of respiration with how cells and multicellular organisms function. This is a particularly practical topic and a number of experiments are completed over the course of this term.

The course then moves onto the topic of Human Biology and ‘gas exchange in humans’. We look at how the lungs are designed and function. The annual exams follow and another chance is given for students to revise topics and, specifically, classification of organisms.

Longman Biology Book - Chapter 1 Moodle - See the relevant chapter for extension tasks and articles on Cells and Life processes Longman Biology Book - Chapter 2 Moodle - See the relevant chapter for extension work, and articles on Molecules, Enzymes, Osmosis and Active Transport (4 and 5) Longman Biology Book - Chapter 3 Moodle – View the Respiration section to find extension tasks for this topic. From the textbook ‘Complete Biology for IGCSE’, read the chapter on Respiration.

Research the areas of lung structure, design and function as well as the classification of organisms.

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

Completion of questions from textbooks, essays that summarise previous learning, opportunities to read certain pieces of text, write-ups of experiments. Regular tests that are highlighted on the students’ Biology curriculum plan, that they will be given at the start of the academic year. Pens, pencils, rulers, calculators.

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

Ensuring that students read regularly and widely, and preferably text books. The school’s ‘Oliver’ website is an excellent way to access resources such as Encyclopedia Britannica and Philip Allan Magazines (Biological Sciences review). All links on the School Library Portal. Biology Moodle site. Biology Society

Who can I contact?

Head of Biology

Ms Pritchard

Teachers of Y9 Biology

Please consult Parent Portal to find the names of your child’s Biology teacher

CHEMISTRY The Chemistry department seeks to create Chemists that are passionate, knowledgeable about their subject and with excellent research and experimental skills. Our aim is to not only embed key concepts and skills, but produce students that can apply their knowledge to unfamiliar situations and the real world.

Curriculum Content

Suggested Reading or Extension Activities

Half Term 1 (Aug – Oct)

Introduction to Chemistry – Particle Theory States of matter – heating and cooling curves, effects of impurities Elements, compounds and mixtures Diffusion and Brownian Motion Purifying substances – separation techniques, distillation, chromatography, decanting

Half Term 2 (Nov – Dec)

Gas Tests – Experimental skills Methods to collect gases Tests for ammonia, oxygen, carbon dioxide, chlorine, hydrogen, water Methods to dry gases

Half Term 3 (Jan – Feb)

Air & Water Composition of the atmosphere Fractional distillation of air and uses of products Pollutants and their effects The water cycle Industrial water purification Atomic Structure Atoms and molecules Sub- atomic particles Structure of the atom Relative Atomic mass Isotopes Uses of radioactive isotopes

Cambridge IGCSE Chemistry Coursebook – pg 29-42 YouTube – excellent tutorials on many key concepts and experimental techniques. Videos are shared via Google classroom Extension reading: Chemistry (Experimenting With Science) by Antonella Meiani Cambridge IGCSE Chemistry Coursebook – pg 344-346 YouTube – excellent tutorials on many key concepts and experimental techniques. Videos are shared via Google classroom Cambridge IGCSE Chemistry Coursebook – Chapter 1 YouTube – excellent tutorials on many key concepts and industrial techniques. Videos are shared via Google classroom

Half Term 4 (Feb – Apr)

Summer Term (Apr – June)

Types of reactions – experimental skills Physical vs Chemical changes Chemical symbol writing Balanced symbol equation writing Decomposition reactions Neutralisation reactions Displacement reactions Combustion reactions Precipitation reactions

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

Cambridge IGCSE Chemistry Coursebook – pg 43-55 YouTube – excellent tutorials on many key concepts and experimental techniques. Videos are shared via Google classroom Extension reading: How to Make a Universe with 92 Ingredients: An Electrifying Guide to the Elements by Adrian Dingle Cambridge IGCSE Chemistry Coursebook – pg106-115 Youtube – excellent tutorials on many key concepts and experimental techniques. Videos are shared via Google classroom Extension reading: Basher Science: Chemistry: Getting a Big Reaction by Simon Basher and Dan Green

Questions to test application of skills; lab reports; extended writing tasks; reading and summary preparation; presentations. Uniform assessments – examples include lab reports, literacy tasks exam question style test. One per topic. End of year examination taken in Summer term –Extended answer paper. Contains questions on all topics studied during the year to that point. Cambridge IGCSE Chemistry Course book (provided by the school) Pen, pencil and ruler and calculator.

Parents / guardians can help their child by: Useful websites

Encourage further reading of textbook outside of class, with active note taking. Learning key definitions. Enforcing homework completion GCSE Bitesize Simple Science Doc Brown

Who can I contact?

Head of Chemistry Teachers of Y9 Chemistry

Mr Curtis Please consult Parent Portal to find the names of your child’s Chemistry teacher

PHYSICS Year 9 is the start of the IGCSE course in Physics. The standards expected of students in their practical skills, accurate description and explanation of physical phenomena, and correct scientific presentation are correspondingly high.

Half Term 1 (Aug – Oct)

Curriculum Content

Suggested Reading or Extension Activities

This term we introduce students to IGCSE Physics and study;

The Physics IGCSE textbook by Pople is recommended for all topics.

Measurement. Use of typical physics laboratory apparatus, instantaneous and average quantities. Motion. Relating speed, distance, and time by calculation, by graphical analysis and through various experiments.

Half Term 2 (Nov – Dec)

Scalars & vectors. Simple vector calculations. This term we study;

Read ‘Horrible Science: Fatal Forces’.

Acceleration. Here we relate acceleration to velocity and then move to ‘forces; mass & weight’ and study balanced and unbalanced forces.

Half Term 3 (Jan – Feb)

This term focuses on Newton’s Laws where we understand and apply the three laws of motion; balanced and unbalanced forces, terminal velocity and parachute motion.

Read the ‘Science Essentials’ series.

Half Term 4 (Feb – Apr)

In half term 4 we study Hooke’s Law and in doing so, understand the concept and applying the law.

Research how the concept of ‘Center of Mass’ is used in industrial design.

Summer Term (Apr – June)

This term we study Torque (moment). And in doing so cover; Equilibrium, turning effect of a force and calculating moments.

Investigate the application of the ‘Third Law’ to aeronautics.

We also study Density where we measure the density of regular and irregular objects and learn about Centre of mass and stability. Build a simple barometer from an online plan.

To conclude the year, we study Pressure. In doing so we cover relation of pressure to force; contact pressure and pressure in fluids; manometers and barometers.

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

Writing-up of practical work, graphs, pre-reading, worksheets. Principally by end-of-topic tests but also through assessed practical work. Approximately one assessment per half-term. Calculator, ruler, pen & pencil.

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

Checking the neatness of written work and graphs; and ensuring correct equipment is brought to school. Physicsclassroom.com, passmyexams.co.uk, PhET, Khan Academy Physics Society, COSMOS, Engineering Society

Who can I contact?

Head of Physics Teachers of Y9 Physics

Mr Gillings Please consult Parent Portal to find the names of your child’s Physics 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)

 《故乡》、《孤独之旅》、《我的叔叔于勒》、《孔乙己》、《变色龙》、《范进中举》 —— 叙述顺序、描写方式

Half Term 2 (Nov – Dec)

*写景类文章《紫藤萝瀑布》、《雪》、《山市》、《观潮》、《一个炎热的夏日》

Half Term 3 (Jan – Feb)

*诗歌： ——诗歌的分类《<诗经>两首》《沁园春.雪》《我爱这土地》《乡愁》《我用残损的手掌》《诗四首》《海燕》《雨说》《星星变奏曲》 ——诗歌配乐朗诵或诗歌创作 *议论文《致女儿的信》、《谈骨气》、《敬业与乐业》、《事物的正确答案不止一个》、《不求甚解》、《中国人失掉自信力了吗》

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

Suggested Reading or Extension Activities

*写人叙事类文章：

*文言文：《<孟子>两章》、《鱼我所欲也》、《<庄子>故事两则》、《邹忌讽齐王纳谏》、《曹刿论战》、《出师表》 ——古代文体知识介绍 ——文言文的虚词与实词 ——写作：书信 *复习准备学年末考试

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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。进行课外中文书阅读，并完成阅读记录。写作训练：写景。在阅读自己或其他学生的作文时，认识到其优缺点，并进行改进。进行课外中文书阅读，并完成阅读记录。引导学生体会诗歌的韵律感，及诗人丰富的想象力。品味诗人蕴含与诗歌中的情感。学生自己选择做诗歌配乐朗诵或诗歌创作。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和论据，并理清作者的论证思路。进行议论文写作。进行课外中文书阅读，并完成阅读记录

扫除文言文字词的障碍，读懂文章。积累文言文词汇。反复朗诵文章，感知文言词汇的魅力：它的遣词造句，它的言简意赅它的朗朗上口。体会其语言美。理解作者的写作意图。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。

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

Essay writing and Reading tasks Mid- and end-of-unit assessments plus final exams.

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

Ensuring that their child reads and practices writing regularly in Mandarin

Who can I contact?

Head of Mandarin

Mrs Liu

Teachers of Y9 Mandarin

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

Basic stationery 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

MANDARIN AS A FOREIGN LANGUAGE In Chinese, 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.

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

Topics: Relatives / Appearance / Seeing a doctor 1. Could take more about the family relative and their appearance 2. Sickness in different seasons and how to talk about when seeing a doctor Topics: Seasons / School / stationery 1. Students will learn to describe the different weather in 4 seasons, and what do they do in different time of the year. 2. School life with facilities and stationery, comparing schools.

Year 9 pupils may also like to try the video series that are available on https://www.youtube.com/watch?v=63l48RwRqyg to develop their understanding of these topics

Topics: Marketplace / Eating out 1. Extend talking about food in the market and ordering food in different restaurants.

Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions

Topics: Neighbourhood / Asking the way / Neighbours 1. Living environment at home and abroad, asking directions in a foreign country. 2. Living style of people in different areas.

Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions

Consolidate all topics above and practice with speaking, writing and reading activities.

Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions

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

Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions

Making sentences / Essay writing / Worksheet / Reading text / Making dialogue / Singing Chinese songs Mid- and end-of-unit assessments plus final exams. Basic stationary and exercise books

Ensuring that pupils read and practise writing regularly.

Co curricular activities

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

Who can I contact?

Head of Mandarin

Mrs Liu

Teachers of Y9 Mandarin

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

KOREAN LANGUAGE 9 학년 국어과목은 중등 교과서 4,5,6 권을 학습하는 과정으로 구성되어 있습니다. 노문숙 천재 교과서를 바탕으로 말하기, 읽기, 쓰기, 문법의 각영역을 포함하여 NLCSJEJU 의 학기 구성에 맞게 재편성하였습니다.

Half Term 1 (Aug – Oct)

Curriculum Content

Suggested Reading or Extension Activities

문법

- 지속적인 독서 교육을 위한 독서 추천 도서 안내 - 독서후 감상문 양식 배부

교과서 4 : 국어의 어문규범과 문장 구조 교과서 5: 우리말의 문법 요소 교과서 6: 한글의 세계

교과서 4: 문학의 다양한 해석 교과서 4: 문학의 창작 의도

교과서 5: 시와 성찰

교과서 5: 삶이 담긴 노래 교과서 5: 소설을 읽는 보람 교과서 5: 삶이 담긴 이야기 교과서 6: 문학의 표현

국어 4: 강연과 의견 국어 4: 주장하는 글 읽기 국어 5: 마음 열고 토론하기 국어 5: 주장하는 글쓰기

국어 5: 읽기의 가치

문학

Half Term 2 (Nov – Dec)

문학

Half Term 3 (Jan – Feb)

논술

Half Term 4 (Feb – Apr)

읽기와 쓰기 - 국어 4: 글의 표현방식

Summer Term (Apr – June)

자서전과 광고

국어 4: 건의 하는 글쓰기 국어 6: 담화와 맥락 국어 6: 협상하기

시화 그리기 패러디 시쓰기

- 소설 작품의 이해를 위한 이론적 배경 지식 - 단편 소설 읽기(중학생이 읽어야 할 우리 소설) - 이야기 이어쓰기 ( 첫 소설 쓰기) - 묘사하는 글쓰기

- 논리 읽기 논리 쓰기 - 강연하기

- 논리 읽기 논리 쓰기 - 주장하는 글쓰기

- 요약하기

국어 6: 읽기의 과정과 원리 국어 5: 글에 담긴 삶 국어 4: 영상으로 만드는 이야기 국어 6: 광고와 설득

- 자서전 쓰기

- 자신을 광고하는 영상 만들기

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

독후감 쓰기, 글 쓰기 준비 마인드맵 하기, 교사에게 첨삭 받은 글 고쳐쓰기

Parents / guardians can help their child by:

글씨를 바르게 쓸 수 있도록 글자체와 띄어 쓰기 맞춤법을 점검해 주세요.

Useful websites Co curricular activities

팟캐스트의 독서 부분에 책 읽어 주는 사이트가 다양하게 있습니다.

Who can I contact?

한국어과 부장

박미선 Mrs Park

한국어과 부부장

허미리 Ms Heo

문법 형성평가, 모방시쓰기, 이야기 이어쓰기, 개인 강연 수업 교재 ( 프린트된 교과서와 학습지), 공책

즐거운 독서 습관을 갖도록 학생의 흥미에 맞는 책읽기를 권장해 주세요. 한국사 방과후 활동, 한국의 정치와 경제 학술 동아리

KOREAN HISTORY 9 학년은 외세의 침략을 극복해내는 조선 중기의 얘기부터 부터 조선 후기의 조선 사회가 변화하는 모습까지의 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

조선 중기, 외세의 침략과 극복 1. 임진왜란 2. 호란

- 선조 인물평 에세이 쓰기 - 광해군의 중립외교 논평하기 - 호란 역사 신문 만들기 - 주화파와 척화파 인스타그램 만들기

조선 후기의 정치와 제도의 변화 1. 조선 후기의 정치

- 환국의 과정에 대한 연극 발표 - 영조와 정조의 탕평책 비교 연구

영조와 정조의 탕평책

- 영조와 정조의 정책 홍보 책자 만들기

조선 후기의 정치와 제도의 변화 1. 양난 이후의 제도의 변화 2. 세도 정치에 대한 비판과 저항

- 세도 정치에 저항하는 격문 만들기

근대 사회를 향한 움직임 1. 2.

- 일제 식민사관 반박 에세이 작성하기 : 조선 후기의 경제적 변화와 연결하여

조선 후기의 경제적 변화 조선 후기의 사회적 변동

조선 후기에 불어온 새 경향 1. 실학의 등장 2. 서민 문화의 형성

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

- 조선 후기의 변화 모습을 반영한 연극 대본 만들기(김홍도와 신윤복의 그림을 모티브로)

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 등도 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?

김연하 선생님

Ms Y Kim

김진희 선생님

Mrs JH Kim

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

Curriculum Content

Suggested Reading or Extension Activities

Half Term 1 (Aug – Oct)

Computational thinking Students will learn about logic gates and their application. They will deepen their understanding of several key algorithms that reflect computational thinking such as searching and sorting. Students will use logical reasoning to compare the suitability of alternative algorithms applied to the same problem.

Log onto https://processing.org/ to discover more challenging flowchart activities

Half Term 2 (Nov – Dec)

This term we will be understanding how data of various types (including text, sounds and pictures) can be represented and manipulated digitally. Students will explore various types of coding problems. Students will also be working individually to create a simple application using Processing IDE. Exploring databases Students will be introduced to more advanced databases and learn about their design and implementation. As part of this project, students will be creating a standalone application using SQL database.

Use this website: http://happycoding.io/tutorials/java/processin g-in-java to extend your Java programming skills.

Half Term 3 (Jan – Feb)

Project work Half During this term, students will undertake a project using databases Term 4 (Feb – an to develop an inventory control system. Students will be learning to u use and apply PHP and SQL programming languages. Apr)

Summer Term (Apr – June)

Students will be consolidating their website design skills and creating a ‘dynamic’ website using PHP and SQL. Students will also be able to use their skills and experience of using HTML, CSS, JavaScript, PHP and SQL.

The department website also has various extension lessons surrounding computational thinking.

Use this website to extend your skils in using SQL: https://www.guru99.com/sqlite-tutorial.html, http://www.sqlitetutorial.net/ Research logistics and inventory control systems and think about the question; ‘Is there any room for creativity in inventory control systems?’ Research and respond to the question; Why do we need more than one programming language? Would it possible to create one language that would serve all programming needs?

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

Class assignments, presentations, small projects, Quizlets and assignments. Students will be assessed with a termly end of topic test and project work.

Parents / guardians can help their child by: Useful websites

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

Co-curricular activities

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

Who can I contact?

Head of Computer Science

Mr Singh

Teachers of Year Computer Science

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

All equipment will be provided by the Computer Science department

LATIN As Latin teachers, we aim to foster a love of the Roman world and its language and literature. Through learning Latin, we hope that students will develop a facility with language, the capacity and inclination to analyse sources of information critically and a tolerant, flexible approach to ideas and customs which are different from their own. We focus on developing the ability to translate Latin into accurate English. Students also study aspects of Roman culture, and reflect on similarities and differences with modern cultures. Students will build up simple vocabulary based around the topic areas. They are encouraged to deduce meaning by noticing connections between English and Latin words.

Suggested Reading or Extension Activities

Curriculum Content Half Term 1 (Aug – Oct)

This course follows Cambridge Latin Course Book 1, stages 9-10.  Grammar covered includes: dative case of nouns; first and second person plural verbs in the present tense  Key topics: Roman baths; education

Half Term 2 (Nov – Dec)

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 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

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

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.

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

Who can I contact?

Head of Latin

Examples of homework tasks

Mrs Judy Nesbit

FRENCH & SPANISH In French and Spanish, we aim to foster a love of language and provide the opportunity to discover new cultures. Through learning French or Spanish, we hope that students will develop skills that will allow them to understand better how languages function.

Curriculum Content

Suggested Reading or Extension Activities

Half Term 1 (Aug – Oct)

The term starts with revision of previous topics to ensure a solid foundation to the coming year. Students will be introduced to the perfect tense and encouraged to use it to describe specific life-events and ordinary activities that took place in the recent past.

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

Half Term 2 (Nov – Dec)

In written or spoken language, students will learn the necessary expressions to conduct daily conversations in settings such as clothes shops or restaurants. Grammatically, students will focus on adjectival agreements and expressions of quantity. Furthermore, students will be able to express their opinions about TV programs and films.

Half Term 3 (Jan – Feb)

Students will be able to express their daily routine using the past tense. Furthermore, students will be encouraged to use all three tenses (past, present and future) to express their habits and routine activities in comparison to the past. The future tense will be revisited through the topic of future careers.

Half Term 4 (Feb – Apr)

Students will be encouraged to give opinions about health and justify healthy and unhealthy lifestyles. Cultural differences will be considered to help students to discuss health patterns in different countries.

Summer Term (Apr – June)

The students will further investigate past habits through the imperfect tense. Comparative exercises highlighting the difference between the perfect and imperfect tenses will be conducted.

For extension, students can read short stories available in the European Languages Department Library.

At this stage, students will be able to comfortably express their ideas about past, current and future events. The topic of holidays will help students express their routines and future plans as they become competent learners and prepare for their IGCSE studies.

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

Regular use of the vocabulary web sites is recommended. Students should make sure that written tasks are reviewed and improved.

Students have mastered technics to construct extended sentences and paragraphs. When completing tasks student should try to vary their language as much as possible. Tenses should be varied and opinion included in sentences.

Speaking: Prepare a presentation on what you can do to keep fit. Writing: Write a paragraph on my daily routine. Compare daily routines in France and Korea. Regular vocabulary and grammar tests are completed throughout the term. Each term there is a focus on the skill assessed; Listening, Reading, Speaking or Writing Exercise book/Vocabulary book

Parents / guardians can help their child by: Useful websites

Parents can help by checking that the homework is completed and supporting the revision of vocabulary is particularly important. https://quizlet.com languages online https://www.linguascope.com

Who can I contact?

Head of European Languages Teachers of Y9 French and Spanish

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

GEOGRAPHY During Year 9, students investigate coastal processes, including undertaking fieldwork. Through topics such as ‘Health and Disease’ and ‘Globalisation’, students focus on analytical and evaluative skills, exploring how humans have developed and the intricate interactions throughout the world. We also investigate links between the human and physical world in "Climate Change" and "Tropical Rainforests."

Curriculum Content

Suggested Reading or Extension Activities

Half Term 1 (Aug – Oct)

Coastal Processes & Fieldwork Investigation  Understanding coastal processes  Using investigation skills during a field trip, students will develop an understanding of dune succession

Visit the beaches of Jeju and look for evidence of the coastal processes and features that we have studied. Alternatively, you could also do this with a maps app.

Half Term 2 (Nov – Dec)

Geography of Health and Disease  Understand different types of diseases; their distribution, causes, impacts and management  Develop presentation and analytical skills using disease and health data.

Explore the World Health Organization website: http://www.who.int/en/ - There is a lot of information here, which is relevant to the topics studied.

Half Term 3 (Jan – Feb)

Globalisation and its impacts  Understand the term globalization and the different types of interactions that occur at a global level  Evaluate the positives and negatives of globalisation and develop an understanding of the role of Trans National Companies in globalization Climate Change  Understand the causes of climate change, the impacts and variety of possible solutions.

There is useful information on the UNESCO website http://unesco.org/education regarding globalisation with some additional activities.

Tropical Rainforests and Coral Reefs  Understand the Tropical Rainforest eco-system, the impacts of deforestation at a local and global scale  Understanding the importance of coral reefs to the physical and human world, investigating threats to the coral reef system and evaluating ways of managing the coral reef system

WWF website to investigate different ecosystems and their threats https://www.worldwildlife.org/

Half Term 4 (Feb – Apr) 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?

https://climate.nasa.gov/ - This website has up to date information on climate change.

‘Investigate a country which suffers from high levels of a degenerative disease’ – Research Project ‘Nike and its use of sweatshops in South East Asia’ – News article task ‘Evidence of natural climate change vs Man made climate change’ – Essay homework Students complete an assessment at the end of each topic. Students are provided with both formative and summative feedback from numerous research projects and essays. Basic stationery Encouraging discussion of current world events – these are all examples of the globalized world in which we now live. http://www.bbc.co.uk/schools/gcsebitesize/geography/coasts/ - Coastal processes https://www.economist.com/topics/globalisation - General globalisation news https://www.theguardian.com/environment/conservation - News articles on conservation Model UN Society and Conservation Society Head of Geography Teachers of Y9 Geography

Mrs Fowler 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)

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

Historical Detectives Students take on the challenge of unravelling a real ‘History Mystery’ using a range of primary sources and their critical faculties. What was life like in World War 1? Students will gain a deeper understanding of how our notions of the past are constructed through an examination of the life of soldiers in World War 1. An understanding of the historical concept of ‘Perspectives’ will be developed. What was life like in World War 1? Continued Students will gain a deeper understanding of how our notions of the past are constructed through an examination of the life of soldiers in World War 1. An understanding of the historical concept of ‘Perspectives’ will be developed. The Holocaust Students will explore the historical concepts of ‘Causation and Consequence’ through a case study of the Holocaust that took place in Nazi occupied Europe during World War II.

Half Term 4 (Feb – Apr)

The Civil Rights Movement Students consider the historical concepts of ‘Change and Continuity’ through a case study of the Civil Rights movement in the US that developed in post-World War II America.

Summer Term (Apr – June)

Assess the significance of the Moon landing in 1969 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 will be rewarded.

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

Take advantage of the various History Department CCAs. The library has collections of texts to accompany each unit that will be available and on display. Refer to the department website for extension materials that accompany individual lessons

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

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

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

Who can I contact?

Head of History Teachers of Year 9 History

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

Swim Strokes:  Develop all four strokes using proper technique.  Carry out turns, starts and finishes safely and accurately, with a goal of gaining momentum throughout the swimming stroke. Lifesaving:  Develop awareness of how to remain safe while helping others in distress & learn order of rescues.

Watch the Swim Smooth tutorials online to help to develop stroke technique

Half Term 2 (Nov – Dec)

Volleyball:  Implement rules within the game, and relate to tactics consistently.  Be able to dig from a serve, pass to the setter, set up a spike, and create a variety of plays.

Watch an Olympic volleyball final and analyse the tactics used.

Half Term 3 (Jan – Feb)

Football:  Understand and consistently apply the concepts of passing, receiving and tackling as well as principles of attack and defense.  Develop understanding and ability to apply a variety of strategies and tactics in competitive situations. Basketball:  Develop a range of passing and dribbling skills that will enable them, and their team, to retain possession.  Work on a variety of shooting skills and apply that knowledge in game situations. Athletics:  Understand the term ‘pacing’ and be able to apply pacing to races over longer distances.  Be able to use basic techniques in the long jump, triple jump, shot put and javelin throw.

Read articles in the 4-4-2 football magazine or ‘Living on a Volcano’ by Michale Calvin.

Half Term 4 (Feb – Apr)

Summer Term (Apr – June)

Examples of homework tasks Assessment tasks, methods and frequency

Analyse the strategies used by the players and coaches in a NBA game.

Read ‘Duel in the Sun’ by John Brant to understand the tension and rivalry at the top of the athletics world.

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

Equipment that students need

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. N/A A myriad of sport CCA’s are available for students to choose from.

Who can I contact?

Head of PE Teachers of Year 9 PE

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

ART AND DESIGN In Year 9 students will build upon the skills and techniques learnt in Year 8, and discover new and exciting ways of working within Art and Design.

Suggested Reading or Extension Activities

Curriculum Content Half Term 1 (Aug – Oct)

Experimental Drawing ● Observational drawing from primary & secondary sourcesstarting with natural forms. ● A range of mark making, controlled & less controlled drawing techniques, media & materials to express line, tone, negative & positive elements & mood. (wet & dry media) ● Colour-mixing using collage and wet media. ● Design skills- converting drawings to design. ● Research skills into other artists & other cultures – (folk art).

Half Term 2 (Nov – Dec)

Producing a Final Outcome ● Students develop their own final outcome based on the work of Artist Mark Powell. ● They produce a self-portrait biro drawing. They then extend this into a tape drawing inspired by the work of Benjamin Murphy. Textile Design and Watercolour ● Landscape painting of Jeju. ● Transfer print of their drawing. ● Dyeing and printmaking-Batik based on their selected design.

You could try tape drawing at home (get permission first!)

Ceramic Unit ● Construct a ceramic form using coiling and joining techniques. ● Learn how to develop inspiration from organic form to communicate meaning through practice. ● Understand the process and purpose of research. ● Organise and annotate a sketchbook to record progress through the project, showing learning and discovery. ● Final glazing and evaluation of projects.

Research the original purpose of ceramics and how this functional practice became an art form.

Half Term 3 (Jan – Feb) Half Term 4 and 5 (Mar – Jun)

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

Read ‘Composition’ by Arthur Wesley Dow

Research the works of David Hockney, JMW Turner or Gwen John

Artist study in their sketchbooks, investigating artist’s works and producing independent responses. Process notes, coiling pots, batik and watercolour techniques. Tasks are assessed with written feedback and attainment grades, along with mid- and end-ofunit assessments. Paints/ pencils/ erasers/ pencil sharpeners/ pens/ rulers and all other equipment is provided by the Art department.

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

Visiting galleries and exhibitions. Encouraging students to look at online art galleries, books in the library and at home. Supporting homework tasks. http://www.tate.org.uk/ or https://www.nationalgallery.org.uk/ Ceramics, Sketching, Fantasy Fashion.

Who can I contact?

Head of Art Teachers of Year 9 Art

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

MUSIC In Year 9, we have great fun exploring a range of 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.

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)

Minimalism In this, the ‘golden age of minimalism’, we will be learning about the importance of minimalism in music and in everyday life. Seminal pieces, particularly by Steve Reich, will be analysed and students will be discovering minimalist concepts in different walks of life. Throughout this topic, the students will be composing their own piece of minimalist or electronic dance music. Indian Music and Bhangra Indian music is one of the most creative genres of music on the planet, and we will be exploring this style through the music of Ravi Shankar. We will also be discovering the way in which Indian classical music influenced Bhangra. Melodic and rhythmic improvisation will be key areas of study, as will musical form and the reasons why Indian culture has become more popular in recent years. Jazz Jazz is not only an inspirational topic in itself, but also complements the preceding Indian project very well. We study the social conditions that led to the creation of jazz at the beginning of the 20th century and particularly focus on the music of Miles Davis and his album Kind of Blue. The Social Impact of Music Musically and politically, Bob Marley was a significant musical and political figure in the late 1970s and early 1980s. His distinctive form of popular reggae highlights racial tensions and illuminates a culture rich in art and language. As part of this project we will be learning to play and sing a range of Bob Marley’s famous songs and creating our own pieces of reggae. Songwriting, Opera and Musical Theatre The main focus of this module is to enjoy and analyse iconic operatic works and songs from musical theatre. We learn about the features and the distinct links and differences between these two genres as well as investigating why musical theatre has become one of the most successful forms of media. This project concludes with the students acting and singing a piece of musical theatre.

Listen to Steve Reich’s ‘Music for 18 musicians’ and analyse in relation to his use of minimalist techniques Compose with a Launchpad module as many of the EDM techniques are relevant to Minimalism. Research the ways in which Indian music influenced the popular music of the 20th Century

Listen to Miles Davis’ ‘Birth of the Cool’ and research how trumpet mutes change the sound of the instrument.

Explore and respond to the question; ‘Was Bob Marley a musician or a political activist?’ Compose a piece of dissonant Reggae music using extended harmony. What does the term Libretto mean? Explain, giving the full historical context of the word. Why did Mozart compose his operas in Italian as well as German?

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

Composition and musical analysis tasks, Composition, musical analysis and Performance, once per half term

Parents / guardians can help their child by: Useful websites

Taking their child to a range of live music performances, investing in music lessons and being open minded regarding musical genres. Pitchfork.com: a very well-written musical review website Jazzradio.com: an excellent range of free contemporary and classic jazz

Co curricular activities

A huge range of orchestras, ensembles, bands and music technology clubs.

Who can I contact?

Head of Music Teachers of Y9 Music

Bringing an instrument to the lesson is helpful but not compulsory.

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

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

Suggested Reading or Extension Activities

Curriculum Content Half Term 1 and 2 (Aug – Dec)

Stage Combat In Year 9 we give the students a wide range of theatrical style and skills that can be transferred to their studies at IGCSE, should they choose to take the subject further. Starting the year with Stage Combat teaches the students to structure their work carefully and ensures that they adopt a disciplined and yet creative approach to the creation of devised theatre. The work teaches the skills and theory behind the techniques and then looks at the building of tension within a scene. Later in the term, we look at the work of leading theatre company, Frantic Assembly (who worked with students at our school 2 years ago) and how they use physical theatre to take Stage Combat to an exciting new level.

Half Term 3 and 4 (Jan – Apr)

Stanislavski and the Theatre of Naturalism Stanislavski is the forefather of Naturalistic Theatre, a style of performance that seeks to imitate real life on the stage and the most dominant style of acting still being used today. This term, students learn the techniques that he himself employed in his actor training and then use these to create a piece of theatre using a script

Read the BBC Bitesize website article on Stanislavski

Summer Term (Apr – June)

Theatre of the Absurd In complete contrast to the work that the Year 9s have studied prior to this, this term sees them comes to grips with a style of theatre that is both challenging and highly expressive. This scheme of work also enables the students to pick apart their knowledge of theatre that has been learnt from the previous 3 years, focusing on structure, dialogue, physicality, pace and rhythm. The results are invariably either hugely amusing or deeply moving for the audience.

Samuel Beckett- A Beginner’s Guide- Steve Coots

Read ‘Swashbuckling – the art of Stage Combat’ by Richard Lane

Read this online article explaining how to play Samuel Beckett: http://www.bbc.com/news/av/entertainmentarts-22470034/not-i-lisa-dwan-explainsbeckett-s-play-backstage

Examples of homework tasks

Line learning and research tasks

Assessment tasks, methods and frequency Equipment that students need

Performances and rehearsals assessed each half term

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

Reading aloud any lines that need to be learnt

Who can I contact?

Head of Drama Teachers of Y9 Drama

No extra equipment required

The BBC Bitesize drama website Whole School Production, Arts Festival Performances Mr Pierson Please consult the Parent Portal to find the name of your child’s Drama teacher

DANCE In Year 9 we extend the concept of choreography, through practical and theoretical tasks. There is a focus on the skills and vocabulary needed for students who choose to take GCSE Dance in Year 10. 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)

Students will learn about using dance as a method of keeping fit and maintaining a healthy lifestyle. Workbook tasks will focus on anatomy and physiology of fitness. They will learn about good nutrition, as well as health and safety relevant to dance, such as basic first aid.

Departmental handouts, DVD’s, power points, books, etc. Attending professional pieces in theatres.

Half Term 2 (Nov – Dec)

Students will watch and analyse an excerpt from Matthew Bourne’s Nutcracker, based on the concept of Characterisation. They will perform a class dance, based on the excerpt, in the theatre, with students devising their own Sweetie, which incorporates the taught motif, as well as selecting appropriate ASDR. They will also be devising and incorporating theatre arts (costume and lighting) and demonstrating performance qualities.

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

Half Term 3 (Jan – Feb)

The basic method and history of contact improvisation is taught. Students will play ‘games’ exploring the taking and sharing of weight, focusing on how to lift and balance correctly. In pairs students will explore how to manipulate their partner using various actions – pushing, pulling, lifting, leaning. Contact improvisation duets will be created using still images a stimulus.

YouTube tutorials. Rehearsing dances in the studio out with class time. Sending in recordings for feedback out with class time.

Half Term 4 (Feb – Apr)

This half term will introduce students to the work of Christopher Bruce, a famous choreographer. Students will learn how dance can be used to get an important message across to audience, in this case the plight of a prisoner of conscience. Written tasks will focus on students understanding of how these help us to understand what the choreographer is try to convey.

Reading online about the work of amnesty international and the plight of prisoners of war will help students to better engage with the topic.

Summer Term (Apr – June)

This half term draws upon the work done in the previous terms, as students are required to use Swansong as a stimulus for a trio piece of choreography. The Students’ dance should demonstrate a sound knowledge and understanding of the basic principles of choreography, use of contact and characterisation, whilst clearly conveying their theme to the audience. Students will select their own theatre arts (music and costume) for the final performance.

Rehearsing dances in the studio outside of class time. Watching Swansong on YouTube for further inspiration.

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

Researching stimuli, developing motifs, planning and choreographing dances, watching youtube links, answering online quizzes. Practical assessments, once a half term. End of year exam. Leotard and leggings or PE kit. Workbooks.

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?

Mrs Taylor Teachers of Y9 Dance

Head of Department Please consult the Parent Portal to find the name of your child’s PSD 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.

Suggested Reading or Extension Activities

Curriculum Content Half Term 1 (Aug – Oct)

Relationships. How can I live well with others? Students will begin an RSE program (Relationships and Sex Education), during which they will learn about the following concepts: attraction and ‘crushes’; sexuality; gender identity; consent and the law; delay and sexual relationships; contraception; pregnancy; an introduction to STIs and STDs. Students will also complete a Bullying Awareness program and consider the issue of sexual bullying. They will reflect on how we can reduce bullying behaviour.

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

Risk. Should I take risks? Students will complete their learning of RSE topics. Students will also begin a Drugs Education program. They will learn facts about the dangers and risks of smoking tobacco and the use of e-cigarettes.

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

Organisation. How can we organise ourselves? Students will learn about the following areas of organisational skills: time management; concentration; dealing with distractions from social media. They will learn techniques for improving their organisation in these areas of their lives. Global Citizenship. What is my place in the world? Students will then begin an introduction to Careers Education and will receive IGCSE options guidance. They will learn how to evaluate sources of information and how to be aware of bias. They will also learn how to link IGSCE choices to possible career paths and future IB options. Resilience. What is the importance of resilience? Students will consider how to develop resilience to academic failure, setbacks, and criticism. They will be taught how to develop a growth mindset.

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 consider why our wellbeing is important and will learn about longevity, vitality, and emotional and physical wellbeing. They will learn information about negative emotions and practice techniques for dealing with these as well as learning how to relax effectively.

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

The students’ homework timetable does not include PSD. Students are given verbal feedback on their contributions to discussions and positive participation. Provided by the school.

Parents / guardians can help their child by: Useful websites

Parents should also encourage their son or daughter 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.

Co curricular activities

Who can I contact?

Mr Carter Stead Teachers of Y9 PSD

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

前言我们很荣幸能为您介绍本校中学部所提供具雄心与前瞻性的学术教育，本校的教育立基于优良的专业知识和热情。我们深信本校的课程、多样化的才艺课，以及突出的教牧关怀，将会是学生成为独立、充满求知欲青年的最佳平台。

本校富有学术挑战与支持的课程将使所有中学生成长茁壮，不管他们正处于哪个教育阶段、选择了哪个教育轨道。英国北伦敦国际学校济州分校的学生都是聪明、充满抱负的青年，在毕业后多为世界知名、有声望的大学录取。我们的教育核心价值在于提供大量机会协助学生发现自己的专业趣向、学术方向，并建立学生对于学术科目的兴趣与热情。我们的教师皆是各领域的专家，能与学生分享追求知识的热情。本校的课程活泼且多样化，课室气氛轻松、开放且目标明确。我们鼓励学生大胆实践，勇于加入讨论、报告和辩论。这份课程简介将为您提供英国北伦敦国际学校济州分校将为贵子弟所提供的课程科目和相关信息，以及导引您在课后能如何为贵子弟的学习提供相关帮助。

九年级我们的课程皆以 40 分钟为每天的教学单位，九年级学生应接受的科目和各科目每周教学时数如下：   

英国语言与文学(8) 数学(6) 生物(2)

   

化学(2) 物理(2) 中文或韩文二语课程(3)* 韩国语(3)

  

韩国历史(1) 计算机科学(1) 第二语言选修***(3)

   

地理(2) 历史(2) 体育(2) 艺术与设计(2)

   

音乐(1) 戏剧(1) 舞蹈(1) 个人与社会发展(1)

* 提供给中文或英文为第一语言之学生 ** 九年级的学生应该选择拉丁文、中文普通话、法文或西班牙文作为第二语言。若学生需要额外的英语协助，该课程将会由英语专科教师任教。

我们的目标 1. 以英国北伦敦国际学校的传统、精神与实践行动为基础，提供杰出教育体验。 2. 提供具前瞻性的学术教育，让每位学生都能发挥其天赋。 3. 拥有一群将学生放在第一位且能够激发学生对于学习各科目热情与热诚的教师。 4. 使学生都能认识到何为卓越的学术，并将其视为可达到的目标。 5. 创造一个能够培育各式各样人才的家。 6. 培育一个师生、生生关系融洽、能够包容不同年龄、文化与背景的温暖群体。 7. 鼓励所有学生接受挑战、尝试新事物，拥抱不同的教育挑战。 8. 发展外向、具国际观，且重视承诺与奉献的年轻人社群。

课程九年级

英国语言与文学英语部的目标是让学生爱上英国文学与语文。在英国北伦敦国际学校济州分校中，九年级是一个学习文学的重要阶段；我们鼓励学生发展对于文学与英语的热爱与热情，并以富创意和参与性的方式融会贯通本领域中的重要技能。

课程内容

推荐书单或延伸活动

第一半学期（八月到十月）

类型小说：苍蝇王/ 人鼠之间在本学期，我们将探讨“作者如何透过小说和非小说文本回应特定事件”这核心问题。本单元的讨论主题包括： - 本小说的核心角色为谁？为什么？ - 在本小说中共有哪种角色？我们可以认出哪些？ - 作者如何描述角色们和故事设定？

搜寻以下相关领域的讯息将有助于理解本单元之主题：  第二次世界大战与原子时代的起始  50 年代与冷战  《珊瑚岛》-作为对比  威廉．戈尔丁自传

第二半学期（十一月至十二月）

当代戏剧在本半学期中，我们将透过探讨《玻璃侦探》学习当代戏剧，本剧作与第一次世界大战和大战对于国家精神所带来的影响

创作一篇短剧以强化学习.

第三半学期（一月至二月）

哥特小说本学期，我们将学习语言和文字是如何被组织成一本小说，以及文字和哥特小说之间的关系。我们也将在本学期研究作者是如何创造情境、悬疑感和“红鲱鱼”。

创作一篇仿照哥特小说或侦探小说风格的文章，以呼应你的课堂所学

第四半学期（二月至四月）

莎士比亚计划莎士比亚是如何透过人物塑造、情节设定和语言使剧作变得生动有趣。在本学期中，你将学习包括《马克白》和《第十二夜》等剧作。

解释主题是如何被传达给观众的。在莎士比亚的剧作中，象征的功能为何，以及其对情节的影响和关系为何？

夏季学期（四月至六月）

莎士比亚计划学生将学习如何运用他们于本学年中所练习过的写作技巧，以完成不同类型的写作任务，包括：劝说文、议论文和叙述文。

阅读一本课外的莎士比亚剧作，以及分析主题在剧作中的发展方式。

功课任务范例评量题型、方式与时间所需教具

我们将阅读文本作为回家功课，学生应该同时完成阅读计划表。这个功课有利于之后的师生讨论活动以及阅读心得写作。持续记录其“学习历程档案”，每半学期将评分一次；以及每半学期一次的定期评量。铅笔盒、作业本、小说

父母/监护者能提供之协助实用网路资源相关活动

与贵子弟谈论他们正在阅读的小说。我们也鼓励您与孩子一起阅读、讨论该小说。 poetry.org

联络人

英文部主任七年级英文教师

《岛屿者》（哈尔多尔•拉克斯内斯传记）、创意写作、诵诗比试吉・荷尔(G Hall)先生请于家长网站找到贵子弟英文教师的名字

数学本部门致力于将数学融入日常生活中，并以真实世界的情境建立教学框架。许多人误以为数学是一个不间断地练习教科书题目的过程，这应该是因为他们并未接触过这种可以让他们能重新检视周遭环境并以数学模式重塑其感知的教学方式。

课程内容

推荐书单或延伸活动

代数一在九年级课程中，学习焦点将放在能够协助学生准备十一年级末国际中学教育普通证书考试的基本主题。在第一学期中，将分别介绍代数与三角函数相关主题。当学生正在学习如何解二次方程式时，学生将延伸学习线性图和线性方程式。他们将运用重组、因子分解和操作代数表达式的知识，以解代数分式、二次方程式和其他非线性方程式。学生将学习如何分辨方程式与线性图之间的关系与连结属性。

“延伸二次方程式分数”练习 www.myimaths.com

第二半学期（十一月至十二月）第三半学期（一月至二月）

几何一以八年级所学之直角三角形三角函数为基础，九年级学生将继续将三角函数规则应用于更复杂的问题中，包括方位角、三维与非直角三角形。

《数学调查第三册》（非正式译名），蓝道尔．索华尼着，有许多几何相关的活动

统计一在本半学期，我们将学习统计，并运用数学来分析、形塑我们周遭的环境。学生将找出资料挑战的组合、处理和诠释，我们将在课堂中运用许多时间学习、钻研这个主题，因为这些技巧和技能对于其他科目来说也相当重要。

我们鼓励学生将 www.myimaths.com 上的任务活动作为延伸练习

第四半学期（二月至四月）

统计二在本学期中学生将学习进阶的统计主题。他们将发展并了解次数密度，以及其与直方图之间的关系，本主题是往后 IB 课程中概率密度函数的重要先备知识。此外，学生也将进一步学习散布图，分析与证明其关联性。

《数学世界漫游记》，艾利克斯•贝洛斯着

夏季学期（四月至六月）

代数二本半学期的学习重点为三维图形。将三围的几何问题概念化和视觉化具挑战性，但是对学生来说是必要的，特别是将选读 IB 进阶课程的学生。

学生可以试试 www.myimaths.com 上的” 微积分于应用真实生活中的八种方式“

第一半学期（八月到十月）

伊恩•斯图尔特, 马丁•加德纳和艾利克斯• 贝洛斯之著作《数学万花筒(2)──五彩缤纷的数学问题及知识》，伊恩•斯图尔特着

九年级的学生也可以试着完成 myimaths.c om 上的独立概率延伸活动

功课任务范例评量题型、方式与时间

调查研究、线上学习单、课堂报告、解题之成果简报

所需教具

除了基本文具外，学生应该自备计算机、一副罗盘、量角器和尺

父母/监护者能提供之协助

我们相信在此学习阶段中，不管学生目前学习水平的为何，对他们来说最重要的就是父母的鼓励与理解。

实用网路资源相关活动

www.myimath.com, www.bbcbitesize.com 课程辅助活动竞赛- 以准备国际竞赛为目标课程辅助活动友谊赛- 与其他姐妹校所进行之竞赛

联络人

数学部主任

肯尼迪(Kennedy)先生

九年级数学教师

请于家长网站找到贵子弟数学教师的名字

学生在本学年中将接受六次定期评量，其中三次是六十分钟的考试，另外三次则是书面作业。

生物生物部的目标是希望培养我们的学生对于生物科学的爱。我们希望能够提升学生反思与批判思考的能力，并以培养学生成为充满热情、独立的生物学家为最终目标。第一半学期（八月到十月）

课程内容

推荐书单或延伸活动

在本半学期中，我们将探索“有机体的特性、分类方式与组织”。

在生物课上，我们将 Moodle(学习管理平台)网站作为延伸学习平台使用，我们将在 Moodle 上上传延伸的活动和学术文章。

学生将先从学习基本概念开始，包括：何为生命、观察当今生物的多样性。接下来的主题则是细胞生物学，多细胞生物功用之介绍，以及为何“表面积体积比” (surface-areato-volume-ratios)是生物设计的基石。

朗文生物学书- 第一章 Moodle- 请在网站上搜寻本章节相关的任务，以及和“细胞与生命过程”相关之文章

第二半学期（十一月至十二月）

本半学期，我们将探索进出细胞的运动和“生物学分子”。学生们将认识细胞运输物质的方法，且开始学习使用实务设备和设计实验。其他本半学期所涵盖的主题还有基础生物学分子；水、醣类、蛋白质、脂肪和脱氧核糖核酸(DNA)，以及这些成份对生命有机体如此重要。

第三半学期（一月至二月）

在本半学期，我们将学习“呼吸作用”；学生将学习关于细胞呼吸作用的基础概念，包括：有氧与无氧呼吸作用。本学期较具挑战性的内容在于尝试连结呼吸作用的过程与细胞、多细胞有机体运动的方式。这是一个特别具实作性质的一个主题，且在本半学期的课堂中，学生将完成许多实验。

第四半学期（二月至四月）

夏季学期（四月至六月）

朗文生物学书- 第二章 Moodle- 请见与本章节相关的活动，以及与“分子、酶、渗透作用和主动运输”相关之文章朗文生物学书- 第三章 Moodle- 检视呼吸作用的部分，找出相关的延伸活动与文章教科书《国际中学教育普通证书生物全书》（非正式译名）：阅读与呼吸作用相关的章节

课程将进入人类生物学与人体的气体交换相关主题。我们将研究肺部的构造与功用。接下来是年度考试，以及一次机会让学生修改主题，特别是有机体的分类。

研究与肺部结构、构造和作用，以及有机体的分类相关的主题

功课任务范例

完成课本上的问题、整理之前所学的短文、阅读特定文章、实验之评论文

评量题型、方式与时间

于学生生物科学学习计划上所列之定期考试，学生将在本学年初拿到这份计划

所需教具

笔、铅笔、尺、计算机

父母/监护者能提供之协助

确定学生定期且大量地阅读，尤其是指定教科书。学校的“奥立佛”网站是一个取得学习资源的最佳管道，如：不列颠百科全书、《飞利浦艾伦杂志》（生物科学评论）（非正式译名）

实用网路资源

所有列于学校图书馆网站的连结，Moodle 平台

相关活动

生物社群

联络人

生物部主任

匹查德(Pritchard)小姐

九年级生物教师

请于家长网站找到贵子弟生物教师的名字

化學化学部旨在培养充满热情、专业知识、极佳研究与实验技能的化学家。我们的目标不仅是灌输重要的概念与技能，更是让学生能够将其知识运用于不同的情境和真实世界中。

课程内容

推荐书单或延伸活动

第一半学期（八月到十月）

化学导论－粒子理论物态－加热和冷却曲线，杂质效应元素、化合物和混合物扩散与布朗运动净化物质－分离技术、蒸馏、色谱、滗析

《剑桥国际中学教育普通证书化学课程》（非正式译名） 29 页到 42 页 YouTube 网站－关于许多重要概念和实验技巧的教学影片。影片将透过谷歌教室系统分享延伸阅读：《化学（科学实验）》（非正式译名），安朵奈拉．梅安妮着（非正式译名）

第二半学期（十一月至十二月）

气体测试－实验技巧搜集气体的方法实验氨、氧、二氧化碳、氯、氢，以水干燥气体的方法

《剑桥国际中学教育普通证书化学课程》（非正式译名） 344 页到 346 页 YouTube 网站－关于许多重要概念和实验技巧的教学影片。影片将透过谷歌教室系统分享

第三半学期（一月至二月）

空气与水大气的组成气体分馏以及其产物之用途污染物及其影响水循环工业废水净化

《剑桥国际中学教育普通证书化学课程》（非正式译名）第一章 YouTube 网站－关于许多重要概念和实验技巧的教学影片。影片将透过谷歌教室系统分享

第四半学期（二月至四月）

原子结构原子与分子半原子结构原子的结构相对原子质量同位素放射性同位素的应用

《剑桥国际中学教育普通证书化学课程》（非正式译名） 43 页到 55 页 YouTube 网站－关于许多重要概念和实验技巧的教学影片。影片将透过谷歌教室系统分享延伸阅读：《周期表上的魔术师：92 个化学元素变变变》，阿德里安．丁格尔着

夏季学期（四月至六月）

物理与化学变化化学符号书写配平化学方程式书写分解反应中和反应位移反应燃烧反应沉淀反应

《剑桥国际中学教育普通证书化学课程》（非正式译名） 106 页到 115 页 YouTube 网站－关于许多重要概念和实验技巧的教学影片。影片将透过谷歌教室系统分享延伸阅读：《国家地理酷科学：化学学了没：来场轰轰烈烈的化学反应吧！》，丹．格林着、赛门‧贝舍绘

功课任务范例评量题型、方式与时间

测验应用技巧的问题、实验报告、拓展写作、阅读与预习摘要、报告

所需教具

《剑桥国际中学教育普通证书化学课程》（由校方提供）笔、铅笔、尺、计算机

父母/监护者能提供之协助

鼓励学生于课外时间多阅读课本，同时做笔记。

实用网路资源

BBC 剑桥国际中学教育普通证书 Bitesize 学习网站简单科学网站布朗博士网站

相关活动

统一评量－例如：实验报告、读写任务式测验，每个主题一次。年终测验将于夏季学期进行－申论题。范围涵盖本学年度于测验前所学之主题。

联络人

化学部主任

柯提斯(Curtis)先生

九年级化学教师

请于家长网站找到贵子弟化学教师的名字

物理九年级是剑桥国际中学教育普通证书物理课程的开始，本课程的标准是希望学生能够实际应用、正确地描述、解释物理现象，并能够相关科学主题发表意见、报告。

第一半学期（八月到十月）

课程内容

推荐书单或延伸活动

在本半学期，我们将向学生介绍剑桥国际中学教育普通证书物理课程，并学习以下内容：

波普尔所着的《剑桥国际中学教育普通证书物理教科书》（非正式译名）适用于所有的主题

测量。使用基本的物理实验室设备，瞬时与平均量。动力。计算速度、距离与时间的关系，并透过图像和不同的实验观察这三者的关系。标量与向量。简单的向量计算。

第二半学期（十一月至十二月）

在本半学期，我们学习：

第三半学期（一月至二月）

在本学期，教学重点是牛顿运动定律，我们将学习应用这三个运动定律；平衡与不平衡力，终端速度与降落伞运动

阅读《科学入门》系列调查研究“第三运动定律”如何应用于航空工业中

第四半学期（二月至四月）

在第四半学期中，我们将研究“虎克定律”，包括其概念及其应用。我们也将研究 ”密度”，包括规则和不规则物体的密度，以及“质心”和稳定度。

调查研究“质心”如何应用在工业设计

夏季学期（四月至六月）

在本半学期，我们将学习“力矩”，同时也将学习(力矩的) 平衡，转动效果与矩的计算

根据网上的计划制作一个简易气压计

阅读《可怕的科学:力的惊险故事》

加速。我们将连结速度与加速的知识，并且开始学习“力学；质量与重量”和平衡、不平衡力

功课任务范例评量题型、方式与时间

实物实验的评论文、图表、预习阅读、学习单

所需教具

计算机、尺、笔和铅笔

父母/监护者能提供之协助

检查功课是否整齐，并确认是否携带正确的器材到学校

实用网路资源

Physicsclassroom.com 网站 passmyexams.co.uk 网站 PhET: 自由的线上物理、化学、生物、地球科学及数学仿真程序可汗学院

原则上将会在每个主题结束之后以测验的方式进行评量，但是也会透过实务操作的方式评量，大约每个半学期会有一次评量

相关活动

基本文具与练习本

中文书法社、剪纸社、中文杂志编辑社

网站

联络人

中文部主任

刘女士

九年级中文教师

请于家长网站找到贵子弟中文教师的名字

中文普通话在中文课上，我们专注于提高学生的中文听说读写技能，使用拼音系统和简体字。学生将学会如何更有自信、独立且具创意地以口语或文字的方式表达自己的看法。身处国际学校的环境，我们也将发现、比较中文与学生的母语、英文之间的相同、相异之处。

课程内容

推荐书单或延伸活动

第一半学期（八月到十月）

亲戚/ 外表/ 看医生能够以中文描述其亲戚以及外表在不同季节容易生的病，以及在看医生时要如何与医生沟通

九年级的学生可以试试此系列的影片，以更了解这些主题 https://www.youtube.com/ watch?v=63l48RwRqyg

第二半学期（十一月至十二月）

季节/ 学校/ 文具学生将学习和描述四个不同的季节，以及在不同季节所从事的活动学校生活、学校的设备与文具，比较不同的学校

第三半学期（一月至二月）

市场/ 到饭馆吃饭讨论饭馆的食物，以及如何在不同的饭馆点餐

第四半学期（二月至四月）

我的社区/ 问路/ 邻居国内外的居住环境，在外国怎么问路不同地区人们的生活方式

夏季学期（四月至六月）

整合本学年所学过的主题，并进行不同的口说、写作和阅读练习活动

功课任务范例评量题型、方式与时间所需教具

造句/ 短文/ 学习单/ 阅读文本/ 设计对话/ 唱中文歌

父母/监护者能提供之协助实用网路资源

确定孩子经常阅读中文、书写中文

相关活动

中文书法社、剪纸社、中文杂志编辑社

联络人

中文部主任

刘女士

九年级中文教师

请于家长网站找到贵子弟中文教师的名字

每单元中与每单元结束皆有测验，加上期末考试基本文具与练习本

https://www.youtube.com/watch?v=iyUX2toWaOo www.ehanzi.com http://www.archchinese.com

韩国语 9 학년 국어과목은 중등 교과서 4,5,6 권을 학습하는 과정으로 구성되어 있습니다. 노문숙 천재 교과서를 바탕으로 말하기, 읽기, 쓰기, 문법의 각영역을 포함하여 NLCSJEJU 의 학기 구성에 맞게 재편성하였습니다.

第一半学期（八月到十月）

课程内容

推荐书单或延伸活动

문법

- 지속적인 독서 교육을 위한 독서 추천 도서 안내 - 독서후 감상문 양식 배부

교과서 4 : 국어의 어문규범과 문장 구조 교과서 5: 우리말의 문법 요소 교과서 6: 한글의 세계

교과서 4: 문학의 다양한 해석 교과서 4: 문학의 창작 의도

교과서 5: 시와 성찰 교과서 5: 삶이 담긴 노래 교과서 5: 소설을 읽는 보람 교과서 5: 삶이 담긴 이야기

- 소설 작품의 이해를 위한 이론적 배경 지식 - 단편 소설 읽기(중학생이 읽어야 할 우리 소설) - 이야기 이어쓰기 ( 첫 소설 쓰기)

교과서 6: 문학의 표현

- 묘사하는 글쓰기

문학

第二半学期（十一月至十二月）

문학

第三半学期（一月至二月）

논술

第四半学期（二月至四月）

夏季学期（四月至六月）

국어 4: 강연과 의견 국어 4: 주장하는 글 읽기

국어 5: 마음 열고 토론하기 국어 5: 주장하는 글쓰기 국어 5: 읽기의 가치

- 논리 읽기 논리 쓰기 - 강연하기

읽기와 쓰기 -

시화 그리기 패러디 시쓰기

- 논리 읽기 논리 쓰기

국어 4: 글의 표현방식 국어 4: 건의 하는 글쓰기 국어 6: 담화와 맥락 국어 6: 협상하기

- 주장하는 글쓰기

자서전과 광고 - 국어 6: 읽기의 과정과 원리 - 국어 5: 글에 담긴 삶 - 국어 4: 영상으로 만드는 이야기 - 국어 6: 광고와 설득

- 요약하기 - 자서전 쓰기

- 자신을 광고하는 영상 만들기

功课任务范例

독후감 쓰기, 글 쓰기 준비 마인드맵 하기, 교사에게 첨삭 받은 글 고쳐쓰기

评量题型、方式与时间所需教具

문법 형성평가, 모방시쓰기, 이야기 이어쓰기, 개인 강연

父母/监护者能提供之协助

글씨를 바르게 쓸 수 있도록 글자체와 띄어 쓰기 맞춤법을 점검해 주세요. 즐거운 독서 습관을 갖도록 학생의 흥미에 맞는 책읽기를 권장해 주세요.

实用网路资源

팟캐스트의 독서 부분에 책 읽어 주는 사이트가 다양하게 있습니다.

相关活动

한국사 방과후 활동, 한국의 정치와 경제 학술 동아리

联络人

한국어과 부장

박미선 Mrs Park

한국어과 부부장

허미리 Ms Heo

수업 교재 ( 프린트된 교과서와 학습지), 공책

韩国语 9 학년은 외세의 침략을 극복해내는 조선 중기의 얘기부터 부터 조선 후기의 조선 사회가 변화하는 모습까지의 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.

第一半学期（八月到十月）第二半学期（十一月至十二月）

课程内容

推荐书单或延伸活动

조선 중기, 외세의 침략과 극복 3. 임진왜란 4. 호란

- 선조 인물평 에세이 쓰기 - 광해군의 중립외교 논평하기 - 호란 역사 신문 만들기 - 주화파와 척화파 인스타그램 만들기

조선 후기의 정치와 제도의 변화 3. 조선 후기의 정치

- 환국의 과정에 대한 연극 발표 - 영조와 정조의 탕평책 비교 연구

第三半学期（一月至二月）

第四半学期（二月至四月）

夏季学期（四月至六月）

근대 사회를 향한 움직임 3. 4.

所需教具

父母/监护者能提供之协助

联络人

- 세도 정치에 저항하는 격문 만들기

- 일제 식민사관 반박 에세이 작성하기 : 조선 후기의 경제적 변화와 연결하여

조선 후기의 경제적 변화 조선 후기의 사회적 변동

조선 후기에 불어온 새 경향 3. 실학의 등장 4. 서민 문화의 형성

评量题型、方式与时间

相关活动

- 영조와 정조의 정책 홍보 책자 만들기

조선 후기의 정치와 제도의 변화 3. 양난 이후의 제도의 변화 4. 세도 정치에 대한 비판과 저항

功课任务范例

实用网路资源

영조와 정조의 탕평책

- 조선 후기의 변화 모습을 반영한 연극 대본 만들기(김홍도와 신윤복의 그림을 모티브로)

역사적 사건 및 역사적 인물에 대한 내용을 중심으로 역사에 대한 관심을 계속해서 가질 수 있도록 지지가 필요합니다. 가장 쉽게는 TV 프로그램이라든지 역사 소설, 사극 등도 한국사에 대한 관심을 갖게 하는 데 가장 좋은 유인기재가 되기도 합니다. 네이버 지식백과의 한국 역사/문화 카테고리 : http://terms.naver.com/list.nhn?cid=42919&categoryId=42919 역사신문만들기, Korean History Webtoon

김연하 선생님

Ms Y Kim

김진희 선생님

Mrs JH Kim

计算机科学计算机科学部的目标是发展学生概念式思考的能力、解决问题的技巧。我们教导学生组成电脑系统的部件、这些部件之间的相互关系，以及学习利用程式语言解决生活中的问题之技能。

课程内容

推荐书单或延伸活动

概念式思考学生们将学习逻辑门及其用途。他们将会深入了解与概念式思维有关的算法，如：搜寻与分类。学生将会运用逻辑推理来分析替代算法是否适用于解决同一问题。

第二半学期（十一月至十二月）

在本半学期中，我们将学习数据的不同类型（包括文字、声音和图像），以及这些类将如何以数码化的方式呈现与处理。学生将探索不同类型的译码问题，也将独自使用 Processing IDE. (译码程式)创造一个简单的应用程式。

使用 http://happycoding.io /tutorials/java/processin g-in-java 网站以增加你的 Java 编程能力。

第三半学期（一月至二月）

探索数据库学生将认识更多进阶数据库和学习其设计与运作方式。作为计划的一部份，学生将运用 SQL 数据库创造一个独立的应用程式。

利用下列网站提升你的 SQL 操作能力。 https://www.guru99.com/sqlitetutorial.html http://www.sqlitetutorial.net/

第四半学期（二月至四月）

独立研究课题在本半学期学生将完成一个研究课题，运用数据库开发一个存货控管系统。学生将学习使用及应用 PHP 和 SQL 编程语言。

研究物流与存货管理系统，思考以下问题：“要怎么让存货控管系统中变得更具创性？”

夏季学期（四月至六月）

学生将整合他们的网站设计技巧，运用 PHP 和 SQL 设计一个“动态”网站。在这过程中，学生将可以应用其使用 HTML、CSS、JavaScript、PHP 和 SQL 编写能力与经验。

搜集相关资料并回答下列问题：为什么我们需要这么多种编程语言？你觉得创造一种能应付所有编成需求的编程语言是可行的吗？

第一半学期（八月到十月）

计算机科学部的网站上也有许多与概念式思考相关的延伸课程

功课任务范例评量题型、方式与时间

课堂作业、报告、小型研究课题、Quizlets 和作业学生每个半学期末将接受测验、完成研究课题

所需教具

计算机科学部门将提供全部所需的设备

父母/监护者能提供之协助实用网路资源

确认贵子弟在闲暇时间注册使用线上课程以提升编程技巧 http://microbit.org/ www.tutorialspoint.com w3schools.com

相关活动

译码社、科技硬体 Bryant 项目、年度亚洲英基学校联盟译码挑战和机器人技术社

联络人

计算机科学部主任

桑(Singh)先生

九年级计算机科学教师

请于家长网站找到贵子弟计算机科学教师的名字

拉丁文身为拉丁文教师，我们的目标是培养学生对于古罗马世界、语言与文学的热情。透过学习拉丁文，我们希望学生能够具备语言能力、以批判性思考的方式分析资讯来源的能力，以及以灵活包容的态度接受与其不同的想法与习俗。我们的教学重点是培养将拉丁文正确地翻译成英文的能力。学生同时也会认识古罗马文化的不同面向，分析古罗马文化与当代文化的相同和相异之处。学生也将会学习与本学期主题相关的拉丁词汇。我们鼓励他们分析英文词汇与拉丁词汇之间的关联性。

推荐书单或延伸活动

课程内容第一半学期（八月到十月）

本课程将以《剑桥拉丁课程第一册》第九阶段至第十阶段的内容为本  语法：名词的与格、第一、第二人称复数动词的现在时态  重点主题：罗马浴、教育

第二半学期（十一月至十二月）

本课程将以《剑桥拉丁课程第一册》第十一阶段至第十二阶段的内容为本  语法包括：问问题、第一和第二人称复数动词的完成与未完成式  重点主题：维苏威火山喷发和庞贝城的撤离  关于欧洲语言之独立研究

第三半学期（一月至二月）

本课程将以《Procedite》第一章的内容为本  语法包括：离格，单数与复数  重点主题：在罗马帝国旅行  学习重点：拉丁文阅读、校内拉丁文阅读比赛

第四半学期（二月至四月）

本课程将以《Procedite》第二章的内容为本  语法包括：属格，单数与复数  重点主题：不列颠尼亚行省

夏季学期（四月至六月）

本课程将以《Procedite》第三章、第四章的内容为本  语法包括：介词、复合动词、不规则动词、不定式  重点主题：不列颠尼亚行省、评价资源

发展词汇、阅读古希腊和罗马神话、阅读或观赏“罗马秘闻”（学校图书馆藏）、阅读或观赏罗马庞贝城或是你有兴趣相关主题的书籍、纪录片、阅读或完成课程相关资源箱与图书馆中的相关信息和活动。

功课任务范例评量题型、方式与时间

学习生词、短篇段落翻译、理解问题、语言练习，例如：填空、翻译

所需教具

黑笔、红笔、蓝笔和绿笔，剪刀、胶水

父母/监护者能提供之协助

让你的孩子与你说一说他在拉丁文课上做了什么，鼓励他每周至少复习拉丁文生词十分钟。 http://www.cscp.educ.cam.ac.uk https://quizlet.com/

实用网路资源

课堂中的非正式评量；功课；生词、语法和翻译小考；年度测验

相关活动

联络人

地理部主任九年级地理教师

佛勒(Fowler)太太请于家长网站找到贵子弟地理教师的名字

历史历史是个动态、讲求实证、与过去积极互动的学科。同时也是一个探究、凭智力处事的学科，聚焦于关键的历史概念，包括：改变、因果和意义。学习历史将帮助学生建立对于过去的认识，并且建立对于人类与世界天性的了解。

推荐书单或延伸活动

课程内容第一半学期（八月到十月）

历史侦探学生将接受一个历史挑战，试着解开一个真实的‘“历史谜团”，过程中将会使用许多不同的第一手资料和他们的批判性思考能力。第一次世界大战时的生活是什么样子的？透过检视一个一次大战时士兵的生活，学生将会了解我们对于过去的认知是如何被形塑的。

第二半学期（十一月至十二月）第三半学期（一月至二月）第四半学期（二月至四月）夏季学期（四月至六月）

第一次世界大战时的生活是什么样子的？（续）透过检视一个一次大战时士兵的生活，学生将会了解我们对于过去的认知是如何被形塑的。同时学生也将建立“透视”ˇ此一历史概念。

利用历史部的 CCA。图书馆将会把一系列与各主题、单元相对应的文本置于展示架上。历史部的网站上也有对应各单元的延伸学习材料。

大屠杀透过一个二次大战纳粹占领欧洲时期的大屠杀个案研究，学生将学习“因果关系”此一历史概念。

民权运动透过一个二次战后的美国民权运动个案研究，学生们将思考“改变与延续”此历史概念。

探讨 1969 年人类登陆月球的重要性学生将完成一研究报告，并建立对于“意义”此历史概念的认识。在这个大型写作作业中，学生将培养重要的学术研究技巧、了解批判性思考的重要性。

功课任务范例评量题型、方式与时间所需教具

结构式研究、写作构思、阅读、研究计划、拓展写作、创意计划/设计每个单元结束时，将会有一个全年级标准统一的正式总结性评量（短文、寻源任务、大型计划、研究报告）。教师机会额外给于固定的形成性回馈，以帮助学生持续进步。一般文具与课本/ 学校所提供之资源。可供学生使用的电脑。

父母/监护者能提供之协助实用网路资源

在家与学生讨论学过的主题，确定学生广泛地阅读，特别是与历史有关的小说文本。

相关活动

历史小说阅读小组、获奖历史学家、高中历史社团

联络人

历史部主任九年级历史教师

nlcsjejuhistorian. com, activehistory . co. uk, YouTube 纪录片, 图书馆资料库

提普尼(Tipney)先生请于家长网站找到贵子弟历史教师的名字

体育英国北伦敦国际学校济州分校体育部的目标是提供学生不同的体育活动，以协助每位学生养成良好健康的长期生活习惯。

推荐书单或延伸活动

课程内容第一半学期（八月到十月）

游泳姿势  具备四种泳姿的正确技巧  能够安全且正确地完成、转换泳姿，并且有目标地提高游泳水平救生技巧  学习如何在帮助别人时顾全自己的安危，以及急救的程序

第二半学期（十一月至十二月）

排球  学习正式比赛规则、模拟在赛中应该如何安排战术  学习如何发球、传球给二传手、扣球，以及运用不同的技巧让比赛变得更精彩

第三半学期（一月至二月）

足球  理解传球、接球、抢球、进攻和防守的概念，并且能够实际应用这些技巧  认识且能够运用不同的比赛策略和战术，且应用于比赛中

第四半学期（二月至四月）

篮球  学习传球、运球等能够帮助他们与球队取得球权的技巧  练习不同的投篮技巧，并且相关知识应用于比赛中

夏季学期（四月至六月）

田径运动  认识何为”调整步调”，并且能在长距离赛跑中运用此技巧  掌握跳远、三级跳远、铅球与标枪投掷的基本技巧

观赏线上的“畅游”教学，以学习各种泳姿的技巧

观赏奥运会排球比赛决赛，分析比赛战术

阅读 4-4-2 足球杂志上的文章，或是《生活在火山口》（非正式译名），迈克尔•卡尔文着

分析 NBA 球员和教练在比赛中所使用的策略

阅读《阳光下的决斗》（非正式译名），约翰．布朗特着，认识顶尖运动员之间的紧张关系与竞争关系。

功课任务范例评量题型、方式与时间

每天愉快地从事体育活动或运动练习。

所需教具

英国北伦敦国际学校济州分校体育装备、白袜、运动鞋和其他特殊运动器材，例如：泳装、护腿、足球鞋等

父母/监护者能提供之协助实用网路资源

确定孩子有正确的运动装备，鼓励孩子每天运动、参加学校的 CCA 和 Bryant 运动项目。

相关活动

学生可以选择参加不同的运动 CCA

联络人

体育部主任

德马提诺(DeMartino)小姐

九年级体育教师

请于家长网站找到贵子弟体育教师的名字

持续地以每种运动为单位，透过同侪评量、师生讨论与模拟、形成性与总结性评量与比赛进行评量

无

艺术与设计在九年级，学生们将会巩固八年级时所学的内容，并进一步以全新和令人兴奋的方式继续学习艺术与设计。

推荐书单或延伸活动

课程内容第一半学期（八月到十月）

实验绘画  观察自然的第一手来源与第二首来源画作。  不同的绘画笔触、控制与自由绘画技巧、表现线条的媒介与材料、色调、负面与正面的要素和情绪。（湿的或干的媒介）  拼贴与湿媒介的颜色混合  设计技巧－从绘画过渡到设计  研究不同艺术家和不同文化的绘画技巧－（民族艺术）

第二半学期（十一月至十二月）

创造最终结果  学生将根据艺术家马克．鲍威尔的作品创作出属于他们自己的作品  以伯罗圆珠笔创作自画像。他们将再以本杰明．墨菲的作品为依据，将此作品转化为胶带画。

第三半学期（一月至二月）

纺织品设计与水彩  济州岛的风景画  将他们的画作转移成印花  以他们选择的设计进行染色与蜡染

第四半学期（二月至四月）

陶瓷单元  以卷绕、连接技巧创作一个陶瓷作品原型  学习如何从有机形式中取得灵感，并透过实作传递意义  了解研究的过程与目的  如何组织写生本，并在上头加上注解以记录创作过程、新学习的内容与新发现  上釉与评价作品

功课任务范例

阅读《构图》（非正式译名），阿图•韦斯利•道着

你可以试着在家创作胶带画（别忘了先取得家长同意！）

研究大卫．霍克尼、约瑟夫•玛罗德•威廉• 透纳、格温•约翰的画作

研究陶瓷创作的原始目的，以及其是如何成为艺术的一种形式的

评量题型、方式与时间

素描本上的艺术家研究、探索艺术家的作品并提出自己的看法。创作纪录、卷绕瓷器、蜡染与水彩创作技巧学生的创作与作业将会得到手写的回馈与成就分数，以及每个单元中、单元末的评量。

所需教具

颜料/ 铅笔/ 橡皮擦/ 削铅笔机/ 原子笔/ 尺，和其他艺术部提供的设备

父母/监护者能提供之协助

参观艺廊和展览。鼓励学生多浏览线上艺廊，阅读图书馆和家中的书籍。协助学生完成回家功课。

实用网路资源

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

相关活动

陶瓷、素描、时尚潮流

联络人

艺术部主任

柯宁根(Kennington)小姐

九年级艺术教师

请于家长网站找到贵子弟艺术教师的名字

音樂在九年级，我们将在探索不同音乐类型的实务面和理论面中获得极大的乐趣。除了已公布的教学内容外，我们也将会鼓励学生提升其表演、作曲和分析水平。

课程内容

推荐书单或延伸活动

极少主义在本半学期，我们将学习“极少主义的黄金时代”，包括极少主义对于音乐和当代生活的重要性。我们将会分析极简主义中最具代表性的作品，特别是斯蒂夫•莱奇的作品，学生们也将认识极简主义在日常生活中的影响层面。再进行此主题的同时，学生也将会创作他们自己的极简主义作品或电子舞曲。

听斯蒂夫•莱奇的“为了十八个音乐家所写的音乐”，并分析他如何在作品中体现极简主义的精神

第二半学期（十一月至十二月）

印度音乐与班格拉乐印度音乐是世界上最具创意的音乐类型之一，我们将会从拉维•香卡的音乐认识这类音乐。我们也将研究古典印度音乐是如何影响班格拉乐的。旋律与节奏上的即兴创作、音乐形式将会是我们的学习重点，同时我们也将分析为何印度文化在近几年越来越受欢迎。

研究印度音乐是如何影响二十世纪的当代音乐的

第三半学期（一月至二月）

爵士乐爵士乐不但本身就是个充满启发性的主题，同时也呼应了我们之前所学习过的印度音乐。我们将认识到二十世纪初诱使爵士音乐诞生的社会情形，并会把焦点放在迈尔斯•戴维斯和他的专辑“泛蓝调调”。

听迈尔斯•戴维斯的“酷派爵士的诞生”，并研究小号的弱音器是如何改变乐器的声音的。

第四半学期（二月至四月）

音乐的社会影响在音乐上和政治上，鲍勃•马利在七零年代末到八零年代初都是个重要且具影响力的代表人物。他独特的流行雷鬼风格凸显了种族色彩，并发扬光大了一个蕴含艺术与语言的文化。作为此单元的一部份，我们几学习如何演奏与演唱一些鲍勃•马利的作品，并创造属于我们的雷鬼作品。

研究并回答以下问题：“鲍勃•马利是个音乐家还是政治家？”

歌曲创作、歌剧与音乐剧本学期的学习重点在于享受与分析经典的歌剧作品和音乐剧作品。我们将学习这两类音乐的特点、突出的相似处与相异处，并探讨音乐剧为何成为最受欢迎的音乐类型之一。在本单元中，学生将试着演唱与演出一小段音乐剧的片段。

歌剧的剧本是时么？试着解释，并找出这个词背后的历史意义和情境。

第一半学期（八月到十月）

夏季学期（四月至六月）

在 Launchpad 软体使用与极简主义相关的电子舞曲技巧创作

使用延伸旋律创造一个不和谐的雷鬼作品。

为什么莫札特用意大利文创作歌剧，也用德文创作歌剧？

功课任务范例评量题型、方式与时间

编曲与音乐分析编曲、音乐分析与表演，每半学期一次

所需教具

携带乐器到课堂上是有助益的，不过非必要

父母/监护者能提供之协助实用网路资源

带孩子参与不同的音乐表演，参与音乐课程，对于不同的音乐类型抱持开放包容的心态

相关活动

Pitchfork.com: 优良的音乐剧评论网站 Jazzradio.com: 提供了许多不同类型的免费当代、古典爵士音乐不同的交响乐团、合奏乐队、乐团和音乐技术社团

联络人

音乐部主任

路科维奇(Ruskovich)小姐

九年级音乐教师

请于家长网站找到贵子弟音乐教师的名字

戏剧戏剧部希望让英国北伦敦国际学校济州分校的学生都能够具备国际中学教育普通证书所要求之戏剧相关知识，同时也提供学生一个能够有效率地以英语口语沟通的环境。我们的教学方法计划让每个学生都能以两人一组、小组或个人的方式有自信地表达自己，并能够有创意地与他人合作。

课程内容

推荐书单或延伸活动

第一半学期（八月到十月）第二半学期（十一月至十二月）

舞台竞赛在九年级，我们希望能够认识不同的剧场风格，同时也能够运用不同的剧场技巧，并且能将此技巧应用于他们的国际中学教育普通证书课程中，如果他们计划在未来继续选读此科目。在本学年的初始，我们将透过舞台竞赛的活动让学生了解课程架构，并确定他们能够以正确且有创意的方式来规划演出。在课程中，学生们将学习舞台技巧及背后的理论，并且观察每个舞台场景是如何被规划的。之后，我们将欣赏与研究杰出剧团的作品，潜行者舞蹈剧团（该剧团曾经在两年前与本校学生合作过），以及他们如何运用形体戏剧将舞台竞赛推往另一个令人惊叹的境界。

第三半学期（一月至二月）第四半学期（二月至四月）

斯坦尼斯拉夫斯基与剧场的自然主义斯坦尼斯拉夫斯基是剧场自然主义的先驱，一种寻求将真实生活呈现于舞台上的表演艺术风格，此风格同时也是现今最广为使用的一种表演风格。在本半学期，学生将学习投入演员训练的相关技巧，并且使用此技巧创作出一本演出剧本。

阅读 BBC Bitesize 网站上关于斯坦尼斯拉夫斯基的文章。

夏季学期（四月至六月）

荒谬的剧场和九年级学生之前所学的内容有相当大的差异，这个半学期所学的剧场风格对学生来说应该非常具有挑战力与吸引力。这类的作品让学生试着跳脱他们在过去三年所学的剧场知识，他们将观察作品的结构、对话、张力、步调与韵律。这个结果对观众来说将会非常具吸引力或是深深地为其所感动。

塞缪尔•贝克特- 初学者指南- 库斯

阅读《神气活现－舞台竞赛的艺术》（非正式译名），理查．莱恩着

阅读线上文章以理解如何演出赛谬尔．贝克特 http://www.bbc.com/news/av/entertain ment-arts-22470034/not-i-lisa-dwanexplains-beckett-s-play-backstage

功课任务范例评量题型、方式与时间

研读台词与研究任务每个半学期都会评量学生演出、预演的表现

所需教具

不需要额外的设备

父母/监护者能提供之协助实用网路资源

大声阅读指定的台词 BBC Bitesize 的戏剧网页

相关活动

全校的剧场表演、艺术季演出

联络人

戏剧部主任九年级戏剧教师

皮尔森(Pierson)先生请于家长网站找到贵子弟戏剧教师的名字

舞蹈在九年级，我们从实际及理论面着手，延伸编舞的概念。对于十年级要选读国际中学教育普通证书舞蹈课程的学生，教学重点将会着重于相关技巧及词汇上。在这个学年中，我们的课程包含专业舞蹈赏析、学生的舞蹈分析、编舞训练及单人和团体表演。

课程内容

推荐书单或延伸活动

第一半学期（八月到十月）

学生将会学习借由舞蹈保持体能及培养健康的生活方式。在与教科书相关的训练中，解剖学及如何从生物学观点出发来锻炼体能将会是学习重点。学生也会学习营养学及舞蹈相关的安全知识，例如：基础急救护理。

舞蹈部讲义、DVD、电脑简报、书本等。观赏专业舞蹈表演。

第二半学期（十一月至十二月）

学生会从人数设定的角度来观赏、分析马修伯恩的作品”胡桃夹子”的片段。学生将以此片段为基础表演一段群舞，在剧场中，学生们要设计自己的糖心。在设计过程中他们会运用到所学的主题、选择合适的 ASDR，并且设计、调和不同的剧场艺术技巧（服装和灯光）、控制表演的品质。

youtube 有完整的”胡桃夹子 “演出。利用课堂时间在舞蹈室排演舞蹈。

第三半学期（一月至二月）

我们将会教导学生即兴演出的基本方法及历史。学生会以游戏的方式探索及学习如何利用肢体接触正确地负重及维持平衡。学生将以两人一组的模式探索如何以不一样的动作支配伙伴，例如：推、拉、举、倾。两人接触即兴表演会静止的画面作为表演的主题。

youtube 教学影片。利用课堂时间在舞蹈室排演舞蹈。录制练习影片，并在课堂时间由老师及同学提出建议。

第四半学期（二月至四月）

这半学期课程会介绍编舞大师克里斯多夫布鲁斯的作品。学生将学习如何以舞蹈为形式向观众传递信息，以本学期讨论作品为例，他们将学习如何以舞蹈表达战俘困境的自觉。书面练习将以让学生了解如何用编舞传递讯息为学习主轴。

在网上研究关于国际特赦的知识及了解战俘的困境，以帮助学生更融入课题中。

夏季学期（四月至六月）

这半学期的教学内容以前三个学期的内容为基础，学生将把知识应用于实务中，以天鹅之歌为主题创造三人的编舞。学生们的舞蹈需要呈现扎实的知识基础及基本的编舞原则，运用接触及角色特征，清楚地传达他们的主题给观众。在期末表演时，学生可以选择他们自己的剧场艺术形式，包含音乐及服装。

在课堂外时间排演舞蹈。在 youtube 观赏天鹅之歌，以汲取更多灵感。

功课任务范例评量题型、方式与时间

寻找灵感，创造主题，规划及编舞，观看 youtube 连结，完成线上小测验每半学期进行术科评量，每年年底进行年度测验。

所需教具

紧身连衣裤或体育课装备。讲义。

父母/监护者能提供之协助实用网路资源

确认学生携带体育装备。带学生观赏现场舞蹈表演。确认学生准时完成并缴交功课。

相关活动

学校音乐剧，艺术周作品，舞蹈技巧，芭蕾，嘻哈

youtube

联络人泰勒(Taylor)太太

部主任

九年级舞蹈教师

请于家长网站找到贵子弟舞蹈教师的名字

个人与社交发展英国北伦敦国际学校济州分校个人与社交发展课程的重点在帮助学生建立个人态度及价值，教导学生终生受用的整套社交技巧，并且确认学生获得广泛的个人、社交相关议题的知识。本套课程的内容分为六大主题，每个主题包含一个关键讨论主题。每个年级的团体将以课程活动讨论重点主题，以在前一年学习的知识基础上更上一层楼。

课程内容

推荐书单或延伸活动

第一半学期（八月到十月）

人际关系。我如何能够与他人共处？学生从人际关系及性教育开始本学期的课程，内容包含：吸引与迷恋、性征、性别认同，同意与法律，适龄与性关系，避孕法，怀孕，性病简介。学生也会完成霸凌防治教育并认知到性霸凌的问题。霸凌防治教育会反射我们能如何降低霸凌行为。

第二半学期（十一月至十二月）

风险。我应该要冒险吗？学生在进入本阶段时会完成人际关系及性教育的课程。此时，学生会开始毒品防治教育，学习毒品的危险及吸食香烟的风险和电子香烟的使用。

第三半学期（一月至二月）

组织。我们如何能组织并规划自己？学生会学习如何在不同领与整理规划自己，包含时间规划、专注力、社群网站的诱惑。学生会学习技巧用以精进在不同领域规划自己的技巧。地球公民。我在地球村的角色为何？学生在本阶段会开始学习职涯教育并获得有关国际中学教育普通证书方面的指导。学生会学习评估资料来源并认知到可能带有的偏见。学生会开始将国际中学教育普通证书选项，并结合未来可能志业方向及国际文凭选项。

第四半学期（二月至四月）

抗压力。什么是抗压力的重要性？学生会学习如何培养抗压性来面对可能在学业上的挫败，挫折和批评。他们将陪养成长应有的心态。

夏季学期（四月至六月）

幸福感。幸福感的重要性？学生会学习幸福感的重要性，并了解长寿，生命力，身体及心绪的稳定的重要性。他们会学习到什么是负面情绪并练习应对的技巧及热和有效地放松

学生可以为每个个人与社交发展主题的讨论议题准备仔细、具创意和独到见解的回答。回答可以以不同的形式呈现，包括：短文、戏剧表演、音乐剧歌曲、影片日记、辩论演说、新闻或杂志文章、图像小说。

功课任务范例评量题型、方式与时间

个人与社交发展的功课并未列入学生的正规功课要求中根据他们在课堂的参与讨论和课堂活动的情形，将给予他们口头回馈

所需教具

学校提供

父母/监护者能提供之协助

我们鼓励家长多与他们的儿子或女儿讨论当前的议题，或是在阅读新闻后与孩子讨论相关议题

实用网路资源

心理与生理健康（英文）：https://www.nhs.uk/conditions/Pages/hub.aspx 情绪幸福（韩文）：http://www.hopeclick.or.kr/main/main.php

相关活动

不同的学生社群都与个人与社交发展具关联性，如：性别研究、国际关系、哲学、北韩难民、辩论与公共议题、赦免、经济社群。

联络人

个人与社交发展主任九年级个人与社交发展

请于家长网站找到贵子弟个人与社交发展教师的名字