Year 7 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 studentsâ&#x20AC;&#x2122; enjoyment and excitement about their subjects by providing opportunities for them to discover their own interests and passions. Our teachers are subject specialists, who share their own intellectual passion with the students. Lessons are lively and varied, and the classroom atmosphere is relaxed, open and purposeful. We encourage students to try out their ideas and to be actively involved in discussions, presentations and debates. We hope that this curriculum overview provides useful information regarding the subjects that your child will be taught whilst at NLCS Jeju and give you some guidance as to how you can support your childâ&#x20AC;&#x2122;s learning at home. Year 7 Our curriculum is taught in 40 minute periods per day and Year 7 are taught the following number of periods in each subject per week: English (8) Maths (6) Science (5) Mandarin (6)* Korean Language (4) Computer Science (2) Korean History (2) 2nd Language Choice* *(2) Geography (2) History (2) Physical Education (2) Music (1) Art (1) Drama (1) Dance (1) Personal, Social and Emotional Development (1) * For students with Mandarin as a First Language ** Year 7 students have the choice of Latin or Mandarin as a second language. If a student needs additional support for English acquisition, then this lesson will be spent with a specialist English teacher.

OUR AIMS 1.

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

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.

Half Term 1 (Aug – Oct)

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

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

Curriculum Content

Suggested Reading or Extension Activities

Autobiography: We study the concept of autobiography through “Boy” by Roald Dahl, “Chinese Cinderella” by Adeline Yen Mah and “The Diary of a Young Girl” by Anne Frank. We also answer questions in class such as; ‘What is an autobiography?’ ‘Who is this novel about and why?’ ‘What kinds of characters do we see here?’ and ‘Anyone we recognise?’ Modern Drama and Novels from History: A Christmas Carol by Charles Dickens: We study this classic novel and ask broader questions such as; ‘How did Dickens’ life influence his writing?’ and ‘How does ‘Dickens portray people in society? Poetry and Cultures: We study a selection of poetry from different cultures that leads to students to writing their own poems and exploring their own culture. Many broader questions will be explored such as; ‘What is Poetry? What is Culture? How do Poetry and Culture influence one another?

Research;

Travel Writing: We study a number of different texts that centre on travel writing and answer big question such as; Why would someone write about travel? What kinds of travel writing are there? Shakespeare project & Exam preparation: Students study ‘A Midsummer Night’s Dream’ and a collection of selected Shakespeare scenes and we will be discussing questions such as; ‘Who was William Shakespeare and why was he so important?’, ‘Is Shakeseare still important?’ and ‘How do I begin to understand Shakespeare?’

Roald Dahl, The Holocaust, China during WWII Further reading: “The Witches” by Roald Dahl and “The Boy in the Striped Pyjamas” by John Boyn Further reading: “Letters from Father Christmas” by J.R.R. Tolkein “What Christmas is as We Grow Older” by Charles Dickens Further reading: “Why Poetry” by Matthew Zapruder ‘Leaves of Grass” by Walt Whitman Extension activity: Read through poems on the poetry.org website and write a report on a poet whose work you enjoy. Further reading: Travel texts such as A Lonely planet guide or an article on the National Geographic website. Further reading: “Introducing Shakespeare: A Graphic Guide” by Nick Groom “Shakespeare on Toast” by Ben Crystal “1599: A Year in the Life of William Shakespeare” or “1606: Shakespeare and the year of Lear” by James Shapiro

Assessment tasks, methods and frequency Equipment that students need

We set reading for homework and students are expected to complete a reading log. This is supported by teacher-student discussions and ongoing written reflections. An ongoing ‘processfolio’ which is submitted and graded once per half-term and a series of timed assessments, which also occur once per half-term. Pencil case, exercise book, novel.

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

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

Who can I contact?

Head of English Teachers of Year 7 English

Examples of homework tasks

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

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

Curriculum Content

Suggested Reading or Extension Activities

Half Term 1 (Aug – Oct)

Geometry 1: This term's topics include those focused on shape and measurement providing many opportunities for practical, investigative work. Geometry 2: The students develop their understanding of ratios in the context of constructing and interpreting scale drawings and maps.

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

Half Term 2 (Nov – Dec)

Number 1: Group discussions will explore questions and tasks such as: ‘What would be an appropriate degree of accuracy in this case?’ ‘Demonstrate why these two fractional quantities are equivalent.’ Algebra 1: The students extend their knowledge and application of algebra to solve problems involving linear equations and graphs. Geometry 3: Students use their knowledge of rectangle and triangle area when solving parallelograms, trapeziums and other composite quadrilaterals. Algebra 2: The students are introduced to, and learn to apply, Pythagoras' Theorem. Number 1: Through solving area and side-length problems the students develop a familiarity with irrational numbers; square roots in particular. Statistics 1: The students explore theoretical probabilities and develop methods for listing possible outcomes. Geometry 4: Imagine plotting all the points that are a constant distance from a single point, what would the resulting plot look like? Such questions are presented to students and they learn how to precisely construct these and other loci using ruler and compasses. Statistics 2: The students develop an understanding of two-variable statistics: they plot and use scatter diagrams to identify and discuss any relationships between dependent sets of data.

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

Half Term 3 (Jan – Feb)

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

Skills they learn in this unit are particularly useful to extend their STEM projects. Pupils are encouraged to extend their own learning in these topics by completing tasks on www.myimaths.com. For example, they may like to try the ‘Equation Pairs’ task. The ‘Infographics’ CCA is an ideal way to develop students’ understanding of the uses and applications of number and statistics.

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

Examples of homework tasks Assessment tasks Equipment that students need

Investigations, online worksheets, creating presentations of their own work such as completion of practice problems and ‘Myimaths’ questions. Students will undertake six assessed tasks in the year at the end of their units. A calculator, a pair of compasses, a protractor and a ruler in addition to their regular equipment.

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

Support your child whilst they are working on their homework, encourage their pursuit of the extension taks above and then look for websites, books and articles to develop their interest. “artofproblemsolving.com” and ‘Numberphile’ is an outstanding youtube channel. Competitions CCA - Preparing for international competitions. Friendly competitions CCA - competing with NLCS sister schools around the world.

Who can I contact?

Head of Maths Teachers of Year 7 Maths

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

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

Half Term 1 (Aug – Oct)

Half Term 2 (Nov – Dec)

Curriculum Content

Suggested Reading or Extension Activities

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

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

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

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

Half Term 3 (Jan – Feb)

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

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

Half Term 4 (Feb – Apr)

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

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

Summer Term (Apr – June)

Geology: We investigate evidence and reach conclusions to develop an understanding of the structure of the Earth and explain the causes and effects of geological formations. Plankton: We use microscopes to investigate the building blocks of life, cells, and the core processes for living organisms. Reproduction: We develop an understanding of the reproductive cycle of plants and animals and the life cycle of organisms.

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

Examples of homework tasks

Reading; researching; reporting; preparing project presentations

Assessment tasks, methods and frequency

Assessments of experimental skills: measurements; data processing; graphical analysis; application of scientific concepts; explanations of phenomena. Assessments methods by: observations during practical experiments; written experiment reports; and research presentations. Assessments typically take 1-2 weeks at the end of a topic, once per half term. Graph paper, exercise book, pencil & eraser, ruler, protractor, compass, calculator, black, blue and red pens. Encouraging students to take an interest in Science and the world around them by reading scientific journals, magazines and books, and watching videos about Science. If parents feel comfortable with this suggestion: buy Science home practical kits and allow their children to experiment at home. BBC Bitesize, IFL Science (online magazine) Youtube channels: AsapSCIENCE; MinuteEarth; Science Shorts; Veritasium; NRK Viten; Freesciencelessons; Bozeman Science; Sixty Symbols and minutephysics. STEM CCA Junior Scientists Bryant

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

Who can I contact?

Coordinator of Science Teachers of Year 7 Science

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

KOREAN LANGUAGE Suggested Reading or Extension Activities

Curriculum Content Half Term 1 (Aug – Oct)

Junior school 에서 배웠던 국어 지식을 바탕으로 더욱 심화된

추가 활동: 좋아하는 문학 작품 소개하기,

국어 학습 과정을 경험하게 됩니다. 국어 교과에서 배울 수 있는

꿈 목록 만들기, 학급 규칙을 제안하는 글

다양한 장르를 소개하는 것에 초점이 맞춰져 있습니다. 주변에

쓰기, 관용표현을 몸으로 말해 맞추기

있는 다양한 자료를 활용하여

Half Term 2 (Nov – Dec)

Half Term 3 (Jan – Feb)

문학 수업을 처음 경험하는 학생들을 위해 캐릭터 바꿔 쓰기,

추가

활동:

이야기책

만들기,

동물

배경바꿔 쓰기 등 재미있는 활동 위주의 수업이 이루워지고

표정으로 이야기 만들기, 자신의 어록

있습니다. 글쓰기의 기본이 되는 글 조직방법, 내용 생성 방법,

만들기, 독서 습관을 점검하고 독서 계획

고쳐쓰기 등 세부적인 글쓰기 방법을

세우기

문화 향유 역량을 기르기 위해 다양한 문학 작품을 감상

학습의 자료를 특정한 갈래에 한정할

하면서 비유와 상징의 뜻과 그 효과를 학습할 것입니다. 그리고

필요는 없으며, 교과서에 수록된 작품

이를 바탕으로 자신의 생각이나 느낌을 표현해 볼 것입니다.

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

Half Term 4 (Feb – Apr)

여러 가지 요약하는 방법을 익히고, 글의 성격에 따라 요약하기

잡지나 신문, 인터넷 등 다양한 매체의 글

전략을 다르게 사용함으로써 글에서 중요한 정보를 선별해내는

이외에 요리법, 영화, 블로그 등

능력을 기를 수 있습니다.

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

Summer Term (Apr – June)

낱말들을 분류하여 각각의 특성을 깊이 있게 이해함으로써,

추가 활동: 조건에 해당하는 낱말을 찾아

실제 의사소통 상황에서 낱말을 더욱 효과적으로 사용할 수

빙고 놀이를 하면서 품사에 대한 지식을

있는 능력을 기를 것입니다.

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

Examples of homework tasks

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

Assessment tasks, methods and frequency Equipment that students need

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

Parents / guardians can help their child by:

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

Useful websites Co curricular activities Who can I contact?

공책과 관련 학습지료, 필기구

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

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

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

Suggested Reading or Extension Activities

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

Half Term 1 (Aug – Oct)

Coding: Students will be able to carry out simple operations on binary numbers, such as binary addition, and conversion between binary and decimal numbers. Students will explore various types of coding problems and learn to apply different coding languages to solve them. Students will also be learning how to use BBC Micro bits and the Python programming language to solve problems. Micro Bits: Half . .. … Students will be learning about hardware and software and applying programming skills to complete a project using BBC micro bits. Term 3

Half Term 2 (Nov – Dec)

(Jan – Feb)

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

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

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

Half Term 4 (Feb – Apr)

Summer Term (Apr – June)

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

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

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

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

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

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

Parents / guardians can help their child by: Useful websites

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

Co-curricular activities

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

Who can I contact?

Head of Computer Science

Mr Singh

Teachers of Year 7 Computer Science

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

All equipment will be provided by the Computer Science department

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

Curriculum Content Half Term 1 (Aug – Oct)

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

Half Term 2 (Nov – Dec)

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

Half Term 3 (Jan – Feb)

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

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

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

Suggested Reading or Extension Activities

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

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

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

Learning vocabulary, short translation passages, comprehension questions, language exercises, for example filling in the missing word from a sentence and translating. As well as informal assessment in lessons, there will be assessed homework, small vocabulary, grammar and translation tests throughout the year and an annual examination. Black, red, blue and green pens; scissors and glue

Parents / guardians can help their child by: Useful websites

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

Whom can I contact?

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

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

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

Half Term 1 (Aug – Oct)

Curriculum Content

Suggested Reading or Extension Activities

散文－写景状物

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

现当代诗歌

情、托物言志、以小见大的写作方法。

古文－短篇

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

写作

表现效果和感染力。

扩展阅读

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

Half Term 2 (Nov – Dec)

记叙文—写人叙事

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

经典小说

掌握通过心理描写刻画人物和推动情节的方法。

写作

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

扩展阅读

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

Half Term 3 (Jan – Feb)

古文－长篇

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

写作

解相关文学常识和典故。

扩展阅读

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

Half Term 4 (Feb – Apr)

纪实报道／新闻稿

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

写作扩展阅读

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

Summer Term (Apr – June)

说明文

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

写作／扩展阅读

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

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

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

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

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

Ms Liu Please consult Parent Portal to find the name of your childâ&#x20AC;&#x2122;s Mandarin teacher

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

Curriculum Content

Suggested Reading or Extension Activities

Half Term 1 (Aug – Oct)

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

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

Half Term 2 (Nov – Dec)

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

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

Half Term 3 (Jan – Feb)

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

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

Half Term 4 (Feb – Apr)

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

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

Summer Term (Apr – June)

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

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

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

Creating sentences, essay writing, reading texts, creating dialogue and learning Chinese songs. Mid- and end-of-unit assessments plus final exams.

Parents / guardians can help their child by: Useful websites

Ensuring that pupils read and practice writing regularly.

Basic stationery and exercise books

Co curricular activities

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

Who can I contact?

Head of Mandarin

Ms Liu

Teachers of Year 7 Mandarin

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

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

Curriculum Content

Suggested Reading or Extension Activities

Half Term 1 (Aug – Oct)

Understanding maps in Geography: We learn about 4 & 6 figure grid references, compass, direction, scale and contours. We also apply these concepts in the fieldon a trip to Seogwipo where we complete a land-use investigation.

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

Half Term 2 (Nov – Dec)

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

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

Half Term 3 (Jan – Feb)

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

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

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

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

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

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

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

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

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

Mrs Fowler

Teachers of Year 7 Geography

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

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

Suggested Reading or Extension Activities

Curriculum Content Half Term 1 (Aug – Oct)

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

Half Term 2 (Nov – Dec)

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

Half Term 3 (Jan – Feb)

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

Half Term 4 (Feb – Apr)

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

Summer Term (Apr – June)

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

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

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

For all of these units, the library has collections of texts to accompany each unit that will be available and on display. Take a book to read and deepen your knowledge of history. The History department website (nlcsjejuhistorian.com) is always kept updated with extension materials that accompany individual lessons.

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

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

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

Who can I contact?

Head of History Teachers of Year 7 History

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

KOREAN HI STORY Suggested Reading or Extension Activities

Curriculum Content Half Term 1 (Aug – Oct)

문명의 형성과 고조선의 성립

Half Term 2 (Nov – Dec)

문명의 형성과 고조선의 성립



나로부터 시작하는 역사연표 만들기

역사의 뜻과 역사를 공부하는 이유



같은 인물에 대한 서로 다른 평가

선사시대의 생활과 도구의 변천



신석기 시대와 구석기 시대 비교



단군신화의 해석을 통해 고조선의 모습

문명의 탄생과 역사 시대의 시작

파악하기

고조선의 성립과 발전



고조선의 8 조법 상상하여 채우기

철기의 보급과 여러나라의 성장



사료를 통해 파악하는 철기시대를 배경으로한 여러나라의 모습

Half Term 3 (Jan – Feb)

삼국의 성립과 발전



만화로 그리는 삼국의 건국 신화

삼국의 성립



중앙집권화를 위한 삼국의 공통 노력

삼국의 변화와 발전



광개토대왕릉비 해석하기



무령왕릉에 숨겨진 비밀



삼국와 가야의 정치적 차이점 탐구하기



역사신문 제작하기

Half Term 4 (Feb – Apr)

삼국의 성립과 발전

Summer Term (Apr – June)

통일 신라와 발해의 발전

연맹 왕국 가야의 성립과 발전

삼국 문화의 교류와 전파

: 삼국의 문화를 찾아서 

신라의 삼국 통일 과정 뉴스 만들기

신라의 삼국 통일



통일신라 시대와 남북국 시대

통일 신라의 발전과 문화



발해는 과연 누구의 역사인가?

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

교재(중학교 역사 1 양호환) 및 학습지 학교 제공

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

Useful websites

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

Co curricular activities

역사신문만들기, Korean History Webtoon

Who can I contact?

Head of Korean

Mrs Park

Teachers of Year 7 Korean History

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

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

Suggested Reading or Extension Activities

Curriculum Content Half Term 1 (Aug – Oct)

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

Half Term 2 (Nov – Dec)

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

Half Term 3 (Jan – Feb)

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

Half Term 4 (Feb – Apr)

Evaluation: At the end of the project, all students undertake a structured evaluation of the project, gaining an understanding of how to reflect on their own learning, considering successes they have had and difficulties they may have encountered, and discuss how they can learn from them. This is also an opportunity for students to consolidate the new vocabulary that they have learned over the course of the project. They will also be encouraged to evaluate work through group critique. Artist Investigation ‘Rousseau’: Students explore natural form through investigating Rousseau. They will be introduced to subtle blending through using oil pastels. Students will then collate their studies for display.

Summer Term (Apr – June)

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

Assessment tasks, methods and frequency Equipment that students need

Complete sketchbooks studies from samples, primary source organic form and Buddhist pattern. Tasks are assessed with written feedback and attainment grades, along with mid and end of unit assessments. Basic drawing equipment, all other equipment is provided by the Art department.

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

Taking students to temples and gardens. Supervising and encouraging homework tasks. Encouraging students to look at online art galleries, books in the library and at home. www.tate.org.uk www.nationalgallery.org.uk As provided by the Art department.

Who can I contact?

Head of Visual Art Teachers of Year 7 Visual Art

Examples of homework tasks

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

DANCE The Dance department aims to nurture a love of Dance in the students we teach. Dance offers many benefits, including aiding the development of kinaesthetic intelligence and creating opportunities for self-expression and communication. Dance teaches the values and skills of creativity, problem solving, risk-taking, making judgments in the absence of rules, and higher-order thinking skills. Dance also helps students develop physical fitness, appreciation of the body, concern for sound health practices, and effective stress management approaches. In Year 7 we introduce students to the concept of choreography, learning about the fundamental principals through theoretical and practical lessons. Throughout the year we explore professional pieces of dance, undertake dance analysis, create choreography and perform individual and ensemble performances.

Curriculum Content

Suggested Reading or Extension Activities

Half Term 1 (Aug – Oct)

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

Attending dance performances.

Half Term 2 (Nov – Dec)

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

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

Half Term 3 (Jan – Feb)

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

Departmental resources; handouts, DVD’s, power points, books, etc. Following links to videos in the resources in class.

Half Term 4 (Feb – Apr)

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

Rehearse dances outside of class time. Record yourself dancing and send to your teacher for feedback.

Summer Term (Apr – June)

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

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

Examples of homework tasks

Researching stimuli, developing motifs, planning and choreographing dances.

Assessment tasks, methods and frequency Equipment that students need

Practical assessments, once a half term.

Parents / guardians can help their child by: Useful websites

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

Co curricular activities

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

Who Can You Contact?

Head of Dance Teachers of Year 7 Dance

Leotard and leggings or PE kit. Workbooks.

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

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

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

Curriculum Content

Suggested Reading or Extension Activities

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

National Theatre ‘All About Theatre’ (Walker Books)

These conventions will be demonstrated in small group work creating different performances in each of the genres explored. This unit introduces students to various theatre elements that go to make up the conventions of a genre- lighting, sound, set, costume and style of performance.

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

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

Trestle Mask - Beginner Mask work is a great leveler. At NLCS Jeju we accept that Drama classes push some students out of their comfort zone. We aim to make the classroom totally inclusive to enable all students to build their confidence in presenting themselves and in spoken English. When working with the masks, there is not the opportunity to express themselves using the voice (other than the expected feedback they give each other and to the teacher). Mask work does however allow the students to explore fully the possibility of physical characterisation and often enables those who are lacking confidence to thrive when they put themselves behind the mask.

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

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

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

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

Parents / guardians can help their child by: Useful websites

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

Co curricular activities

Whole School Production, Arts Festival Performances

Who can I contact?

Head of Department Teachers of Year 7 Drama

None

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

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

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

Curriculum Content

Suggested Reading or Extension Activities

Half Term 1 (Aug – Oct)

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

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

Half Term 2 (Nov – Dec)

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

Half Term 3 (Jan – Feb)

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

Listen to: Peter and the Wolf (Prokofiev), The Planets (Holst) and Carnival of the Animals (Saint-Saëns) and compare the different ways in which the characters are depicted. Listen to Toquinho, Benito de Paula, Elizeth Cardoso, Chico Buarque and Vinicius de Moraes and compare the range of rhythmic devices used.

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

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

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

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

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

Preparing for performances or composition, researching musical context, instruments and culture Solo or group performances, solo or group compositions, music analysis. Musical instrument (if applicable), Laptop with access to music software such as Sibelius, Garageband, Logic or Ableton equivalent. Supporting music practice, listening to the wide range of music suggested above, take your child to see a range of live performances. https://www.bbc.com/education/subjects/zpf3cdm https://www.allmusic.com/ A wide variety of music orchestras and ensembles Head of Music Teachers of Year 7 Music

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

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

Curriculum Content

Suggested Reading or Extension Activities

Half Term 1 (Aug – Oct)

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

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

Half Term 2 (Nov – Dec)

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

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

Half Term 3 (Jan – Feb)

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

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

Half Term 4 (Feb – Apr)

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

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

Summer Term (Apr – June)

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

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

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

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

Exercise on a daily basis practicing an enjoyable sport or physical activity. Continuous assessment throughout the sport unit including peer evaluations, teacher/student discussions and modeling, formative & summative skill assessment and game play. NLCS PE kit, white socks, trainers and other specific sport equipment such as swim suit, shin pads, football boots etc.

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

Ensuring their child has correct PE kit for every lesson and encouraging their child to exercise daily, try out for sport teams and partake in sport CCA’s and Bryant. Sportsscientists.com, www.jssm.com A huge range of sport CCA’s are available for students to participate in.

Who can I contact?

Head of PE Teachers of Year 7 PE

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

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

Suggested Reading or Extension Activities

Curriculum Content Half Term 1 (Aug – Oct)

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

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

Risk. Should I take risks? Students will consider what a ‘risk’ is and examples of ‘good’ and ‘bad’ risks. They will look at examples concerning road safety, safeguarding and child protection. Organisation. How can we organise ourselves? Students will learn about the following areas of organisational skills: time management; effective use of their school planner; improving concentration; effective study habits. Students will complete an assessed piece of work during this module. Global Citizenship. What is my place in the world? Students will learn about restorative practices and restorative justice. Students will learn information about these ideas and the skills necessary to apply them to their own lives when conflicts arise.

Half Term 4 (Feb – Apr)

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

Summer Term (Apr – June)

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

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

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

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

Parents / guardians can help their child by:

Discussion of the issues raised in class with their child. Ask them to explain the concepts, ideas and questions they have learnt about in class and should offer their own views about them to begin a discussion. Parents should also encourage their child to be up-to-date with current affairs and to watch/read news stories with them in order to discuss the issues raised. Mental and Physical health (in English): https://www.nhs.uk/conditions/Pages/hub.aspx Emotional wellbeing (in Korean): http://www.hopeclick.or.kr/main/main.php Various student societies with connections to PSD are available for students to join, for example: Gender Studies, International Relations, Philosophy, North Korean Refugees, Debating and Public Speaking, Amnesty, Medical, and Economics societies.

Useful websites Co curricular activities

Who can I contact?

PSD Co-ordinator Teachers of Year 7 PSD

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

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

Academic Extension and Support

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

Aims:      

To participate in a sustained, self-directed inquiry. Generate creative new insights and develop deeper understanding. Demonstrate the skills, attitude and knowledge required to complete a project over an extended period of time. Appreciate the process of learning and take pride in accomplishment. To show progress across the 2 projects. To provide a grounding for the IB extended essay.

Project 1 - Voyages of Discovery:

The first project embarked upon by year 7 is a study combining the Humanities and the Art departments which uncovers significant ‘Voyages of Discovery’ throughout History. Students can look at any example and ideas include Xuanzang, Marco Polo, Ibn Battutah, Vasco de Gama, Hernan Cortez, Zheng He, Captain Cook, David Livingstone, Paul Gauguin, Roald Amundsen, Pitt Rivers, Clifford Geertz, Ernest Shackleton, Ed Stafford, Donald Walsh, or the voyager probes. After selecting a ‘Voyage of Discovery’ every student must address the following inquiry question: “How has your chosen voyage of discovery changed the world?” How can I support my child with these projects?  Make sure they spend time each evening working on the project.  Look through their timeline and make sure they have divided their project up into a list of activities that need to be completed each evening. Get them to show you all the components they need to complete and help them divide these up across the two weeks.  Encourage them to use books from the library and not rely on the internet.  Get them to discuss their understanding of the explorer with you. Questions you might ask your child for each project: Questions will vary dependent of the person/voyage chosen, but the following would be sensible examples of questions. Inquiry Question 1: 1. How did the discovery of the X (e.g. the silk road) start globalisation at that time? 2. How did trading between X and Y (e.g. along the silk road) cause countries to start developing? Did China benefit from this? 3. What does X (the silk road) look like today? How has globalisation changed it? (e.g. from camels to huge container ships).

Project 2 - STEM fair project: The second project is a science-based project based around an experiment devised by the students. Students will work in pairs to choose a question to investigate, then plan and carry out the experimental investigation during Science lessons and at home. a. After obtaining experimental data, students work in pairs. b. Students may analyse any data they obtain during Mathematics lessons. c. Students may use technology to enhance their investigation and presentation during Computer Science lessons. For the Independent Project part of your STEM fair project you need to: a. Produce a large poster display of your process. This can either be done individually or in pairs. b. Create an individual self-reflection sheet. NB: The best projects will be put forward to represent NLCS at the tri-school STEM fair.

How is the Project marked?

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

HELPING YOUR CHILD AT HOME Homework

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

In General

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

English and Reading Students come to NLCS Jeju to learn the language of the school; English. Please Ensure that your child has an English book that they enjoy reading, and that they read in English every day. This is extremely important in reinforcing correct grammar, building knowledge and learning new vocabulary. Our library is full of interesting books and if your child has a book in mind that we haven’t got in stock, we would always be happy to try to acquire it. Some helpful tips on how you can help support your child’s reading and development of English:  Use an e-reader, as unfamiliar words can be looked up immediately and your child has an almost unlimited number of books to choose from.  Get your child to keep a notebook and write down 3 new words of vocabulary every day.  Encourage your child to read newspapers and magazines online e.g. The Times magazine online.  If possible, read the same novel as your child so you can talk about it, or if you can’t read the same novel, you can still ask questions about why your child likes/dislikes the book, who the key characters are, what is the favourite part of the book etc.

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

学校的目标： 1.

基于英国北伦敦本校的传统、校风和实践，提供优秀的教育。

提供高标准的学历教育，使每一个学生充分发挥他们的能力。

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

所有的学生都认识到学术卓越的重要性，并相信可以做到学术卓越。

要创建一个家的氛围，在这里，个人得到培育，整个人格可以增长。

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

鼓励所有学生在包含了各种教育挑战的环境中，承担风险，勇于尝试。

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

课程大纲 7 年级

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

半学期 1 (8 – 10 月)

半学期 2 (11– 12 月) 半学期 3 (1 – 2 月)

半学期 4 (2 – 4 月) 夏季学期 (4 – 6 月)

课程内容

建议的阅读和扩展活动

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

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

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

家庭作业例子考评任务、方法和频率学生所需配备

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

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

家长/监护人可以通过以下方式帮助孩子：有用的网站相关 CCA 活动

和你的孩子谈论其正在阅读的当前小说，和孩子阅读同一本小说等

联系人

英语系主任 7 年级英语教师

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

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

课程内容

建议的阅读和扩展活动

半学期 1 (8 – 10 月)

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

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

半学期 2 (11– 12 月)

数 1：小组讨论将探讨如下问题和任务：“这种情况下适当的准确度是多少？”“证明这两个分数量为什么相等。” 代数 1：学生扩展他们的知识和代数的应用以解决涉及线性方程和图形的问题。

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

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

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

家庭作业例子

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

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

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

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

数学系主任 7 年级数学教师

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

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

半学期 1 (8 – 10 月)

课程内容

建议的阅读和扩展活动

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

《朗文化学（11-14）指南》有各种扩展活动来扩展取证和解决方案的知识。

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

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

BBC Bitesize 网站有各种扩展活动来扩展颜色和光的知识。

半学期 3 (1 – 2 月)

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

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

半学期 4 (2 – 4 月)

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

《朗文物理 11-14 指南》有许多扩展活动来建立对气象和地质知识的理解。

夏季学期 (4 – 6 月)

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

这个主题有很好的延伸机会，包括食物链的研究和不同物种繁殖周期的差异等等。

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

学生所需配备家长/监护人可以通过以下方式帮助孩子：

有用的网站