2022-23 IB Curriculum Guide (English)

2022 - 2023

CurriculumIBGuide

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marks). 1

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Term1

Time

shapesocietyatlarge.Focus

waysliterarytextsmight

Examine

studied

personal

readers

Intertextuality:

perspectives,andanawareness

Thecourseisbuiltontheassumptionthatliteratureisconcernedwithourconceptions,interpretationsandexperiencesofthe world.Thestudyofliteraturecanthereforebeseenasanexplorationofthewayitrepresentsthecomplexpursuits,anxieties, joysandfearstowhichhumanbeingsareexposedinthedailybusinessofliving.Itenablesanexplorationofoneofthemore enduringfieldsofhumancreativity,andprovidesopportunitiesforencouragingindependent,original,criticalandclear thinking.Italsopromotesrespectfortheimaginationandaperceptiveapproachtotheunderstandingandinterpretationof literaryworks.Theguidedworksaresubjecttochangeatanytimeaccordingtotheacademiccurriculumandschool schedule.

Curriculum Reading ExtensionActivities (Aug–Dec) connectingtexts Worksarechosensoastoprovidestudentswithan opportunitytoextendtheirstudyandmakefruitful comparisons.Theirstudyfocusesonintertextual relationshipsbetweenliterarytextswithpossibilitiesto explorevarioustopics,thematicconcerns,generic conventions,literaryformsorliterarytraditionsthathave beenintroducedthroughoutthecourse.Thefocusison thedevelopmentofcriticalresponsegroundedinan understandingofthecomplexrelationshipsamong literarytexts. writersandtext Worksarechosenfromavarietyofliteraryforms.The studyoftheworkscouldfocusontherelationships betweenliterarytexts, andwritersaswellasthe natureofliteratureanditsstudy.Thisstudyincludesthe investigationoftheresponseofreadersandthewaysin whichliterarytextsgeneratemeaning.Thefocusisonthe developmentofpersonalandcriticalresponsestothe particularsofliterarytexts. (Apr–June) andspace Worksarechosentoreflectarangeofhistoricaland/or culturalperspectives.Studyfocusesonthecontextsof andthevarietyof bothreflectand isonthe considerationof andcultural developmentofbroader ofthewaysinwhichcontext tied Oral(15minutes)

tomeaning. TheSLclass 무라카미 하루키<도쿄 기담집> 알베를 카뮈<이방인> Individual

Supportedbyanextractfromoneworkwritten originallyinthelanguagestudiedandonefrom aworkstudiedintranslation,studentswilloﬀer apreparedresponseof10minutes,followedby 5minutesofquestionsbytheteacher,tothe followingprompt: thewaysinwhichtheglobalissueof yourchoiceispresented content andformoftwooftheworksyouhave (40

perspectives,the

KOREANLITERATURE(YEAR12)

Content Suggested

TheSLclass 앨리슨 벡델< 펀 홈>: 그래픽 노블 나태주<꽃을 보듯 너를 본다> 시 15편 SuggestedReading • 최시한<소설, 어떻게 읽을 것인가> • 강영준<묻고 답하는 현대시 카페> ExtensionActivities • 소설을 구성하는 요소와 이를 표현하는 방법을 정리해야 합니다 • 소설을 분석하는 단계를 체득하여 이를 활용할 수 있어야 합니다 Term2 (Jan–Mar) Readers,

TheSLclass 김승옥<무진기행> 소설 5편 신영복 <감옥으로부터의 사색> 수필 5편 SuggestedReading • 강신주<철학적 시읽기의 즐거움> • 강영준<거꾸로 읽는 소설 이야기> ExtensionActivities • 시를 구성하는 요소와 이를 표현하는 방법을 정리해야 합니다. • 시를 분석하는 단계를 체득하여 이를 활용할 수 있어야 합니다 Term3

is

literarytexts

Examplesofhomeworktasks • 이 작품을 읽고 작품의 배경이 각 인물에게 어떤 영향을 주는지 설명해 보십시오 • 이 시의 시적 표현을 찾고 그 의미와 사용 효과를 설명해 보십시오 Assessmenttasks,methods andfrequency IBDPKoreanLiteratureCriteria Equipmentthatstudents need Literaturetexts Parents/guardianscanhelp theirchildby: Ensuringstudentsreadregularlyandwidely(bothfictionanddissertationtexts) Usefulwebsites EBSCO,DBPIA,KISS WhocanIcontact? HeadofKorean MrBrianKim(e-mail:bkim@nlcsjeju.kr) TeacherofYear12Korean MrByungGyuKang(e-mail:bgkang@nlcsjeju.kr) 2

KOREANLITERATURE(YEAR13)

TheSLandHLclasses 살와 바크르: 황금마차는 하늘로 오르지 않는다 필립 클로델: 브로덱의 보고서(OnlyHL) TheSlandHLclasses 박태원: 소설가 구보씨의 일일, 수염, 낙조, 길은 어둡고,성탄제 강신재: 젊은 느티나무, 해방촌 가는 길, 얼굴, 안개, 향연의 기록 SuggestedReading • 이슬람 문화와 여성 • 여성주의 •2차 세계대전과 나치 • 홀로코스트 등과 관련된 논문(아래 논문 검색 사이트 활용) ExtensionActivities • 에세이에 참고가 될 해당 작품의 문화, 역사, 정치, 종교, 민족 등에 대한 정리가 필요합니다 • 해당 작품과 비교가 될 수 있는 국내

CurriculumContent SuggestedReadingorExtension Activities

Paper1:Guidedliteraryanalysis

Thepaperconsistsoftwopassagesfromtwodiﬀerentliterary forms,eachaccompaniedbyaquestion.Studentschooseone passageandwriteananalysisofit.

Term1 (Aug–Dec)

Internalassessment

Thepaperconsistsoffourgeneralquestions.Inresponsetoone question,studentswriteacomparativeessaybasedontwoworks studiedinthecourse. HigherLevel(HL)essay Studentssubmitanessayononeliterarytextorworkstudiedduring thecourse.Theessaymustbe1,200–1,500wordsinlength.

Paper2:Comparativeessay

Thecourseisbuiltontheassumptionthatliteratureisconcernedwithourconceptions,interpretationsandexperiencesofthe world.Thestudyofliteraturecanthereforebeseenasanexplorationofthewayitrepresentsthecomplexpursuits,anxieties, joysandfearstowhichhumanbeingsareexposedinthedailybusinessofliving.Itenablesanexplorationofoneofthemore enduringfieldsofhumancreativity,andprovidesopportunitiesforencouragingindependent,original,criticalandclear thinking.Italsopromotesrespectfortheimaginationandaperceptiveapproachtotheunderstandingandinterpretationof literaryworks.Theguidedworksaresubjecttochangeatanytimeaccordingtotheacademiccurriculumandschool schedule.

Thiscomponentconsistsofanindividualoralthatisinternally assessedbytheteacherandexternallymoderatedbytheIBatthe endofthecourse. IndividualOral(15minutes) Supportedbyanextractfromoneworkwrittenoriginallyinthe languagestudiedandonefromaworkstudiedintranslation, studentswilloﬀerapreparedresponseof10minutes,followedby5 minutesofquestionsbytheteacher,tothefollowingprompt: Examinethewaysinwhichtheglobalissueofyourchoiceis presentedthroughthecontentandformoftwooftheworksyou havestudied. 상황에 대한 이해가 요구 됩니다

Term2 (Jan–Mar)

SuggestedReading • 이상섭<문학비평용어사전> • 이성권<문학 개념어와 논리적 해석> ExtensionActivities • 문학이론을 논증하는 과정에 대한 이해가 필요합니다. • 상이한 작품 비교를 통해 유사성과 차별성을 구분지어야 합니다. Term3 (Apr–June) Completionoffinalexaminations 3

TheSLandHLclasses 이범선: 암표, 일요일, 악마을 사람들, 오발탄, 표구된 휴지 오상원: 황선지대, 유예, 균열, 모반, 죽어살이(OnlyHL)

Usefulwebsites ofKorean MrBrianKim(e-mail:bkim@nlcsjeju.kr)

EBSCO,DBPIA,KISS WhocanIcontact? Head

TeacherofYear13Korean MrByungGyuKang(e-mail:bgkang@nlcsjeju.kr)

Examplesofhomeworktasks • 문화적요소가갈등을강화하는데어떻게작용하는지두작품이상을대상으로비교 대조하여 논의하세요 • 이미지의 사용과 효과가 어떻게 다른지 두 작품을 가지고 비교 대조하여 설명해 보세요 Parents/guardianscanhelp theirchildby: Ensuringstudentsreadregularlyandwidely(bothfictionanddissertationtexts)

4

· ʻ무진기행ʼby 김승옥 (novel)

LearnerPortfolioCheck2 Thisprovidesevidenceofthestudentʼswork andareflectionoftheirpreparationforthe assessmentcomponents,andallowsthemto independentlyrecordpersonaldevelopment.

Intertextuality:ConnectingTexts1 Thestudyfocusesonintertextualrelationshipsbetween literarytextswithopportunitiestoexplorevarioustopics, thematicconcerns,genericconventions,literaryformsor literarytraditionsthathavebeenintroduced.

· ʻ82년생 김지영ʼby 조남주 (novel)

Term1 (Aug–Dec)

· ʻ허생전ʼ by 박지원/ʼ허생전을 배우는 시간ʼby 최시한/ʼ허생의 처ʼby 이남희 (Shortstories)

· ʻ소년이 온다ʼ, ʻ채식주의자ʼby 한강 (novel)

Readers,WritersandTexts1 Thisareafocusesontherelationshipsbetweenliterary texts,readersandwriters,aswellasthenatureof literatureanditsstudy.Thisstudyincludesthe investigationoftheresponseofreadersandthewaysin whichliterarytextsgeneratemeaning.

· ʻTheReaderʼbyBernhardSchlink(novel)

AnnualExams

Term2 (Jan–Mar) TimeandSpace1 Worksarechosentoreflectarangeofhistoricaland/or culturalperspectives.Studyfocusesonthecontextsof literarytextsandthevarietyofwaysliterarytextsmight bothreflectandshapesocietyatlarge.

·Paper2:Thepaperconsistsoffourgeneral questions.Inresponsetoonequestion, studentswriteacomparativeessaybasedon twoworksstudiedinthecourse(30marks).

·Paper1:Thepaperconsistsoftwopassages fromtwodiﬀerentliteraryforms,each accompaniedbyaquestion(20marks).

· ʻIdentityʼbyMilanKundera/ʼ낭만파 남편의 편지ʼby 안정효 (novel/shortstory)

Studentsstudyawiderangeofliteraryandnon-literarytextsinavarietyofmedia.Byexaminingcommunicativeactsacross literaryformandtextualtypealongsideappropriatesecondaryreadings,studentsinvestigatethenatureoflanguageitselfand thewaysinwhichitshapesandisinfluencedbyidentityandculture.Theguidedworksaresubjecttochangeatanytime accordingtotheacademiccurriculumandschoolschedule.

· ʻ삼미슈퍼스타즈의 마지막 클럽ʼby 박민규 (novel)

· 시 ʻ풀ʼ 외 총 15편 By 김수영, 신동엽, 황지우 등 (poems) · ʻ100℃ʼby 최규석 (graphicnovel)

Non-literarytexts:screenplay,parody,pastiche,etc. MockIndividualOral Supportedbyanextractfromoneworkwritten originallyinthelanguagestudiedandonefrom aworkstudiedintranslation,studentswilloﬀer apreparedresponseof10minutes,followedby 5minutesofquestionsbytheteacher,tothe followingprompt: Examinethewaysinwhichtheglobalissueof yourchoiceispresentedthroughthecontent andformoftwooftheworksyouhavestudied (40marks). HLEssay(1) HLstudentssubmitanessayononeliterarytext orworkstudiedduringthecourse(20marks). Theessaymustbe1,200–1,500wordsinlength. 5

Non-literarytexts:magazinearticle,interview,radio broadcast,film/television,photographs,etc.

Term3 (Apr–June)

CurriculumContent Assessment

· ʻTheKiteRunnerʼbyKhaledHosseini(novel)

Non-literarytexts:advertisement,cartoon,speech,blog, brochure/leaflet,etc. Guidedliteraryanalysis Aguidedanalysisreferstoanexplorationofthe passagesupportedbyaguidingquestion,which asksstudentstoconsideratechnicalorformal aspectofthepassage. Comparativeessay Studentsarerequiredtowriteacomparative essayreferringtotwoworksstudiedduringthe course. LearnerPortfolioCheck1 Thisisanimportanttoolinhelpingstudents prepareforformalassessment.Itincludes teachingmaterials,assignments,journals, reflections,etc.

KOREANLANGUAGE&LITERATURE(YEAR12)

· 심청전 작가미상/심청전 by 황석영/달아 달아 밝은 달아 by 최인훈(novel/drama)

WhocanIcontact?

IBKoreanTeacher MrSangdukPark:spark@nlcsjeju.kr

● Suggestedliterarytextsandtimelinesmaychange Parents/guardianscanhelp theirchildby: Encouragingtheirchildtoreadtextsinadvanceandtoreviewtextsregularly;helpingthem tofollowinstructionsandguidelines.

HeadofKorean MrBrianKim(e-mail:bkim@nlcsjeju.kr)

Assessmenttasks,methods andfrequency Writtentasksplusfullyeargroupmockexams

Examplesofhomeworktasks Creativewriting(formal/informalletter,interview,diaries);analysisofpoemsornovels; oralpresentations

Equipmentthatstudents need Literaturetexts:GwanchonSupilbyLeeMoonKu,PoetrybyDongJuYoon,OurTwisted HerobyMoonYeolLee

6

Usefulwebsites Studentsreceivedetailsofhowtologintotheelectronictextbooks.Somehomelearningis alsosetthroughonGoogleClassroom.Thesecanbeusedtohelprevisekeyideas,referto learningmaterialsandalsotopractiseexam-stylequestions.

Examplesofhomeworktasks Ananalysisofonenon-literarytextorextract,Comparativeessaywriting,Creativeanalysis Assessmenttasks,methods andfrequency Writtentasksplusfullyeargroupmockexams. Equipmentthatstudents need Literaturetexts:KiteRunnerʼ byKhaledHoseini,ShortstoriesbyYoojungKim,Graphical NovelbyArtSpiegelman(HLonly),Nonliterarytexts ● Readingmaterialscanchangebycircumstance. 7

Individual Supportedoralbyanextractfromonenon-literarybodyof workandonefromaliterarywork,studentswilloﬀera preparedresponseof10minutes,followedby5minutes ofquestionsbytheteacher,tothefollowingprompt: Examinethewaysinwhichtheglobalissueofyourchoice ispresentedthroughthecontentandformofoneofthe worksandoneofthebodiesofworkthatyouhave studied.

Paper2:Comparativeessay

ThelanguageA:languageandliteraturecourseaimstodevelopstudentsʼ

Thepaperconsistsoftwonon-literarypassages, fromtwodiﬀerenttexttypes,eachaccompanied byaquestion.Studentschooseonepassageand writeananalysisofit.

Term1 (Aug–Dec) Internalassessment

Thepaperconsistsoffourgeneralquestions.In responsetoonequestionstudentswritea comparativeessaybasedontwoliteraryworks studiedinthecourse. HL Studentsessaysubmitanessayononenon-literary bodyofwork,oraliteraryworkstudiedduring thecourse.Theessaymustbe1,200–1,500 wordsinlength.

CurriculumContent SuggestedReadingorExtensionActivities

explorationofhowthatmeaningisapractices.Anunderstandingofthewaysinwhichformalelementsareusedtocreatemeaninginatextiscombinedwithantexts,bothliteraryandnon-literary,canbeseenasautonomousyetsimultaneouslyrelatedtoculturallydeterminedreadingskillsoftextualanalysisandtheunderstandingthatﬀectedbyreadingpracticesthatareculturallydefinedandbythecircumstancesofproductionandreception.Theguidedworksaresubjecttochangeatanytimeaccordingtotheacademiccurriculumandschoolschedule.

Thiscomponentconsistsofanindividualoralwhichis internallyassessedbytheteacherandexternally moderatedbytheIBattheendofthecourse.

StudentsreadtwonovelsatSLandthreeatHL,studying theirworksindepthinpreparationforthepaper2exam. Studentsalsoprepareforpaper1,anunseennonliterary textcommentary.

KOREANLANGUAGE&LITERATURE(YEAR13)

Term2 (Jan–Mar) FinalExamPreparation

Paper1:Guidedtextualanalysis

IBKoreanTeacher MrSangdukPark:spark@nlcsjeju.kr

8

HeadofKorean MrBrianKim(e-mail:bkim@nlcsjeju.kr)

Usefulwebsites JSTOR,EBSCO,DBPIA,KISS

Parents/guardianscanhelp theirchildby: Ensuringthatpupilsreadregularlyandwidely,bothfictionandnon-fictiontexts.

WhocanIcontact?

CurriculumContent Assessments

Term1 (Aug–Dec)

PracticeEssay-Endofterm Comparativeessayon2ofthetextsstudied.

StudyofTimeandSpace Studentswillstudyacombinationoftextsoriginallywritten inEnglishandtranslatedfromotherlanguages.Emphasis willbeplacedontherolesofgeographicalcontext,time period,cultureandlanguageinunderstandingand interpretingtexts.SLandHLclasseswillreadasecondtext inTerm2;HLclasseswillbeaskedtoreadathirdtext duringthesummervacationbetweenYear12andYear13. Examplesoftextsare: ʻChronicleofaDeathForetoldʼbyMarquez-prose ʻADollʼsHouseʼbyIbsen-drama ʻTheOutsiderʼbyAlbertCamus-prose AselectionofpoetrybyBaudelaire,Verlaine,Rimbaud, Mallarme.

SLclasseswillstudyoneliterarytextindetail;HLclasses willstudytwoliterarytextsindetail. Thiswillbefollowedbyessaywritinginpreparationforthe internalend-of-yearexaminations. GuidedTextualAnalysis(Paper1)

ENGLISHLANGUAGEANDLITERATURE(YEAR12)

PortfolioCheck1-Endofterm1 Studentswillberequiredtomaintaina learningportfolioforthedurationofthetwo yearsofthecourse.Thiswillinclude assignmentssetbytheteacher,reading journals,reflectionsonoralactivitiesand commentaries.

PracticeGuidedAnalysis-Half-term Closeanalysisofanunseenpassage.Thismay include,poetry,drama,prosefictionorprose non-fiction.

Term2 (Jan–Mar)

StudyofReaders,WritersandTexts BothSLandHLclassesstudyvariousformsof communicationsuchasnewscoverage,blogs,cartoons, advertisingandopinioncolumns,aswellasliterarytexts. Studentswilllearntoidentifykeyfeaturesofdiﬀerenttypes oftexts.Theywillfocusonexploringhowmeaningis constructedthroughword,imageandsound,andhowto developtheirpersonalresponsetowhattheyarereading.

PracticeGuidedAnalysis-Onreturnfrom Practicehalf-termEssay-Endofterm PortfolioCheck2-Endofterm2 9

Paper1andPaper2skills

LanguageA:languageandliteraturecomprisesthreeareasofexploration-Readers,WritersandTexts;TimeandSpace; intertextuality.Thereisanequalamountofstudydedicatedtolanguageandliterature.

SLclasseswillstudyoneliterarytextindetail;HLclasses willstudytwoliterarytextsindetail. Examplesoftextsare: ʻTheGreatGatsbyʼbyFScottFitzgerald–prose WorksbySylviaPlath,SeamusHeaney,CarolAnnDuﬀy, TedHughes-poetry ʻTheBloodyChamberʼbyAngelaCarter-prose ʻAllMySonsʼbyArthurMiller-drama ʻAStreetcarNamedDesireʼbyTennesseeWilliams-drama Shakespeare-drama TheseassessmentsarecompletedbybothSL andHLclasses.

timelyEncouragingtheirchildtofollowthereadingprogrammethatthiscourserequiresinamanner,usingvacationtimetoreadtextsinadvanceandtoreviewtextsread.

Usefulwebsites

criticalformaterialthatwouldsupplementtheirknowledgeofthetextsstudied,particularlyStudentsshouldalsoindependentlyusesearchenginessuchasSafariandGoogletolookTeacherswilloﬀeradviceregardingusefulwebsitesthroughoutthedeliveryofthecourse.essays,aswellasfurtherinformationabouttheculturalgroundingsofthetexts.

English MrGHall 10

Oral Studentsdeliverandoralanalysisofclose readingofapassageselectedfromoneofthe literaryworksstudiedandconsideredthrough thelenseofasignificantglobalissue.

SLandHLclasseswillanalysewithcarevariedunseentexts whichmayincludetextssuchasspeeches,political cartoons,electronictexts,brochuresandsoforth. SL classeswillproducetextualanalyseswithtwoguiding questionsoﬀered;HLclasseswillproducecomparative textualanalyses. Thisworkwillbeinpreparationforthe internalend-of-yearexaminations.

ContinuewiththestudyoftimeandspaceThestudyof thispartwillbeconcluded.

WhocanIcontact?

Headof

IndividualExams

Parents/guardianscanhelp theirchildby:

Term3 (Apr–Jun)

CurriculumContent Assessments

ENGLISHLANGUAGEANDLITERATURE(YEAR13)

Usefulwebsites criticalformaterialthatwouldsupplementtheirknowledgeofthetextsstudied,particularlyStudentsshouldalsoindependentlyusesearchenginessuchasSafariandGoogletolookTeacherswilloﬀeradviceregardingusefulwebsitesthroughoutthedeliveryofthecourse.essays,aswellasfurtherinformationabouttheculturalgroundingsofthetexts.

Eachtextisreadwithrigourtoensureadeepunderstandingofthe impactofothertextsinbothitsproductionandreception. Revisionwillbeundertakeninpreparationforthemockexaminations.

LanguageA:languageandliteraturecomprisesthreeareasofexploration:Readers,WritersandTexts;TimeandSpace; Intertextuality.Thereisanequalamountofstudydedicatedtolanguageandliterature.

Thefine-tuningofanalyticalskillswillbeundertakentoensure studentsarewellpreparedforbothPaper1andPaper2. Revisionandreviewwilloccupythemajorityofthistermwith opportunitiesavailabletopracticepastexaminationpapers. Areas whereknowledgeisstilllackingwillbeaddressedwithrigour. MockExam Productionofpracticeessays (Paper2)witha focuson comparativetextualanalyses(for bothSLandHL).

WhocanIcontact? HeadofEnglish MrGHall 11

BothHLandSLwillundertakethe IndividualOral HLclassesproduceanacademic HLessayof1200-1500words basedonalineofenquirythat theyhavedevelopedonfroma textstudiedduringthecourseof theIB.Itcanbeeitherliteraryor non-literary.

Eachclassteacherwilldecideupontheselectionofpoetry,adrama textornoveltobestudied–thesemaybediﬀerentforeveryclass.

Examplesoftextsare:ʻMacbethʼ;ʻOthelloʼ;ʻAllMySonsʼʼ;selectionof poetrypossiblybyCarolAnnDuﬀy,SeamusHeaney,SylviaPlath;and novelssuchas“ThingsFallApart”,“HalfofaYellowSun”and“Wide SargassoSea”. Itisveryimportantthatstudentscheckwiththeir Year12classteachersexactlywhichtextswillbestudied.

Parents/guardianscanhelp theirchildby: timelyEncouragingtheirchildtofollowthereadingprogrammethatthiscourserequiresinamanner,usingvacationtimetoreadtextsinadvanceandtoreviewtextsread.

Term1 (Aug–Dec) StudyofIntertextuality

Teacherswillinformstudentsofpreciselywhichtwotexts(dramaand poetry)willbestudiedbeforethestudentsleaveattheendofYear12 fortheirsummervacation. SLclasseswillstudyoneliterarytextindetail;HLclasseswillstudy twoliterarytextsindetail

Year13 Term2 (Jan–Mar) Postmockexaminationstudy Followingthecompletionofthemockexaminations,afullreviewof textsstudied,butnotcoveredintheIndividualOralorHLEssay(forHL students)willtakeplaceinpreparationforPaper2.

PortfolioChecks3&4inOctober andDecemberrespectively.

Studentswillstudyacombinationoftextsoriginally writteninEnglishandtranslatedfromotherlanguages. Emphasiswillbeplacedontherolesofgeographical context,timeperiod,cultureandlanguagein understandingandinterpretingtexts.

TheSLandHLclasseswillreadfromaselectionofthe followingtranslatedtexts: ʻBrokenAprilʼbyIsmailKadane ʻSilenceʼbyShusakuEndo ʻTheOutsiderʼbyAlbertCamus PracticeGuidedAnalysis-Onreturnfrom Practicehalf-termEssay-Endofterm

ENGLISHLITERATUREA (YEAR12)

PortfolioCheck2-Endofterm2 12

PortfolioCheck1-Endofterm1

TheSLandHLclasseswillreadfromaselectionofthe followingtextsoriginallywritteninEnglish: Shakespeare-Drama ʻTheGreatGatsbyʼbyF.ScottFitzgerald-Prose ʻAStreetcarNamedDesireʼbyTennesseeWilliamsʻDramaWaitingfortheBarbariansʼbyJ.M.Coetzee-Prose

Studentswillberequiredtomaintainalearning portfolioforthedurationofthetwoyearsofthe course.Thiswillincludeassignmentssetbythe teacher,readingjournals,reflectionsonoral activitiesandcommentaries.

StudyofReaders,WritersandTexts SLandHLreadthreetexts,whichcouldbeacombination ofaplay,aselectionofpoetryandanovel. Eachtextis readwithrigourtoensureadeepunderstandingof literaryterminologyisacquired.Emphasiswillbeplaced oncloseoflanguage. TheSLandHLclasseswillreadfromaselectionofthe followingtexts: ʻTheImportanceofBeingEarnestʼbyOscarWilde–ʻdramaThingsFallApartʼbyChinuaAchebe-prose ʻTheWorldʼsWifeʼbyCarolAnnDuﬀy–poetry TedHughes-poetry SeamusHeaney-Poetry EssaysbyGeorgeOrwell-Prose Homecoming-HaroldPinter-Drama ʻAStreetcarNamedDesireʼbyTennesseeWilliams–ʻdramaIKnowWhytheCagedBirdSingsʼbyMayaAngelou –prose(nonfiction) AselectionofpoetrybyJohnDonne-poetry

Term1 (Aug–Dec)

eachconstructacoursethatsuitstheparticularneedsandinterestsoftheirstudents.ItisdividedintothreeAreasofExploration,LanguageA:literatureisaflexiblecoursethatallowsteacherstochooseworksfromprescribedlistsofauthorsandtowithaparticularfocus.

Term2 (Jan–Mar) StudyofTimeandSpace

Paper1andPaper2skills PracticeGuidedAnalysis-Half-term Closeanalysisofanunseenpassage.Thismay includepoetry,drama,prosefictionorprose non-fiction. PracticeEssay-Endofterm Comparativeessayon2ofthetextsstudied.

Readers,WritersandTexts;TimeandSpace;Intertextuality. CurriculumContent Assessments

Term3 (Apr–Jun)

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IndividualExams

ʻADollʼsHouseʼbyHenrikIbsen ʻTheSailorwhoFellfromGracewiththeSeaʼbyYukio Mishima

LiteraryAnalysis(SL)/LiteraryCommentary(HL) (Paper1) SLandHLstudentswillanalysewithcareunseenpoems andpassages. SLstudentswillproduceliteraryanalyses withtwoguidingquestionsoﬀered;HLstudentswill produceliterarycommentaries.

Usefulwebsites criticalformaterialthatwouldsupplementtheirknowledgeofthetextsstudied,particularlyStudentsshouldalsoindependentlyusesearchenginessuchasSafariandGoogletolookTeacherswilloﬀeradviceregardingusefulwebsitesthroughoutthedeliveryofthecourse.essays.

ContinuedstudyofTimeandPlace

Parents/guardianscanhelp theirchildby: inEncouragingtheirchildtofollowtheintensereadingprogrammethatthiscourserequiresatimelymanner,usingvacationtimetoreadtextsinadvanceandtoreviewtextsread.

Oral Studentsdeliverandoralanalysisofclose readingofapassageselectedfromoneofthe literaryworksstudiedandconsideredthrough thelenseofasignificantglobalissue.

BothHLandSLwillundertaketheIndividual Oral. HLclassesproduceanacademicHLessayof 1200-1500wordsbasedonalineofenquirythat theyhavedevelopedonfromatextstudied duringthecourseoftheIB.

ENGLISHLITERATUREA(YEAR13)

TheSLandHLclasseswillreadfromaselectionofthe followingtexts:ʻHamletʼbyShakespeare,ʻRosencrantz andGuildensternareDeadʼbyTomStoppard,ʻRebeccaʼ byDaphnedeMaurier Revisionwillbeundertakeninpreparationforthemock examinations.

Term3 (Apr–Jun)

Term2 (Jan–Mar)

Productionofpracticeessays(Paper2)forboth SLandHLstudents. SLstudentswillcomplete literaryanalyses(Paper2)whileHLstudents focusonliterarycommentaries(Paper2).

Postmockexaminationstudy

Preparationforfinalexaminations. Parents/guardianscanhelp theirchildby: inEncouragingtheirchildtofollowtheintensereadingprogrammethatthiscourserequiresatimelymanner,usingvacationtimetoreadtextsinadvanceandtoreviewtextsread. Usefulwebsites criticalformaterialthatwouldsupplementtheirknowledgeofthetextsstudied,particularlyStudentsshouldalsoindependentlyusesearchenginessuchasSafariandGoogletolookTeacherswilloﬀeradviceregardingusefulwebsitesthroughoutthedeliveryofthecourse.essays.

canI

Term1 (Aug–Dec) StudyofIntertextuality Studentsstudythenatureofintertextualityandhowtexts impactoneachotherinboththeirproductionand reception.Literature,byitsverynatureisinterconnected andstudentswillengagewithquestionssuchas:Inwhat wayscandiversetextssharepointsofsimilarity?

PortfolioChecks3&4inOctoberand Decemberrespectively.

Thefine-tuningofanalyticalskillswillbeundertakento ensurestudentsarewellpreparedfortheirfinal Revisionexaminations.andreviewwilloccupythemajorityofthisterm withopportunitiesavailabletopracticepastexamination papers. Areaswhereknowledgeisstilllackingwillbe addressedwithrigour.

HeadofEnglish MrGHall 14

Who contact?

Followingthecompletionofthemockexaminations,a fullreviewoftextsstudied,butnotcoveredinthe IndividualOralorHLEssay(forHLstudents)willtake placeinpreparationforPapers1and2.

LanguageA:literatureisaflexiblecoursethatallowsteacherstochooseworksfromprescribedlistsofauthorsandto constructacoursethatsuitstheparticularneedsandinterestsoftheirstudents.ItisdividedintothreeAreasofExploration, eachwithaparticularfocus.Readers,WritersandTexts;TimeandSpace;Intertextuality. CurriculumContent Assessments

Part2:Explorationofthechosenapproachtothetext

CurriculumContent Assessments

● Textsareexploredintermsoftheirperformance potential. ● Studentsgenerateideasforthetransformation ofproseandpoetrytextsintodramaticform.

15

● Studentswriteandspeakappropriatelyabout literature Examplesoftextsare: PoetrybySylviaPlath,TedHughes,LangstonHughes, GwendolynBrooks,amongothers. ʻADollʼsHouseʼbyHenrikIbsen ʻTheDumbWaiterʼbyHaroldPinter

Term2 (Jan–Mar)

WrittenCoursework:Majorplaywrightsin performance Onepieceofwritingthatincorporatescritical analysisoftherealizationofanextractora seriesoflinkedextractsfromaplay,aswellas reflectiononthestudentʼsperformanceina stagedinterpretationofit.

● Studentsanalysetheeﬀectofliteraryfeatures.

PortfolioCheck1-Endofterm1

Term1 (Aug–Dec)

TheseassessmentsarecompletedbybothSL andHLclasses.

timelyEncouragingtheirchildtofollowthereadingprogrammethatthiscourserequiresinamanner,usingvacationtimetoreadtextsinadvanceandtoreviewtextsread.

Term3 (Apr–Jun) ContinuewiththestudyofPart2.Thestudyofthispart willbeconcluded.

Part1:Criticalstudyoftexts

Oneperformanceduringthecoursewhichmust beatransformationbasedononeormoreofthe poetryandprosetextsstudied.

Parents/guardianscanhelp theirchildby:

Paper1andPaper2skills

ENGLISHLITERATUREANDPERFORMANCE(YEAR12)

PracticeGuidedAnalysis-Half-term Anessayconcernedwithissuesinvolvedin dramatizinganovel. PracticeEssay-Endofterm Comparativeessayon2ofthetextsstudied.

LanguageA:languageandliteraturecomprisesthreeareasofexploration-Readers,WritersandTexts;TimeandSpace; intertextuality.Thereisanequalamountofstudydedicatedtolanguageandliterature.

● Arangeofliterarytextsarestudied. ● Studentsdeveloptheskillstoidentifymeaning andmakeviableinterpretations.

Studentswillberequiredtomaintainalearning portfolioforthedurationofthetwoyearsofthe course.Thiswillincludeassignmentssetbythe teacher,readingjournals,reflectionsonoral activitiesandcommentaries.

● Studentsspeakandwriteappropriatelyabout theirideas. Examplesoftextsare: ʻChronicleofaDeathForetoldʼbyMarquez-prose ʻTheOutsiderʼbyAlbertCamus-prose ʻCloudstreetʼbyTimWinton

PortfolioCheck2-Endofterm2

PerformanceExamsandindividualoralpresentation

WhocanIcontact? ofEnglish MrG

Usefulwebsites

criticalformaterialthatwouldsupplementtheirknowledgeofthetextsstudied,particularlyStudentsshouldalsoindependentlyusesearchenginessuchasSafariandGoogletolookTeacherswilloﬀeradviceregardingusefulwebsitesthroughoutthedeliveryofthecourse.essays,aswellasfurtherinformationabouttheculturalgroundingsofthetexts.

Hall 16

Head

Term1 (Aug–Dec)

CurriculumContent Assessments

Part3:Realizationoftextsinperformance ● Preparingpiecesforperformanceand performingscripteddrama. ● Performingtoanaudience. ● Analysingandevaluatingperformancethrough appropriatespeechandwriting. Examplesoftextsare: AcollectionofShakespeareʼssonnets. ʻADollʼsHouseʼbyHenrikIbsen ʻTheGreatGatsbyʼbyF.ScottFitzgerald

ENGLISHLITERATUREANDPERFORMANCE(YEAR13)

Preparationforfinalexams Exams

Parents/guardianscanhelp theirchildby: timelyEncouragingtheirchildtofollowthereadingprogrammethatthiscourserequiresinamanner,usingvacationtimetoreadtextsinadvanceandtoreviewtextsread. Usefulwebsites criticalformaterialthatwouldsupplementtheirknowledgeofthetextsstudied,particularlyStudentsshouldalsoindependentlyusesearchenginessuchasSafariandGoogletolookTeacherswilloﬀeradviceregardingusefulwebsitesthroughoutthedeliveryofthecourse.essays,aswellasfurtherinformationabouttheculturalgroundingsofthetexts. canIcontact? HeadofEnglish MrGHall

Paper1Preparation-NovelStudyfromone novelreadovertheholidays. InternallyassessedtaskbasedonPaper1 1st DraDueSeptember 2nd DraOctober FinalNovember PortfolioCheck3and4

PortfolioCheck5-Endofterm2 Term3 (Apr–Jun)

LanguageA:languageandliteraturecomprisesthreeareasofexploration-Readers,WritersandTexts;TimeandSpace; intertextuality.Thereisanequalamountofstudydedicatedtolanguageandliterature.

Term2 (Jan–Mar)

Reviewandrevision Severalworkswillberevisitedwiththeaimofrevising thempriortotheexams.Thiswillincluderereadingtexts andpracticingexamstyledquestions.Studentswill thoroughlyre-explorethesetextsandexamineavenues foranalysisintheupcomingexams.

Who

17

CHINESELITERATURE(Year12)

CurriculumContent SuggestedReadingorExtensionActivities Term1 (Aug–Dec)

The

literary

could

LiteraturefeaturesandanalysisskillsforPaper1 Inthefirstterm,thelessonswillbefocusonthefeatures ofdifferentliteratureregistersandtheirwaysofcreating effectsandconveyingmeanings.Studentswillengage witharangeoftextsfromdifferentperiods,styles,and cultures,soastodeveloptheirskillsininterpretation, analysisandevaluationforPaper1:Guidedliterary analysis.Aerreachingthistarget,thelessonswill graduallymoveontothefirstAreaof Exploration—“Readers,writersandtext” SLclass chosenfromavarietyof forms.The studyoftheworks focusontherelationships aswellasthe natureofliteratureanditsstudy.This

studyincludesthe investigationoftheresponseofreadersandthewaysin whichliterarytextsgeneratemeaning.Thefocusisonthe developmentofpersonalandcriticalresponsestothe particularsofliterarytexts. TheSLclass 《李白诗选》《舒婷诗选》《马克吐温短篇小说选》 SuggestedReading • 上海辞书出版社《李白诗歌鉴赏辞典》 • 戴达奎《现代诗欣赏与创作》 • 《伟大的短篇小说们》 ExtensionActivities •poetryskillsanalysis •comparativestudyonpoetriesfromdiﬀerent •authorspresentationsonhowaretheauthorʼstactics usedinshortfictionandtheireﬀects Term3 (Apr–Jun) Timeandspace Worksarechosentoreflectarangeofhistoricaland/or culturalperspectives.Theirstudyfocusesonthecontexts PreparationforIndividualoral(15minutes) Supportedbyanextractfromone 18

betweenliterarytexts,readersandwriters

Inthiscourse,studentswillfocusexclusivelyonliterarytexts,adoptingavarietyofapproachestotextualcriticism.Students explorethenatureofliterature,theaestheticfunctionofliterarylanguageandtextuality,andtherelationshipbetween literatureandtheworld. Throughcloseanalysisofliterarytextsinanumberofformsandfromdiﬀerenttimesandplaces,studentswillconsidertheir owninterpretations,aswellasthecriticalperspectivesofothers.Inturn,thiswillencouragetheexplorationofhow viewpointsareshapedbyculturalbeliefsystemsandhowmeaningsarenegotiatedwithinthem.Studentswillbeinvolvedin processesofcriticalresponseandcreativeproduction,whichwillhelpshapetheirawarenessofhowtextsworktoinfluence thereaderandhowreadersopenupthepossibilitiesoftexts.Withitsfocusonliterature,thiscourseisparticularlyconcerned withdevelopingsensitivitytoaestheticusesoflanguageandempoweringstudentstoconsiderthewaysinwhichliterature representsandconstructstheworldandsocialandculturalidentities. Theguidedworksaresubjecttochangeatanytimeaccordingtotheacademiccurriculumandschoolschedule.

中外现当代短篇小说、散文 SuggestedReading • 董宁《IBDP文学术语手册》 •杨剑龙《中国现当代文学简史》 •陈思和《中国现当代文学名篇十五讲》 • 童庆炳《文学理论教程》 ExtensionActivities •literarytermsmind-mapmaking •textverbalanalysis •mockPaper1exercises Term2 (Jan–Mar) Readers,writersandtext Worksare

help theirchildby:

pupilsreadregularlyandwidely,coveringfictionandnon-fictiontexts. Usefulwebsites www.cqvip.com/www.wanfangdata.com.cn/indewww.cnki.net/ WhocanIcontact? Head

曹禺《雷雨》易卜生《玩偶之家》

TeacherofYear13Chineseliterature MsYuanyuanCai(e-mail:ycai@nlcsjeju.kr)

19

Examplesofhomeworktasks • 作者如何通过描写来塑造主人公这一英雄形象？ • 作者在作品中表现出来的洞察力如何通过形象化的语言得到了充分的体现？ Assessmenttasks,methods andfrequency IBDPChineseLiteratureCriteria Equipmentthatstudents need Literaturetexts Parents/guardians

ofliterarytextsandthevarietyofwaysliterarytexts mightbothreflectandshapesocietyatlarge.Thefocusis ontheconsiderationofpersonalandcultural perspectives,thedevelopmentofbroaderperspectives, andanawarenessofthewaysinwhichcontextistiedto Themeaning.SLclass workwrittenoriginallyinthelanguagestudied andonefromaworkstudiedintranslation, studentswilloﬀerapreparedresponseof10 minutes,followedby5minutesofquestionsby theteacher,tothefollowingprompt: Examinethewaysinwhichtheglobalissue ofyourchoiceispresentedthroughthecontent andformoftwooftheworksthatyouhave studied.(40marks) can Ensuringthat of MsJennyLiu(e-mail:Jliu@nlcsjeju.kr)

Mandarin

thematic

intertextual

Term1 (Aug–Dec)

literary

Internalassessment:IndividualOral Thiscomponentconsistsofanindividualoralthatis internallyassessedbytheteacherandexternally moderatedbytheIBattheendofthecourse. Individualoral(15minutes) Supportedbyanextractfromoneworkwrittenoriginally inthelanguagestudiedandonefromaworkstudiedin translation,studentswilloﬀerapreparedresponseof10 minutes,followedby5minutesofquestionsbythe teacher,tothefollowingprompt: Examinethewaysinwhichtheglobalissueofyourchoice ispresentedthroughthecontentandformoftwoofthe worksthatyouhavestudied. TheSLclass 西西《像我 Reading 董健、 connectingtexts Worksarechosensoastoprovidestudentswithan opportunitytoextendtheirstudyandmakefruitful comparisons.Theirstudyfocuseson relationshipsbetween textswithpossibilities toexplorevarioustopics, concerns, conventions, formsorliterarytraditionsthat havebeenintroducedthroughoutthecourse. focus isonthedevelopmentofcriticalresponsegroundedinan understandingofthecomplexrelationships

CurriculumContent SuggestedReadingorExtensionActivities

The

CHINESELITERATURE(Year13)

&FinalExam Preparation

Inthiscourse,studentswillfocusexclusivelyonliterarytexts,adoptingavarietyofapproachestotextualcriticism.Students explorethenatureofliterature,theaestheticfunctionofliterarylanguageandtextuality,andtherelationshipbetween literatureandtheworld. Throughcloseanalysisofliterarytextsinanumberofformsandfromdiﬀerenttimesandplaces,studentswillconsidertheir owninterpretations,aswellasthecriticalperspectivesofothers.Inturn,thiswillencouragetheexplorationofhow viewpointsareshapedbyculturalbeliefsystemsandhowmeaningsarenegotiatedwithinthem.Studentswillbeinvolvedin processesofcriticalresponseandcreativeproduction,whichwillhelpshapetheirawarenessofhowtextsworktoinfluence thereaderandhowreadersopenupthepossibilitiesoftexts.Withitsfocusonliterature,thiscourseisparticularlyconcerned withdevelopingsensitivitytoaestheticusesoflanguageandempoweringstudentstoconsiderthewaysinwhichliterature representsandconstructstheworldandsocialandculturalidentities. Theguidedworksaresubjecttochangeatanytimeaccordingtotheacademiccurriculumandschoolschedule.

马俊山《戏剧艺术十五讲》 • 高行健《论戏剧》 • 女性主义批评理论 ExtensionActivities •classdiscussionsonspecificglobalissues reflectedfromtheworkchosen. •sampleoralworkstudy Term2 (Jan–Mar) Intertextuality:

generic

among literary Studentstexts.studythreenovelsindepthtoprepareforthe paper2:Comparativeessay TheSLclass SuggestedReading • 托尼莫里森小说 • 意识流文学理论 • 黑人文学批评理论 ExtensionActivities •comparativestudyontwoworkschosen •Paper2questionsanalysis 20

literary

这样一个女子》 Suggested

•

於梨华《又见棕榈又见棕榈》钱钟书《围城》托尼莫里森《最蓝的眼睛》 Term3 (Apr–Jun) Completionoffinalexaminations. Examplesofhomeworktasks •请以学过的至少两部作品为例，分析作者对其笔下的弱者形象的复杂态度。 •请以学过的至少两部作品为例，分析作者如何运用对比手法来突出主题。 Parents/guardianscanhelp theirchildby: pupilsEnsuringthatpupilsreadregularlyandwidely,coveringfictionandnon-fictiontexts.Urgetobepunctualwithdeadlines. Usefulwebsites www.cqvip.com/www.wanfangdata.com.cn/indewww.cnki.net/ WhocanIcontact? HeadofMandarin MsJennyLiu(e-mail:Jliu@nlcsjeju.kr) TeacherofYear12Chineseliterature MsYuanyuanCai(e-mail:ycai@nlcsjeju.kr) 21

Identities:Explorethenatureoftheselfandwhatitisto behumanandexplorethetopics:

ListeningcomprehensionandReading Individualcomprehension.OralAssessment(30marks=25%)SL -Aconversationwiththeteacherbasedon visualstimulusfollowedbydiscussionona theme.

SL–Paper1ProductiveSkills(30marks=25%)

Term1 (Aug–Dec)

CurriculumContent Assessment

Onewritingtaskof250-400(SL) Paper2ReceptiveSkills(65marks=50%)

-Aconversationwiththeteacherbasedon visualstimulusfollowedbydiscussionona theme. 22

Questions-Howwouldtravellingtoorlivinginanother cultureaﬀectmyworldview?Whatisthediﬀerence betweenmigration,immigrationandasylumseeking?To whatextenttotravellingimproveourculturaltolerance?

· CustomsandTraditions

-Aconversationwiththeteacherbasedon visualstimulusfollowedbydiscussionona theme.

SL–Paper1ProductiveSkills(30marks=25%)

Paper2ReceptiveSkills(65marks=50%)

interviews.stories,brochures,advertisements,poems,informalandformalletters,excerptsfromplays,editorials,debates,reviewsandtheirskillsinlistening,reading,writing,speakingandculturalinteraction.Typesoftextsstudiedinclude:newsstories,shorttheenvironment,famouspeople,currentandhistoricalevents,immigration,music,art,cuisine,fashionandfilmtodevelopfocusofthecourseisonlanguageacquisitionanddevelopmentoflanguageskills.StudentsstudyavarietyoftopicssuchasKoreanBisanadditionallanguage-learningcoursedesignedforstudentswithsomepreviouslearningofKorean.Themain

ListeningcomprehensionandReading Individualcomprehension.OralAssessment(30marks=25%)SL

· Theplasticproblem · Tourismandtheenvironment

KOREANB(YEAR12)

Experiences:Explorehowpersonallifeexperiencesaﬀect andshapeourviewsoftheworld.Explorethetopics:

Onewritingtaskof250-400(SL)

SL–Paper1ProductiveSkills(30marks=25%)

Term3 (Apr–Jun)

TextTypes-Diary/Speech

· Beliefsandvalues · Subcultures · Languageandidentity · Racismandnationalism Questions-Whatconstitutesanidentity?Howdowe expressouridentity?Howdolanguageandculture contributetoformouridentity?Howdoesnationality shapeouridentityandhowdowefeelaboutothernation statesandtheirpeoples?

SharingthePlanet:Exploreclimatechange, environmentalissues,povertyandpoorgovernance. Explorethetopics: · Thedestructionofouroceans

Questions-Whatarethegreatestenvironment challengeswefacetodayandhowmighttheybe overcome?Whatmakesaʻgoodʼcountryandhowcanthe wayagovernmentactstowardstheenvironmentandits willingnesstocooperateinternationallybebeneficial economicallyaswellasenvironmentally?Howcan internationalcooperationhelptackleclimatechangeand Textpoverty?Types-Blog,PersonalLetter

Term2 (Feb–Mar)

Onewritingtaskof250-400(SL)

Paper2ReceptiveSkills(65marks=50%)

· Migration · LeisureActivities · Holidays&Travel–CulturalExperiences

ListeningcomprehensionandReading Individualcomprehension.OralAssessment(30marks=25%)SL

curricular

23

Usefulwebsites http://www.hani.co.kr/http://talktomeinkorean.com/http://www.sejonghakdang.org/sjcu/home/main.do

AreleisureactivitiessimilaracrossAnglophonecultures? Howdotheycomparetoyours? Towhatextentdocustomsandtraditionsshapeour presentandfuture? TextTypes-SchoolBlog/formalletter/email

Parents/guardianscanhelp theirchildby: KoreanKoreananduseKoreaninreallifeandwritediaryinKoreanandwatchKoreanmovieorEnsuringthatpupilsreadKoreanbooksregularlyandwidelyandwatchandlistennewsinTVdrama.

Examplesofhomeworktasks andWriting(Essay,newsreport,letter,blog,diaryandspeech);researchprojects,presentationindependentwiderreading.

Assessmenttasks,methods andfrequency Mid-andend-of-unitassessmentsandannualexam

Equipmentthatstudents need Topicbookandworksheet(suppliedbytheschool):;pen;highlighter.

Co activities Koreannewspaper,Koreancultureclub,Koreanhistorywebtune,Koreanmediaclub

· Entertainment · Artisticexpressions · Communicationandmedia · Technology · Scientificinnovation Question-Howdodevelopmentsinscienceand technologyinfluenceourlives? Howdotheartshelpus understandtheworld? Whatcanwelearnabouta culturethroughitsartisticexpression?Howdothemedia changethewaywerelatetoeachother? TextType-Interview,blog SL–Paper1ProductiveSkills(30marks=25%)

-Whatopportunitiesandchallengesdoesthe21st-century workplacebring?

KOREANB(YEAR13)

Term3 (Apr–Jun)

Onewritingtaskof250-400(SL) Paper2ReceptiveSkills(65marks=50%)

Humaningenuity:Explorethewaysinwhichhuman creativityandinnovationaﬀectourworld.

Onewritingtaskof250-400(SL. Paper2ReceptiveSkills(65marks=50%)

TextType-Speech,email

Term2 (Jan–Mar)

interviews.stories,brochures,advertisements,poems,informalandformalletters,excerptsfromplays,editorials,debates,reviewsandtheirskillsinlistening,reading,writing,speakingandculturalinteraction.Typesoftextsstudiedinclude:newsstories,shorttheenvironment,famouspeople,currentandhistoricalevents,immigration,music,art,cuisine,fashion,andfilmtodevelopfocusofthecourseisonlanguageacquisitionanddevelopmentoflanguageskills.StudentsstudyavarietyoftopicssuchasKoreanBisanadditionallanguage-learningcoursedesignedforstudentswithsomepreviouslearningofKorean.Themain

ListeningcomprehensionandReading Individualcomprehension.OralAssessment(30marks=25%)SL -Aconversationwiththeteacherbasedon visualstimulusfollowedbydiscussionona theme.

· Socialrelationships

· Community · Socialengagement · Education · Theworkingworld Questions-Whatistheindividualsʼroleinthecommunity? Whatroledorulesandregulationsplayintheformation forasociety?Whatrolesdoeslanguageplayinasociety?

StudentswillgetpreparedfortheirIBexams. Revisionoftopicsappropriatetoindividualstudent needsusingavarietyofindividuallydirectedrevision Completionstrategies.ofarangeofappropriateexamstyle questionswithindividualappropriatefeedbackto studentsprovided. IB Exam 24

Socialorganization:Explorethewayinwhichgroupsof peopleorganizethemselves,orareorganized,through commonsystemsorinterests.

CurriculumContent Assessment

Term1 (Aug–Dec)

SL–Paper1ProductiveSkills(30marks=25%)

25

Mid-andend-of-unitassessmentsandmockexam

Assessmenttasks,methods andfrequency

Parents/guardianscanhelp theirchildby: KoreanKoreananduseKoreaninreallifeandwritediaryinKoreanandwatchKoreanmovieorEnsuringthatpupilsreadKoreanbooksregularlyandwidelyandwatchandlistennewsinTVdrama.

Usefulwebsites http://www.hani.co.kr/http://talktomeinkorean.com/http://www.sejonghakdang.org/sjcu/home/main.do

Cocurricularactivities Koreannewspaper,Koreancultureclub,Koreanhistorywebtune,Koreanmediaclub

Examplesofhomeworktasks andWriting(Essay,letter,blog,diary,newsreportandspeech);researchprojects,presentationindependentwiderreading.

Equipmentthatstudents need Topicbookandworksheet(suppliedbytheschool):;pen;highlighter.

Year (AugTerm121–Dec)

ListeningcomprehensionandReading Individualcomprehension.OralAssessment(30marks=25%)SL

ENGLISHLANGUAGEB(YEAR12)

TextTypes-Diary/Speech ExampleHLText–ʻTheAbsoluteTrueDiaryofaPart-time Indianʼ. SL/HL–Paper1ProductiveSkills(30marks= 25%)Onewritingtaskof250-400(SL)or450-600 (HL)wordsfromachoiceofthreetaskseach fromadiﬀerentthemechoosingfromthegiven text Papertypes.2ReceptiveSkills(65marks=50%)

● Theplasticproblem ● Tourismandtheenvironment Questions-Whatarethegreatestenvironment challengeswefacetodayandhowmighttheybe overcome?Whatmakesaʻgoodʼcountryandhowcanthe wayagovernmentactstowardstheenvironmentandits willingnesstocooperateinternationallybebeneficial economicallyaswellasenvironmentally?Howcan internationalcooperationhelptackleclimatechangeand Textpoverty?Types-Blog/MagazineArticle/Podcast/Personal ExampleLetter

-Aconversationwiththeteacherbasedon visualstimulusfollowedbydiscussionona theme.HL–Aconversationwiththeteacher basedonanextractfromoneoftheliterary worksstudiedfollowedbydiscussionona theme. 26

SharingthePlanet:Exploreclimatechange, environmentalissues,povertyandpoorgovernance. Explorethetopics: ● Thedestructionofouroceans

ExploreIdentities:thenatureoftheselfandwhatitistobehuman andexplorethetopics: ● Lifestyles ● Beliefsandvalues ● Subcultures ● Languageandidentity ● TCKs ● Racismandnationalism Questions-Whatconstitutesanidentity?Howdowe expressouridentity?Howdolanguageandculture contributetoformouridentity?Howdoesnationality shapeouridentityandhowdowefeelaboutothernation statesandtheirpeoples?

ListeningcomprehensionandReading Individualcomprehension.OralAssessment(30marks=25%)SL -Aconversationwiththeteacherbasedon visualstimulusfollowedbydiscussionona theme.HL–Aconversationwiththeteacher basedonanextractfromoneoftheliterary worksstudiedfollowedbydiscussionona theme.

LanguageBisalanguageacquisitioncoursedesignedforstudentswithpreviousexperienceofthetargetlanguage.Students furtherdeveloptheirabilitytocommunicatethroughthestudyoflanguage,themesandtexttypes.Thefiveprescribed themesofidentities,experiences,humaningenuity,socialorganizationandsharingtheplanetproviderelevantcontextsfor studentstocommunicateaboutmattersofpersonal,local,nationalandglobalinterest.

Year (JanTerm122–Mar)

HLText–ʻTheAbsoluteTrueDiaryofaPart-time Indianʼ. SL/HL–Paper1ProductiveSkills(30marks= 25%)Onewritingtaskof250-400(SL)or450-600 (HL)wordsfromachoiceofthreetaskseach fromadiﬀerentthemechoosingfromthegiven text Papertypes.2ReceptiveSkills(65marks=50%)

CurriculumContent Assessments

WhocanIcontact? HeadofAED Ms.LouiseSymonds 27

Year

SL/HL–Paper1ProductiveSkills(30marks= 25%)Onewritingtaskof250-400(SL)or450-600 (HL)wordsfromachoiceofthreetaskseach fromadiﬀerentthemechoosingfromthegiven text Papertypes.2ReceptiveSkills(65marks=50%) ListeningcomprehensionandReading Individualcomprehension.OralAssessment(30marks=25%)SL -Aconversationwiththeteacherbasedon visualstimulusfollowedbydiscussionona theme.HL–Aconversationwiththeteacher basedonanextractfromoneoftheliterary worksstudiedfollowedbydiscussionona theme.

(AprTerm123–Jun)

Parents/guardianscanhelp theirchildby: Encouragingtheirchildtofollowthereadingprogrammethatthiscourserequiresina timelymanner,usingvacationtimetoreadtextsinadvanceandtoreviewtextsread.The studentcontributiontoPadletisvitaltoprovetheyarereadingaroundeachtopicwithina theme. Usefulwebsites Teacherswilloﬀeradviceregardingusefulwebsitesthroughoutthedeliveryofthecourse. Studentsshouldalsoindependentlyusesearchenginestolookformaterialthatwould supplementtheirknowledgeofboththethemesandthetexttypesstudied.

Experiences:Explorehowpersonallifeexperiencesaﬀect andshapeourviewsoftheworld.Explorethetopics: ·Holidays·Leisure·MigrationActivities&Travel–Cultural ·CustomsExperiencesandTraditions

TextTypes-SchoolBlog/LettertotheEditor ExampleHLText–ʻAStepfromHeavenʼ

Questions-Howwouldtravellingtoorlivinginanother cultureaﬀectmyworldview?Whatisthediﬀerence betweenmigration,immigrationandasylumseeking? Towhatextenttotravellingimproveourcultural tolerance?Areleisureactivitiessimilaracross Anglophonecultures?Howdotheycomparetoyours? Towhatextentdocustomsandtraditionsshapeour presentandfuture?

ENGLISHLANGUAGEB(YEAR13)

· Socialrelationships · Community · Socialengagement · Education · Theworkingworld Questions-Whatistheindividualsʼroleinthe community? Whatroledorulesandregulationsplayin theformationforasociety?Whatrolesdoeslanguage playinasociety? -Whatopportunitiesandchallengesdoesthe 21st-centuryworkplacebring? TextType-Speech,email ExampleHLText–AStepfromHeaven

Term2 (Jan–Mar)

ListeningcomprehensionandReading Individualcomprehension.OralAssessment(30marks=25%)SL

Term1 (Aug–Dec)

Humaningenuity:Explorethewaysinwhichhuman creativityandinnovationaﬀectourworld.

· Entertainment · Artisticexpressions · Communicationandmedia · Technology · Scientificinnovation Question-Howdodevelopmentsinscienceand technologyinfluenceourlives? Howdotheartshelpus understandtheworld? Whatcanwelearnabouta culturethroughitsartisticexpression?Howdothemedia changethewaywerelatetoeachother? TextType-Interview,blog ExampleHLText–AStepfromHeaven SL/HL–Paper1ProductiveSkills(30marks= 25%)Onewritingtaskof250-400(SL)or450-600 (HL)wordsfromachoiceofthreetaskseach fromadiﬀerentthemechoosingfromthegiven text Papertypes.2ReceptiveSkills(65marks=50%)

SL/HL–Paper1ProductiveSkills(30marks= 25%)Onewritingtaskof250-400(SL)or450-600 (HL)wordsfromachoiceofthreetaskseach fromadiﬀerentthemechoosingfromthegiven text Papertypes.2ReceptiveSkills(65marks=50%) ListeningcomprehensionandReading Individualcomprehension.OralAssessment(30marks=25%)SL -Aconversationwiththeteacherbasedon visualstimulusfollowedbydiscussionona theme.HL–Aconversationwiththeteacher basedonanextractfromoneoftheliterary worksstudiedfollowedbydiscussionona theme.

studentsthemesofidentities,experiences,humaningenuity,socialorganizationandsharingtheplanetproviderelevantcontextsforfurtherdeveloptheirabilitytocommunicatethroughthestudyoflanguage,themesandtexttypes.ThefiveprescribedLanguageBisalanguageacquisitioncoursedesignedforstudentswithpreviousexperienceofthetargetlanguage.Studentstocommunicateaboutmattersofpersonal,local,nationalandglobalinterest.CurriculumContentAssessments

-Aconversationwiththeteacherbasedon visualstimulusfollowedbydiscussionona theme.HL–Aconversationwiththeteacher basedonanextractfromoneoftheliterary worksstudiedfollowedbydiscussionona theme. 28

Socialorganization:Explorethewayinwhichgroupsof peopleorganizethemselves,orareorganized,through commonsystemsorinterests.

HeadofAED Ms.LouiseSymonds 29

canIcontact?

ListeningcomprehensionandReading Individualcomprehension.OralAssessment(30marks=25%)SL

Term3 (Apr–Jun)

Who

Parents/guardianscanhelp theirchildby: Encouragingtheirchildtofollowthereadingprogrammethatthiscourserequiresina timelymanner,usingvacationtimetoreadtextsinadvanceandtoreviewtextsread.The studentcontributiontoPadletisvitaltoprovetheyarereadingaroundeachtopicwithina theme. Usefulwebsites Teacherswilloﬀeradviceregardingusefulwebsitesthroughoutthedeliveryofthecourse. Studentsshouldalsoindependentlyusesearchenginestolookformaterialthatwould supplementtheirknowledgeofboththethemesandthetexttypesstudied.

Revisionoftexttypes,literarytexts,readingandlistening comprehension,writingskills. Completionofarangeofappropriateexamstyle questionswithindividualappropriatefeedbackto studentsprovided. IBexam.

-Aconversationwiththeteacherbasedon visualstimulusfollowedbydiscussionona theme.HL–Aconversationwiththeteacher basedonanextractfromoneoftheliterary worksstudiedfollowedbydiscussionona theme.

SL/HL–Paper1ProductiveSkills(30marks= 25%)Onewritingtaskof250-400(SL)or450-600 (HL)wordsfromachoiceofthreetaskseach fromadiﬀerentthemechoosingfromthegiven text Papertypes.2ReceptiveSkills(65marks=50%)

HalfTerm4 (Feb–Apr)

HalfTerm1 (Aug–Oct)

Identitles-Explorethenatureoftheselfandhowweexpresswhoweare.

Parents/guardianscanhelp theirchildby: Ensuringthatpupilsreadandpractisewritingregularly. Usefulwebsites https://www.thechairmansbao.com/https://www.youtube.com/watch?v=uc7qd9xPpDYhttp://www.archchinese.comwww.ehanzi.comhttps://www.youtube.com/watch?v=iyUX2toWaOo

Bythisstagelanguagedevelopedisatthepointwithinthecoursethatencouragesstudentstopractise receptive,interactiveandproductiveskills;interactinthetargetlanguagethroughactiveparticipationinoral exchanges,bybothlisteningandspeaking,orrespondingtoapieceofreadingmaterialineitherawrittenor spokenway.

Learninganewlanguageteachesstudentshowotherpeoplelive,andallowslearningabouttheworldthroughothersThesecoursesareavailableatStandardLevelonlyandareopentostudentswithminimalornoknowledgeofMandarin.ʼeyes.Studentswillfindoutmoreaboutdiﬀerentcountriesandtheirlanguages.

Socialorganization-Explorethewaysinwhichgroupsofpeopleorganizethemselves,orareorganized, throughcommonsystemsorinterests.

HalfTerm3 (Jan–Feb)

HalfTerm2 (Nov–Dec)

Thispartofthecoursewillbetakingthebasiclanguageacquisitionfromthefirsttermdevelopingfurther languageskillsthrougharangeofindividualandgrouptasks.Fromthispointonstudentswillbeintroduced tothefullrangeoftypesoftextsappropriatetothecourse.

Experience-Exploreandtellthestoriesoftheevents,experiencesandjourneysthatshapeourlives.

Thispartofthecourseisanextensionofthematerialcoveredandskillsdevelopedinterm2Thisterm focusesonpractisingthelanguagethroughawidevarietyofpairandgroupactivitieswithafocuson developinglanguagearoundthetopicsoffoodsanddrink,physicalhealth,sportandphysicalwell-being.

CurriculumContent

Cocurricularactivities Chinesecalligraphyclub/Chinesepapercuttingclub/Chinesemovieclub 30

Bythisstagestudentsʼshouldbeabletoeﬀectivelycommunicateinanenvironmentthatpromotestheuseof thetargetlanguageintheclassroom.Beingabletocommunicateinthedesiredtargetlanguage preparesthe studentstocommunicateinavarietyofeverydaysituationsandcontexts;authenticmaterialsforstudythat, althoughtheymayhavebeeneditedorsimplified,haveoriginallybeenproducedforeverydayusersofthe targetlanguage.

TermSummer (Apr–June)

IBMANDARINABINITIO(YEAR12)

Humaningenuity-Explorethewaysinwhichhumancreativityandinnovationaﬀectourworld.

Sharingtheplanet-Explorethechallengesandopportunitiesfacedbyindividualsandcommunitiesinthe modernworld.

Thispartofthecoursefocusesonlanguageacquisition,whichwillbeachievedthroughthedevelopmentof receptive,productiveandinteractiveskillsandcompetencies.Receptiveskillsaretheabilitytocomprehend straightforwardwrittenandspokenlanguage,whileproductiveskillsfocusontheabilitytowriteandspeak thetargetlanguageeﬀectively.Thefinalaspectisinteractiveskills,whichistheabilitytounderstandand respondeﬀectivelytowrittenandspokenlanguage.

HalfTerm2 (Nov–Dec)

TermSummer (Apr–June)

IBMANDARINABINITIO(YEAR13)

Thispartofthecoursefocusesonstudyingmediaandmodern communication,whilstcontinuingtodevelopgenerallanguage acquisition,whichwillbeachievedthroughthedevelopmentof receptive,productiveandinteractiveskillsandcompetencies.Elements oflanguageincludevocabulary,grammaticalstructures,register, pronunciationandintonation.

Thispartofthecoursewillbelookingatenvironmentalconcernsby takingthebasiclanguageacquisitionfromthefirsttermdeveloping furtherlanguageskillsthrougharangeofindividualandgrouptasks.

HalfTerm3 (Jan–Feb) Bythisstagelanguagedevelopmentisatthepointwherethecourse allowsstudentstointeractinthetargetlanguagethroughactive participationinoralexchanges,bybothlisteningandspeaking,or respondingtoapieceofreadingmaterialineitherawrittenorspoken way.Thisfinalpartofthecoursewilllookatglobalissues.

HalfTerm4 (Feb–Apr)

IBExamination TorevisefortheIBExam Examplesofhomeworktasks Essaywriting/Worksheet/Readingtext/Speakingpresentation Assessmenttasks,methods andfrequency Mid-andend-of-unitassessmentsplusfinalexams.

Equipmentthatstudents need Basicstationeryandexercisebooks Parents/guardianscanhelp theirchildby: Ensuringthatpupilsreadandpractisewritingregularly.

Cocurricularactivities Chinesecalligraphyclub/Chinesepapercuttingclub/Chinesemovieclub 31

Usefulwebsites https://www.thechairmansbao.com/https://www.youtube.com/watch?v=uc7qd9xPpDYhttp://www.archchinese.comwww.ehanzi.comhttps://www.youtube.com/watch?v=iyUX2toWaOo

RevisingfortheExamination Teachersshouldensure thatstudentsarefamiliar withtheexamtypeand skills.

HalfTerm1 (Aug–Oct)

Learninganewlanguageteachesstudentshowotherpeoplelive,andallowslearningabouttheworldthroughothersThesecoursesareavailableatStandardLevelonlyandareopentostudentswithminimalornoknowledgeofMandarin.ʼeyes.Studentswillfindoutmoreaboutdiﬀerentcountriesandtheirlanguages. CurriculumContent SuggestedReadingor ExtensionActivities

areorganized, throughcommonsystemsorinterests. •Socialrelationships •Community •Socialengagement •Education •Theworkingworld •Lawandorder TermSummer (Apr–June) Sharingtheplanet-Explorethechallengesandopportunitiesfacedbyindividualsandcommunitiesin themodernworld. •Theenvironment •Humanrights 32

1

IBCHINESEBSL(YEAR12)

–

human. •Lifestyles •Healthandwellbeing •Beliefsandvalues •Subcultures •Languageandidentity HalfTerm2 (Nov–Dec) Experiences-Explore

Content Half

shapeourlives. •Leisureactivities •Holidaysandtravel •Lifestories •Ritesofpassage •Customsandtraditions •Migration HalfTerm3 (Jan–Feb) Humaningenuity-Explore

human

oftheevents,experiencesandjourneys

Identitles-Explore

copewiththelanguagedemandsofday-to-daytransactionalandsocialcontacts.ThecoursealsoprovidesanepromoteanunderstandingofthecultureofthecountrieswherethelanguageisspokenaswellastopromotetheabilitytoMandarin.TheintentionistoprovidestudentswiththelinguisticskillsnecessaryforfurtherstudyinthelanguageandtoAllLanguageBcoursesmeettheneedsofstudentswithsubstantialpreviousknowledgeofasecond(orforeign)languageinﬀicienttoolforthestudyofothersubjects.

Curriculum Term (Aug Oct) thenatureoftheselfandwhatitistobe andtellthestories that thewaysinwhich creativity ourworld. thewaysinwhichgroupsofpeopleorganizethemselves,or

andinnovationaﬀect

•Entertainment •Artisticexpressions •Communicationandmedia •Technology •Scientificinnovation HalfTerm4 (Feb–Apr) Socialorganization-Explore

•Peaceandconflict •Equality •Globalization •Ethics •

and

Urban rural

environment

Parents/guardianscanhelp theirchildby: Ensuringthatpupilsreadandpractisewritingregularly. Usefulwebsites https://www.thechairmansbao.com/https://www.youtube.com/watch?v=uc7qd9xPpDYhttp://www.archchinese.comwww.ehanzi.comhttps://www.thechairmansbao.com

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•interactinthetargetlanguagethroughactiveparticipationinoralexchanges,bybothlisteningand speaking,orrespondingtoatext,eitherinwritingororally

•areexposedtoarangeofregionalandnationalaccents

•moveeasilyfromonelanguageskilltoanother(forexample,adiscussionaerreadingatext)

HalfTerm2 (Nov–Dec)

IBCHINESEBSL(YEAR13)

https://www.thechairmansbao.com/http://www.archchinese.comwww.ehanzi.comhttps://www.thechairmansbao.com

HalfTerm3 (Jan–Feb)

Cocurricularactivities Chinesecalligraphyclub/Chinesepapercuttingclub/Chinesemovieclub

WhocanIcontact? HeadofMandarin JennyLiu 34

HalfTerm1 (Aug–Oct)

Parents/guardianscanhelp theirchildby: Ensuringthatpupilsreadandpractisewritingregularly. Usefulwebsites

•areintroducedtothefullrangeoftexttypesappropriatetothelevelofthecourse

•developstudentsʼreceptive,productiveandinteractiveskillsinthetargetlanguagethroughawiderangeof individual,pairandgroupactivitiesinclass

•practisethetargetlanguagethroughawiderangeofindividual,pairandgrouptasks

AllLanguageBcoursesmeettheneedsofstudentswithsubstantialpreviousknowledgeofasecond(orforeign)languagein Mandarin.Theintentionistoprovidestudentswiththelinguisticskillsnecessaryforfurtherstudyinthelanguageandto promoteanunderstandingofthecultureofthecountrieswherethelanguageisspokenaswellastopromotetheabilityto copewiththelanguagedemandsofday-to-daytransactionalandsocialcontacts.Thecoursealsoprovidesaneﬀicienttoolfor thestudyofothersubjects.

•considerandexplorelinkswithotherdisciplinaryareasintheDPandwiththeTOKcourse

•beinvolvedintheselectionofmaterialstobestudied

IBExamination Examplesofhomeworktasks Essaywriting/Worksheet/Readingtext/Oralpresentation Assessmenttasks,methods andfrequency Mid-andend-of-unitassessmentsplusfinalexams. Equipmentthatstudentsneed documentfolderandexercisebooks

CurriculumContent

•reinforcetheircommunicationskillsbyusingtheothercategoriesofapproachestolearningskills:thinking, research,socialandself-managementskills

Preparingfortheinternalexamination-Speaking HalfTerm4 (Feb–Apr) RevisingfortheExamination TermSummer (Apr–June)

EUROPEANLANGUAGESFRENCHABINITIO(YEAR12)

IdentitiesPersonalattributes -family,animals,age,nationality,numbers,months,dates,birthdays -adjectives,presenttenseregular-erandsomeirregularverbs, -Personalrelationships -physicalandpersonalitydescriptions,preferences,clothing, -regular-irverbs,negation https://www.linguascope.com

Linguascopebeginners: Les -Moibasesetmafamille -Monenvironnement -Laviequotidienne Linguascopeintermediate: -Familleetamis -Lesanimaux -Lequotidien

HalfTerm1 (Aug–Oct)

HalfTerm2 (Nov–Dec) -DailyExperiencesroutine -time,daysoftheweek,partsofahouse,householdchores -pronominalverbs,aller+infinitive,adjectiveplacement

Quizletoftextsrelatedtothethemes.Pronunciation,vocabularyandspellingpracticeusingWritingtaskswhichrequireapplicationofskillstonewcontexts.ReadingcomprehensionorEducationPerfect. 35

Examplesofhomeworktasks

Linguascopebeginners: -MonLʼalimentationenvironnement Linguascopeintermediate: -RestaurationOùjʼhabite

HalfTerm4 (Feb–Apr)

CurriculumContent SuggestedReadingorExtension Activities

SharingthePlanet -Physicalgeography -francophonecountriesandcities -masculineandfeminine,definiteandindefinitearticles

HalfTerm3 (Jan–Feb) -EatingIdentitiesanddrinking -meals,recipes,traditionalfood,markets,shopping,restaurants -pasttensewithavoir

languageinternational-mindedness,anawarenessofdiverseculturalperspectives,intellectualengagementandlifelongenjoymentofSocialOrganisationandSharingthePlanetwithfourprescribedtopicsforeachtheme.Thecourseaimstodevelopcommunicatethroughthestudyoflanguageandtextsinthecontextof5themes:Identities,Experiences,HumanIngenuity,FrenchLanguageabinitioisdesignedforstudentswithlittleornopriorexperience.Studentsdeveloptheabilitytolearning.

Social -NeighborhoodOrganization -cities,services,directions -prepositions,irregularpastparticiples,negatives Human -TransportIngenuity -publictransportation TermSummer (Apr–June) -LeisureExperiences -sports,television,reading,leisureactivities HumanIngenuity -music,media,technology -Holidays -lodging,holidayactivities,attractionsandshows, -simplefutureofregularandirregularverbs

Linguascopebeginners: Lesloisirs Linguascopeintermediate: -En -Les-Les-Les-Lesvoyageloisirssportsvacancesmédias

https://www.linguascope.com

Co-curricular

Equipmentthatstudents need Personalcomputerforaccesstoonlinedictionary,researchtoolsandonlinepracticesites. Parents/guardianscanhelp theirchildby: ofParentscansupporttheirchildbyencouragingtimemanagementforregularcompletionhomeworkactivities. Usefulwebsites https://www.educationperfect.com/https://www.linguascope.comhttps://quizlet.com

Assessmenttasks,methods andfrequency assessmentsRegularwritingtasks,oralpresentations,listeningandreadingcomprehensionatleastonceperunit.

activities EuropeanLanguagesSociety 36

HalfTerm2 (Nov–Dec)

languageinternational-mindedness,anawarenessofdiverseculturalperspectives,intellectualengagementandlifelongenjoymentofSocialOrganisationandSharingthePlanetwithfourprescribedtopicsforeachtheme.Thecourseaimstodevelopcommunicatethroughthestudyoflanguageandtextsinthecontextof5themes:Identities,Experiences,HumanIngenuity,FrenchLanguageabinitioisdesignedforstudentswithlittleornopriorexperience.Studentsdeveloptheabilitytolearning.

HalfTerm1 (Aug–Oct) -HolidaysExperiences -lodging,holidayactivities,attractionsandshows, -simplefutureofregularandirregularverbs,reviewofpasttenseverbs

EUROPEANLANGUAGESFRENCHABINITIO(YEAR13)

Equipmentthatstudents need Personalcomputerforaccesstoonlinedictionary,researchtoolsandonlinepracticesites.

-PhysicalIdentitieswell-being -nutrition,foodchoices,sports,sleep,health IndividualOralExams-Final TermSummer (Apr–June) SharingthePlanet -Theenvironment -weather,globalwarming,endangeredspecies -Globalissues -poverty,war,migration FinalExams https://www.linguascope.com Linguascopeintermediate: -Lasociété -Lamétéo

Social -EducationOrganization -subjects,schools,uniforms,rules,co-curricularactivities -conditionalverbs,questionswords,cequi,ceque -FestivalsExperiencesandcelebrations -national,familyandreligiousfestivalsinfrancophonecountries devoir,vouloir,pouvoir,êtreentrainde+infinitive,emphaticpronouns

SharingthePlanet -climate,environment,ecotourism https://www.linguascope.com Linguascopeintermediate: -En -La-À-Informations-Les-Les-Lesvoyageloisirssportsvacanceslʼécoleculture

HalfTerm3 (Jan–Feb) SocialOrganization -Theworkplace -jobs,professions,careers,workconditions,workplacements -Socialproblems -unemployment https://www.linguascope.com Linguascopeintermediate: -Mangersain Stagesetjobs

HalfTerm4 (Feb–Apr)

CurriculumContent SuggestedReadingorExtension Activities

Examplesofhomeworktasks Writingtaskswhichrequireapplicationofskillstonewcontexts.Readingcomprehension oftextsrelatedtothethemes.Pronunciation,vocabularyandspellingpracticeusing QuizletorEducationPerfect.

37

Assessmenttasks,methods andfrequency Regularwritingtasks,oralpresentations,listeningandreadingcomprehension assessmentsatleastonceperunit.

Parents/guardianscanhelp theirchildby: Parentscansupporttheirchildbyencouragingtimemanagementforregularcompletion ofhomeworkactivities. Usefulwebsites https://www.educationperfect.com/https://www.linguascope.comhttps://quizlet.com activities Languages

Society 38

European

Co-curricular

HalfTerm4 (Feb–Apr)

Equipmentthatstudents need Exercisebook,vocabularybook,grammarbook 39

HalfTerm1 (Aug–Oct)

Studentsareencouragedtoreadvarious magazinesthatexistsintheEuropean Languagesdepartmentinordertoreinforce whattheyarelearninginclass.

TermSummer (Apr–June)

CurriculumContent SuggestedReadingorExtensionActivities

Allaspectsofschoollifewillbecoveredthishalftermas wellaslearningaboutthediﬀerentʻfiestasʼwhichtake placethroughouttheyearinSpainandotherSpanish speakingcountries. Theimperfecttensewillbe introducedtotalkaboutpreviousschoolhabitsandthe conditionaltensewillbeusedtotalkaboutfutureplans.

Examplesofhomeworktasks Studentspreparea2minutesdescriptionofapicturecoveringatopicdoneinclass. Studentsareabletoanswervariousquestions. Assessmenttasks,methods andfrequency Regularspeaking,writing,readingandlisteningassessmentshappenthroughouttheyear.

Studentshavealimitedornoknowledgeofthelanguage orculturesostudentsareencouragedtolearnabout SpainandotherSpanishspeakingcountries.Many aspectsofgrammarwillbecoveredthroughouttheterm aswellasculturalaspectssuchasgreetingetiquette,the familymakeup,dailyroutinesandgeographicalaspects suchaswherethecountriesandcitiesarelocatedand thediﬀerentareasintownwillbestudied.

Tocompletethefirstyearofthecourse,studentswilllook athealthylifestylesandreflectontheirowneatingand exercisehabitsinordertoliveahealthylife. Theirroleas youngpeopleinsocietyingeneralwillplayabigpartof thisterm,includingprejudices,rightsandfriendships usingarangeofgrammaticalstructuresandtopical vocabulary. Regularreadingandlisteningareencouraged throughbooks,TVseriesandmovies.

InSpanish,weaimtofosteraloveofthelanguage. ThroughlearningSpanish,wehopethatstudentswilldevelopskillsthat willallowthemtounderstandbetterhowlanguagesfunctions.Newculturesarealsodiscovered,puttingapurposetotheir learning.

Studentswillhavelearnedhowtousethepresenttense bythispointsowilllooktodeveloptheirlanguageskills bytalkingaboutcuisineandtheirneighborhood,aswell aslookingatthediﬀerentwritingtexttypes,suchas postersandtouristbrochures.

Readingnewspaperarticlesisausefultoolto gainaninsighttotopicalnewsandissuesin SpainandotherHispaniccountries.

HalfTerm2 (Nov–Dec)

HalfTerm3 (Jan–Feb)

AertheChristmasbreak,studentswillcontinuelooking atthethemeoftravelandtourism,focusingondiﬀerent transporttypes,environmentalissuesandclimates. Havingfocusedonthepresenttense,pupilswillmoveon tothepastandfuturetenses,producingdiﬀerenttext typessuchasemails,blogsandmagazinearticles. Regularuseofthevocabularywebsitesis Studentsrecommended.shouldmakesurethatwrittentasks arereviewedandimproved. Photocardpreparationshouldbepracticed weekly.

EUROPEANLANGUAGES-SPANISHABINITIO(YEAR12)

Parents/guardianscanhelp theirchildby: Parentscanhelpbycheckingthatthehomeworkisdone.Revisionofvocabularyarethe mainsupportthestudentswillneed. Usefulwebsites www.quizlet.comwww.thisislanguage.com www.netflix.com www.rtve.es www.educationperfect.com

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Studentswilllearnabouthealthandfitness;exploringthenatureofselfandhow weexpresswhoweare.Theywillbetalkingaboutthebody,painsandillnesses,as wellassymptomsandremedies.Thestudentslookatavarietyofgrammar aspectslikefrequencyadverbs,possessiveadjectivesandpronounsanddiﬀerent pasttenses. Students encouragedaretoread various accordingarticlestothetopic beingcoveredinclass. Preparationfortheoral examisneeded.

Studentsthishalf-termstudyExperiencesandexploreandtellthestoriesofthe events,experiencesandjourneysthatshapeourlives.Thestudentswillbelooking intoholidays,festivalsanddiﬀerentcelebrationsaroundtheHispanicworld.They willstudydiﬀerenttypesofholiday,accommodation,foodandsightseeingthey can Thedo.studentswillconsolidateknowledgeofthepreteritetenseaswellaslooking intoprepositionsandarticles.

Thestudentswillberevisingdiﬀerentgrammaticalaspectslikemodalverbsand lookingintoworkinterviewsandusingtheirCV.

HalfTerm3 (Jan–Feb)

CurriculumContent SuggestedReadingor ExtensionActivities

(YEAR13)

HalfTerm4 (Feb–Apr) Thistermthestudentsstudyabouttheworkplaceandsocialissues.Theywill explorethewaysinwhichgroupsofpeopleorganizethemselves,orareorganized, throughcommonsystemsandinterests.Thestudentswillberevisitingpartsofthe topicofeducationandHispaniceducationsystems,aswellastheworkplace, extracurricularactivities,timetableanduniversitydegrees.Thestudentswillalso startlookingatqualificationsandbuildingtheirCV,aswellasprofessions, unemploymentandworkconditions.

improved.arereviewedandsurethatwrittentasksStudentsshouldmakerecommended.vocabularywebsitesisRegularuseofthe

TermSummer (Apr–June)

HalfTerm2 (Nov–Dec)

Inthecommunicationandmediatopicthedifferentgenreofmediawillbelooked atandthedifferentsupportyoucanhavetogetthenewssuchastheradio,TV, Socialinternet.mediawillbestudiedandalsoadvertisement.InthesectionofTechnology, theywillexplorethewaysinwhichhumancreativityandinnovationaffectour Theworld.studentswillbelookingatavarietyoftopics,fromcybersecurity, entertainment,socialmediaandcyberbullying. Thestudentswillberevisitingthepresenttenseinrelationtothesubjunctive,as wellasthefutureandconditionaltenses.

EUROPEANLANGUAGESSPANISHABINITIO

HalfTerm1 (Aug–Oct)

Thistermwewillcoverthetopicoftheenvironment. Wewilllookatglobalissues howourworldisindanger,whatwecandotoprotecttheearth.Thestudents explorethechallengesandopportunitiesfacedbyindividualsandcommunitiesin themodernworld.Thestudentstalkaboutinequality,discriminationand stereotypes.Theyexploreabitofthejudicialsystemandpublichealth. Regularreadingand writingtasksneedto bedone. 41

InSpanish,weaimtofosteraloveofthelanguage. ThroughlearningSpanish,wehopethatstudentswilldevelopskillsthat willallowthemtounderstandbetterhowlanguagesfunction.Newculturesarealsodiscovered,puttingapurposetotheir learning.

Thestudentsputeverythingtheyhavelearntintermsofgrammarintopractice here,payingextraattentionatthesubjunctiveandhigher-levelexpressions. StudentswillalsogetpreparedfortheirIBexams.

Assessmenttasks,methods andfrequency

Parents/guardianscanhelp theirchildby: Parentscanhelpbycheckingthatthehomeworkisdone.

Usefulwebsites

Equipmentthatstudents need Exercisebook/Vocabularybook/Folder

theRegularspeaking,writing,readingandlisteningassessmentsarehappeningthroughoutyear.

Ply&index=1https://www.youtube.com/watch?v=Dfb9-ZTCA-E&list=PLLVULqsElvki_riI1ld0QhZJx1wom5https://lyricstraining.com/https://www.conjuguemos.comhttps://www.linguascope.comlanguageshttps://quizlet.comonline

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StudentsStudentspreparea2minutesdescriptionofapicturecoveringatopicdoneinclass.areabletoanswervariousquestions.

Examplesofhomeworktasks

Assessmenttasks,methods andfrequency Regularspeaking,writing,readingandlisteningassessmentshappenthroughouttheyear. Regularvocabularylearningandvocabularytests. 43

CurriculumContent SuggestedReadingor ExtensionActivities

Duringthefirsttermstudentswillfollowtheoverridingthemeof Identityandexaminethefollowingsub-themes: Diﬀerentwaysoflifeinthehispanicworld;healthandwellbeing;the artsandtheirinfluenceonhealth;healthyeating;howweexpressour ownidentity. Studentsareencouragedtoread variousarticlesaccordingtothe topicbeingcoveredinclass.

Aparticularfocusisplaced on oralfluencyandconfidence.

EUROPEANLANGUAGESSPANISHB(YEAR12)

TermSummer (Apr–June)

Lifestoriesandrightsofpassage;customsandtraditions;migration; socialchangesinyoungpeople;thechallengesthatyoungpeopleface; hispanicʻfiestasʼ;immigration;familydynamics;workandeducationin thefuture.

Examplesofhomeworktasks Studentspreparea3minutevideoonatopicusingFlipgrid. StudentsplanabackpackingtripacrossSouthAmericaandprepareapresentation.

HalfTerm1 (Aug–Oct)

InSpanish,weaimtofosteraloveofthelanguage.Wehopethatstudentswilldevelopskillsthatwillallowthemto understandbetterhowlanguagesfunction.Wediscoverthehispanicworld,exposingstudentstoSpanishandLatinculture andputtingapurposetotheirlearning.

HalfTerm2 (Nov–Dec)

HalfTerm3 (Jan–Feb)

HalfTerm4 (Feb–Apr)

Studentswilldiscusshowlanguagecontributestotheformationofour identity;hispaniccelebrationsandtraditions;howandwhyweshould conserveourculturalidentity;our multiculturalworldandmulticultural families;hispanicgastronomy. StudentswillexploretheSpanishspeakingworlddeeperandlook furtherintotheregionaldiﬀerencesinSpainandalsothoseinLatin America.

Duringthistermstudentswillfollowtheoverridingthemeof Experiencesandexaminethefollowingsub-themes: Whyhumanssearchfornewexperiences;hownewexperienceschange us; advantagesanddisadvantagesoflivingnewexperiences;tourism hotspotsandplacesofinterestinthehispanicworld;authentichispanic cuisine;thesignificanceofarchitectureintheSpanishspeakingworld; diﬀerentwaystotravelandexploretheworld;backpackingand diﬀerentkindsofholidays;theimpactthatmusichasuponus. Regularuseofthevocabulary websitesisrecommended. Students'focusshouldturnto writtentasks,accurategrammar, varietyofstructuresand vocabularyaswellas incorporatingtheelementsof eachtexttype.

Scienceandtechnology;thepositiveandnegativeaspectsofscientific andtechnologicaladvancements;consequencesofaccessto technologicalandscientificadvancements;newscientificand technologicalinitiatives;technologicalandscientificfeatsofthepast; fashionandtechnology;artificialintelligence;internetsafety; globalisation;protestsintheformofart;hispanicartists;literature, traditionalartandillustrationanddance. RegularreadingofMuy InteresanteorMaryGlasgow magazines.

Equipmentthatstudents need Exercisebook/Vocabularybook/Folder/Workbook/Bi-lingualdictionary

Assessmenttasks,methods andfrequency https://www.muyinteresante.es/www.newsinslowspanish.com

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Examplesofhomeworktasks ofEncouragestudentstohandintasksontime,aswellasshowinganinterestinthelearningbothculturalandlinguisticaspects.

WhocanIcontact? HeadofDepartment lchoi@nlcsjeju.kr

Equipmentthatstudents need ReadbooksinSpanish,SpotifypodcastsorfollowSpanishpeopleontwitter/Instagram.

HalfTerm4 (Feb–Apr)

Duringthefinal termstudentswill followtheoverriding themeofSocialOrganisationandexaminethefollowing Thesub-themes:roleoftheindividualinsociety,researchingwhat rolelanguagehastoplayinsociety;communityprojects andhowtheycanhelpwithsocialissues;youngpeople andvolunteerwork;sustainabledevelopment;Other languagesthatexistinthehispanicworld;howdiﬀerent generationsinteractandhowwecansupporttheelderly.

PreparationfortheWrittenExamandtheOral Examisneeded.

HalfTerm2 (Nov–Dec)

Studentswillalsofocusmoreintenselyonexam practice,examskillsandtechniqueandreviseallIB topicscovered.

HalfTerm3 (Jan–Feb)

Educationandwork;problemsintheworkplace;the importanceoflaws,humanrightsandjustice;diﬀerent educationalcontexts;whatchallengeswefaceinthe educationalandworksphereinthe21stcentury; what aspectsofthelegalsystemarelikelytochange.

CurriculumContent SuggestedReadingorExtensionActivities

HalfTerm1 (Aug–Oct)

Studentsshouldattendanyextrarevision sessionsoﬀeredandstepuptheirrevisionofall skills,particularlyspeakingasthisexamwill takeplacefirst.

Studentswilldeepentheirculturalandlinguisticknowledgefurther,alsoaddinganexamfocus.

EUROPEANLANGUAGESSPANISHB(YEAR13)

Examplesofhomeworktasks StudentsprepareanexamstylepictureonanIBtopic. Studentskeepatrackofandreportbackontheirownecologicalfootprint. Assessmenttasks,methods andfrequency Regularspeaking,writing,readingandlisteningassessmentshappenthroughouttheyear. Regularvocabularylearningandvocabularytests. Equipmentthatstudents need Exercisebook/Vocabularybook/Folder/Workbook/Bi-lingualdictionary 45

Studentsareencouragedtoreadvariousarticles accordingtothetopicbeingcoveredinclass.

Duringthefirsttermstudentswillfollowtheoverriding themeofSharingthePlanetandexaminethefollowing Environmentalsub-themes:andsocialchallengesthatourplanet faces;problemsandopportunitieswithinruraland urbansurroundings;eco-friendlycities;ourglobal ecologicalfootprint;sustainableliving;responsible tourism;thescarcityofwateronourplanet;air pollution.

Problemsandbenefitsglobalisationbringsabout; challengesandopportunitiesthatindividualsand communitiesarefacedwithinthecurrentsituationwith conflicts,equalityandhumanrights;ethicalproblems thatarepresentedinmodernsocietyandhowtoresolve them;fairtrade;cultureandrights;genderequality; peaceandconflictacrossthehispanicworld.

ofEncouragestudentstohandintasksontime,aswellasshowinganinterestinthelearningbothculturalandlinguisticaspects.

Cocurricularactivities ReadbooksinSpanish,Spotifypodcasts,followSpanishpeopleontwitter/Instagram.

canI

Usefulwebsites

Who contact? HeadofDepartment lchoi@nlcsjeju.kr

Parents/guardianscanhelp theirchildby:

https://www.muyinteresante.es/www.marca.comwww.elmundo.eswww.elpais.comwww.newsinslowspanish.com

46

HalfTerm1 (Aug–Oct)

Examplesofhomeworktasks StudentsStudentspreparea4minutesdescriptionofapicturecoveringatopicdoneinclass.areabletoanswervariousquestions.

HalfTerm3 (Jan–Feb)

HalfTerm2 (Nov–Dec)

Studentswilldiscusshowlanguagecontributestotheformationofour identity;howandwhyweshouldconserveourculturalidentity;our multiculturalworldandmulticulturalfamilies;Frenchgastronomy. StudentswillexploretheFrenchspeakingworlddeeperandlookfurtherinto theregionaldiﬀerencesinFranceandalsothoseinotherFrancophone countries.

Assessmenttasks,methods andfrequency theRegularspeaking,writing,readingandlisteningassessmentsarehappeningthroughoutyear.

TermSummer (Apr–June)

CurriculumContent SuggestedReadingor ExtensionActivities

EUROPEANLANGUAGESFRENCHB(YEAR12)

Scienceandtechnology;thepositiveandnegativeaspectsofscientificand technologicaladvancements;consequencesofaccesstotechnologicaland scientificadvancements;newscientificandtechnologicalinitiatives; technologicalandscientificfeatsofthepast;fashionandtechnology;artificial intelligence;internetsafety;globalisation;protestsintheformofart;french artists;literature,traditionalartandillustrationanddance. Regularreadingand writingtasksneedtobe done.

Duringthefirstterm,thesediﬀerentthemes: thechangeoftheroleofparents; changingmodelsoffamilyandparenting;attitudesofyoungpeopletowards otherfamilymembers;conflictswillbelookedat.Characteristicsandrolesof friends;importanceoffriends;conflictwithfriends;friendshipcomparedwith lovewillalsobestudied.Finally,changingattitudestowardsmarriageor cohabitation;changingroleswithinthehome;separationanddivorce;benefits anddrawbacksofstayingsinglewillbestudied.Themainthemecoveredisthe themeofidentity. Studentsareencouraged toreadvariousarticles accordingtothetopic beingcoveredinclass. Preparationforthe WrittenAssignmentand theoralexamisneeded.

Equipmentthatstudents need Exercisebook/Vocabularybook/Folder Parents/guardianscanhelp theirchildby: Parentscanhelpbycheckingthatthehomeworkisdone. 47

DuringthefirsttermstudentswillfollowtheoverridingthemeofSharingthe Planetandexaminethefollowingsub-themes: Environmentalandsocialchallengesthatourplanetfaces;problemsand opportunitieswithinruralandurbansurroundings;eco-friendlycities;our globalecologicalfootprint;sustainableliving;responsibletourism;thescarcity ofwateronourplanet;airpollution. Regularuseofthe vocabularywebsitesis Studentsrecommended.shouldmake surethatwrittentasksare reviewedandimproved.

HalfTerm4 (Feb–Apr)

Problemsandbenefitsglobalisationbringsabout;challengesand opportunitiesthatindividualsandcommunitiesarefacedwithinthecurrent situationwithconflicts,equalityandhumanrights;ethicalproblemsthatare presentedinmodernsocietyandhowtoresolvethem;fairtrade;cultureand rights;genderequality;peaceandconflictacrossthefrancophoneworld.

Usefulwebsites https://www.linguascope.comlanguageshttps://quizlet.comonline

WhocanIcontact?

HeadofDepartment lchoi@nlcsjeju.kr

48

Regularuseofthevocabularywebsitesis Studentsrecommended.shouldmakesurethatwrittentasks arereviewedandimproved.

HalfTerm4 (Feb–Apr)

Studentsareencouragedtoreadvariousarticles accordingtothetopicbeingcoveredinclass.

HalfTerm2 (Nov–Dec)

Examplesofhomeworktasks

EUROPEANLANGUAGESFRENCHB(YEAR13)

ThefinaltermlooksatLifestoriesandritesofpassage; customsandtraditions;migration;socialchangesin youngpeople;thechallengesthatyoungpeopleface; immigration;familydynamics;workandeducationin thefuture.

HalfTerm3 (Jan–Feb)

Educationandwork;problemsintheworkplace;the importanceoflaws,humanrightsandjustice;diﬀerent educationalcontexts;whatchallengeswefaceinthe educationalandworksphereinthe21stcentury; what aspectsofthelegalsystemarelikelytochange. Studentswillalsofocusmoreintenselyonexam practice,examskillsandtechniqueandreviseallIB topicscovered.

Duringthistermstudentswillfollowtheoverriding themeofExperiencesandexaminethefollowing Whysub-themes:humanssearchfornewexperiences;hownew experienceschangeus; advantagesanddisadvantagesof livingnewexperiences;tourismhotspotsandplacesof interestinthefrancophoneworld;authenticFrench cuisine;thesignificanceofarchitectureintheFrench speakingworld;diﬀerentwaystotravelandexplorethe world;backpackinganddiﬀerentkindsofholidays;the impactthatmusichasuponus.

PreparationfortheWrittenAssignmentandthe oralexamisneeded.

Duringthefinal termstudentswill followtheoverriding themeofSocialOrganisationandexaminethefollowing Thesub-themes:roleoftheindividualinsociety,researchingwhat rolelanguagehastoplayinsociety;communityprojects andhowtheycanhelpwithsocialissues;youngpeople andvolunteerwork;sustainabledevelopment;Other languagesthatexistinthefrancophoneworld;how diﬀerentgenerationsinteractandhowwecansupport theelderly.

HalfTerm1 (Aug–Oct)

Assessmenttasks,methods andfrequency theRegularspeaking,writing,readingandlisteningassessmentsarehappeningthroughoutyear.

Equipmentthatstudents need Exercisebook/Vocabularybook/Folder 49

CurriculumContent SuggestedReadingorExtensionActivities

StudentsStudentspreparea4minutesdescriptionofapicturecoveringatopicdoneinclass.areabletoanswervariousquestions.

50

HeadofDepartment lchoi@nlcsjeju.kr

Usefulwebsites https://www.linguascope.comlanguageshttps://quizlet.comonline

WhocanIcontact?

Inadditiontocontinuingourworkonlanguage,we willstarttheLiteraturesettexts ● IntroductiontoOvidAmores

● Catulluspoems-secondpartoftheIBselection.

CurriculumContent SuggestedReadingorExtensionActivities

● IntroductiontousingaLatinDictionary

● Scansionofelegiaccouplets.

● ArtsWeeklanguageandliteratureproject.

● OvidAmores-IBSelectioncontinued

ReadcommentariesonLiterarysettexts. ContinuetoreadfromtheReadingList. FollowClassicsBlogs/Facebookgroups,egʻThe ClassicsLibraryʼ LookatwebsitesofuniversityClassics departments. 51

HalfTerm3 (Jan–Feb)

WewillcontinueworkonLanguageandLiterature.

● ContinueCatullusandOvidsettexts

● FinaldraoftheIndependentDossier

AsLatinteachers,weaimtofosteraloveoftheRomanworldanditslanguageandliterature. ThroughlearningLatinwehope thatstudentswilldevelopafacilitywithlanguage,thecapacityandinclinationtoanalysesourcesofinformationcriticallyand atolerant,flexibleapproachtoideasandcustomswhicharediﬀerentfromtheirown.

ReadOvidʼsMetamorphosesintranslation. Continuetoreadnon-fictionandhistorical fiction fromtheReadingList.

● Unseentranslation ReadOvidʼsMetamorphosesintranslation. PrepareanentryfortheARLTLatinReading SupportCompetition.youngerstudentsinthe Latin@Lunchtimesessions. ContinuetoreadfromtheReadingList.

TermSummer (Apr–June)

● Scansionofelegiaccouplets. Widerreadingisimportantinpreparationforthe IndependentDossier(IA). Thismightinclude anythingfromthereadinglistprovided, especiallyʻOmnibusʼarticles. FollowClassicsBlogs/Facebookgroups,egʻThe ClassicsLibraryʼ

HalfTerm1 (Aug–Oct)

HalfTerm2 (Nov–Dec)

AttendLatinSocietyMeetingsthroughoutthe year

● Unseentranslationfromavarietyofauthors

AerinternalexamsStudentswillstartandcomplete theirIndependentDossiersfortheIB.Wewillalso worktowardsanArtsWeekproject.

● Unseentranslation ● Collectsourcesandstartcommentaryforthe IndependentDossier

TheFocusofthishalftermwillbeonLanguageand Literature

HalfTerm4 (Feb–Apr) WewillcontinueworkonLanguageandLiterature.

Widerreadingisimportantinpreparationforthe IndependentDossier(IA). Thismightinclude anythingfromthereadinglistprovided, especiallyʻOmnibusʼarticles. FollowClassicsBlogs/Facebookgroups,egʻThe ClassicsLibraryʼ LearntheIBvocabularylist

LATIN(YEAR12)

LanguageandLiteraturecontinued ● Unseentranslationfromavarietyofauthors

● RevisionofIGCSELanguage ● FurtherLanguage,includingpredicativedatives, impersonalverbsandsubjunctivesinmain clauses.HLclasseswillcoveradditional languagetopics. ● IntroductiontoaselectionofLatinauthors includingOvidʼsMetamorphoses

Parents/guardianscanhelp theirchildby: Askingachildtotalkabouthis/herwork. Encouraginghim/her tospendtimereading beyondthesyllabus. Usefulwebsites

Examplesofhomeworktasks Translatingsentences;translatingpassagesofpoetry;analysing poems;researching poets

https://archive.org/details/omnibusmagazine

Assessmenttasks,methods andfrequency

TranslationfromLatinintoEnglish;IndependentAssignmentforIB-collectingand commentingonaselectionofLatintextsandartefacts;commentaryonindividualpoems; extendedwritingaboutpoems(HLonly).Aswellasinformalassessmentinlessons,there willbehomeworkandsmallteststhroughouttheyearandanannualexaminationinApril orMay.

WhocanIcontact?

Equipmentstudentsneed Laptop,writingequipment,foldersforstoring/organisingwork.Latindictionary(Y13only)

HeadofDepartment MrsMargaretBaird(mbaird@nlcsjeju.kr)

52

● CompleteIndependentDossier(IA) ReadcommentariesonLiterarysettexts. FollowClassicsBlogs/Facebookgroups,egʻThe ClassicsLibraryʼ Readthe6thformmagazineOmnibusinthe schoollibrary AttendLatinSocietyMeetingsthroughoutthe year

● Scansionofhexametersandelegiaccouplets.

LATIN(YEAR13)

● ReadVirgilʼsAeneidBook12

● ReadVirgilʼsEclogues (HLonly)

LanguageandLiteraturecontinuedasabove ● ReadVirgilʼsAeneidBook12 ● ReadVirgilʼsEclogues (HLonly)

● ReadVirgilʼsAeneidBook12 ● ReadVirgilʼsEclogues (HLonly)

athatstudentswilldevelopafacilitywithlanguage,thecapacityandinclinationtoanalysesourcesofinformationcriticallyandAsLatinteachers,weaimtofosteraloveoftheRomanworldanditslanguageandliterature.ThroughlearningLatinwehopetolerant,flexibleapproachtoideasandcustomswhicharediﬀerentfromtheirown.

HalfTerm3 (Jan–Feb) WewillcontinueworkonLiterature.

TheFocusofthishalftermwillbeonLiterature ● HoraceSettext

TermSummer (Apr–June)

ReadcommentariesonLiterarysettexts. FollowClassicsBlogs/Facebookgroups,egʻThe ClassicsLibraryʼ

● ReadVirgilʼsAeneidBook12 ● ReadVirgilʼsEclogues (HLonly)

● Scansionofhexametersandelegiaccouplets.

HalfTerm2 (Nov–Dec)

● Preparefor literatureessays(HLonly)

● Ovidunseentranslation ● ArtsWeeklanguageandliteratureproject. ReadcommentariesonLiterarysettexts. ContinuetoreadfromtheReadingList. FollowClassicsBlogs/Facebookgroups,egʻThe ClassicsLibraryʼ LookatwebsitesofuniversityClassics departments. 53

● Scansionofhexametersandelegiaccouplets. ReadcommentariesonLiterarysettexts. PrepareanentryfortheARLTLatinReading SupportCompetition.youngerstudentsinthe Latin@Lunchtimesessions. ContinuetoreadfromtheReadingList. HalfTerm4 (Feb–Apr) WewillcontinueworkonLiterature.

CurriculumContent SuggestedReadingorExtensionActivities

HalfTerm1 (Aug–Oct)

● Scansionofhexametersandelegiaccouplets. ReadcommentariesonLiterarysettexts. Continuetoreadnon-fictionandhistorical fictionfromtheReadingList.

Examplesofhomeworktasks Translatingpassagesofpoetry;analysing poems;researching poets

Assessmenttasks,methods andfrequency

Who

canIcontact?

smallpoems(HLonly).Aswellasinformalassessmentinlessons,therewillbehomeworkandCommentingonLatintexts;commentaryonindividualpoems;extendedwritingabouttestsonthetranslationofthetextsthroughouttheyearandanannualexamination.

Equipmentstudentsneed Laptop,writingequipment,foldersforstoring/organisingwork. Parents/guardianscanhelp theirchildby: beyondAskingyourchildtotalkabouthis/herwork.Encouraginghim/hertospendtimereadingthesyllabus. Usefulwebsites https://archive.org/details/omnibusmagazine

HeadofDepartment MrsMargaretBaird(mbaird@nlcsjeju.kr)

54

AtthestartofthetermStandardLevelstudentswillcompleteanInternal Assessmentonamicroeconomictopicbasedontheirnewspaper reading.Theywillthenmoveontostudying: ● Themeasurementofnationalincome.

fromacquisitionofstrongsubjectknowledge,applicationoftheoryinavarietyofrelevantcontextsandtheanalysisofargumentsTheIBcourseinEconomicsaimstodevelopintellectualcuriosityandindependentenquiryaboutthesubjectbuiltontheavarietyofstakeholderperspectivestoreachasupportedandjustifiedevaluationofideas,propositionsandconcepts. CurriculumContent SuggestedReadingor ExtensionActivities

CommontobothHLandSL: ● Marketfailure–publicgoods,externalities.

ECONOMICS(YEAR12)

CommontobothHLandSL: ● Year-endexaminations. SLstudentswillinvestigate: ● Economicsofinequlaityandpoverty.

● Macroeconomicobjectivesofgrowth,unemploymentand inflation. ● Trade-oﬀsbetweenmacroeconomicobjectives. HLstudentswillinvestigate: ● Themeasurementofnationalincome. ● CalculationofGDPfiguresandanassessmentofthestandardof livingandqualityoflifeinKorea. ● Aggregatedemandandsupplymodeloftheeconomyfromthe perspectivesofboththeneo-classicalandKeynesian viewpoints. Kognitytextbook. Regularreadingofquality newspaperarticlesparticularly relatingto unemploymentgrowth,andinflationin Koreaandothercountriesof interest.

Kignity Regulartextbook.readingofquality newspaperarticlesparticularly relatingtogrowth,equityand 55

CommontobothHLandSL: ● Introductiontoeconomics.

Kognitytextbook. Regularreadingofquality newspaperarticlesparticularly relatingtothemacroeconomic environmentofKorea.

HalfTerm2 (Nov–Dec)

● Policiestodealwithmarketfailures. HLstudents,inaddition,willconsiderthemarketfailuresassociatedwith asymmetricinformationandmonopoly. Kognitytextbook. Regularreadingofquality newspaperarticlesparticularly relatingtotheconsumptionof tobacco,alcoholandfood; educationandhealthservices aroundtheworld.

● Diﬀerenteconomicperspectives.

● Governmentinterventioninmarkets. HLstudents,inaddition,willconsideraspectsofbehaviouraleconomics. Kognitytextbook. Regularreadingofquality newspaperarticlesparticularly relatingtotheworkingsof individualmarketssuchas agriculture,housingor consumergoods.

HalfTerm4 (Feb–Apr) SLstudentswillinvestigate:

● Demand,supply,themarketmechanismandelasticity.

● Aggregatedemandandsupplymodeloftheeconomyfromthe perspectivesofboththeneo-classicalandKeynesian viewpoints. Higherlevelstudentswillcompletetheextensionstudyofmarket structureandthemarketfailureofmonopolybeforemovingonto completingtheirfirstInternallyassessedpiece.

HalfTerm1 (Aug–Oct)

TermSummer (Apr–June)

HalfTerm3 (Jan–Feb)

● CalculationofGDPfiguresandanassessmentofthestandardof livingandqualityoflifeinKorea.

Assessmenttasks,methods andfrequency

formStudentswillundertakecommonassessedpiecesthroughoutthecourseThismaytaketheofapieceofhomework.

Equipmentthatstudents need tohomework.Studentswillneedahighlighter,purplepenforaddingcommentstotheirworkfindexplanationsofbasiceconomicsandinquiriesthatwewillfollowinclassandforSchoolprovidestheonlineKognitytextbookforallstudentswherestudentswillbeabletodemonstratetheirprogressandarulerandacalculator.

Cocurricularactivities termsupportapplicationstoeliteuniversities,usuallycommencinginthesecondhalfofthefirstSocietymembership.ThedepartmentrunsawiderEconomicsenrichmentactivitytoBusinessManagementSocietypresentingshortpresentationsonareasofinteresttotheuniversitiesaroundtheworld.MembershipandactiveparticipationintheEconomicsandessaycompetitiontitlesfromarangeoforganizationsoutsideofschoolincludingleadingFOBISIASocialStudiesessaycompetition.Inaddition,thedepartmentregularlycirculatesBusinessCompetition;BookreviewcompetitionsbetweentheNLCSgroupofschools;IslanderandEquilibriummagazines;VariousStudentInvestorcompetitionandtheGECofYear12. thePleasecommunicatewiththeappropriateteacherthroughPaliwalisamsportal.

● CalculationofGDPfiguresandanassessmentofthestandardof livingandqualityoflifeinKorea.

● Aggregatedemandandsupplymodeloftheeconomyfromthe perspectivesofboththeneo-classicalandKeynesian viewpoints. policyprescriptionsofthe chosencountrytoresearch.

● Howgovernmentsmanagetheeconomy:Demandmanagement policies-monetary,fiscalandsupply-sidepolicies. HLstudentswillinvestigate: ● Themeasurementofnationalincome.

Parents/guardianscanhelp theirchildby:

Usefulwebsites includingprovidedones.Thelibraryportalhasaccesstoarangeofprintedbooksandmagazines,Thewebsiteofanyqualitynewspaperfromaroundtheworld,preferablythefreelyonlineaccesstoTheEconomist.

WhocanIcontact? HeadofEconomics RaymondMaher TeachersofYear12 Economics Arunima

Allarticles,researchpapersanddebatetopics,postercreation,mindmapsandnotestaking.Dataresponseandessay-basedwork;investigativeworkculminatinginnewspaperstudentswillbeaskedtoperformcalculationandgraphingexercises.

aappropriateeconomicexamples,drawnfromlocalgeneralknowledge,withstudentswithEnsuringstudentsreadwidelyaroundthesubjectonaregularbasis;discussingviewtoencouragingthemtocometoasupportedconclusionandstatingreasons.

Examplesofhomeworktasks

56

HalfTerm2 (Nov–Dec)

SuggestedReadingor ExtensionActivities

● Allstudentswillconsiderpovertyandinequalitywithina nationalandinternationalcontext.

fromacquisitionofstrongsubjectknowledge,applicationoftheoryinavarietyofrelevantcontextsandtheanalysisofargumentsTheIBcourseinEconomicsaimstodevelopintellectualcuriosityandindependentenquiryaboutthesubjectbuiltontheavarietyofstakeholderperspectivestoreachasupportedandjustifiedevaluationofideas,propositionsandconcepts.

● Allstudentswillconsiderdemandandsupply-sidepolicies governmentsruntomanagetheeconomiccycleandto promotetheobjectivesofgrowth,competitionandequality.

ECONOMICS(YEAR13)

● AllstudentswillcompleteasetofmockIBpapers.

CurriculumContent

● AllstudentswillcompleteInternallyAssessedpiecesin internationaleconomicsanddevelopment.Ifastudentneeds toreplaceaninternallyassessedpiecewithanothernewpiece theywillhavetheopportunitytodoso.

● Revisionopportunities. Revisionnotes

changedstructurepapersstudentsexaminationstudents.questionsstrategies.Sampleandpast-paperwillbeavailabletoAsthisisthefirstyearofthesubjectshouldnotusepastfrompreviousyears-theofthepapershasandthetimingshave

57

HalfTerm4 (Feb–Apr)

● Revisionopportunities.

HalfTerm3 (Jan–Feb)

Kognitytextbook. Regularreadingofquality newspaperarticlesparticularly relatingtointernationaltrade andtheeconomicsituationin developingcountries.

● Allstudentswillconsidertheinternationaldimensionsofan economy,includingthebasisforinternationaltradeandthe phenomenonofglobalisation.

● Theteachingofthespecificationwilllastthroughthisterm basedonwhatisabove.

● Allstudentswillconsiderargumentsforandagainst internationaltradeandmethodsofprotectionism,the recordingofinternationaltradethroughthebalanceof payments,economicintegrationandexchangerates.

Kognitytextbook. Regularreadingofquality newspaperarticlestoselect articlesfortheirinternally assessedpieces.Sample past-paperquestionswillbe availabletostudents.Asthisis thefirstexaminationyearofthe subjectstudentsshouldnotuse pastpapersfrompreviousyearsthestructureofthepapershas changedandthetimingshave changed.

● HLstudentswilllookattheimplicationsofbalanceofpayments deficitsandsurplusesforcountries.

● StudentswillcompleteanInternallyAssessedpieceaer Sectionthreeofthespecificationiscompleted.

● Allstudentswillconsiderwhatwemeanbysustainable developmentandthewayswehaveofmeasuringdevelopment, thebarrierstoeconomicgrowthanddevelopmentcountries faceandthestrategiescountrieshavetoovercomethese barriers.

HalfTerm1 (Aug–Oct)

Kognitytextbook. Regularreadingofquality newspaperarticlesparticularly relatingtoinequalityandthe problemsofrecessions,booms, inflationandunemployment.

Examplesofhomeworktasks

Usefulwebsites includingprovidedones.Thelibraryportalhasaccesstoarangeofprintedbooksandmagazines,Thewebsiteofanyqualitynewspaperfromaroundtheworld,preferablythefreelyonlineaccesstoTheEconomistandtheFinancialTimes.

aappropriateeconomicexamples,drawnfromlocalgeneralknowledge,withstudentswithEnsuringstudentsreadwidelyaroundthesubjectonaregularbasis;discussingviewtoencouragingthemtocometoasupportedconclusionandstatingreasons.

Parents/guardianscanhelp theirchildby:

termsupportapplicationstoeliteuniversities,usuallycommencinginthesecondhalfofthefirstSocietymembership.ThedepartmentrunsawiderEconomicsenrichmentactivitytoBusinessManagementSocietypresentingshortpresentationsonareasofinteresttotheuniversitiesaroundtheworld.MembershipandactiveparticipationintheEconomicsandessaycompetitiontitlesfromarangeoforganizationsoutsideofschoolincludingleadingFOBISIASocialStudiesessaycompetition.Inaddition,thedepartmentregularlycirculatesBusinessCompetition;BookreviewcompetitionsbetweentheNLCSgroupofschools;IslanderandEquilibriummagazines;VariousStudentInvestorcompetitionandtheGECofYear12andcontinuingintoYear13throughtheCCAprovision. thePleasecommunicatewiththeappropriateteacherthroughPaliwalisamsportal.

WhocanIcontact? HeadofEconomics RaymondMaher TeachersofYear13 Economics Arunima

58

TermSummer (Apr–June) ● IBDPexamination.

Assessmenttasks,methods andfrequency

Cocurricularactivities

Allarticles,researchpapersanddebatetopics,postercreation,mindmapsandnotestaking.Dataresponseandessay-basedwork;investigativeworkculminatinginnewspaperstudentswillbeaskedtoperformcalculationandgraphingexercises.

Equipmentthatstudents need tohomework.Studentswillneedahighlighter,purplepenforaddingcommentstotheirworkfindexplanationsofbasiceconomicsandinquiriesthatwewillfollowinclassandforSchoolprovidestheonlineKognitytextbookforallstudentswherestudentswillbeabletodemonstratetheirprogressandarulerandacalculator.

formStudentswillundertakecommonassessedpiecesthroughoutthecourseThismaytaketheofapieceofhomework.

changed.

PopulationChangecontinued ● Evaluatingpopulationpoliciesrelatedtoageing societies,pro-natalists,anti-natalistsandgender equality. ● Understandingtheconceptofthedemographic dividend Globalclimate—vulnerabilityandresilience

Assessmenttasks,methods andfrequency Endofunittests,essaysandformativeandsummativeassessments

Globalresourceconsumptionandsecuritycontinued ● Understandingresourcestewardshipandthe roletheSustainableDevelopmentGoals

Equipmentthatstudents need Basicstationery 59

Examplesofhomeworktasks Casestudyresearch,presentationpreparationanddiscursiveessays

ComparetheMillenniumDevelopmentGoals andSustainableDevelopmentGoals

ExploretheGuardianEnvironment https://www.theguardian.com/uk/environmentwebsite

● Understandingdistributionofpopulation, economicdevelopmentandfactorsthat influencepopulationstructure Read“GeographyinProfile”byDannyDorling andCarlLee

Globalclimate—vulnerabilityandresiliencecontinued ● Possibilitiesforrespondingtoclimatechange andpoweroverthedecision-makingprocess

● Howpressureonresourcesaﬀectsthefuture securityofplacesandtheimportanceand interconnectionsoffood,energyandwater security.

MockY12Exam

HalfTerm4 (Feb–Apr) Globalresourceconsumptionandsecurity

HalfTerm1 (Aug–Oct)

GEOGRAPHYSL(YEAR12)

TheaimsoftheIBgeographycoursearetoenablestudentstodevelopanunderstandingofthedynamicinterrelationships betweenpeople,places,andtheenvironmentandunderstandtheneedforplanningsustainabledevelopmentthroughthe managementofresources. CurriculumContent SuggestedReadingorExtensionActivities

● Hownaturalandhumanprocessesaﬀectthe globalenergybalanceandtheimpactson places,societiesandenvironmentalsystems.

HalfTerm3 (Jan–Feb)

PopulationGeographyChange

ReadJamesLovelockseriesofbooks“Gaia:The TheoryoftheLivingPlanet”&“Gaia:ANew LookatLifeonEarth TermSummer (Apr–June)

Read“TheBottomBillion”byPaulCollier

HalfTerm2 (Nov–Dec)

FieldtripandIA–worth25%oftheirfinalIBgeography Introductionmark.tothecoreconceptsandthemesofIB

60

Parents/guardianscanhelp theirchildby:

andMUN WhocanIcontact?

Cocurricularactivities

studentsEnsurestudentstokeeptocourseworkdeadline,purchasetheonlinetextbook,encouragetokeepuptodatewiththenewsandapplycurrentaﬀairstothesyllabus

Department

Usefulwebsites

Subscriptionto https://www.theguardian.com/uk/environmentRegularlyhttp://www.geographyalltheway.com/ib_geography_2019.htmgeographyallthewaychecktheGuardianEnvironmentwebsite–ConservationSociety

Headof AlisonTuck

HalfTerm1 (Aug–Oct) Geophysicalhazards ● Geologicalprocessesthatresultinthehazardsof earthquakes,volcanoesandmassmovement

● Howphysicalandhumanprocessesinfluence foodproductionandconsumption,and incidenceandspreadofdisease.

● Futurepossibilitiesforsustainableagriculture andimprovedhealth ExploretheWorldHealthOrganisationwebsite http://www.who.int/en/ HalfTerm4 (Feb–Apr)

GEOGRAPHYSL(YEAR13)

● Howthesegeophysicalhazardsaﬀectpeoplein diﬀerentareasoftheworld Researchthelivesofthevolcanologistsof MauriceandKatiaKra HalfTerm2 (Nov–Dec) GeophysicalGeography ● Possibilitiesofreducinghumanvulnerabilityto geophysicalhazards Food&Health ● Waysofmeasuringdisparitiesinfoodandhealth

Reviewofkeyconceptsofplace,processes,powerand possibilitiesinIBGeography InfographicsReview Mindmaptheinterconnectionsofthesyllabus intermsofconceptsandplacesstudied.

TermSummer (Apr–June) ExamPreparation Examplesofhomeworktasks Casestudyresearch,presentationpreparationanddiscursiveessays

Assessmenttasks,methods andfrequency Endofunittests,essaysandformativeandsummativeassessments MockY13Exam

Equipmentthatstudents need Basicstationery Parents/guardianscanhelp theirchildby: studentsEnsurestudentstokeeptocourseworkdeadline,purchasetheonlinetextbook,encouragetokeepuptodatewiththenewsandapplycurrentaﬀairstothesyllabus

Usefulwebsites Subscriptionto https://www.theguardian.com/uk/environmentRegularlyhttp://www.geographyalltheway.com/ib_geography_2019.htmgeographyallthewaychecktheGuardianEnvironmentwebsite–

61

TheaimsoftheIBgeographycoursearetoenablestudentstodevelopanunderstandingofthedynamicinterrelationships betweenpeople,places,andtheenvironmentandunderstandtheneedforplanningsustainabledevelopmentthroughthe managementofresources. CurriculumContent SuggestedReadingorExtensionActivities

HalfTerm3 (Jan–Feb) Food&Healthcontinued ● Thepowerofdiﬀerentstakeholdersinrelationto influenceoverdietsandhealth

“Climatechangewillincreasepeopleʼs vulnerabilitytogeophysicalhazards”Research anddiscussthisstatement RegularlychecktheBBCHealth understandhttp://www.bbc.com/news/healthtowebsitemodernissuesinhealthanddisease

Head

Cocurricularactivities ConservationSocietyandMUN WhocanIcontact?

ofDepartment AlisonTuck TeachersofYear13 Geography

childPleaseconsultParentPortaltofindthenameofyourʼsteacher

62

● Hownaturalandhumanprocessesaﬀectthe globalenergybalanceandtheimpactson places,societiesandenvironmentalsystems.

● Managingtheissuesofoverfishingandocean pollution Watchthefilm“EndoftheLine–Wherehaveall thefishgone?

● Howpressureonresourcesaﬀectsthefuture securityofplacesandtheimportanceand interconnectionsoffood,energyandwater security.Understandingresourcestewardship.

HalfTerm1 (Aug–Oct)

FieldtripandIA–worth25%oftheirfinalIBgeography Introductionmark.tothecoreconceptsandthemesofIB PopulationGeographyChange

Equipmentthatstudents need Basicstationery 63

● Understandingdistributionofpopulation, economicdevelopmentandfactorsthat influencepopulationstructure Read“TheBottomBillion”byPaulCollier Read“GeographyinProfie”byDannyDorling andCarlLee

HalfTerm4 (Feb–Apr)

HalfTerm2 (Nov–Dec) Globalresourceconsumptionandsecurity

HalfTerm3 (Jan–Feb) Globalclimate—vulnerabilityandresilience

● Possibilitiesforrespondingtoclimatechange andpoweroverthedecision-makingprocess ExploretheGuardianEnvironment https://www.theguardian.com/uk/environmentwebsite

TermSummer (Apr–June)

TheaimsoftheIBgeographycoursearetoenablestudentstodevelopanunderstandingofthedynamicinterrelationships betweenpeople,places,andtheenvironmentandunderstandtheneedforplanningsustainabledevelopmentthroughthe managementofresources. CurriculumContent SuggestedReadingorExtensionActivities

● Understandingthecoastaleco-systemsofcoral reefsandmangroves. ExploretheWWF anet/coasts/mangroves/http://wwf.panda.org/about_our_earth/blue_planet/coasts/coral_reefs/http://wwf.panda.org/about_our_earth/blue_plwebsite

Oceansandcoastalmarginscontinued ● Understandingofthephysicalcharacteristics andprocessesofcoastlines,theirlandforms, potentialvalueandmanagement.

Assessmenttasks,methods andfrequency Endofunittests,essaysandformativeandsummativeassessments MockY12Exam

GEOGRAPHYHL(YEAR12)

Examplesofhomeworktasks Casestudyresearch,presentationpreparationanddiscursiveessays

Oceansandcoastalmargins ● Understandingoftheimportanceofoceansin termsofphysicalprocesses,influenceon climate,currentandpotentialresourcesand geopoliticalconflict.

ReadJamesLovelockseriesofbooks“Gaia:The TheoryoftheLivingPlanet”&“Gaia:ANew LookatLifeonEarth”

Usefulwebsites Subscriptionto Regularlyhttp://www.geographyalltheway.com/ib_geography_2019.htmgeographyallthewaychecktheGuardianEnvironmentwebsite–https://www.theguardian.com/uk/environment

Parents guardianscanhelp theirchildby:

studentsEnsurestudentstokeeptocourseworkdeadline,purchasetheonlinetextbook,encouragetokeepuptodatewiththenewsandapplycurrentaﬀairstothesyllabus

Cocurricularactivities ConservationSocietyandMUN WhocanIcontact? HeadofDepartment AlisonTuck TeachersofYear12 Geography childPleaseconsultParentPortaltofindthenameofyourʼsteacher 64

/

HalfTerm3 (Jan–Feb) Globalrisksandresilience ● Howglobalizationprocessescreatenew geopolitical,economicandenvironmentalrisks topeopleandplaces

● Newandemergingpossibilitiesformanaging globalrisks FoodHealth ● Waysofmeasuringdisparitiesinfoodandhealth

HalfTerm2 (Nov–Dec)

TheaimsoftheIBgeographycoursearetoenablestudentstodevelopanunderstandingofthedynamicinterrelationships betweenpeople,places,andtheenvironmentandunderstandtheneedforplanningsustainabledevelopmentthroughthe managementofresources. CurriculumContent SuggestedReadingorExtensionActivities

● Howphysicalandhumanprocessesinfluence foodproductionandconsumption,andthe incidenceandspreadofdisease.

Geophysicalhazards ● Geologicalprocessesthatresultinthehazardsof earthquakes,volcanoesandmassmovement

GEOGRAPHYHL(YEAR13)

● Howdiﬀerentplacesbecomeinterconnectedby globalinteractions Humandevelopmentanddiversity ● Waysofsupportingtheprocessesofhuman development ● Howglobalinteractionsbringculturalchanges toplaces ● Antiglobalisation Keepuptodatewithglobalpoliticsandthe globaleconomy–subscribeto“TheEconomist” and“TheWeek”

ExploretheWorldHealthOrganisationwebsite http://www.who.int/en/ TermSummer (Apr–June) Exampreparation Mindmaptheinterconnectionsofthesyllabus intermsofconceptsandplacesstudied. Examplesofhomeworktasks Casestudyresearch,presentationpreparationanddiscursiveessays Assessmenttasks,methods andfrequency Endofunittests,essaysandformativeandsummativeassessments MockY13Exam 65

HalfTerm1 (Aug–Oct)

● Howthesegeophysicalhazardsaﬀectpeoplein diﬀerentareasoftheworldandthepossibilities ofreducinghumanvulnerabilitytogeophysical hazards. Researchthelivesofthevolcanologistof MauriceandKatiaKra “Climatechangewillincreasepeopleʼs vulnerabilitytogeophysicalhazards”Research anddiscussthisstatement

Power,placesandnetworks ● Howglobalpowerandinfluencevariesspatially

HalfTerm4 (Feb–Apr) FoodHealth

● Thepowerofdiﬀerentstakeholdersinrelationto influenceoverdietsandhealth

Read“WhoRulestheWorld?”NoamChomsky RegularlychecktheBBCHealth understandhttp://www.bbc.com/news/healthtowebsitemodernissuesinhealthanddisease

● Futurepossibilitiesforsustainableagriculture andimprovedhealth

Usefulwebsites Subscriptionto Regularlyhttp://www.geographyalltheway.com/ib_geography_2019.htmgeographyallthewaychecktheGuardianEnvironmentwebsite–https://www.theguardian.com/uk/environment activities ConservationSocietyand

Parents/guardianscanhelp theirchildby:

bookEnsurestudentsusekeyrevisionquestionstofocustheirrevision,purchasetheonlinetextandkeepuptodatewiththenewsandapplycurrentaﬀairstothesyllabus

Cocurricular

Equipmentthatstudents need Basicstationery

MUN 66

● Theywillstudythephilosophicalissuesof:HumanNature, MindandBody,andPersonhood. Inaddition,HLstudentswill: ● ContinuetheirstudyofthePhilosophyofReligion.

● StudyargumentsforandagainstGodʼsexistence. Therewillbeonetimedassessment. HL/SL ● Descartes,R.Meditations

● Studentslearnwhatanargumentisandcompleteanalysisof diﬀerenttypesofclaimsfoundinarguments.

● Studentslearnhowtoconstructlogicallystructuredand convincingarguments. Inaddition,HLstudentswill:

HalfTerm1 (Aug–Oct)

● AllstudentswillstudytheCoreThemeenquiryquestion:what doesitmeantobehuman?

● Flynn,T.Existentialism:A VeryShortIntroduction HLonly ● Talliaferro,C.(ed.)A CompaniontoPhilosophy ofReligion HalfTerm3 (Jan–Feb)

PHILOSOPHY(YEAR12)

● Allstudentswillbeintroducedtocriticalreasoningand argumentationskills.

● StudythePhilosophyofReligion.

● AllstudentswillcontinuetheirstudyoftheCoreThemeinquiry question.TheywillexaminethephilosophicalissueofIdentity. Inaddition,HLstudentswill: ● ContinuetheirstudyofthePhilosophyofReligion.

TheIBcourseinPhilosophyaimstobuildindependentenquiry,intellectualcuriosity,analyticalthinkingandargumentative skills,androbustknowledgeofcompetingphilosophicalideastoenablestudentstoconsideravarietyofviewpointsin formulatingacriticalanalysisandevaluationofphilosophicalproblems.

● Allstudentswillbeginanin-depthstudyofPlatoʼsRepublic.

CurriculumContent SuggestedReadingorExtension Activities

● Theywillreadthetextandexaminetheissuesraisedsuchas thenatureofjusticeandthenatureofrealityandknowledge.

● ExaminationofthenatureofGod. Therewillbeonetimedassessment. HL/SL

AllstudentswillcompletetheSummerexaminationatthestartofthe term.

● AllstudentswillbeginworkontheirInternalAssessment.They willchooseanon-philosophicalstimuluswithwhichtoapply thephilosophytheyhavelearnt. Inaddition,HLstudentswill: HL/SL ● Sandel,M.Justice HLonly ● James,W.TheWillto Believe 67

● Finn,J.etalThe PhilosophySkillsBook HLonly ● Davies,B.ThePhilosophy ofReligion ● Dawkins,R.TheGod Delusion HalfTerm2 (Nov–Dec)

● AllstudentswillcompletetheirstudyoftheCoreTheme inquiryquestion.Theywillexaminethephilosophicalissuesof theSelfandtheOtherandFreedom. Inaddition,HLstudentswill: ● ContinuetheirstudyofthePhilosophyofReligion. ● Examinetheissuesarisingfromaphilosophicalanalysisof religiouslanguage. Therewillbeonetimedassessment. HL/SL ● deBeauvoir,S.The SecondSex HLonly ● Mitchell,B.(ed.)The PhilosophyofReligion TermSummer (Apr–June)

● Examinetheissuesarisingfromaphilosophicalanalysisof religiouslanguage. Therewillbeonetimedassessment. HL/SL ● Parfit,D.Reasonsand Persons HLonly ● Ayer,A.J.Language,Truth andLogic HalfTerm4 (Feb–Apr)

Examplesofhomeworktasks

throughthe

Assessmenttasks,methods andfrequency

Cocurricularactivities

problemsformulatingquestions,consideringtherelevanceofawiderangeofmediatophilosophicalEssays,preparationfordiscussions,readingofphilosophicaltexts,notetakingandandenquiries.

Examine

inordaughtertobeup-to-datewithcurrentatheirownviewsaboutthemtobeginadiscussion.Parentsshouldalsoencouragetheirsonexplaintheconcepts,ideas,andquestionstheyhavelearntaboutinclassandshouldoDiscussionoftheissuesraisedinclasswiththeirsonordaughter.Theycanaskthemtoﬀerﬀairsandtowatch/readnewsstorieswiththemordertodiscusstheissuesraised.

criticalContainsinformationandexercisesforstudentstocomplete.Theselessonsteachstudentshttps://essentialthinking.wordpress.com/philosophyshttp://www.bbc.co.uk/programmes/articles/3vVjcY47k2p5Wsnj3ZFHV5W/a-history-of-ideaIBphilosopherswhoarecurrentlyworkingonalloftheinquiryquestionsstudiedduringtheContainsaseriesofvideointerviewswithcontemporarycourse.Containsaseriesofbriefandinformativevideos,whichintroducethemainareasofandtheiraccompanyingquestions.thinkingskillsaswellashowtoreadaphilosophicaltext.

● theissuesarisingfromaphilosophicalanalysisof religiousexperienceandbehavior.

Equipmentthatstudents need Allequipmentisprovidedbytheschool.

portal. 68

participationThereisanestablishedandactivePhilosophySociety.Thedepartmentencouragesinarangeofexternalessaycompetitions. PleaseCarter-Steadcontactstaﬀ isams

WhocanIcontact? HeadofPhilosophy Thom

Usefulwebsites http://closertotruth.com

● CompletetheirstudyofthePhilosophyofReligion.

Parents/guardianscanhelp theirchildby:

takeOnewrittenassessmentperhalftermandendofyearexaminations.Theassessmentsmaytheformofahomeworkassignment.

PHILOSOPHY(YEAR13)

● AllstudentswillbegintheirstudyofEthics.Studentswilllearn aboutandanalysenormativeethicaltheories. Inaddition,HLstudentswill: ● PreparefortheNatureofPhilosophicalActivityexampaperby comparingtheirownexperienceofphilosophicalactivitywith theviewsofvariousphilosophers. TheInternalAssessmentwillfinishinthishalf-term. Therewillbeonetimedassessment.

● AllstudentswillcontinuetheirstudyofEthicsandcompletean investigationintometa-ethicalissuesandthemeaningof ethicallanguage. Inaddition,HLstudentswill: ● PreparefortheNatureofPhilosophicalActivityexamination paperbylearninghowtorespondtoanunseentextextract. HL/SL ● Nietzsche,F.Genealogy ofMorals HLonly ● Wittgenstein,L. InvestigationsPhilosophical HalfTerm4 (Feb–Apr)

● AllstudentswillhaveanopportunitytowriteasecondInternal Assessmentfocusingonapplyingthephilosophytheyhave learnttoawiderrangeofstimuli. Inaddition,HLstudentswill: ● BegintopreparefortheNatureofPhilosophicalActivity examinationpaper. Therewillbeonetimedassessment.

TheIBcourseinPhilosophyaimstobuildindependentenquiry,intellectualcuriosity,analyticalthinkingandargumentative skills,androbustknowledgeofcompetingphilosophicalideastoenablestudentstoconsideravarietyofviewpointsin formulatingacriticalanalysisandevaluationofphilosophicalproblems.

HL/SL ● Annas,J.AnIntroduction toPlatoʼsRepublic HLonly ● Craig,E.Philosophy:A VeryShortIntroduction HalfTerm2 (Nov–Dec)

● AllstudentswillcompletetheirstudyofEthicsbyexamining issuesfromAppliedEthics.Theywillstudytheissuesofkilling andabortion.Theywillexaminetheissueofhowtodistribute wealth. Inaddition,HLstudentswill: ● CompletetheirpreparationfortheNatureofPhilosophical Activityexaminationpaperbyrespondingtopastexamination papersundertimedconditions. HL/SL ● Singer,P.PracticalEthics HLonly ● Baggini,J.andFosl,P.S. ThePhilosopherʼsToolkit TermSummer (Apr–June)

● Allstudentswillrevisetopicsrelevanttotheirindividual needsandcompletetheIBexternallysetandmarked examination. Examplesofhomeworktasks problemsformulatingquestions,consideringtherelevanceofawiderangeofmediatophilosophicalEssays,preparationfordiscussions,readingofphilosophicaltexts,notetakingandandenquiries. 69

HL/SL ● Mill,J.S.Utilitarianism HLonly ● Russell,B.TheProblems ofPhilosophy HalfTerm3 (Jan–Feb)

● AllstudentswillconcludetheirstudyofPlatoʼsRepublic focusingonwritingeﬀectiveexaminationresponses.

● Allstudentswillcompleteamockexaminationatthestartof theterm.

HalfTerm1 (Aug–Oct)

CurriculumContent SuggestedReadingorExtension Activities

inordaughtertobeup-to-datewithcurrentatheirownviewsaboutthemtobeginadiscussion.Parentsshouldalsoencouragetheirsonexplaintheconcepts,ideas,andquestionstheyhavelearntaboutinclassandshouldoDiscussionoftheissuesraisedinclasswiththeirsonordaughter.Theycanaskthemtoﬀerﬀairsandtowatch/readnewsstorieswiththemordertodiscusstheissuesraised.

Usefulwebsites http://closertotruth.com criticalContainsinformationandexercisesforstudentstocomplete.Theselessonsteachstudentshttps://essentialthinking.wordpress.com/philosophyshttp://www.bbc.co.uk/programmes/articles/3vVjcY47k2p5Wsnj3ZFHV5W/a-history-of-ideaIBphilosopherswhoarecurrentlyworkingonalloftheinquiryquestionsstudiedduringtheContainsaseriesofvideointerviewswithcontemporarycourse.Containsaseriesofbriefandinformativevideos,whichintroducethemainareasofandtheiraccompanyingquestions.thinkingskillsaswellashowtoreadaphilosophicaltext.

WhocanIcontact?

Assessmenttasks,methods andfrequency

takeOnewrittenassessmentperhalftermandendofyearexaminations.Theassessmentsmaytheformofahomeworkassignment.

Equipmentthatstudents need Allequipmentisprovidedbytheschool.

HeadofPhilosophy Thom PleaseCarter-Steadcontactstaﬀthroughtheisamsportal.

70

Parents/guardianscanhelp theirchildby:

Cocurricularactivities

participationThereisanestablishedandactivePhilosophySociety.Thedepartmentencouragesinarangeofexternalessaycompetitions.

HalfTerm2 (Nov–Dec)

AllstudentswillcontinuewiththeSocioculturalApproach.Inparticularthereis afocusonglobalisationforHLstudents.Howdoestheaccessibilityand transferabilityofculturalknowledgeaﬀecthumanbehaviour?

StudentswillcontinuetolearntheCognitiveApproachtopsychology.Including aspecificfocusonthepositiveandnegativeeﬀectsoftechnologyonourthought processesforHLstudents.

ThesecondtopicfocusesontheBiologyofLove.Thiswillcovertheevolutionary explanationofattraction,theroleofpheromonesinattraction,andtherole geneticsplayinsexuality.

StudentswillstudytheBiologicalApproachtopsychology.Thisapproachis separatedintothetopicsoftheBiologyofMemory-howneurotransmitters aﬀectmemory;whichpartsofthebrainarelocalisedformemories;andhowthe brainchangeswithmemoriesandlearning.

HalfTerm1 (Aug–Oct)

AllstudentswillundertaketheirPsychologyInternalAssessment,agroup experiment,writtenasareport. Studentshavetheexcitingopportunitytoconductanexperimentinthemanner ofpsychologists.Onceconducted,studentswillwriteupareportincludingan introduction,exploration(procedure),analysisandevaluation. Book-TheWeirdest PeopleintheWorldby JosephHeinrich 71

PSYCHOLOGY(YEAR12)

HLstudentswillalsodiscusstheuseofanimalsinpsychologicalresearch. Book–HowtoBuilda HeathyBrainbyDr KimberleyWilsonasa goodintroductionto structureofthebrain TermSummer (Apr–June)

HalfTerm4 (Feb–Apr)

AllstudentswillbeginPsychologywithanIntroductiontoPsychologyResearchMethods unit. Theprimarypurposeofthisunitistointroduce psychologyasasubjectandthequantitativeresearchmethodsskillsthat psychologistsusetogainknowledgeabouthumanbehaviour.These psychologicalresearchmethodswillalsobeintertwinedthroughoutthecourse inall Studentstopics.willbeassessedontheirknowledgeofthisunitbytheirpresentationof ascientificposteroutliningkeyaspectsofaninvestigationtheyhaveundertaken intheselessons. Allstudentswillthenmoveontothe unit SocioculturalApproachtobehaviour. Thisunitisdesignedtointroducestudentstothestudyofpsychologyfromthe pointofviewofsocialandculturalfactors.Specifically,howotherpeoplemay affectthewaywebehaveandhowculturemightaffectbehaviourandcognition. Podcast–AllintheMind –manydifferentareasof Psychologycovered Book-Humankindby RutgerBregman

CurriculumContent SuggestedReadingor ExtensionActivities

HalfTerm3 (Jan–Feb)

TheIBcourseinPsychologyaimstodevelopanawarenessofhowresearchfindingscanbeappliedtobetterunderstand humanbehaviourandhowethicalpracticesareupheldinpsychologicalinquiry.

StudentswillstarttheunitCognitiveApproach.Thisapproachinvestigateshow humansmakememoriesandtheeﬀectthatcognitiveprocessessuchasdecision makingmayhaveonhumanbehaviour.

Examplesofhomeworktasks

Parents/guardianscanhelp theirchildby: Discussionoftheissuesraisedinclasswiththeirchild.Theycanaskthemtoexplainthe concepts,research,andtheoriestheyhavelearntaboutinclassandshouldoﬀertheirown viewsaboutthemtobeginadiscussion. Theycanalsoencouragetheirchildtowatch/read aboutcurrentaﬀairsandapplytheirnewknowledge.

AllPsychhttps://allpsych.com/isoneofthelargestandmostcomprehensivepsychologywebsites,referencedby hundredsofcollegesanduniversitiesaroundtheworld.

theirexpectedtoreflectontheirhomeworktasksandsetthemselvestargetsthatwillcatertoVariable–fromwiderreadingtoconsolidatoryactivities.Onceaweekstudentswillbelearningneeds.

ABPSAmericanhttp://www.apa.org/topics/index.aspxAhttps://www.intropsych.com/index.htmlverycompleteonlinetextbook.PsychologicalAssociationwebsite-ReaderʼsDigestwebsiteupdateoncurrentresearchonallsorts rmaddison@nlcsjeju.krMaddison

72

Assessmenttasks,methods andfrequency presentationsquestionsandextendedresponsequestions,aswellasthecontinueduseofdebatesandStudentswillbeassessedpredominantlyinlinewiththeupcomingexams,byshortanswerwhererelevant.

Equipmentthatstudents need Laptopsandstationery.Textbooksandexercisebooksareprovidedforstudents.

Usefulwebsites

ofPsychology. VirtualPsychologyMuseum Lotsofinformationaboutextra-curriculartopicsinPsychology Cocurricularactivities StudentscanjointhePsychologySociety StudentscansignupforthePsychologyEnrichmentCCA WhocanIcontact? HeadofPsychology Russell

HumanRelationshipstocontinuewithafocusonpersonalrelationshipsand groupdynamics.Withinthesetopics,studentswillstudyattachmentstyles, communicationandtheeﬀectofhormonesonrelationships,aswellasingroup favouritismandtheoriesabouthowconflictarises.

PSYCHOLOGY(YEAR13)

TermSummer (Apr–June)

Revisionandexampreparationforfinallessons

Assessmenttasks,methods andfrequency presentationsquestionsandextendedresponsequestions,aswellasthecontinueduseofdebatesandStudentswillbeassessedpredominantlyinlinewiththeupcomingexams,byshortanswerwhererelevant.

Book–ThePsychopath TestbyJonRonson. Book–TheBystander Eﬀectby SandersonCatherine

Parents/guardianscanhelp theirchildby: Discussionoftheissuesraisedinclasswiththeirchild.Theycanaskthemtoexplainthe concepts,research,andtheoriestheyhavelearntaboutinclassandshouldoﬀertheirown viewsaboutthemtobeginadiscussion. Theycanalsoencouragestheirchildto watch/readaboutcurrentaﬀairsandapplytheirnewknowledge. 73

HalfTerm2 (Nov–Dec)

AllstudentswillstartlearningthetopicofAbnormalPsychology.Thiscovers howdiagnosesofmentalhealthdisordersaremadeandissuessurrounding diagnosessuchasbiases,culturaldiﬀerencesandstigmatisation.Studentswill theninvestigatethecausesandtreatmentsofonepsychologicaldisorderfrom withPTSD,depressionoreatingdisorders.

Podcast–ThePsychology ofAttractiveness.Lotsof recentresearchinto relationships HalfTerm4 (Feb–Apr) Continuationoftopicsabove,andspecificfocusonexamtechnique,revision andexampreparation

HalfTerm3 (Jan–Feb)

AbnormalPsychologywillcontinue,withemphasisonexplainingbehaviours fromcognitive,biologicalandsocioculturalapproaches.

HalfTerm1 (Aug–Oct)

CurriculumContent SuggestedReadingor ExtensionActivities

Book–The SchizophreniasCollected byEsme WeijunWang.Amemoirof awomanlivingwith schizophreniaandthe problemsof treatmentstigmatisationdiagnosis,andshefaces

StudentswillstarttostudyHumanRelationships,specificallyinvestigating conceptsandtheoriesrelatedtosocialresponsibility,suchastheBystander Eﬀectandaltruism.

Examplesofhomeworktasks theirexpectedtoreflectontheirhomeworktasksandsetthemselvestargetsthatwillcatertoVariable–fromwiderreadingtoconsolidatoryactivities.Onceaweekstudentswillbelearningneeds.

Equipmentthatstudents need Stationery.Textbooksandexercisebooksareprovidedforstudents.

ABPSAmericanhttp://www.apa.org/topics/index.aspxAhttps://www.intropsych.com/index.htmlverycompleteonlinetextbook.PsychologicalAssociationwebsite-ReaderʼsDigestwebsiteupdateoncurrentresearchonallsorts

of Russell rmaddison@nlcsjeju.krMaddison

74

Usefulwebsites

andmostcomprehensivepsychologywebsites,referencedby hundredsofcollegesanduniversitiesaroundtheworld.

Psychology. VirtualPsychologyMuseum Lotsofinformationaboutextra-curriculartopicsinPsychology Cocurricularactivities StudentscanjointhePsychologySociety StudentscansignupforthePsychologyEnrichmentCCA WhocanIcontact? HeadofPsychology

AllPsychhttps://allpsych.com/isoneofthelargest

FoundationsUnit:Power,Sovereignty&InternationalRelations Studentsdeveloptheirunderstandingofpowerandtrytoplaceitintheglobal contestofsovereignnationsandaggressivenon-stateactors.

TermSummer (Apr–June) Unit2HumanRightscontinued EngagementActivity 2xadditionalperiodsperweekforHLstudentswhowillworktowardstheirHL Extensionpresentations

Examplesofhomeworktasks Research,reading,extendedwriting,essaypreparation,podcastcreation,forumposting Assessmenttasks,methods andfrequency additionallytheyeargroup(basedontheIBPaper1/Paper2assessmenttypes).TeacherswillTherewillbeoneformalsummativeassessmentperunitthatwillbestandardizedacrossgiveregularformativefeedbacktopromotestudentprogress.

“Anyonewhosaysthattheyarenotinterestedinpoliticsislikeadrowningmanwhosaysheisnotinterestedinwater” –MahatmaGandhi StudentstakingGlobalPoliticswillgainafascinatinginsightintohowpoweroperatesaccordingtodiﬀerentperspectivesand atdiﬀerentlevelsofanalysis.ThecourseisanexcellentfoundationforthosewhoareinterestedinstudyingIRorpoliticsat university,whilealsoprovidinginsightsintoallGroup3subjects.Therehasneverbeenamoremeaningfulorexcitingtimeto embarkonthiscourse.

HalfTerm4 (Feb–Apr) Unit2HumanRights Studentsareintroducedtothetheoryandpracticeoftheinter-subjective conceptofHumanRightsasitexistsintheglobalsystem.Theywillinvestigate andanalysearangeofcasestudiesinordertoexploreanddeveloptheir 2understanding.xadditionalperiodsperweekforHLstudentswhowillworktowardstheirHL Extensionpresentations

GLOBALPOLITICSSL&HL(YEAR12)

HalfTerm2 (Nov–Dec)

2xadditionalperiodsperweekforHLstudentswhowillworktowardstheirHL Extensionpresentations Refertothedepartment websiteforextension materials inlessons.accompanythatindividualReviewarticlesForeignAﬀairs,TEDTalks,aeon.coandmagazinessuchastheEconomist.ExcellentpodcastsareavailablefromPoliticsSquaredandtheBBC.

CurriculumContent SuggestedReadingor ExtensionActivities

2xadditionalperiodsperweekforHLstudentswhowillworktowardstheirHL Extensionpresentations

HalfTerm3 (Jan–Feb) EngagementActivity Studentsaregivenlessontimetocompletethefirstroundofresearchintotheir EngagementActivity. 2xadditionalperiodsperweekforHLstudentswhowillworktowardstheirHL Extensionpresentations

75

HalfTerm1 (Aug–Oct)

FoundationsUnit:Power,Sovereignty&InternationalRelations Studentsinvestigatewhatwemeanbypower,findoutwhowieldsit,anddecide whetheritmeansthesamethinginallcontexts.

Parents/guardianscanhelp theirchildby:

Equipmentthatstudents need IBTextbooksprovidedbytheschool.Regularcomputeruse.

discussBydiscussingthetopicsbeingstudiedathomeandensuringthatstudentsreadwidely,currentaﬀairsandmakeconnectionstotheirstudies.

Usefulwebsites tippers-town.com,aeon.co,youtubedocumentaries,librarydatabases,politicalpodcasts Cocurricularactivities SocietyHistoricalFictionReadingCircle,Prize-winningHistorians,Senior-JuniorSchoolHistorical

canI

76

Who contact? HeadofPolitics DylanLoserdloser@nlcsjeju.kr GloTeachersofYear12SL&HLPol DylanLoser(HLandSL)

Studentswillbegintoexaminecongestedmeaningsofpeace,conflict,formsof violenceandacademicmodels.Thiswillincludetheworkoftheoristssuchas GaltungandconceptssuchasʻJustWarʼ.

HalfTerm4 (Feb–Apr) Unit4PeaceandConflict

“Anyonewhosaysthattheyarenotinterestedinpoliticsislikeadrowningmanwhosaysheisnotinterestedinwater” –MahatmaGandhi CurriculumContent SuggestedReadingor ExtensionActivities

TermSummer (Apr–June)

Equipmentthatstudents need IBTextbooksprovidedbytheschool.Regularcomputeruse. 77

Studentswillusecasestudiestoexplorehowconflictsunfoldandtoexamine varioustheoriesregardingtheirevolution.Theywillalsoexaminediﬀerent approachestopeacebuilding,drawingevaluativeconclusionsastheyprogress.

Studentswilluseanyavailabletimeforrevision. Examplesofhomeworktasks Research,reading,extendedwriting,essaypreparation,podcastcreation,forumposting Assessmenttasks,methods andfrequency additionallytheyeargroup(basedontheIBPaper1/Paper2assessmenttypes).TeacherswillTherewillbeoneformalsummativeassessmentperunitthatwillbestandardizedacrossgiveregularformativefeedbacktopromotestudentprogress.

2xadditionalperiodsperweekforHLstudentswhowillworktowardstheirHL Extensionpresentations Refertothedepartment websiteforextension materials

13)

HalfTerm3 (Jan–Feb) Unit4PeaceandConflict

HalfTerm2 (Nov–Dec) Unit3: StudentsDevelopmentcontinuetoexplorecontrastingpathwaystowardsdevelopmentand examinethedebatesaroundtherelativemeritsofglobalization.Thisincludes considerationofsocial,culturalandpoliticalhomogenization,aswellasthe purelyeconomicperspectivemostcommonlyidentifiedinthiscontext. StudentswillalsohavetimeduringthisperiodtowriteuptheirEngagement 2Activities.xadditionalperiodsperweekforHLstudentswhowillworktowardstheirHL Extensionpresentations

HalfTerm1 (Aug–Oct) Unit3: StudentsDevelopmentexplorethecontesteddefinitionsofinternationaldevelopmentand examinehowandwhytheyarepresenteddiﬀerentlybyavarietyoftheoretical perspectives,fromLiberalismtoMarxism.

inlessons.accompanythatindividualReviewarticlesForeignAﬀairs,TEDTalks,aeon.coandmagazinessuchastheEconomist.ExcellentpodcastsareavailablefromPoliticsSquaredandtheBBC.

GLOBALPOLITICSSL&HL(YEAR

2xadditionalperiodsperweekforHLstudentswhowillworktowardstheirHL Extensionpresentations.Studentswhodonotrequirethistimewillbeabletouse ittoconsolidateandreviewthecourse.

SocietyHistoricalFictionReadingCircle,Prize-winningHistorians,Senior-JuniorSchoolHistorical

HeadofPolitics

Y13

discussBydiscussingthetopicsbeingstudiedathomeandensuringthatstudentsreadwidely,currentaﬀairsandmakeconnectionstotheirstudies.

Teachersof SL Politics

&HL Global

78

Parents/guardianscanhelp theirchildby:

WhocanIcontact?

JasonSannegadu(HL)andDylanLoser(SL)

DylanLoserdloser@nlcsjeju.kr

Usefulwebsites tippers-town.com,aeon.co,youtubedocumentaries,librarydatabases Cocurricularactivities

TheImpactofDomesticPoliciesinGermanyandChina StudentswillevaluatetheextentofchangeHitlerandMaobroughttoeveryday lifeintheirterritories.Theywillalsomakehistoricaljudgmentsontherelative successesandfailuresoftheirpolicies.

SuggestedReadingor ExtensionActivities

HalfTerm3 (Jan–Feb)

InternalAssessment StudentscompletetheInternalAssessment.Thisisa2,200independenthistorical researchassignmentthatwillbesubmittedtotheIBandisworth25%ofthefinal grade. TheOriginsoftheColdWar Studentswillbegintoconsiderthehistoriographicaldebateabouttheoriginsof theColdWar

Matthews 79

TheConsolidationandMaintenanceofPowerinNaziGermanyand CommunistChina StudentswillinvestigatehowHitlerandMaomanagedtostayinpowerforsolong, despitethecontroversialandcontestednatureoftheirregimes.

Examplesofhomeworktasks Research,reading,extendedwriting,essaypreparation,podcastcreation,forumposting Assessmenttasks,methods andfrequency additionallytheyeargroup(basedontheIBPaper1and/orPaper2assessmenttypes).TeacherswillTherewillbeoneformalsummativeassessmentperunitthatwillbestandardisedacrossgiveregularformativefeedbacktopromotestudentprogress.

Cocurricularactivities

Usefulwebsites nlcsjejuhistorian.com,activehistory.co.uk,youtubedocumentaries,librarydatabases SocietyHistoricalFictionReadingCircle,Prize-winningHistorians,Senior-JuniorSchoolHistorical Thomas/Ben

CurriculumContent

WhocanIcontact? HeadofHistory DylanLoser TeachersofYear12SLHistory Andrew

Equipmentthatstudentsneed IBTextbooksprovidedbytheschool.Regularcomputeruse. Parents/guardianscanhelp theirchildby: discussBydiscussingthetopicsbeingstudiedathomeandensuringthatstudentsreadwidely,currentaﬀairsandmakeconnectionstotheirstudies.

textbooksrangecourseHitsavailableExcellent(schoolPhilipinlessons.accompanythatindividualReviewarticlesHistoryTodayandtheAllenarchivesubscription).podcastsarefromHistoryandtheBBC.TheissupportedbyaofadditionalandKognity.

HISTORYSL(YEAR12)

TermSummer (Apr–June)

HalfTerm2 (Nov–Dec)

willintellectualdiscipline,focusedaroundkeyhistoricalconceptssuchaschange,causationandsignificance.Year12studentsHistoryisadynamic,contestedevidence-baseddisciplinethatinvolvesanexcitingengagementwiththepast.ItisarigorousbebeginningthefirstyearoftheIBHistorycourse.

HalfTerm1 (Aug–Oct)

HalfTerm4 (Feb–Apr)

TheMovetoGlobalWar:CaseStudyEurope Studentswilluseprimaryandsecondarysourcestoanalysethereasonsforthe outbreakofWorldWarII.TheroleofbothMussolini,Hitlerandtheinternational communitywillbeconsidered.

EstablishmentofAuthoritarianStatesinGermanyandChina StudentswillexamineandanalysethenarrativeoftherisetopowerofHitlerand Mao.Theywillanalysetherespectivesequenceofeventsthematicallyand considerwhethertheirconclusionscanbeappliedtoothercontexts. Refertothedepartment websiteforextension materials

HalfTerm1 (Aug–Oct) Germany1918-1945 Studentsstartthecoursewithanin-depthexaminationoftheseismicpolitical, social,economicandculturalshisthattransformedGermanyinthefirsthalfof thetwentiethcentury.ThisincludestheriseandfalloftheWeimarRepublic,as wellasthecaptureofthestatebytheNazipartyanditseventualdestruction.

Examplesofhomeworktasks Research,reading,extendedwriting,essaypreparation,podcastcreation,forumposting Assessmenttasks,methods andfrequency Therewillbeoneformalsummativeassessmentperunitthatwillbestandardizedacross theyeargroup(basedontheIBPaper1and/orPaper2assessmenttypes).Teacherswill additionallygiveregularformativefeedbacktopromotestudentprogress. 80

ThissectionfocusesonChinaandKoreabetween1910and1950.Itexaminesthe riseofnationalismandcommunisminChinaaertheestablishmentofthe ChineseRepublic,aswellasthenatureofJapanese ruleofKorea,whichhadbeenformalizedwiththeannexationin1910,andwhich becamemoreoppressiveduringtheyearsoftheSino-JapaneseWar.Thesection concludesbyexaminingthereasonsforthevictoryofthecommunistsinthe ChineseCivilWarandtheconsequencesofthisdefeatforthenationalists.

CurriculumContent SuggestedReadingor ExtensionActivities

TermSummer (Apr–June) InternalAssessment StudentscompletetheInternalAssessment.Thisisa2,200independenthistorical researchassignmentthatwillbesubmittedtotheIBandisworth25%ofthefinal grade.

ThePeopleʼsRepublicofChina(1949–2005) ThissectionfocusesonChinaundertheruleoftheChineseCommunistParty, andthegreatchangesastheCommunistPartyunderChairmanMaoZedong extendeditsruleandMaoʼsvisionofasocialiststate.Thefocusofthissectionis ontheimpactofdomesticpolitical,socialandeconomicpolicies.Italso examinesmodernizationofChinaʼseconomysinceMaoʼsdeath.

Refertothedepartment websiteforextension materials textbooksrangecourseHitsavailableExcellent(schoolPhilipinlessons.accompanythatindividualReviewarticlesHistoryTodayandtheAllenarchivesubscription).podcastsarefromHistoryandtheBBC.TheissupportedbyaofadditionalandKognity.

HalfTerm4 (Feb–Apr)

(P2:SinglePartyStates &P1:MovetoGlobalWar)

ThePeopleʼsRepublicofChina1949–2005(Continued)

HalfTerm3 (Jan–Feb)

Historyisadynamic,contestedevidence-baseddisciplinethatinvolvesanexcitingengagementwiththepast.Itisarigorous intellectualdiscipline,focusedaroundkeyhistoricalconceptssuchaschange,causationandsignificance.Year12students willbebeginningthefirstyearoftheIBHistorycourse.

HalfTerm2 (Nov–Dec) ChinaandKorea1910-50

(P2SinglePartyStates:ChinaCaseStudy&P3ThePeopleʼsRepublicofChina 1949–2005)

HISTORYHL(YEAR12)

(P3:ChinaandKorea1910-50&ThePeopleʼsRepublicofChina1949–2005)

Hitlerʼsforeignpolicywillbeexaminedlaterinthecourse.

MovetoGlobalWar(Japan) Studentswillcompletetheirexplorationoftheinter-warperiodbyexaminingthe developmentsinAsiaduringtheperiod,withacasestudyoftheimpactof Japanesemilitarism

Cocurricularactivities HistoricalFictionReadingCircle,Prize-winningHistorians,Senior-JuniorSchoolHistorical Society

WhocanIcontact? HeadofHistory DylanLoser TeachersofYear12HL History BenMatthews 81

Equipmentthatstudents need IBTextbooksprovidedbytheschool.Regularcomputeruse.

Parents/guardianscanhelp theirchildby: Bydiscussingthetopicsbeingstudiedathomeandensuringthatstudentsreadwidely, discusscurrentaﬀairsandmakeconnectionstotheirstudies. Usefulwebsites nlcsjejuhistorian.com,activehistory.co.uk,youtubedocumentaries,librarydatabases

•Sino-JapaneseWar(1937–1941) TheThreePower/TripartitePact;theoutbreakofwar;PearlHarbor(1941) NationsandtheLyttonreport PoliticaldevelopmentswithinChina—theSecondUnitedFront Internationalresponse,includingUSinitiativesandincreasingtensions betweentheUSandJapan (Apr–June)

Revision

•ResponsesLeagueof

HalfTerm2 (Nov–Dec)

•

TheMovetoGlobalWar:CaseStudyJapan Causesofexpansion TheimpactofJapanesenationalismandmilitarismonforeignpolicy Japanesedomesticissues:politicalandeconomicissues,andtheirimpacton foreignrelations PoliticalinstabilityinChina invasionofManchuriaandnorthernChina(1931)

HISTORYHL(YEAR13)

CurriculumContent SuggestedReadingor ExtensionActivities

Historyisadynamic,contestedevidence-baseddisciplinethatinvolvesanexcitingengagementwiththepast.Itisarigorous intellectualdiscipline,focusedaroundkeyhistoricalconceptssuchaschange,causationandsignificance.Year13students willbecompletingthesecondyearoftheIBHistorycourse.

HalfTerm3 (Jan–Feb)

HalfTerm4 (Feb–Apr)

HalfTerm1 (Aug–Oct)

•EventsJapanese

TheSovietUnionandpost-SovietRussia(1924–2000)

TheOriginsandTheEndoftheColdWar StudentswillanalyseandinvestigatethereasonsforandtheendoftheColdWar, assigningresponsibilitytooneormorestakeholders.

•

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•

TermSummer

Examplesofhomeworktasks Research,reading,extendedwriting,essaypreparation,podcastcreation,forumposting

•

TheOriginsoftheColdWar StudentswillanalysethehistoriographyoftheColdWar

TheDevelopmentoftheColdWar StudentswillexaminekeydevelopmentsintheprogressionoftheColdWarsuch asPeacefulCo-existence,Détente,theSino-SovietSplit,aswellasvariousflash points. Refertothedepartment websiteforextension materials HitsavailableExcellent(schoolPhilipinlessons.accompanythatindividualReviewarticlesHistoryTodayandtheAllenarchivesubscription).podcastsarefromHistoryandtheBBC.

•

ThissectionexaminestheconsolidationoftheSovietstatefrom1924andthe methodsappliedtoensureitssurvival,growthandexpansioninsideandoutside thebordersoftheSovietUnion.Itexplorestheriseandnatureoftheruleof Stalin,Khrushchev,Brezhnevandtheirpolicies.East–Westrelationspost-1945in relationtoSovietaimsandleadershipshouldalsobeconsidered.Finally,the declineandcollapseoftheSovietUnionshouldbeconsidered,aswellas politicalandeconomicdevelopmentsinpost-SovietRussia.

additionallytheyeargroup(basedontheIBPaper1/Paper2/Paper3assessmenttypes).TeacherswillTherewillbeoneformalsummativeassessmentperunitthatwillbestandardizedacrossgiveregularformativefeedbacktopromotestudentprogress.

Equipmentthatstudents need IBTextbooksprovidedbytheschool.Regularcomputeruse. theirchild

by:

Usefulwebsites nlcsjejuhistorian.com,activehistory.co.uk,youtubedocumentaries,librarydatabases Cocurricularactivities SocietyHistoricalFictionReadingCircle,Prize-winningHistorians,Senior-JuniorSchoolHistorical WhocanIcontact? HeadofHistory DylanLoser TeachersofYear13HL History JustineOliver 83

Parents/guardianscanhelp

andfrequency

Assessmenttasks,methods

discussBydiscussingthetopicsbeingstudiedathomeandensuringthatstudentsreadwidely,currentaﬀairsandmakeconnectionstotheirstudies.

TheMovetoGlobalWar:CaseStudyJapan Revision(Continued)

CurriculumContent SuggestedReadingorExtensionActivities

HalfTerm4 (Feb–Apr)

TheDevelopmentoftheColdWar Studentswillexaminekeydevelopmentsinthe progressionoftheColdWarsuchasPeaceful Co-existence,Détente,theSino-SovietSplit,aswell asvariousflashpoints. Refertothedepartmentwebsiteforextension materialsthataccompanyindividuallessons.Review articlesinHistoryTodayandthePhilipAllenarchive (schoolsubscription).Excellentpodcastsareavailable fromHistoryHitsandtheBBC.

Revision Refertothedepartmentwebsiteforextension materialsthataccompanyindividuallessons.Review articlesinHistoryTodayandthePhilipAllenarchive (schoolsubscription).Excellentpodcastsareavailable fromHistoryHitsandtheBBC.

Historyisadynamic,contestedevidence-baseddisciplinethatinvolvesanexcitingengagementwiththepast.Itisarigorous intellectualdiscipline,focusedaroundkeyhistoricalconceptssuchaschange,causationandsignificance.Year13students willbebeginningthefirstyearoftheIBHistorycourse.

HalfTerm1 (Aug–Oct)

TheMovetoGlobalWar:CaseStudyJapan Studentswilluseprimaryandsecondarysources toanalysethereasonsfortheoutbreakofWorld WarII.TheroleofboththeJapaneseleadership andtheinternationalcommunitywillbe considered. Refertothedepartmentwebsiteforextension materialsthataccompanyindividuallessons.Review articlesinHistoryTodayandthePhilipAllenarchive (schoolsubscription).Excellentpodcastsareavailable fromHistoryHitsandtheBBC.

Examplesofhomeworktasks Research,reading,extendedwriting,essaypreparation,podcastcreation,forumposting Assessmenttasks,methods andfrequency additionallytheyeargroup(basedontheIBPaper1and/orPaper2assessmenttypes).TeacherswillTherewillbeoneformalsummativeassessmentperunitthatwillbestandardizedacrossgiveregularformativefeedbacktopromotestudentprogress.

Usefulwebsites nlcsjejuhistorian.com,activehistory.co.uk,youtubedocumentaries,librarydatabases 84

TermSummer (Apr–June)

HalfTerm2 (Nov–Dec)

TheEndoftheColdWar Studentswillanalyseandinvestigatethereasons fortheendoftheColdWar,assigningresponsibility tooneormorestakeholders. Refertothedepartmentwebsiteforextension materialsthataccompanyindividuallessons.Review articlesinHistoryTodayandthePhilipAllenarchive (schoolsubscription).Excellentpodcastsareavailable fromHistoryHitsandtheBBC.

Equipmentthatstudents need IBTextbooksprovidedbytheschool.Regularcomputeruse. Parents/guardianscanhelp theirchildby: discussBydiscussingthetopicsbeingstudiedathomeandensuringthatstudentsreadwidely,currentaﬀairsandmakeconnectionstotheirstudies.

Refertothedepartmentwebsiteforextension materialsthataccompanyindividuallessons.Review articlesinHistoryTodayandthePhilipAllenarchive (schoolsubscription).Excellentpodcastsareavailable fromHistoryHitsandtheBBC.

HISTORYSL(YEAR13)

HalfTerm3 (Jan–Feb)

Cocurricularactivities SocietyHistoricalFictionReadingCircle,Prize-winningHistorians,Senior-JuniorSchoolHistorical WhocanIcontact? HeadofHistory DylanLoser TeachersofYear13SLHistory BenMatthews 85

CurriculumContent SuggestedReadingorExtensionActivities

Studentswhoenjoythistopicarerecommended toreadmoreaboutthestructureoftheuniverse andconsidertheAstrophysicsoptionnextyear.

Assessmenttasks,methods andfrequency toEnd-of-topictests;alsosmallersub-topictests.Studentsalsoregularlyhavepracticalworkwriteup;thiswillsometimesbeassessedaccordingtointernal-assessmentcriteria.

PHYSICS(YEAR12) IBphysicsdemandsagreatdealofworkfromstudents.Memorisinganddescribingphysicalrelationshipsisimportant,but thegreatestskillisincarryingoutexperimentalworkcarefully,recordingitaccurately,andevaluatingtheresultscritically. Studentspractiseorganisingandconductingtheirowninvestigations.

ʻHigherLevelPhysicsfortheIBDiplomaʼ(Chris Hamper)2nd edition,isthestandardtext, availableinclassroomsandelectronically.Itis goodfortheentirecourse.Allstudentsalsouse theKognitytextonline,forreadingandfor assignments. HalfTerm2 (Nov–Dec) (HL)Thermalphysics.Thekineticmodel,internalenergy, specificheats.Idealgasescomparedtorealgases,the equationofstate. Waves.Simpleharmonicmotion,travellingwaves, superposition,polarisation,double-slitinterference, standingwaves. (SL)Mechanics(finaltopics),Thermalphysics(initial topics).

ACcircuitsarenotcoveredinthiscourse,but studentsinterestedinelectronicsshouldstartto readaboutcapacitors,inductorsandoscillating circuits.

HalfTerm4 (Feb–Apr) (HL)Circularmotion&gravitation.Centripetalforce, NewtonʼsLawofGravitation,gravitationalfieldstrength. FocusonInternalAssessment.IAcriteriaareemphasised throughoutthecourse;thistermstudentshavethe opportunitytocompleteafullreportinthestylerequired nextyearforsubmission. (SL)Waves(finaltopics).

TermSummer (Apr–June) (HL)Atomic,nuclear&particlephysics.Quantisationof energy,radioactivityandnuclearreactions,theStandard Modelofparticlesandforces. (SL)Circularmotion&gravitation. Shortmaster-classesavailableontheWorld ScienceUwebsitearerecommendedfor studentsinterestedinfundamentalparticle physics.

HalfTerm1 (Aug–Oct) (HLandSL)Measurementanduncertainty.Recordingand analysingtheuncertaintyofanyexperimental measurement.Calculationsandgraphicaltechniques.SI unitsandprefixes. (HLandSL)Mechanics.Kinematicsanddynamics, includingmomentum.Vectortechniques&free-body diagrams,NewtonʼsLaws.Energy,workandpower.

ʻStructures:OrWhyThingsDonʼtFallDownʼis recommendedforbuddingengineers. HalfTerm3 (Jan–Feb) (HL)Electricity&magnetism.Chargeandelectricfields, CoulombʼsLaw,basicDCcircuits,internalresistance,the magneticeﬀectofcurrents.(SL)Thermalphysics(final topics),Waves.

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Examplesofhomeworktasks format,internal-assessmentskills,completionofsetquestionstobediscussedinclassintutorialCompletionofwrittenlaboratorypracticalsfocusingondevelopmentofkeypreparationofresearch-basedpresentationstowholeclass.

WhocanIcontact? Teachers

87

Equipmentthatstudents need Scientificcalculator,laptopwithword-processingandspreadsheetsoware

Parents/guardianscanhelp theirchildby: forKeepinganeyeondeadlines;encouragingwiderreadingofphysicsinEnglish–especiallystudentsconsideringthemostcompetitiveuniversities. Usefulwebsites www.thinkib.net/physics,PhET,KhanAcademy,Hyperphysics Cocurricularactivities PhysicsSociety,EngineeringSociety(deleteCOSMOS) ofphysicsatYear12 Scott.DrSDavis,MsAGellersen,DrRLevett,DrAMoore,MrP

HalfTerm1 (Aug–Oct) (HL)Wavephenomena.Simpleharmonicmotion,single-slit diﬀraction,interference,resolutionoftwosources,Doppler eﬀect. Fields.Describing&representingfields,fieldlines& equipotentials,potentialenergy,orbits&satellites. Electromagneticinduction(initialtopics).Magneticflux, Faradayʼs&Lenzʼslaws. (SL)Atomic,nuclear&particlephysics.Quantisationofenergy, radioactivityandnuclearreactions,theStandardModelof particlesandforces. (HL&SL)Internalassessment(final).Someclasstimeisgiven toplanningandresearch,andtodata-collection.Writingthe reportisthendoneoutsideclass:thefirstdrashouldbe completedbyhalf-term.

ʻHigherLevelPhysicsfortheIBDiplomaʼ (ChrisHamper)2nd edition,isthestandard text,availableinclassroomsand electronically.Itisgoodfortheentire Studentscourse.mustcompleteadequate backgroundresearch,goingbeyondthe syllabus,fortheirIAs.

HalfTerm2 (Nov–Dec) (HL)Electromagneticinduction(finaltopics).ACandpower generation,transformers,rectification;capacitance,RC circuits. Quantum&nuclearphysics.Photoelectriceﬀect, wave-particleduality,Bohrmodel,wavefunctions, uncertaintyprinciple;Rutherfordscattering,radioactive decay&thedecayconstant. (SL)Energyproduction.Energyresources,generationof electricitybyrenewableandnon-renewablemeans,thermal energytransfer,Earthʼsenergybalance. Rutherfordʼsoriginalresearchpaper analysinghisfamousexperimentis accessiblebykeenstudents. Quantumtheoryʼsoddnessisaddressedby dozensofbooksintheLibraryincludingʻSix EasyPiecesʼ(R.P.Feynman),ʻQuantum Theoryʼ(VeryShortIntroductionseries)and ʻTheQuantumUniverseʼ(Cox&Forshaw).

PHYSICS(YEAR13) theirtheclassteacherandtheheadofdepartmentastudentmaybegivenachoice.StudentsarethensupportedandguidedinAThemainpartofthecourseisconcludedbytheendoftheautumnterm.TheIAmustalsobecompletedduringthatterm.erthemockexams,studentsstudyoneoffourʻoptionʼtopics–thisisusuallychosenbytheteacher,butatthediscretionofrevisionandpreparationfortheexaminations. CurriculumContent SuggestedReadingorExtensionActivities

HalfTerm3 (Jan–Feb) (HL&SL)Option.Followingthemockexam,studentsanalyse theirweaktopicstoguidetheirownrevisionbetweennow andtheexams. Theʻoptionʼcontentisthentaught–thepublishedoptions arerelativity,engineering,imagingandastrophysics;most studentswillbeguidedbytheirclassteacher–seeabove. Dependingontheoptionfollowed, resourcesareprovidedinclass.Students areencouragedtoreadaroundthetopic, butnottospendmuchtimegoingfaroﬀ syllabusatthisstage.

HalfTerm4 (Feb–Apr) (HL&SL)Option;revision.Thefinalsectionsoftheoptionare taught;andguidedrevisionoftheentirecourseisbegun.This includes:eﬀectiveuseofthedatabooklet;recalloftechnical definitionsandjargon;keywordidentification;graphical work;andidentificationofindividualstudentsʼownweak pointstofocusonthroughstudyofpastpapers.

TermSummer (Apr–June) (HL&SL)Finalrevision.Individualisedsupporttostudents accordingtotheirneeds. 88

Equipmentthatstudents need Scientificcalculator,laptopwithword-processingandspreadsheetsoware Parents/guardianscanhelp theirchildby: timetablesforstudentsconsideringthemostcompetitiveuniversities.EnsurestudentsmakeKeepinganeyeondeadlines;encouragingwiderreadingofphysicsinEnglish–especiallyfortheirrevisioninthespring.

WhocanIcontact?

TeachersofphysicsatYear13 DrSDavis,MrNGillings,MrPScott. 89

HeadofPhysics MrNGillings

Examplesofhomeworktasks format,internal-assessmentskills,completionofsetquestionstobediscussedinclassintutorialCompletionofwrittenlaboratorypracticalsfocusingondevelopmentofkeypreparationofresearch-basedpresentationstowholeclass.

Assessmenttasks,methods andfrequency finaltowriteup;thiswillsometimesbeassessedaccordingtointernal-assessmentcriteria.TheEnd-of-topictests;alsosmallersub-topictests.StudentsalsoregularlyhavepracticalworkIAisdueinNovember.

Usefulwebsites www.thinkib.net/physics,PhET,KhanAcademy,Hyperphysics Cocurricularactivities PhysicsSociety,EngineeringSociety(deleteCOSMOS)

Unit1:Stoichiometry–therelationshipbetween physicalandchemicalpropertiesandthewaythatatoms combine,themole,calculationsinvolvingmoles.

HalfTerm 1 (Aug–Oct)

Unit3:Periodicity–arrangementofelementsinthe periodictablearerelatedtoelectronconfiguration, explainthetrendsinphysicalandchemicalproperties, characteristicpropertiesoftransitionelements,d-orbital splittingandcolour.

PearsonIBChemtextbookchapter6,7 Extensionforreading: AculturalhistoryofelementsfromArsenicto Zinc.-HughAldersey-Williams TermSummer (Apr June)–

Unit2:Atomicstructure–structureoftheatom, electronicconfiguration,thequantizednatureofenergy transitions.

PearsonIBChemtextbookchapter2,3,4 Createamind-mapofbondingtypes Extensionforreading: Whychemicalreactionshappen–PeterWothers andJamesKeeler

PearsonIBChemtextbookchapter8 Extensionforreading: Thedisappearingspoon…-SamKeen 90

Unit4:Bonding–Natureofionic,covalentandmetallic bonding,UseLewisstructuresandVSEPRtheoryto predicttheshapeofmolecules,deducephysical propertiesfrombondingandhybridization.

PearsonIBChemtextbookchapter5 Extensionforreading: GeneralChemistry–LinusPauling HalfTerm 4 (Feb–Apr)

TheChemistrydepartmentseekstocreateChemiststhatarepassionate,knowledgeableabouttheirsubjectandhave excellentresearchandexperimentalskills.Ouraimistonotonlyembedkeyconceptsandskills,butalsoproducestudents thatcanapplytheirknowledgetounfamiliarsituationsandtheworldaroundthem.

HalfTerm 2 (Nov–Dec)

PearsonIBChemtextbookchapter1,11 Extensionquestionsonmolecalculations. Availablethroughgoogleclassroom.

CurriculumContent SuggestedReadingorExtensionActivities

Unit11:Errorprocessing-Understandthat measurementhasalimitofprecisionandaccuracy.To determineerrorinmeasurementsandcalculations.To evaluateinvestigationsandsuggestimprovements.

ToKQuestion:Whyaresomanylawsofscience statedusingthelanguageofmathematics? HalfTerm 3 (Jan–Feb)

Unit6:Kinetics–Collisiontheory,measuringratesof reactionexperimentally,therateexpression,rate mechanismsandactivationenergy. Unit7:Equilibrium–dynamicequilibriuminphysical andchemicalsystems,applyingLeChatalierʼsprinciple, usingtheequilibriumconstantKc.

CHEMISTRY(YEAR12)

Unit5:Energetics–Chemicalandenergychange, measuringenergychanges,HessLawandenthalpy changecalculations,entropy. PracticeIA–StudentcompleteafullpracticeIA.This involvesresearch,practicalworkandafullwriteup.This workisgradedandgivenbacktothestudentwith formativefeedback.

Unit8:AcidsandBases–Theoriesandapplicationsof acidsandbases;focusingontheirproperties,thepH scale,measuringpH,pHcurves,buﬀersandindicators. Internalassessment–Studentcompleteassessed experimentalworkthatwillbeexternallymoderated.This countsfor20%oftheirgrade.

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Endoftopictests –40to60markscontainingselectedmultiplechoiceandextended answerquestions.Onetestpertopicstudied. Themetests–Interleavedmultitopictests–oneperterm,toreviewallpreviouslearning.

Assessmenttasks,methods andfrequency

EndofyearexaminationtakenatstartofSummerterm

Extendedanswerpaper.Containsquestionsonalltopicsstudiedduringyear.

–Multiplechoicepaperand

Usefulwebsites kerboodle.comwww.chemguide.co.uk/https://www.creative-chemistry.org.uk/http://www.thinkib.net/chemistry,

PracticeIA–Tobecompletedonceinyear12.

Examplesofhomeworktasks transposingQuestionstotestapplicationofskills,labreports,pastpaperquestions,readingandnotes,preparationofpresentations,researchprojectsandliteracytasks.

Reviewandextensionmaterial:largeamounts ofpracticeworkbookletsandsupportresources canbefoundonthegoogleclassroomtohelp prepareforexaminations.

Assessmenttasks,methods andfrequency

Reviewandextensionmaterial:largeamounts ofpracticeworkbookletsandsupportresources canbefoundonthegoogleclassroomtohelp prepareforexaminations. Studentswillbegivenselectedextension bookletsfortheoptionstudied.

CHEMISTRY(YEAR13)

PearsonIBChemtextbookchapter10and11.3.

HalfTerm3 (Jan–Feb) Exams–Studentswillsitmockexaminationsthatcover thewholecoursecontentforIBfromthestartofyear12.

PearsonIBChemtextbookchapter8and9. Carryoutsimulationtitrationsforacidsand basesandredox bookletsExtensioncreen-experiment/http://www.rsc.org/learn-chemistry/resources/schemistry.workisnumerouspracticequestionongoogleclassroom

Unit11.3Analysis–Spectroscopicidentificationof organiccompounds:Massspectroscopy(MS),proton nuclearmagneticresonance(NMR),Infrared spectroscopy(IR).Theelectromagneticspectrum.

Endoftopictests –40to60markscontainingselectedmultiplechoiceandextended answerquestions.Onetestpertopicstudied. 92

theirresearchandexperimentalskills.Ouraimistonotonlyembedkeyconceptsandskills,butproducestudentsthatcanapplyTheChemistrydepartmentseekstocreateChemiststhatarepassionate,knowledgeableabouttheirsubjectwithexcellentknowledgetounfamiliarsituationsandtherealworld.

Examplesofhomeworktasks taking;Questionstotestapplicationofskills;labreports;pastpaperquestions;readingandnotepreparationofpresentations.

HalfTerm1 (Aug–Oct)

HalfTerm2 (Nov–Dec)

TermSummer Examinations–StudentscompletetheirIB examinations. Exams.

ToKQuestion:Shouldscientificresearchbe subjecttoethicalconstraintsoristhepursuitof scientificknowledgeintrinsicallyworthwhile? Researchextension:Howhaveanalytical techniqueshelpeduslearnmoreaboutthe unvicarsaroundus?

Option–Studentswillstudyoneoptionofthefour possibleoptionsavailable.Optionchoicesareconfirmed aerChristmasandseparatesyllabusbreakdownsissued atthattime.

CurriculumContent SuggestedReadingorExtensionActivities

HalfTerm4 (Feb–Apr) Revision–Studentswillcompleterevisionworkto preparethemforthefinalexaminations.

Unit10:OrganicChemistry–Chemistryandreactionsof thefollowingfunctionalgroups:alkanes,alkenes, alkynes,halogenoalkanes,alcohols,ethers,aldehydes, ketones,esters,carboxylicacids,amines,amides,nitriles andarenes.Electrophilicadditionreactionsand Markovnikovʼsrule.Electrophilicsubstitutionreactions. Nucleophilicsubstitutionreactions.Freeradical halogenation.

Unit9:Oxidationandreduction–Definitions, electrochemicalcells,standardhydrogenelectrode (SHE),calculationsofcellpotentialsusingstandard electrodepotentials,electrolysisofsolutionsofsalts,free energy,calculationsforelectrolysis,andelectroplating.

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Themetests–Interleavedmultitopictests–oneperterm,toreviewallpreviouslearning. IA–CourseworkfortheIB,tobecompletedonceinterm2. Mockexamination takenstraightaerChristmasholiday–Multiplechoicepaperand Extendedanswerpaper.Containsquestionsonalltopicsstudiedduringthecourse.

Parents/guardianscanhelp theirchildby:

Usefulwebsites kerboodle.comwww.chemguide.co.uk/https://www.creative-chemistry.org.uk/http://www.thinkib.net/chemistry,

keyEncouragefurtherreadingoftextbookoutsideofclass,withactivenotetaking.Learningdefinitions.Completionofquestionbookletsduringtopics.

OxfordIBBiologyCourse CompanionChapters4,5and10.3 ExtraReading: ʻTheOriginofSpeciesʼbyCharles Darwin. ExtraViewing: AnyoftheBBCPlanetEarth programs– forexample:ʻBlue Planetʼ,ʻBluePlanetIIʼandʻGreen ExplorePlanetʼ.theMaunaLoaBaseline Observatorywebsiteand datasets.

HalfTerm3 (Jan–Feb)

CurriculumContent SuggestedReadingorExtension Activities

Topics5.EvolutionandBiodiversity,and10.3GenePooland Speciation

OxfordIBBiologyCourse CompanionChapters2and8.1 ExtraReading: McKie,D.(1944).ʻWöhler's 'Synthetic'Ureaandthe RejectionofVitalism:A ChemicalLegendʼ.Nature, 153,pp:608–610.

BIOLOGYHL(YEAR12) maintainingassistourstudentsinexploringthismosaic,itisinYear12ourstudentssupportedinthepracticeofdevelopinganddemanding,itpresentsourstudentstheopportunitytoexploreadynamicmosaicoftopics,models,skillsandphenomena.Tomolecularlevel.TheIBHLBiologycourse,however,isnottobeunderestimated:WhiletheBiologycourseitselfisrigorouslyYear12throughintroducingthemtotheholisticaspectslifeonEarthandthenexplorehowthesefunctionsmanifestattheOurmaingoal,withintheBIOLOGYdepartmentisforourstudentstorealisetheirpassionforbiology.Westartthisjourneyinanopenapproachtotheirlearningandcommunicationinthissubject.

Topic2.MolecularBiologyand8.1Metabolism

Studentswillbeapplyingandexploringhowbiochemistryfitsintothe biologyasawhole.Studentswillbeexploringhowbiologicalmolecules arepartofmetabolicpathwaysandbiologicalstructures.Heretheywill berequiredtoidentify,compareanddrawdiﬀerentmolecules.This unitalsoallowsstudentsadequatetimeinwhichtofullyexplore molecularbiology,inparticularthepracticalslinkedtoenzymetypes andfunctions,andinhibitionofenzymeactivity.

Topic1.CellBiology Thishalftermstudentspresentsstudentswiththetopicsoncelltypes andtheultra-structureoforganelles.Studentswillincludestudyingthe structureofandthedynamicsofmembraneorganelleswithinacell.In additiontothesetopics,theareaofcellsdivisionandtheoriginsoflife willbeexplored. OxfordIBBiologyCourse CompanionChapter1 Drawtheultrastructuresof eukaryoticcellsbasedonelectron micrographs. HalfTerm4 (Feb–Apr) Topics2.6StructuresofDNAandRNA;2.7DNAReplication, TranscriptionandTranslation,and7.NucleicAcids DuringthishalftermstudentswillbeexploringthestructuresofDNA andRNA,plusthemechanismsandmoleculesinvolvedinthe replicationofDNA.Proteinsynthesisandtheprocessinvolvedinthe generationofproteinsiscovered.Aerwhich,studentsaredirected towardsthediﬀerentmolecularbiologyandbiotechnological techniquesandequipmentusedinthisfieldofbiology.Thisbusyhalf termalsoseesstudentscompletetheGroup4project.

HalfTerm2 (Nov–Dec)

OxfordIBBiologyCourse CompanionChapters2.6,2.7,and 7 ExtraReading: ʻTheSelfishGeneʼbyRichard Dawkins ExtraViewing: Exploremolecularvisualizationof replicationandproteinsynthesis byDrewBarry. 94

Thishalftermintroducesthestudentstotherequirementsofthe two-yearcourse.Theyconcentrateonstartingtoapplyanopen learningapproachexploringtheevidence,typesofselectionand trendslinkedtoevolutionofspeciesonEarth.Studentswillneedto applycomparisonsoflimbstructuresandfunctions.

HalfTerm1 (Aug–Oct)

Topic4.Ecology Inthisunit,studentswillbelearningaboutenergytransfers,carbon cycleandbiodiversity.Theyalsolookatthebasicideasbehind experimentaldesign,dataanalysisandexperimentalevaluation, throughperforminganumberoffieldstudiesandlaboratorybased experiments.

TopicsD1HumanNutrition,D2Digestionand6.1Digestionand Absorption Inthisunitstudentsexplorethephysiologyofthehumandigestive system.Thiswillalsorequirethestudyoflinkingstructuretofunction ofabsorptioninthedigestivesystem.

Cocurricularactivities BecomeanactivememberoftheBiologySociety,theMedicalSociety,TheLifeSciences BiotechnologySociety(LSBTSociety),thePlantSocietyandotherrelatedsocietiesand Takeenterprises.partintheannualcompetitionsheldhereatNLCSJeju:theMedicalReview,andthe IntermediateandBritishBiologyOlympiads. ContributetotheNLCScommunitythroughbeinginvolvedasawriter,editorordesigner forNLCSHub,theFrameandalsoLuciditySTEMmagazine. Supportyourlocalandnationalcommunitybyobservinghowtobeinvolvedandtohelp people,theenvironment,theorganismswithintheenvironment. 95

Atthebeginningofthisterm,studentswillbesittingtheendofyear examinations.Aertheseinternalexaminations,Year12studentswill havetimeinwhichtoreviewtheirabilitiesinthisyearʼsunitsbefore startingonthenextsetoftopicsbeforetheendoftheacademicyear.

Topics9.PlantBiology,2.9Photosynthesisand8.3Photosynthesis thenAerthistime,theywillthencontinuewithexploringplantbiologyandthecomplextopicsofphotosynthesisandrespiration.

Examplesofhomeworktasks Questionsonprocessesandsystems,pastpaperquestions,completionofdatahandling questions,essayssummarisingpreviouslearning,opportunitiestoreadcertainpiecesof text,write-upsofpracticalsandcompletionofIBstudentnotes.

Usefulwebsites AlllinkslistedbothontheSchoolLibraryPortalandintheIntroductiontoYear12DP Biologybooklet. Inadditiontothis,KerboodleandKognityplatformsforadditionalreadingand Bioninja,self-assessments.KhanAcademyandAmazingMrGreenforonlineresourceswhenstudyingtheDP Biologycourse.

Endoftopictests–50markexaminationcontainingselectedmultiplechoiceandextended answerquestions.Onetestpersetoftopicsstudied. Otherassessments–includelabreports,literacyandmultimediatasks. AnnualEndofYearexam–MultiplechoicepaperandExtendedanswerpaper.Contains questionsontopicscoveredduringtheYear12course.

TermSummer (Apr–June)

OxfordIBBiologyCourse CompanionChapters2.9,6.1,8.3, 9,D1andD2 ExtraReading: MarshallBJ,ArmstrongJA, McGechieDB,GlancyRJ.(1985). ʻAttempttofulfillKoch's postulatesfor campylobacter.pyloricʼMedicalJ Australia.142:436–439. Explorehowmicropropagationof plantsinvolvesauxins.

Assessmenttasks,methods andfrequency

HalfTerm1 (Aug–Oct)

Thistopicexplorestherecognitionofthebodyʼsowncellsandthatof foreignmaterialandpathogens.Evenmoresostudentsareencouragedto

CurriculumContent SuggestedReadingor ExtensionActivities

BIOLOGYHL(YEAR13)

StudentsstartthishalftermplanningandconductingtheirIndividual Assessment(IA).Theywillbecompletingandwritingupthisassessment withintheirlessontime.

Topics3Genetics,10.1and10.2Inheritance AerthecompletionoftheirIAstudentswillthenbeworkingthroughthe nextsetoftopicsalllinkedtogenetics,inheritanceandgeneticmodification andbiotechnologicaltechniques.Thisisavariedtopicwhichreviewstopics 2.6,2.7and7,makingstudentsapplythisknowledgetoinheritancepatters, recognitionofimpactsofmutationsandimpactsofGMOsinour environmentandthehumanbody. Towardstheendofthishalfterm,studentswillthenstartthehuman physiologycontent.

OxfordIBBiologyCourse CompanionChapters3,10.1 and10.2 ExtraReading: ʻTheSevenDaughtersofEveʼ byBrianSykes ExtraViewing: Exploreandworkthrough UtahGenetic /index.htmlteractive/vlabs/transgenic_flyhttps://media.hhmi.org/bioinsimulation;involvedSimilarlyu/https://learn.genetics.utah.edsite:exploretheprocessinatransgenicsfly

Topics6.4GasExchangeandD.6TransportofRespiratoryGases

Aerthecompletionandself-reviewoftheirmockexaminations,students willcontinuewiththehumanphysiologytopicsinthishalftermandthe next.Inparticular,itisexpectedstudentstostudyandthenbeginthe followingtopicsinthishalfterm: Topics6.3DefenceagainstInfectiousDiseases,11.1Antibody ProductionandVaccination

HalfTerm2 (Nov–Dec) Topics6.2TheBloodSystemandD.4TheHeart Studentswillbestudyingtheheart,thephysiologicalandfunctionalaspects oftheorgan.Thereisalsotheexplorationintothetechnologicaladvances tosupportcardiachealthconditions.

OxfordIBBiologyCourse CompanionChapters6,11 andOptionsD ExtraReading: ʻTheEradicationofSmallpoxʼ byHerveBazin 96

InYear13wecontinuetheexplorationofbiology,introducingstudentstothecomplexitiesofsystemsandprocesswithina rangeoforganismsandbiologicalstructures.Mostofwhicharelinkedtohumansystemsandprocesses.Toassistourstudents incontinuingthroughthemosaicofbiology,ourYear13sareexpectedtofinelytunetheirpracticeofanopenapproachto theirlearningandcommunicationinthissubject.

Topics6.2TheBloodSystemandD.4TheHeart Studentswillbestudyingtheheart,thephysiologicalandfunctionalaspects oftheorgan.Thereisalsotheexplorationintothetechnologicaladvances tosupportcardiachealthconditions.

OxfordIBBiologyCourse CompanionChapters6,11 andOptionD ExtraReading: ʻCirculation:WilliamHarveyʼs RevolutionaryIdeaʼby ThomasWright HalfTerm3 (Jan–Feb) ThistermisanimportantoneinwhichthestudentscompletetheirYear13 mockexaminations.Theythenhaveachancetoreflectonhowtheydid, andtargetthetopicstheyhavediﬀicultywith.Moreover,thediﬀerenttypes ofquestionstheymayfacearealsoexplored,bylookingatpastpapers.

Duringthistopic,studentsexploretheroleofrespiratorycells,musclesand factorsaﬀectingventilationwithinthehumanrespiratorysystem.

ʻ JohnsontheModernWorldChangedScience,Cities,andEpidemic--andHowItLondon'sMostTerrifyingTheGhostMap:TheStoryofʼbySteven

Thistopicisbiochemicallyorientated,makingstudentsfollowthecreation andperpetuationoftheactionpotentialalonganeuralnetwork.

exploretheeﬀectsofantibioticuseinmedicineandtherisksandother factorsassociatedwithdrugtesting.

ThisisthefinaltopicoftheIBDPBiologycourse.Inthistopicstudentsneed tofollowthecycleofoxidationandreductionofbiologicalmoleculesin cellularrespiration.Acomplextopicbutultimatelybringstogetherallthe aspectslearntinthiscourse. OxfordIBBiologyCourse CompanionChapters2.8,6, 8.3,11andOptionD. ExtraReading: ʻThemanwhomistookhis wifeforahatʼbyOliverSacks ʻMolecularBiologyoftheCellʼ byAlbertsetal. ʻLife,chemistryand molecularbiologyʼbyW. Pickering,C.SmithandE.J. Wood

Thissetoftopicscrossesanumberofaspectsofhomeostasisandhormone feedbackpathways.Thishalftermseestheintroductionofthisbiological function.

ThepenultimatehalftermbeforetheIBDPexternalexaminations representsthecompletionoftheIBDPBiologycourse.Thefollowingtopics aretothecoveredinthishalftermandinthefirstfewweeksofthesummer term.

Topics6.6Hormones,HomeostasisandReproductionand11.4Sexual Reproduction Thesetopicsreviewthemenstrualcycle,pregnancyandIVF.Inparticular thehormonesandthetechnologyinvolvedwiththehumanreproductive system.

TermSummer

Duringthisterm,studentcompletetheIBBiologycourse.AstheIBDP Biologycourseisaverytext-heavyandchallengingcourse,theweeks leadinguptothefinalIBDPBiologyexaminationsareusedtoeither completeortosolidifystudentlearningacrossthecoursetopics.

Topics2.8CellRespirationand8.3CellRespiration

HalfTerm4 (Feb–Apr)

Topics6.6Hormones,HomeostasisandReproduction,11.3theKidney andOsmoregulation,D.3FunctionsoftheLiverandD.5Hormonesand Metabolism Studentswillbeexploringtheliverandkidney,thecelltypes,functionsand recyclingandosmoregulatoryprocessessynonymouswitheachorgan.

Topics6.5NeuronesandSynapsesand11.2Movement

Examplesofhomeworktasks Questionsonprocessesandsystems,pastpaperquestions,completionofdatahandling questions,essayssummarisingpreviouslearning,opportunitiestoreadcertainpiecesof text,write-upsofpracticalsandcompletionofIBstudentnotes.

Assessmenttasks,methods andfrequency Endoftopictests–50markexaminationcontainingselectedmultiplechoiceandextended answerquestions.Onetestpersetoftopicsstudied. Otherassessments–includelabreports,literacyandmultimediatasks.

Topics6.6Hormones,HomeostasisandReproductionandD.5Hormones andMetabolism

Internalassessment–TobecompletedinTerm1ofYear13. Themockexaminationsforthissubjectaretakenalmostimmediatelyatthebeginningof Term2.TheDPBiologyexaminationsconsistoftwopapers,thecontentofwhichcontains 97

Inadditiontothis,KerboodleandKognityplatformsforadditionalreadingand Bioninja,self-assessments.KhanAcademyandAmazingMrGreenforonlineresourceswhenstudyingtheDP Biologycourse.

Cocurricularactivities BecomeorbeevenmoresoanactivememberoftheBiologySociety,theMedicalSociety, TheLifeSciencesBiotechnologySociety(LSBTSociety),thePlantSocietyandotherrelated societiesandenterprises. TakepartintheannualcompetitionsheldhereatNLCSJeju:theMedicalReview,andthe IntermediateandBritishBiologyOlympiads.

TheIBDPBiologyexternalexaminationsarecompletedintheSummerTerm.

Usefulwebsites AlllinkslistedbothontheSchoolLibraryPortalandintheIntroductiontoYear12DP Biologybooklet.

allthetopicsstudiesuptotheendofTerm1inYear13.Thequestionsincludedareinthe formofmultiplechoice,data-handingandextendedanswerquestions.

ContributetotheNLCScommunitythroughbeinginvolvedasawriter,editorordesigner forNLCSHub,theFrameandalsoLuciditySTEMmagazine. Supportyourlocalandnationalcommunitybyobservinghowtobeinvolvedandtohelp people,theenvironment,theorganismswithinourenvironmenthereonEarth. 98

Studentswillbeapplyingandexploringhowbiochemistryfitsinto thebiologyasawhole.Studentswillbeexploringhowbiological moleculesarepartofmetabolicpathwaysandbiologicalstructures. Heretheywillberequiredtoidentify,compareanddrawdiﬀerent molecules.Thisunitalsoallowsstudentsadequatetimeinwhichto fullyexploremolecularbiology,inparticularthepracticalslinkedto enzymetypesandfunctions,andinhibitionofenzymeactivity.

OxfordIBBiologyCourse CompanionChapter4 ExtraViewing: AnyoftheBBCPlanetEarth programs– forexample:ʻBlue Planetʼ,ʻBluePlanetIIʼandʻGreen ExplorePlanetʼ.theMaunaLoaBaseline Observatorywebsiteanddatasets.

HalfTerm3 (Jan–Feb)

Theyconcentrateonapplyinganopenlearningapproachwhen learningaboutenergytransfers,carboncycleandbiodiversity.They alsolookatthebasicideasbehindexperimentaldesign,data analysisandexperimentalevaluation,throughperforminganumber offieldstudiesandlaboratorybasedexperiments.

ThistopicseestheintroductionoftheEcologyoptiontopicforthese classes.TheseoptionsarelinkedtothefieldecologytripallYear12s undertake,pushingourstudentsbeyondthatofthetextbookinthe formofpracticalexperience.

Topics4.EcologyandOptionC.EcologyandConservation

BIOLOGYSL(YEAR12)

Duringthisunitstudentswillexploretheevidence,typesofselection and trendslinkedtoevolutionofspeciesonEarth.Studentswill needtoapplycomparisonsoflimbstructuresandfunctions. Topics4.EcologyandOptionC.EcologyandConservation

Thistopiciscontinuedaerthehalfterm,allowingstudentsthe opportunitytoperfecttheirfieldinvestigationskills.Aswellas coveringinformationrelatingtoconservationofspecies,population ecologyandthenitrogenandphosphoruscycles.

Ourmaingoal,withintheBIOLOGYdepartmentisforourstudentstorealisetheirpassionforbiology.Westartthisjourney in Year12throughintroducingthemtotheholisticaspectslifeonEarthandthenexplorehowthesefunctionsmanifestatthe molecularlevel.TheIBSLBiologycourse,however,isnottobeunderestimated:WhiletheBiologycourseitselfisrigorously demanding,itpresentsourstudentstheopportunitytoexploreadynamicmosaicoftopics,models,skillsandphenomena.To assistourstudentsinexploringthismosaic,itisinYear12ourstudentssupportedinthepracticeofdevelopingand maintaininganopenapproachtotheirlearningandcommunicationinthissubject.

HalfTerm1 (Aug–Oct)

Topic2.MolecularBiology

Thishalftermintroducesthestudentstotherequirementsofthe two-yearcourse.Topic 5.EvolutionandBiodiversity

OxfordIBBiologyCourse CompanionChapter2 ExtraReading: McKie,D.(1944).ʻWöhler's 'Synthetic'UreaandtheRejection ofVitalism:AChemicalLegendʼ. Nature, 153,pp:608–610. 99

OxfordIBBiologyCourse CompanionChapters4and5 ExtraReading: ʻTheOriginofSpeciesʼbyCharles Darwin.

HalfTerm2 (Nov–Dec)

CurriculumContent SuggestedReadingorExtension Activities

Endoftopictests–50markexaminationcontainingselectedmultiplechoiceandextended answerquestions.Onetestpersetoftopicsstudied.

Topic1.CellBiology Thisunitisthencontinuedaertheend-of-yearYear12 examinations.Inthispartoftheunit,studentswillbeworking throughparticlemovementandmitosis.

Usefulwebsites AlllinkslistedbothontheSchoolLibraryPortalandintheIntroductiontoYear12DP Biologybooklet. Inadditiontothis,KerboodleandKognityplatformsforadditionalreadingand Bioninja,self-assessments.KhanAcademyandAmazingMrGreenforonlineresourceswhenstudyingtheDP Biologycourse. 100

OxfordIBBiologyCourse CompanionChapters1and2 TermSummer (Apr–June)

Otherassessments–includelabreports,literacyandmultimediatasks.

AnnualEndofYearexam–MultiplechoicepaperandExtendedanswerpaper.Contains questionsontopicscoveredduringtheYear12course.

Atthebeginningofthisterm,studentswillbesittingtheendofyear examinations.Aertheseinternalexaminations,Year12studentswill havetimeinwhichtoreviewtheirabilitiesinthisyearʼsunitsbefore startingonthenextsetoftopicsbeforetheendoftheacademicyear.

HalfTerm4 (Feb–Apr)

Topic2.MolecularBiology Thisreasonablylargeunitalsoallowsstudentsadequatetimein whichtofullyexploremolecularbiology.Inparticularstudentsneed toworkthroughanumberofpracticalsinthishalfterm,linkedto enzymetypesandfunctions,andinhibitionofenzymeactivity.

Topic1.CellBiology

OxfordIBBiologyCourse CompanionChapters1,2.6and2.7 ExtraReading: ʻTheSelfishGeneʼbyRichard Dawkins ExtraViewing: Exploremolecularvisualizationof replicationandproteinsynthesisby DrewBarry. Examplesofhomeworktasks Questionsonprocessesandsystems,pastpaperquestions,completionofdatahandling questions,essayssummarisingpreviouslearning,opportunitiestoreadcertainpiecesof text,write-upsofpracticalsandcompletionofIBstudentnotes.

Fortheremainderofthishalftermstudentswillbeginthetopicson celltypesandtheultra-structureoforganelles.Studentswillinclude studyingthestructureofandthedynamicsofmembraneorganelles withinacell.Inadditiontothesetopics,theareaofcellsdivisionand theoriginsoflifewillbeexplored.

Assessmenttasks,methods andfrequency

Topics2.6StructureofDNAandRNA,and,2.7DNAReplication, TranscriptionandTranslation AerthecompletionoftheCellBiologyunit,studentswillbe exploringthestructuresofDNAandRNA,plusthemechanismsand moleculesinvolvedinthereplicationofDNA.Proteinsynthesisand theprocessinvolvedinthegenerationofproteinsiscovered.This busyhalftermalsoseesstudentscompletetheGroup4project.

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Cocurricularactivities BecomeanactivememberoftheBiologySociety,theMedicalSociety,TheLifeSciences BiotechnologySociety(LSBTSociety),thePlantSocietyandotherrelatedsocietiesand Takeenterprises.partintheannualcompetitionsheldhereatNLCSJeju:theMedicalReview,andthe IntermediateandBritishBiologyOlympiads. ContributetotheNLCScommunitythroughbeinginvolvedasawriter,editorordesigner forNLCSHub,theFrameandalsoLuciditySTEMmagazine. Supportyourlocalandnationalcommunitybyobservinghowtobeinvolvedandtohelp people,theenvironment,theorganismswithintheenvironment.

W.Pickering,C.Smith andE.J.Wood HalfTerm4 (Feb–Apr)

Inthislasthalftermbeforetheexternalexaminations,studentsareintroducedand coverthetopicslinkedto:

Themockexaminationsforthissubjectaretakenalmostimmediatelyatthebeginningof Term2.TheDPBiologyexaminationsconsistoftwopapers,thecontentofwhichcontains allthetopicsstudiesuptotheendofTerm1inYear13.Thequestionsincludedareinthe formofmultiplechoice,data-handingandextendedanswerquestions.

TermSummer Duringthisterm,studentcompletetheIBBiologycourse.AstheIBDPBiology courseisaverytext-heavyandchallengingcourse,theweeksleadinguptothe finalIBDPBiologyexaminationsareusedtoeithercompleteortosolidifystudent learningacrossthecoursetopics.

Cocurricularactivities BecomeorbeevenmoresoanactivememberoftheBiologySociety,theMedicalSociety, TheLifeSciencesBiotechnologySociety(LSBTSociety),thePlantSocietyandotherrelated societiesandenterprises. TakepartintheannualcompetitionsheldhereatNLCSJeju:theMedicalReview,andthe IntermediateandBritishBiologyOlympiads. ContributetotheNLCScommunitythroughbeinginvolvedasawriter,editorordesigner forNLCSHub,theFrameandalsoLuciditySTEMmagazine. Supportyourlocalandnationalcommunitybyobservinghowtobeinvolvedandtohelp people,theenvironment,theorganismslivingonourplanetEarth. 103

TheIBDPBiologyexternalexaminationsarecompletedintheSummerTerm. Usefulwebsites AlllinkslistedbothontheSchoolLibraryPortalandintheIntroductiontoYear12DP Biologybooklet.

Inadditiontothis,KerboodleandKognityplatformsforadditionalreadingand Bioninja,self-assessments.KhanAcademyandAmazingMrGreenforonlineresourceswhenstudyingtheDP Biologycourse.

ExtraReading: ʻThemanwhomistook hiswifeforahatʼby OliverSacks

OptionANeurobiologyandbehavior

AnumberofstudentsprefertostudyOptionAsoastosupporttheirstudiesinIB DPPsychology.Inthissetoftopics,studentswillbeexploringcontentonneural development,thehumanbrainandtheperceptionofstimuli.

OxfordIBBiology Course ChapterCompanionOptionA.

Examplesofhomeworktasks Questionsonprocessesandsystems,pastpaperquestions,completionofdatahandling questions,essayssummarisingpreviouslearning,opportunitiestoreadcertainpiecesof text,write-upsofpracticalsandcompletionofIBstudentnotes.

Endoftopictests–50markexaminationcontainingselectedmultiplechoiceandextended answerquestions.Onetestpersetoftopicsstudied.

Internalassessment–TobecompletedinTerm1ofYear13.

Assessmenttasks,methods andfrequency

Otherassessments–includelabreports,literacyandmultimediatasks.

CasestudyprovidedfromIBO Departmentresources,Webresources, Quizlets,presentationsetc. 104

➢ Introductiontocomputationalthinking ➢ Connectingcomputationalthinkinganddesign ➢ Introductiontoprogramming

Thistermfocusesonteachingstudentshowtoincorporate featuresofOOPintoproblemsolving,followedbymodularity inprogrammingandsystemfundamentals.

TheComputerSciencedepartmentaimstodevelopcomputationalthinkingandproblemsolvingskillsineachstudent.We aimtopreparestudentstounderstandthecomponentpartsofcomputersystemsandhowtheyinterrelate,including soware,data,hardware,communicationsandpeople.Wewillfocusonskillsnecessarytoapplyunderstandingtosolve computer-basedproblemsusingahigh-levelprogramminglanguage.

CommontobothHLandSL:

CurriculumContent SuggestedReadingorExtension Activities

Thistopic addressesanumberoftopicswithinComputer Scienceincluding,planningsystemandinstallation,learning abouttheSDLC,systemback-uptechniques,programme developmentandbeginningtodiscusstheethicsof programming.

Thefirsttermfocusesonlearningfundamentalconceptsof computationalthinking,whichincludesanunderstandingof programmedesign.Withinthetermone,studentsare introducedtoprogrammingandprogrammingconcepts.HL studentswillbelearningmorecomplexprogramming problems.StudentswillalsobeintroducedtoOOPconcepts.

IBCSHLCoretextbook-computerscience illuminatedbynellDale,Javain21daysby Rogers, Departmentresources,Web resources,Quizlets,presentationsetc.

HalfTerm 4 (Feb–Apr)

➢ Introductiontocomputerarchitecture ➢ Logicgateandsecondarymemory ➢ Binaryrepresentation ForHLonly: Thistermfocusesonprovidingstudentswithanunderstanding ofnetworksandtheirconstruction,howtoevaluatedata transmissionsandareviewoftheimpactofwireless networking.

HalfTerm 1 (Aug–Oct)

CommontobothHLandSL:

Thistermwillstartwithaninternalassessmentplanningstage. StudywillstartfromComputerorganization.

CommontobothHLandSL:

Learntoinvestigatediﬀerenttypesofnetwork,data transmissionandwirelessnetwork.Allstudentscontinue workingoninternalassessmentanddevelopprogramming skills.CommontobothHLandSL: ➢ Endofyearexam ➢ Internalassessment

HalfTerm 3 (Jan–Feb)

IBCSHLCoretextbook-computerscience illuminatedbynellDale,Javain21daysby Rogers, Departmentresources,Web resources,Quizlets,presentationsetc.

COMPUTERSCIENCE(Year12)

➢ Systemlifecycle ➢ Systemdesignbasics

CasestudyprovidedfromIBO IBCSHLCoretextbook-Computer ScienceIlluminatedbyNellDale,Javain21 daysbyRogers, HalfTerm 2 (Nov–Dec)

AdvancedComputerSciencebyKostas Dimitrios,Departmentresources,Web resources,Quizlets,presentationsetc.

Assessmenttasks,methods andfrequency

Parents/guardianscanhelp theirchildby: Ensuringthatstudentsdopracticeprogrammingskillsduringbreaksbyregisteringonline courses. Usefulwebsites http://ib.compscihub.net/ Cocurricularactivities Codingclub,HardwareBryant,programmingandcompetitions,Fobisiachallenge, Robotics WhocanIcontact? Teacher of Year 12 : Kiran Mandhare, Tajvir Singh Pleasecommunicatewiththeappropriateteacherthroughtheisamsportal. 105

Endofthetopictest,mockexams,topicassignment,IA.

TermSummer (Apr June)–HLonly: Thistermfocusesonintroducingstudentstoabstractdata structure,staticdatastructuresandtheopportunitytoembark uponacasestudy.

Overthecourseofthesummerbreakstudentswillbeexpected toworkoninternalassessmentanddoresearchoncasestudy topicswhichisissuedtoHLstudentsonly.

CoreComputerScience

HalfTerm3 (Jan–Feb) Mockexams.Oncethemockexamsarecompleted studentsbegintodiscussarangeofcontrolsystemsand subsequentlycomparethem. IBCSHLtextbook-computerscience illuminatedbynellDale,Javain21daysby Rogers, HalfTerm4 (Feb–Apr)

soaimtopreparestudentstounderstandthecomponentpartsofcomputersystemsandhowtheyinterrelate,includingTheComputerSciencedepartmentaimstodevelopcomputationalthinkingandproblemsolvingskillsineachstudent.Weware,data,hardware,communicationsandpeople.Wewillfocusonskillsnecessarytoapplyunderstandingtosolvecomputer-basedproblemsusingahigh-levelprogramminglanguage.

● Identifyingthesystemresources ● Understandingtheroleofoperatingsystem

● Learningadvancedconceptsofprogramming ● Practicingabstractdatastructure. Resourcemanagementandcontrol

COMPUTERSCIENCE(YEAR13)

CasestudyprovidedfromIBO IBCSHLtextbook-computerscience illuminatedbynellDale,Javain21daysby Rogers,AdvancedcomputersciencebyKostas Dimitrios,Departmentresources,Web resources,Quizlets,presentationsetc.

● Computer network ● Constructalgorithmsusingtwo-dimensional arrays,stackandqueues ● Describethefeaturesandcharacteristicsof linkedlistandtree ● Applicationofdatastructure ● Controlsystems Assessmentontopic5,6,7,andoptionD4 IBCSHLtextbook-computerscience illuminatedbynellDale,Javain21daysby AdvancedRogers,computersciencebyKostas Dimitrios, Departmentresources,Web resources,Quizlets,presentationsetc.

ForSLonly: Thistermfocusesonprovidingstudentswithan understandingofnetworksandtheirconstruction,how toevaluatedatatransmissionsandareviewoftheimpact ofwirelessnetworking. Learntoinvestigatediﬀerenttypesofnetwork,data transmissionandwirelessnetwork.Allstudentscontinue workingoninternalassessmentanddevelop programmingskills.

ThefinalpartoftheIBcoursefocusesoncasestudy research,withanemphasisonextendedresearchforthe ethicalaspectofcasestudyanddiscussionon technologyandalgorithmsusedwithinComputing.

CasestudyprovidedfromIBO AdvancedcomputersciencebyKostasDimitrios, 106

ForHLonly Researching:acasestudygivenbyIB.Thisrequires studentstoresearchvariousaspectsofthe subject—whichmayincludenewtechnicalconceptsand additionalsubjectcontent—ingreaterdepth.

● Centralizedcontrolsystem

CurriculumContent SuggestedReadingorExtensionActivities

HalfTerm2 (Nov–Dec) ForHLonly: Thistermfocusesonidentifyasituationthatrequiresthe useofrecursivethinking,thisisdevelopedby consideringthefollowing:

HalfTerm1 (Aug–Oct)

TermSummer IBexams https://www.cs-ib.net/

Examplesofhomeworktasks classassignments,presentations,Miniprojects,quizletsassignments,Internalassessment.

Parents/guardianscanhelp theirchildby:

WhocanIcontact?

107

TeacherofYear13:NiallScarlett, Tajvir Singh PleasecommunicatewiththeappropriateteacherthroughtheEngageportal.

Ensuringthatstudentsdopracticeprogrammingskillsduringbreaksbyregisteringonline http://ib.compscihub.net/courses., Cocurricularactivities Codingclub,HardwareBryant,programmingandcompetitions,Fobisiachallenge, Robotics

● Trigonometry(Triangles,bearings,anglesofdepression/elevation,Circles, 3Dfigures,Function,Equation,Identities,Graphing)

HalfTerm 1 (Aug–Oct)

CurriculumContent SuggestedReadingor ExtensionActivities

HalfTerm 2 (Nov–Dec)

● Functions(Linear,quadratic,cubic,polynomials,logarithmic, exponential,logistic,GDCintroduction,(domain,range,inverse, composite,transformations)

Enrichment: Conics–howcana parabolabecreated bycuttingacone?

● DiﬀerentialCalculus(Limit,DerivativeofFunctions,ChainRule, Optimisation,TrapezoidalRule,SecondDerivative,Tangent/normalLines, Increasing/Decreasing,TurningPoint,PointofInflection)

● AlgebraReview(ScientificNotation,LawsofExponents,Approximation, ErrorBounds,RationalExpressions)

● Sequences(ArithmeticandGeometricSequencesandSeries,Financial Maths)

Sowareisusedtogeneratevariousfunctions.

TOK: Whichisthebettermeasureofanangle,degreesorradians?Whatcriteria can/do/shouldmathematiciansusetomakesuchjudgments?

MATHEMATICSAPPLICATIONSANDINTERPRETATIONHL(YEAR12)

Geometryandtrigonometryallowustoquantifythephysicalworld,enhancingour spatialawarenessintwoandthreedimensions.Creatingdiﬀerentrepresentations offunctionstomodeltherelationshipsbetweenvariables,visuallyand symbolicallyasgraphs,equationsand/ortablesrepresentsdiﬀerentwaysto communicatemathematicalideasandusingsequencesandseriesforfinancialand otherapplicationslinksmathematicswithotherdisciplines. Aspartoftheessential understandings,thefollowingcontentwillbecoveredinHalfTerm1

Asuseoftechnologyallowsstudentstoexploreandconstructmathematical models,technologywillbeheavilyusedinthelessonssuchas: Graphingtechnologywithsliderstodeterminetheeﬀectsofalteringparameters and Dynamicvariables.Geometry

● IntegralCalculus(DefiniteandIndefiniteIntegrals)

challengingandexperienceofsolvingreal-worldproblems.Theywillbestudentswhogetpleasureandsatisfactionwhenexploringcareers.StudentswhowishtotakeMathematics:applicationsandinterpretationathigherlevelwillhavegoodalgebraicskillswhichwouldnotonlymakethembettermathematicians,butalsopreparethemfortheirfurtheracademicandprofessionalStudentsTheMathematicsdepartmentaimstobringMathematicstolifebyframingthesubjectwithinthecontextoftherealworld.ʼuseoftechnologytointeractwithandinterprettheworldaroundthemwillimprovesignificantlyduringthiscourse.Thestudentsʼcoreskills,suchastimemanagement,researchandcollaborativework,willbedevelopedthroughouttheyear,problemsandwhoarecomfortabletoundertakethisexplorationusingtechnology.

understandings,aims,conceptsandskillsfromthestandardlevelcontent.AspartoftheessentialTheaimoftheAIHLcontentinthecalculustopicistoextendandbuilduponthethefollowingcontentwillbecoveredinHalfTerm2:

Enrichment: Exploring Simpsontechniquesnumericalotherintegrationsuchasʼsrule. 108

Studentusespreadsheets,dynamicgraphingsowareandGDCtoexploreideasof limits,numericallyandgraphically.Hypothesescanbeformedandthentested usingtechnology.

HalfTerm 4 (Feb–Apr)

● Probabilitydistributions(DiscreteRandomVariablesandBinomial, PoissonDistributions) Studentsuseofsimulationstogeneratedataandenhancethistopic.

Enrichment:When performinga χ2test Yates

smallwayswhy?youwhatasuniversallysamples.appliedcorrectioncontinuityisoentosmallIsitacceptedavalidmethod?InsituationswoulduseYatesandArethereothertodealwithsamplesizes?

● DescriptiveStatistics(DataCollection,ImportantStatisticalTerms/Tables /Graph,Mean,Variance,LinearRegression,Non-LinearRegression)

TOK:Doestheuseofstatisticsleadtoanoveremphasisonattributesthatcanbe easilymeasuredoverthosethatcannot?

● Probability:(One-EventProbability,DefinitionofTerms,Venndiagrams, CombinedEvent)

Studentsusedynamicgraphingsowaretocalculatetheapproximateareaundera curveandinterpretitsmeaning.

● IntegralCalculus(Usubstitution,Area,Revolutions)

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HalfAspartoftheessentialunderstandings,thefollowingcontentwillbecoveredinandFurtherintegralcalculustechniquesareintroducedtoenablestudentstomodelinterpretpracticalcontexts.Term3:

TOK:Howdomathematiciansreconcilethefactthatsomeconclusionsseemto conflictwithourintuitions?Considerforinstancethatafiniteareacanbebounded byaninfiniteperimeter.

Halfempirical/observed.criticallyquestioned,indetail,todiThesefieldshavepowerandlimitationsandshouldbeappliedwithcareandwhichenableustomakepredictions,validcomparisonsandinformeddecisions.quantitativedata.BothstatisticsandprobabilityprovideimportantrepresentationsStatisticsisconcernedwiththecollection,analysisandinterpretationofﬀerentiatebetweenthetheoreticalandtheAspartoftheessentialunderstandings,thefollowingcontentwillbecoveredinTerm4:

HalfTerm 3 (Jan–Feb)

TOK:Isitpossibletoknowaboutthingsofwhichwecanhavenoexperience,such asinfinity?

TOK:Howcantheriseintaxforplasticcontainers,forexampleplasticbags,plastic bottlesetcbejustifiedusingoptimization?

Usefulwebsites SimulationforMarkovchains:setosa.io/blog/2014/07/26/markov-chains/ Usefulexamplesoffractal GapminderWolframDesmosforGeoGebramathematics:https://undergroundmathematics.org/UndergroundNRICHhttp://www.fractal.org/Bewustzijns-Besturings-Model/Fractals-Useful-Beauty.htmapplications:oﬀersrich,engagingmathematicsresources:https://nrich.maths.org/mathematicsenablesstudentstoexploretheconnectionsthatunderpinisaninteractivegeometry,algebra,statisticsandcalculusapplication,intendedlearningandteachingmathematics:https://www.geogebra.org/?lang=enGraphingCalculator:https://www.desmos.com/calculatorAlpha:https://www.wolframalpha.com/makesuseoflog-loggraphs:www.gapminder.org

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Assessmenttasks,methods andfrequency Studentswillundertake5commonassessedtasksintheyear.Sincethestartofthe academicyear,studentswillhavebeenpromptedtoresearchandexploreMathematics furtherandtoidentifyareasofMathematicsthattheyfeelmostinterestedin.DuringYear 12allstudentswillpracticemathematicalexploration.

TOK:Thecentrallimittheoremcanbeprovedmathematically(formalism),butits truthcanbeconfirmedbyitsapplications(empiricism).Whatdoesthissuggest aboutthenatureandmethodsofmathematics?

TermSummer (Apr June)–

● HypothesisTesting Studentsuseofsimulationstogeneratedataandenhancethistopic.

● Probabilitydistributions(LinearTransformationofRandomVariables, NormalDistribution,CentralLimitTheorem)

Enrichment:Fora normally sampleshowpopulationdistributedofsizeN,manyrandomofsize ndo youneedtotakein ordertoverifythe centrallimittheorem? Enrichment: Hypothesistesting usingthe distribution.binomial

Equipmentthatstudents need

AswithSummerTermintroducesstudentstherestofthestatisticsandprobabilitycontentanemphasisonHypothesisTestingandProbailityDistributions.partoftheessentialunderstandings,thefollowingcontentwillbecovered:

TI-NspirestudentstobuytheTI-NspireCXIIorCXII-T(OSversion5.4orhigher)models.CASenabledStudentsarerequiredtobringaGraphicalDisplayCalculator.Theschoolrequestsmodelsare notallowedinexaminationsandshouldnotbepurchased.

Parents/guardianscanhelp theirchildby: Studentsatthisleveltendtoneedthemosthelporganisingtheirtimewiselyinorderto ensurethattheygettherightbalanceofrevision,practiseandfurtherreadinginorderto meettheirownindividualneeds.Studentsrequirehelpandencouragementfromtheir parentsandteachertoformulatestrategiesforcompartmentalisingtheirindependent time.Studentsparticularlyneedhelpinidentifyingtheirweaknessesandtakingaction. Parentscouldalsoencouragestudentstoreadmathematicalexplorationsthattheycan findonline.Thiswillputthestudentsinanadvantageouspositionwhentheycometowrite theirownexplorationinYear13.ReadingMathematicsforpleasureisalsoveryuseful.

CompetitionsCCA-Preparationforinternationalmathematicscompetitions.

111

Cocurricularactivities MathematicsSociety –Astudentledorganisationthatlookstoprovidemaths enrichmentforallofourstudents.

ExploringMathematicsCCA –LedbytheMathematicsSociety,explorefascinating resultsandcuriositiesinmathematics.

MathsJournalWritingCCA –Learnwhatittakestowriteandpublishanacademic mathematicspaper.

HalfTerm1 (Aug–Oct)

Forms,Geometric

TOK: HowhavenotableindividualssuchasEulershapedthedevelopmentof mathematicsasanareaofknowledge? Enrichment:Principal componentandfactor analysis.Linkbetween discretechangeand continuouschangein dynamicalsystems (includingwhyeis suchan number).important Enrichment: Runge-Kuttamethods. Enrichment: Solutionofdiﬀerential equations separationbyofvariables asbothpolarand exponentialformsare solutionsof 112

understandings,numbers,matrices,vectorsandtheirapplications.AspartoftheessentialThistermintroducesstudentstotheimportantmathematicalconceptsofcomplexthefollowingcontentwillbecoveredinHalfTerm1:

● Vectors(Definition,Introduction,Scalar,VectorProduct,Applications, VectorEquationofaLine)

coveredcontexts.Aspartoftheessentialunderstandings,thefollowingcontentwillbetechniquesareintroducedtoenablestudentstomodelandinterpretpracticalquantitiesofseverallinearequationssimultaneously.FurtherdiMatricesareaformofnotationwhichallowustoshowtheparametersorﬀerentialcalculusinHalfTerm2:

CurriculumContent SuggestedReadingor ExtensionActivities

Polar

Studentsusespreadsheetstogeneratevalues

TOK: Whymightitbesaidthateiπ+1=0isbeautiful?Whatistheplaceofbeautyand eleganceinmathematics?Whatabouttheplaceofcreativity?

MATHEMATICSAPPLICATIONSANDINTERPRETATIONHL

challengingandexperienceofsolvingreal-worldproblems.Theywillbestudentswhogetpleasureandsatisfactionwhenexploringcareerswhichwouldnotonlymakethembettermathematicians,butalsopreparethemfortheirfurtheracademicandprofessionalStudentsTheMathematicsdepartmentaimstobringMathematicstolifebyframingthesubjectwithinthecontextoftherealworld.ʼuseoftechnologytointeractwithandinterprettheworldaroundthemwillimprovesignificantlyduringthiscourse.Thestudentsʼcoreskills,suchastimemanagement,researchandcollaborativework,willbedevelopedthroughouttheyear,StudentswhowishtotakeMathematics:applicationsandinterpretationathigherlevelwillhavegoodalgebraicskillsproblemsandwhoarecomfortabletoundertakethisexplorationusingtechnology.

Complex

● Matrices(GeometricInterpretation,Transformations)

Graphs

(YEAR13)

Enrichment: Aﬀinetransformations anddigital processing.image Enrichment: triangulationsDelaunayasthe dualsof self-drivingtriangulations;Voronoicars;the artgalleryproblem. Natural Manhattaninterpolation.neighbourmetric. HalfTerm2 (Nov–Dec)

● Matrices(TransitionMatrices,MarkovChains,Eigenvalues, Eigenvectors,Kinematics ● DiﬀerentialEquations(SlopeFields,EulerʼsMethod,PhasePortraits, EulerʼsMethodforSecondDerivative)

● (PerpendicularBisectors,VoronoiDiagrams)

● Complexnumbers(Introductionto Numbers, and Exponential Understanding,SinusoidalFunctions)

● GraphTheory

TOK: Whatpracticalproblemscanordoesmathematicstrytosolve?Whyareproblems suchasthetravellingsalesmanproblemsoenduring?Whatdoesitmeantosaythe travellingsalesmanproblemis“NPhard”?

● ExamRevision ● Toolkits InthinkingforPaper3 et/https://www.thinkib.nPractice

Equipmentthatstudents need modelstobuytheTI-NspireCXIIorCXII-T(OSversion5.4orhigher)models.CASenabledTI-NspireStudentsarerequiredtobringaGraphicalDisplayCalculator.Theschoolrequestsstudentsare

notallowedinexaminationsandshouldnotbepurchased.

Assessmenttasks,methods andfrequency Studentswillundertake4commonassessedtasksintheyear.Allstudentshaveto completeaninternalassessmentinMathematics;thisisreferredtoastheMathematical Explorationandcontributes20%tothestudent'sfinalgrade.Studentsareentitledto receiveformalwrittenfeedbackandguidancefromtheirteacher.

Parents/guardianscanhelp theirchildby: Studentsatthisleveltendtoneedthemosthelporganisingtheirtimewiselyinorderto ensurethattheygettherightbalanceofrevision,practiseandfurtherreadinginorderto meettheirownindividualneeds.Studentsrequirehelpandencouragementfromtheir parentsandteachertoformulatestrategiesforcompartmentalisingtheirindependent time.Studentsparticularlyneedhelpinidentifyingtheirweaknessesandtakingaction.

HalfTerm4 (Feb–Apr)

Timeisgiventostudentstoreflectontheirlearningexperienceandtheirgrowthas learners.Thistimegivesstudentsopportunitiesintheclassroomforundertaking aninquiry-basedapproachandfocusingonconceptualunderstandingofthe contentanditgivesthemopportunitiesforteamworkandcollaborationaswellas timetoreflectupontheirownlearningofmathematics.

essentialanddeveloptheirknowledgeofalgorithmsinpracticalcontexts.AspartoftheGraphtheoryisintroducedtoallowstudentstoapplytheirknowledgeofmatricesunderstandings,thefollowingcontentwillbecoveredinHalfTerm4:

TermSummer (Apr–June)

● ExamRevision ● Toolkits InthinkingforPaper3 et/https://www.thinkib.nPractice

Usefulwebsites NRICHoﬀersrich,engagingmathematicsresources:https://nrich.maths.org/ Undergroundmathematicsenablesstudentstoexploretheconnectionsthatunderpin GeoGebramathematics:https://undergroundmathematics.org/isaninteractivegeometry,algebra,statisticsandcalculusapplication,intended forlearningandteachingmathematics:https://www.geogebra.org/?lang=en 113

HalfTerm3 (Jan–Feb)

Timeisgiventostudentstoreflectontheirlearningexperienceandtheirgrowthas learners.Thistimegivesstudentsopportunitiesintheclassroomforundertaking aninquiry-basedapproachandfocusingonconceptualunderstandingofthe contentanditgivesthemopportunitiesforteamworkandcollaborationaswellas timetoreflectupontheirownlearningofmathematics.

114

Cocurricularactivities

ExploringMathematicsCCA –LedbytheMathematicsSociety,explorefascinating resultsandcuriositiesinmathematics.

MathsJournalWritingCCA –Learnwhatittakestowriteandpublishanacademic mathematicspaper.

MathematicsSociety –Astudentledorganisationthatlookstoprovidemaths enrichmentforallofourstudents. CompetitionsCCA-Preparationforinternationalmathematicscompetitions.

DesmosGraphingCalculator:https://www.desmos.com/calculator WolframAlpha:https://www.wolframalpha.com/

Theaimofthestandardlevelcontentinthefunctionstopicistointroducestudents totheimportantunifyingthemeofafunctioninmathematicsandtheskillsneeded tomodelandinterpretpracticalsituationswithavarietyofkeyfunctions.Creating diﬀerentrepresentationsoffunctionstomodeltherelationshipsbetween variables,visuallyandsymbolicallyasgraphs,equationsand/ortablesrepresents diﬀerentwaystocommunicatemathematicalideas.Aspartoftheessential understandings,thefollowingcontentwillbecoveredinHalfTerm2:

careerswhichwouldnotonlymakethembettermathematicians,butalsopreparethemfortheirfurtheracademicandprofessionalStudentsTheMathematicsdepartmentaimstobringMathematicstolifebyframingthesubjectwithinthecontextoftherealworld.ʼuseoftechnologytointeractwithandinterprettheworldaroundthemwillimprovesignificantlyduringthiscourse.Thestudentsʼcoreskills,suchastimemanagement,researchandcollaborativework,willbedevelopedthroughouttheyear, CurriculumContent

MATHEMATICSAPPLICATIONSANDINTERPRETATIONSL(YEAR12)

Throughoutthetopicstudentswillbegiventheopportunitytousetechnologysuch asgraphingpackages,graphingcalculatorsanddynamicgeometrysowareto developandapplytheirknowledgeofgeometryandtrigonometry.

● DescriptiveStatistics(DiscreteandContinuousData,MeasureofCentral Tendency,EstimationofMeanfromtheGroupedData,ModalClass, MeasuresofDispersion,PresentationofData)

Aspartoftheessentialunderstandings,thefollowingcontentwillbecoveredin HalfTerm1

TOK: Dothenamesthatwegivethingsimpacthowweunderstandthem?Forinstance, whatistheimpactofthefactthatsomelargenumbersarenamed,suchasthe googolandthegoogolplex,whileothersarerepresentedinthisform?

SuggestedReading or ActivitiesExtension

Geometryandtrigonometryallowustoquantifythephysicalworld,enhancingour spatialawarenessintwoandthreedimensions.Statisticsisconcernedwiththe collection,analysisandinterpretationofquantitativedata.

● Bivariatedata(LinearCorrelation,ScatterGraph) 115

● MeasuringQuantityandAccuracy(Numbers,AlgebraicExpressions, Measurement,Approximation,Estimation,PercentageError)

● LinearFunctions(DomainandRange,LinearModels, IntersectionPoint, InverseFunctions,PiecewiseFunction

Whyhavemathematicsandstatisticssometimesbeentreatedasseparatesubjects? Howeasyisittobemisledbystatistics?Isiteverjustifiabletopurposelyuse statisticstomisleadothers? Enrichment: Suggestionsfor furtherdiscussions thatmay understanding.reinforce HalfTerm2 (Nov–Dec)

HalfTerm1 (Aug–Oct)

● Trigonometry(PythagorasʼTheorem,TrigRatios,Anglesof Elevation/Depression,Non-rightAngledTriangles, Sineand Cosine Rule,AareaofTriangle,AreaofaSector,ArcLengths,3DTrigonometry)

● LinearModels(Extrapolation,Interpolation,PMCC)

● DiscreteProbabilityDistribution(DiscreteRandomVariable,Discrete ProbabilityDistributionFunction,ExpectedValue)

● Non-LinearModelling(Quadraticmodels,CubicModels,Pointsof Intersection,Optimisation, ExponentialandLogGraphs,Asymptotes,Law ofLogs,) ● Probability(Events,SampleSpace,VennDiagram,SampleSpaceDiagram, CombinedEvents,MutuallyExclusiveEvents,ComplementaryEvents, IndependentEventsandConditionalEvents)

ComputersimulationswillbeintegratedintothelessonstoenhanceStatisticsand Probability

TOK: Descartesshowedthatgeometricproblemscouldbesolvedalgebraicallyandvice versa.Whatdoesthistellusaboutmathematicalrepresentationandmathematical knowledge?

● SpearmanʼsRankCorrelationCoeﬀicient

TOK:Towhatextentaretheoreticalandexperimentalprobabilitieslinked?Whatis theroleofemotioninourperceptionofrisk,forexampleinbusiness,medicineand travelsafety? 116

Throughoutthistopicstudentsshouldbegiventheopportunitytousetechnology suchasgraphingpackagesandgraphingcalculatorstodevelopandapplytheir knowledgeoffunctions,ratherthanusingelaborateanalyticaltechniques. Graphingtechnologywithsliderstodeterminetheeﬀectsofalteringparameters andvariableshelpsstudentstoenhancetheirunderstandingofthecontent.

4:oftheessentialunderstandings,thefollowingcontentwillbecoveredinHalfTermdetail,todipowerandlimitationsandshouldbeappliedwithcareandcriticallyquestioned,intomakepredictions,validcomparisonsandinformeddecisions.ThesefieldshaveBothstatisticsandprobabilityprovideimportantrepresentationswhichenableusﬀerentiatebetweenthetheoreticalandtheempirical/observed.Aspart

HalfTerm3 (Jan–Feb)

● LinearRegression(LineofBestFit,RegressionLine)

understandings,real-worldproblemsandmathematicalmodels.AspartoftheessentialThishalftermthestudentswillfocusonmodelling,therelationshipbetweenthefollowingcontentwillbecoveredinHalfTerm3:

Useoftechnologyallowsstudentstoexploreandconstructmathematicalmodels. Desmos,Geogebra,TInspire,spreadsheets,statisticssowareandstatisticsapps cangreatlyenhancethesetopics.

TOK:Doescorrelationimplycausation?Mathematicsandtheworld.Giventhata setofdatamaybeapproximatelyfittedbyarangeofcurves,wherewoulda mathematicianseekforknowledgeofwhichequationisthe“true”model?

HalfTerm4 (Feb–Apr)

Equipmentthatstudents need enabledstudentstobuytheTI-NspireCXIIorCXII-T(OSversion5.4orhigher)models.CASStudentsarerequiredtobringaGraphicalDisplayCalculator.TheschoolrequestsTI-Nspiremodelsare

Parents/guardianscanhelp theirchildby: Studentsatthisleveltendtoneedthemosthelporganisingtheirtimewiselyinorderto ensurethattheygettherightbalanceofrevision,practiseandfurtherreadinginorderto meettheirownindividualneeds.Studentsrequirehelpandencouragementfromtheir parentsandteachertoformulatestrategiesforcompartmentalisingtheirindependent time.Studentsparticularlyneedhelpinidentifyingtheirweaknessesandtakingaction. Parentscouldalsoencouragestudentstoreadmathematicalexplorationsthattheycan findonline.Thiswillputthestudentsinanadvantageouspositionwhentheycometowrite theirownexplorationinYear13.ReadingMathematicsforpleasureisalsoveryuseful.

Cocurricularactivities MathematicsSociety –Astudentledorganisationthatlookstoprovidemaths enrichmentforallofourstudents.

ExploringMathematicsCCA –LedbytheMathematicsSociety,explorefascinating resultsandcuriositiesinmathematics.

Students usetechnologysuchassimulations,spreadsheets,statisticssowareand statisticsappstodeepentheirunderstandingofthistopic.

CompetitionsCCA-Preparationforinternationalmathematicscompetitions.

Usefulwebsites Applicationsinsubjectsincludinggeography,economics,biology,andcomputerscience: www.wikihow.com/Calculate-Spearman%27s-Rank-Correlation-CoeWolframDesmosforGeoGebramathematics:https://undergroundmathematics.org/UndergroundNRICHwww.ics.uci.edu/~eppstein/gina/scot.drysdale.htmloﬀersrich,engagingmathematicsresources:https://nrich.maths.org/mathematicsenablesstudentstoexploretheconnectionsthatunderpinisaninteractivegeometry,algebra,statisticsandcalculusapplication,intendedlearningandteachingmathematics:https://www.geogebra.org/?lang=enGraphingCalculator:https://www.desmos.com/calculatorAlpha:https://www.wolframalpha.com/ﬀicient

MathsJournalWritingCCA –Learnwhatittakestowriteandpublishanacademic mathematicspaper. 117

Enrichment:Foranormally distributedpopulationofsizeN, howmanyrandomsamplesof sizendoyouneedtotakein ordertoverifythecentrallimit theorem?

summerpartoftheessentialunderstandings,thefollowingcontentwillbecoveredinKnowledgeofstatisticsandprobabilityisextendedandenhancedinthisterm.Asterm:

● Testingforvalidity(Chi-SquaredIndependence,Chi-SquaredGOF)

Assessmenttasks,methods andfrequency Studentswillundertake5commonassessedtasksintheyear.Sincethestartofthe academicyear,studentswillhavebeenpromptedtoresearchandexploreMathematics furtherandtoidentifyareasofMathematicsthattheyfeelmostinterestedin.DuringYear 12allstudentswillpracticemathematicalexploration.

● ProbabilityDistributions(BinomialandNormalDistributions)

TOK: Mathematicscanbeusedsuccessfullytomodelreal-worldprocesses.Isthis becausemathematicswascreatedtomirrortheworldorbecausetheworldis intrinsicallymathematical?

TermSummer (Apr–June)

notallowedinexaminationsandshouldnotbepurchased.

HalfTerm1 (Aug–Oct)

Throughoutthesetopicsstudentswillbegiventheopportunitytousetechnology suchasgraphingpackages,graphingcalculatorsanddynamicgeometrysoware todevelopandapplytheirknowledge.

Enrichment: Hypothesistesting usingthe distribution.binomial Enrichment: Manhattaninterpolation.Naturalartself-drivingtriangulations;dualstriangulationsDelaunayastheofVoronoicars;thegalleryproblem.neighbourmetric.

careerswhichwouldnotonlymakethembettermathematicians,butalsopreparethemfortheirfurtheracademicandprofessionalStudentsTheMathematicsdepartmentaimstobringMathematicstolifebyframingthesubjectwithinthecontextoftherealworld.ʼuseoftechnologytointeractwithandinterprettheworldaroundthemwillimprovesignificantlyduringthiscourse.Thestudentsʼcoreskills,suchastimemanagement,researchandcollaborativework,willbedevelopedthroughouttheyear, CurriculumContent SuggestedReadingor ExtensionActivities

MATHEMATICSAPPLICATIONSANDINTERPRETATIONSL(YEAR

TOK: Howdomathematiciansreconcilethefactthatsomeconclusionsseemtoconflict withourintuitions?Considerforinstancethatafiniteareacanbeboundedbyan infiniteperimeter.

13)

HalfTerm2 (Nov–Dec)

Modellingreal-lifesituationswiththestructureofarithmeticandgeometric sequencesandseriesallowsforprediction,analysisandinterpretation.Students use sequencesandseriesforfinancialandotherapplicationslinkingmathematics withotherdisciplines. Aspartoftheessentialunderstandings,thefollowing contentwillbecoveredinHalfTerm2: ● ArithmeticSequencesandSeries ● GeometricSequencesandSeries ● Finance(SimpleInterestandCompoundInterest,CompoundingPeriod, Inflation,Annuity,Amortisation) ● Sinusoidalmodel-periodicfunctions,principalaxis,amplitude,periodof sineandcosine

Enrichment:The conceptofecanbe introduced compounding.continuousthrough

HalfTerm3 (Jan–Feb)

Timeisgiventostudentstoreflectontheirlearningexperienceandtheirgrowthas learners.Thistimegivesstudentsopportunitiesintheclassroomforundertaking aninquiry-basedapproachandfocusingonconceptualunderstandingofthe et/https://www.thinkib.nInthinking 118

TOK:Howdomathematiciansreconcilethefactthatsomeconclusionsseemto conflictwithourintuitions?Considerforinstancethatafiniteareacanbebounded byaninfiniteperimeter.

Intwodimensions,theVoronoidiagramallowsustonavigate,path-findor establishanoptimumposition.Thet-testisoneofmanytestsusedforthepurpose ofhypothesistestinginstatistics. Aspartoftheessentialunderstandings,thefollowingcontentwillbecoveredin HalfTerm1 ● Testingforvalidity(RevisiononHypothesis,t-test-OneTailed andTwoTailed) ● CoordinateGeometry ● VoronoiDiagram ● DirectandInverseproportions

Usefulwebsites NRICHoﬀersrich,engagingmathematicsresources:https://nrich.maths.org/ Undergroundmathematicsenablesstudentstoexploretheconnectionsthatunderpin mathematics:https://undergroundmathematics.org/ 119

● ExamRevision ● Toolkits HalfTerm4 (Feb–Apr)

Studentswillundertake4commonassessedtasksintheyear.DuringYear13allstudents willwrite mathematicalexploration.

Equipmentthatstudents need StudentsarerequiredtobringaGraphicalDisplayCalculator.Theschoolrequestsstudents tobuytheTI-NspireCXIIorCXII-T(OSversion5.4orhigher)models.CASenabledTI-Nspire modelsarenotallowedinexaminationsandshouldnotbepurchased.

contentanditgivesthemopportunitiesforteamworkandcollaborationaswellas timetoreflectupontheirownlearningofmathematics.

TermSummer (Apr–June)

Calculushelpsusunderstandthebehaviouroffunctionsandallowsustointerpret thefeaturesoftheirgraphs.Theaimofthestandardlevelcontentinthecalculus topicistointroducestudentstothekeyconceptsandtechniquesofdiﬀerential andintegralcalculusandtheirusetoapproachpracticalproblems. Throughoutthistopicstudentsshouldbegiventheopportunitytousetechnology suchasgraphingpackagesandgraphingcalculatorstodevelopandapplytheir knowledgeofcalculus.

TOK: Whatvaluedoestheknowledgeoflimitshave?Isinfinitesimalbehaviour applicabletoreallife?Isintuitionavalidwayofknowinginmathematics?

Enrichment:Exploring other suchintegrationnumericaltechniquesasSimpsonʼsrule.

Aspartoftheessentialunderstandings,thefollowingcontentwillbecoveredin HalfTerm4: ● DiﬀerentialandIntegralCalculus(LimitsandDerivatives,Tangentsand Normals,TurningPoints,Optimisation,Kinematics,DefiniteandIndefinite ThroughoutIntegralthistopicstudentswillbegiventheopportunitytousetechnology suchasgraphingpackagesandgraphingcalculatorstodevelopandapplytheir knowledgeofcalculus.Spreadsheets,dynamicgraphingsowareandGDCshould beusedtoexploreideasoflimits,numericallyandgraphically.Hypothesescanbe formedandthentestedusingtechnology.

Timeisgiventostudentstoreflectontheirlearningexperienceandtheirgrowthas learners.Thistimegivesstudentsopportunitiesintheclassroomforundertaking aninquiry-basedapproachandfocusingonconceptualunderstandingofthe contentanditgivesthemopportunitiesforteamworkandcollaborationaswellas timetoreflectupontheirownlearningofmathematics.

● ExamRevision ● Toolkits et/https://www.thinkib.nInthinking

Assessmenttasks,methods andfrequency

Parents/guardianscanhelp theirchildby: Studentsatthisleveltendtoneedthemosthelporganisingtheirtimewiselyinorderto ensurethattheygettherightbalanceofrevision,practiseandfurtherreadinginorderto meettheirownindividualneeds.Studentsrequirehelpandencouragementfromtheir parentsandteachertoformulatestrategiesforcompartmentalisingtheirindependent time.Studentsparticularlyneedhelpinidentifyingtheirweaknessesandtakingaction.

CompetitionsCCA-Preparationforinternationalmathematicscompetitions.

MathsJournalWritingCCA –Learnwhatittakestowriteandpublishanacademic mathematicspaper.

120

Cocurricularactivities

ExploringMathematicsCCA –LedbytheMathematicsSociety,explorefascinating resultsandcuriositiesinmathematics.

GeoGebraisaninteractivegeometry,algebra,statisticsandcalculusapplication,intended forlearningandteachingmathematics:https://www.geogebra.org/?lang=en DesmosGraphingCalculator:https://www.desmos.com/calculator WolframAlpha:https://www.wolframalpha.com/

MathematicsSociety –Astudentledorganisationthatlookstoprovidemaths enrichmentforallofourstudents.

● The

● Rational

● Numberandpatternandsigma ● Arithmeticandgeometricsequencesandseriesandtheirapplications ● Proofs ● Functions ● Linearfunctionsandtheirgradients

Term1 (Aug–Oct)

Half

● Solving

● Transformationsoffunctions ● Graphing

Content SuggestedReadingor ExtensionActivities

TOK: Doesstudyingthegraphofafunctioncontainthesamelevelofmathematical rigourasstudyingthefunctionalgebraically?Whataretheadvantagesand disadvantagesofhavingdiﬀerentformsandsymboliclanguageinmathematics?

MATHEMATICSANALYSISANDAPPROACHES 12)

contentmathematicalsituations.Aspartoftheessentialunderstandings,thefollowingfunctioninmathematicsandtoapplyfunctionalmethodstoavarietyofinthefunctionstopicistointroducestudentstotheimportantunifyingthemeofadivariables,visuallyandsymbolicallyasgraphs,equationsandtablesrepresentsCreatingdifferentrepresentationsoffunctionstomodeltherelationshipsbetweenfferentwaystocommunicatemathematicalideas.Theaimofhalfterm2contentwillbecoveredinHalfTerm2: quadraticfunctions quadraticequationsandapplicationsofquadratics reciprocalfunction functions Solvingequationsbothgraphicallyandanalytically Studentsusetechnologytoengagewiththelearningprocessinmanyways includingtodevelopandenhancetheirownpersonalconceptualunderstanding andforthispurposetechnologywillbeheavilyusedinthelessonssuchas: Graphingtechnologywithsliderstodeterminetheeffectsofalteringparameters andvariables.DynamicGeometrySowaretogenerateparabolas

Curriculum

notcoreskills,suchastimemanagement,researchandcollaborativework,willbedevelopedthroughouttheyear,whichwouldlearningexperiencesforourstudentswhoenjoythethrillofmathematicalproblemsolvingandgeneralisation.Thestudentsandabstractapplicationsoftheseideas,withandwithouttechnology.Mathematicsdepartmentwillprovidethebestmathematicalargumentsanddevelopstrongskillsinmathematicalthinking.TheywillalsobefascinatedbyexploringrealThecourseisdesignedforthestudentswhoenjoydevelopingtheirmathematicstobecomefluentintheconstructionofʼonlymakethembettermathematicians,butalsopreparethemfortheirfurtheracademicandprofessionalcareers

●

121

TOK: Howhavenotableindividualsshapedthedevelopmentofmathematicsasanarea ofknowledge?ConsiderPascaland“his”triangle.

coveredvariables.Aspartoftheessentialunderstandings,thefollowingcontentwillbewhileafunctionisdefinedasarelationorexpressioninvolvingoneormoreModelsaredepictionsofreal-lifeeventsusingexpressions,equationsorgraphsservestovalidatemathematicalformulaeandtheequivalenceofidentities.sequencesandseriesallowsforprediction,analysisandinterpretation,proofModellingreal-lifesituationswiththestructureofarithmeticandgeometricinHalfTerm1

SL(YEAR

Enrichment:Deriving thequadraticformula bycompletingthe square.

Enrichment: Theconceptofecan beintroducedthrough compounding,continuous HalfTerm2 (Nov–Dec)

● Thepropertiesofthree-dimensionalspace

● Anglesofmeasure ● Applicationsofrightandnon-rightangled

HalfTerm3 (Jan–Feb)

Studentswillexplorethecircularfunctionsandusepropertiesandidentitiesto solveproblemsinabstractandreal-lifecontexts.TheaimofthecontentinHalf Term4inthecalculustopicistointroducestudentstotheconceptsand techniquesofdiﬀerentialcalculus.

TermSummer (Apr–June)

● Thederivativefunction ● Diﬀerentiationrules

TOK: it?Isitpossibleforanareaofknowledgetodescribetheworldwithouttransforming

limits,Spreadsheets,dynamicgraphingsoknowledgeoffunctions,ratherthanusingelaborateanalytictechniques.suchasgraphingpackagesandgraphingcalculatorstodevelopandapplytheirThroughoutthistopicstudentsshouldbegiventheopportunitytousetechnology,trigonometrywareandGDCareusedtoexploreideasofnumericallyandgraphically.

● Analyticalandgeometricalapplicationsofdiﬀerentiation

HalfTerm4 (Feb–Apr)

Theuseoftechnologysuchassimulations,spreadsheets,statisticssowareand statisticsappscangreatlyenhancethistopic.Theemphasisisonunderstanding andinterpretingtheresultsobtained,incontext.Inexaminationsstudentsare expectedtobefamiliarwithhowtousethestatisticsfunctionalityofallowed technology.

TOK: Towhatextentaretheoreticalandexperimentalprobabilitieslinked?Whatisthe roleofemotioninourperceptionofrisk,forexampleinbusiness,medicineand travelsafety? Enrichment: orsuchasSimpsonintegrationtechniquesExploringnumericalʼsrulethetrapezoidalrule. 122

Aspartoftheessentialunderstandings,thefollowingcontentwillbecoveredin HalfTerm4: ● Trigonometricratiosandidentities ● Trigonometricfunctionsandequations ● Limits(Introductiontotheconceptofalimit)

TheaimoftheSLcontentinthecalculustopicistointroducestudentstothe conceptsandtechniquesofdiﬀerentialandintegralcalculusandtheir Asapplications.partoftheessentialunderstandings,thefollowingcontentwillbecoveredin SummerTerm: ● Furtherdiﬀerentiationrules

HalfAspartoftheessentialunderstandings,thefollowingcontentwillbecoveredindimensionsgeometryandtrigonometrytopicistointroducestudentstogeometryinthreeHalfterm3introducesstudentstotrigonometry.TheaimoftheSLcontentoftheandtononright-angledtrigonometry.Term3:

Couldmathematicsmakealternative,equallytrue,formulae?Whatdoesthistell usaboutmathematicaltruths?Doestheuseofstatisticsleadtoanoveremphasis onattributesthatcanbeeasilymeasuredoverthosethatcannot?

Assessmenttasks,methods andfrequency

Equipmentthatstudentsneed modelstobuytheTI-NspireCXIIorCXII-T(OSversion5.4orhigher)models.CASenabledTI-NspireStudentsarerequiredtobringaGraphicalDisplayCalculator.Theschoolrequestsstudentsare

ExploringMathematicsCCA –LedbytheMathematicsSociety,explorefascinating resultsandcuriositiesinmathematics.

notallowedinexaminationsandshouldnotbepurchased.

Parentscouldalsoencouragestudentstoreadmathematicalexplorationsthattheycan findonline.Thiswillputthestudentsinanadvantageouspositionwhentheycometowrite theirownexplorationinYear13.ReadingMathematicsforpleasureisalsoveryuseful.

Parents/guardianscanhelp theirchildby: Studentsatthisleveltendtoneedthemosthelporganisingtheirtimewiselyinorderto ensurethattheygettherightbalanceofrevision,practiseandfurtherreadinginorderto meettheirownindividualneeds.Studentsrequirehelpandencouragementfromtheir parentsandteachertoformulatestrategiesforcompartmentalisingtheirindependent time.Studentsparticularlyneedhelpinidentifyingtheirweaknessesandtakingaction.

Studentswillundertake5commonassessedtasksintheyear.Sincethestartofthe academicyear,studentswillhavebeenpromptedtoresearchandexploreMathematics furtherandtoidentifyareasofMathematicsthattheyfeelmostinterestedin.Duringyear 12allstudentswillpracticemathematicalexploration.

Usefulwebsites NRICHoﬀersrich,engagingmathematicsresources:https://nrich.maths.org/ Undergroundmathematicsenablesstudentstoexploretheconnectionsthatunderpin GeoGebramathematics:https://undergroundmathematics.org/isaninteractivegeometry,algebra,statisticsandcalculusapplication,intended forlearningandteachingmathematics:https://www.geogebra.org/?lang=en DesmosGraphingCalculator:https://www.desmos.com/calculator

CompetitionsCCA-Preparationforinternationalmathematicscompetitions.

MathsJournalWritingCCA –Learnwhatittakestowriteandpublishanacademic mathematicspaper. 123

WolframAlpha:https://www.wolframalpha.com/ Cocurricularactivities MathematicsSociety –Astudentledorganisationthatlookstoprovidemaths enrichmentforallofourstudents.

notcoreskills,suchastimemanagement,researchandcollaborativework,willbedevelopedthroughouttheyear,whichwouldlearningexperiencesforourstudentswhoenjoythethrillofmathematicalproblemsolvingandgeneralisation.Thestudentsandabstractapplicationsoftheseideas,withandwithouttechnology.Mathematicsdepartmentwillprovidethebestmathematicalargumentsanddevelopstrongskillsinmathematicalthinking.TheywillalsobefascinatedbyexploringrealThecourseisdesignedforthestudentswhoenjoydevelopingtheirmathematicstobecomefluentintheconstructionofʼonlymakethembettermathematicians,butalsopreparethemfortheirfurtheracademicandprofessionalcareers

Halfterm1introducesstudentstointegralcalculusanditsapplications,tothe BinomialTheoremandProbability.OneoftheaimsoftheSLcontentinthe calculustopicistointroducestudentstotheconceptsandtechniquesofintegral calculusandtheirapplications.Thebinomialtheoremisageneralisationwhich providesaneﬀicientmethodforexpandingbinomialexpressions.Theaimofthe SLcontentintheprobabilitytopicistointroducestudentstotheimportant concepts,techniquesandrepresentationsusedinprobability.Aspartofthe essentialunderstandings,thefollowingcontentwillbecoveredinHalfterm1:

TOK: Isitpossibletohaveknowledgeofthefuture?

Theuseoftechnologysuchassimulations,spreadsheets,statisticssowareand statisticsappscangreatlyenhancethistopic.Theemphasisisonunderstanding andinterpretingtheresultsobtained,incontext.Inexaminationsstudentsare expectedtobefamiliarwithhowtousethestatisticsfunctionalityofallowed technology.

AnConsiderinfiniteareasweepsoutafinitevolume.Canthisbereconciledwithour intuition?Doemotionandintuitionhavearoleinmathematics?

TheaimoftheSLcontentinthestatisticsandprobabilitytopicistointroduce studentstotheimportantconcepts,techniquesandrepresentationsusedin statisticsandprobability.Studentsaregiventheopportunitytoapproachthistopic inapracticalway,tounderstandwhycertaintechniquesareusedandtointerpret theresults.Aspartoftheessentialunderstandings,thefollowingcontentwillbe coveredinHalfterm2:

HalfTerm2 (Nov–Dec)

CurriculumContent SuggestedReadingor ExtensionActivities

● Antiderivativesandtheindefiniteintegral ● Integrationrules ● Areaanddefiniteintegrals ● Kinematicsandaccumulatingchange ● Binomialtheorem ● Probability

TOK:

● Sampling ● Presentationofdata ● Measuresofcentraltendencyanddispersion ● Scatterdiagrams 124

HalfTerm1 (Aug–Oct)

MATHEMATICSANALYSISANDAPPROACHESSL(YEAR13)

● Measuringcorrelation ● Thelineofbestfit ● Equationoftheregressionline

HalfTerm3 (Jan–Feb)

TermSummer (Apr–June)

● MockExamRevision ● Toolkit Enrichment: Hypothesistesting usingthe distribution.binomial

Timeisgiventostudentstoreflectontheirlearningexperienceandtheirgrowthas learners.Thistimegivesstudentsopportunitiesintheclassroomforundertaking aninquiry-basedapproachandfocusingonconceptualunderstandingofthe contentanditgivesthemopportunitiesforteamworkandcollaborationaswellas timetoreflectupontheirownlearningofmathematics.

HalfTerm4 (Feb–Apr) Thestudentsexploreprobabilitydistributionslinkingthetopicwithreallife phenomena.Aspartoftheessentialunderstandings,thefollowingcontentwillbe coveredinHalfterm4: ● Thebinomialdistribution ● Thenormaldistribution ● Standardisationofnormalvariables(z-values),inversenormal calculations

et/https://www.thinkib.nInthinking

TOK:Correlationandcausation–canwehaveknowledgeofcauseandeﬀect relationshipsgiventhatwecanonlyobservecorrelation?Whatfactorsaﬀectthe reliabilityandvalidityofmathematicalmodelsindescribingreal-lifephenomena?

● ExamRevision ● Toolkits et/https://www.thinkib.nInthinking

Timeisgiventostudentstoreflectontheirlearningexperienceandtheirgrowthas learners.Thistimegivesstudentsopportunitiesintheclassroomforundertaking aninquiry-basedapproachandfocusingonconceptualunderstandingofthe contentanditgivesthemopportunitiesforteamworkandcollaborationaswellas timetoreflectupontheirownlearningofmathematics.

● Randomvariablesandtheirdistributions Throughoutthistopicstudentsaregiventheopportunitytousetechnologysuch asgraphingpackagesandgraphingcalculatorstodevelopandapplytheir knowledgeofcalculus.

TOK:Towhatextentcanwetrustmathematicalmodelssuchasthenormal distribution?Howcanweknowwhattoinclude,andwhattoexclude,inamodel?

Assessmenttasks,methods andfrequency Studentswillundertake3commonassessedtasksintheyear. Equipmentthatstudents need enabledstudentstobuytheTI-NspireCXIIorCXII-T(OSversion5.4orhigher)models.CASStudentsarerequiredtobringaGraphicalDisplayCalculator.TheschoolrequestsTI-Nspiremodelsare notallowedinexaminationsandshouldnotbepurchased. Parents/guardianscanhelp theirchildby: Studentsatthisleveltendtoneedthemosthelporganisingtheirtimewiselyinorderto ensurethattheygettherightbalanceofrevision,practiseandfurtherreadinginorderto 125

Cocurricularactivities MathematicsSociety –Astudentledorganisationthatlookstoprovidemaths enrichmentforallofourstudents. CompetitionsCCA-Preparationforinternationalmathematicscompetitions. ExploringMathematicsCCA –LedbytheMathematicsSociety,explorefascinating resultsandcuriositiesinmathematics. MathsJournalWritingCCA –Learnwhatittakestowriteandpublishanacademic mathematicspaper. 126

Usefulwebsites NRICHoﬀersrich,engagingmathematicsresources:https://nrich.maths.org/ Undergroundmathematicsenablesstudentstoexploretheconnectionsthatunderpin GeoGebramathematics:https://undergroundmathematics.org/isaninteractivegeometry,algebra,statistics

meettheirownindividualneeds.Studentsrequirehelpandencouragementfromtheir parentsandteachertoformulatestrategiesforcompartmentalisingtheirindependent time.Studentsparticularlyneedhelpinidentifyingtheirweaknessesandtakingaction.

andcalculusapplication,intended forlearningandteachingmathematics:https://www.geogebra.org/?lang=en DesmosGraphingCalculator:https://www.desmos.com/calculator WolframAlpha:https://www.wolframalpha.com/

coveredinequalities.techniquespolynomials,introducesapplystudentsvariables.whileModelsservessequencesandseriesallowsforprediction,analysisandinterpretation,proofModellingreal-lifesituationswiththestructureofarithmeticandgeometrictovalidatemathematicalformulaeandtheequivalenceofidentities.aredepictionsofreal-lifeeventsusingexpressions,equationsorgraphsafunctionisdefinedasarelationorexpressioninvolvingoneormoreTheaimofhalfterm1contentinthefunctionstopicistointroducetotheimportantunifyingthemeofafunctioninmathematicsandtofunctionalmethodstoavarietyofmathematicalsituations.Halfterm1studentstousefultechniquesforfindingandusingrootsofgraphingandinterpretingrationalfunctionandsomeimportantforexpansion,simplificationandsolutionofequationsandAspartoftheessentialunderstandings,thefollowingcontentwillbeinHalfTerm1:

Enrichment: Theconceptof beintroducedthrough compoundingcontinuous Enrichment: Vietaʼstheoreminfull, equationthat couldnʼtbesolvedʼ quadraticformula reducingaquadraticto alinearCardano Bombelli.

MATHEMATICSANALYSISANDAPPROACHESHL(YEAR

HalfTerm1 (Aug–Oct)

ʻThe

generalisation.Thestudentswillprovidethebestlearningexperiencesforourstudentswhoenjoythethrillofmathematicalproblemsolvingandspendingtimewithproblemsandgetpleasureandsatisfactionfromsolvingchallengingproblems.Mathematicsdepartmentandabstractapplicationsoftheseideas,withandwithouttechnology.Thestudentswhopreferhigherlevelcourseenjoymathematicalargumentsanddevelopstrongskillsinmathematicalthinking.TheywillalsobefascinatedbyexploringrealThecourseisdesignedforthestudentswhoenjoydevelopingtheirmathematicstobecomefluentintheconstructionofʼcoreskills,suchastimemanagement,researchandcollaborativework,willbedevelopedthroughouttheyear,whichwouldnotonlymakethembettermathematicians,butalsopreparethemfortheirfurtheracademicandprofessionalcareers

CurriculumContent SuggestedReadingor ExtensionActivities

ecan

and

12)

127

● higherProoflevel(AHL)contentstudentswillfocusonproofby contradictionandproofbyinductionaswellasusing counterexamplestoshowthatastatementisnottrue. ● Functionalrelationships ● Specialfunctionsandtheirgraphs ● Classificationoffunctionsandoperationswithfunctions ● Functiontransformations ● Quadraticequationsandinequalities ● Complexnumbers ● Polynomialequationsandinequalities ● Thefundamentaltheoremalgebra ● Solvingequationsandinequalities ● Solvingsystemsoflinearequations ● Numberandpatternandsigma ● Arithmeticandgeometricsequencesandseriesandtheir andGraphingtechnologywithsliderstodeterminetheeandforthispurposetechnologywillbeheavilyusedinthelessonssuchas:includingtodevelopandenhancetheirownpersonalconceptualunderstandingStudentsusetechnologytoengagewiththelearningprocessinmanywaysapplicationsﬀectsofalteringparametersvariables. TOK:Whatistheroleofthemathematicalcommunityindeterminingthevalidity ofamathematicalproof?Doproofsprovideuswithcompletelycertain knowledge?Whatisthediﬀerencebetweentheinductivemethodinscienceand proofbyinductioninmathematics?

● Thepropertiesofthree-dimensionalspace ● Anglesofmeasure ● Trigonometricratiosandidentities ● Trigonometricfunctionsandequations ● Limits andfirstprinciples Throughoutthistermstudentsaregiventheopportunitytousetechnology,such asgraphingpackagesandgraphingcalculatorstodevelopandapplytheir knowledgeoffunctions,ratherthanusingelaborateanalytictechniques. Spreadsheets,dynamicgraphingsowareandGDCareusedtoexploreideasof limits,numericallyandgraphically.

Aspartoftheessentialunderstandings,thefollowingcontentwillbecoveredin HalfTerm3:

● Graphicalinterpretationoffirstandsecondderivatives

HalfTerm2 (Nov–Dec)

HalfTerm4 (Feb–Apr)

● Thederivativeofafunctionanddiﬀerentiationrules

TOK:DoesthefactthatLeibnizandNewtoncameacrossCalculusatsimilartimes supporttheargumentofPlatonistsoverConstructivists?

TOK: disadvantagesrigourasstudyingthefunctionalgebraically?WhataretheadvantagesandDoesstudyingthegraphofafunctioncontainthesamelevelofmathematicalofhavingdiﬀerentformsandsymboliclanguageinmathematics?

Halfterm4introducesstudentstofurtherpowerfultechniquesanduseful applicationsofdifferentialcalculusandtointegralcalculus.TheaimoftheAAHL contentintheintegralcalculustopicistoextendandbuildupontheaims, conceptsandskillsfromtheSLcontent.Furtherpowerfultechniquesofintegral calculusareintroduced.Aspartoftheessentialunderstandings,thefollowing contentwillbecoveredinHalfTerm4: ● Applicationofdifferentialcalculus ● Implicitdifferentiationandrelatedrates

HalfTerm3 (Jan–Feb)

HalfAsconceptstheAAHLcontentinthecalculustopicistoextendandbuildupontheaims,circularfunctions,introducessomeimportanttrigonometricidentities:Theaimofupontheaims,conceptsandskillsfromtheSLcontent.ItfurtherexplorestheoftheAAHLcontentinthegeometryandtrigonometrytopicistoextendandbuildHalfterm2introducesstudentstotrigonometryanddiﬀerentialcalculus.TheaimandskillsfromtheSLcontent.partoftheessentialunderstandings,thefollowingcontentwillbecoveredinTerm2:

● Integration ● Integrationtechniques ● Areasandvolumesandkinematics Enrichment: orsuchasSimpsonintegrationtechniquesExploringnumericalʼsrulethetrapezoidalrule 128

TheaimoftheAAHLcontentinthecalculustopicistoextendandbuilduponthe aims,conceptsandskillsfromtheSLcontent.Furtherpowerfultechniquesof diﬀerentialcalculusareintroduced.Duringthehalfterm3studentsfocuson applicationsofdiﬀerentialcalculus.

TOK:Whymightitbesaidthat isbeautiful?Whatistheplaceof beautyandeleganceinmathematics?Whatabouttheplaceofcreativity?

Aspartoftheessentialunderstandings,thefollowingcontentwillbecoveredin SummerTerm: ● Diﬀerentialequations ● Maclaurinseries ● Countingprinciplesandprobability

Usefulwebsites NRICHoﬀersrich,engagingmathematicsresources:https://nrich.maths.org/ Undergroundmathematicsenablesstudentstoexploretheconnectionsthatunderpin GeoGebramathematics:https://undergroundmathematics.org/isaninteractivegeometry,algebra,statisticsandcalculusapplication,intended forlearningandteachingmathematics:https://www.geogebra.org/?lang=en DesmosGraphingCalculator:https://www.desmos.com/calculator WolframAlpha:https://www.wolframalpha.com/

Parents/guardianscanhelp theirchildby: Studentsatthisleveltendtoneedthemosthelporganisingtheirtimewiselyinorderto ensurethattheygettherightbalanceofrevision,practiseandfurtherreadinginorderto meettheirownindividualneeds.Studentsrequirehelpandencouragementfromtheir parentsandteachertoformulatestrategiesforcompartmentalisingtheirindependent time.Studentsparticularlyneedhelpinidentifyingtheirweaknessesandtakingaction. Parentscouldalsoencouragestudentstoreadmathematicalexplorationsthattheycan findonline.Thiswillputthestudentsinanadvantageouspositionwhentheycometowrite theirownexploration.ReadingMathematicsforpleasureisalsoveryuseful.

TermSummer (Apr–June) Furtherpowerfultechniquesandusefulapplicationsofcalculusareintroduced. Studentsexploreandlearnaboutdiﬀerentialequationsthatareusedtomodelthe behaviourofcomplexsystems.Studentsusethetheoryofprobabilitytodiscover empiricallaws,testhypothesesandpredicttheoccurrenceofevents.

TOK:Giventheinterdisciplinarynatureofmanyreal-worldapplicationsof probability,isthedivisionofknowledgeintodiscretedisciplinesorareasof knowledgeartificialand/oruseful?

Cocurricularactivities MathematicsSociety–Astudentledorganisationthatlookstoprovidemathsenrichment forallofourstudents. CompetitionsCCA-Preparationforinternationalmathematicscompetitions. ExploringMathematicsCCA–LedbytheMathematicsSociety,explorefascinatingresults andcuriositiesinmathematics. 129

TOK:Mathematicsandknowledgeclaims:howcantherebeaninfinitenumberof discretesolutionstoanequation?

Theuseoftechnologysuchassimulations,GDC,anddynamicsowarecangreatly enhancethistopic.

Equipmentthatstudents need StudentsarerequiredtobringaGraphicalDisplayCalculator.Theschoolrequestsstudents tobuytheTI-NspireCXIIorCXII-T(OSversion5.4orhigher)models.CASenabledTI-Nspire modelsarenotallowedinexaminationsandshouldnotbepurchased. Studentsshouldseekadvicebeforepurchasingadiﬀerentcalculator.

Assessmenttasks,methods andfrequency Studentswillundertake5commonassessedtasksintheyear.Sincethestartofthe academicyear,studentswillhavebeenpromptedtoresearchandexploreMathematics furtherandtoidentifyareasofMathematicsthattheyfeelmostinterestedin.Duringyear 12allstudentswillpracticemathematicalexploration.

MathsJournalWritingCCA –Learnwhatittakestowriteandpublishanacademic mathematics

paper. 130

● Descriptive

● Correlation,

131

●

● Operations

●

● The

Timeisgiventostudentstoreflectontheirlearningexperienceandtheirgrowthas learners.Thistimegivesstudentsopportunitiesintheclassroomforundertaking aninquiry-basedapproachandfocusingonconceptualunderstandingofthe contentanditgivesthemopportunitiesforteamworkandcollaborationaswellas timetoreflectupontheirownlearningofmathematics. MockExamRevision Toolkit

essentiallearning.Thistermintroducesvectorsintwoandthreedimensions.Aspartofthematerials.GeogebraisusedtovisualisecomplexnumbersandtoenhanceStudentsexploreandlearncomplexnumberslinkingitwiththepreviouslytaughtunderstandings,thefollowingcontentwillbecoveredinHalfTerm1 withcomplexnumbersinpolarform Powersandrootsofcomplexnumbersinpolarform representationofvectors Introductiontovectoralgebra productanditsproperties Vectorequationofaline Vectorproductandproperties

HalfTerm3 (Jan–Feb)

● Scalar

generalisation.Thestudentswillprovidethebestlearningexperiencesforourstudentswhoenjoythethrillofmathematicalproblemsolvingandspendingtimewithproblemsandgetpleasureandsatisfactionfromsolvingchallengingproblems.Mathematicsdepartmentandabstractapplicationsoftheseideas,withandwithouttechnology.Thestudentswhopreferhigherlevelcoursesenjoymathematicalargumentsanddevelopstrongskillsinmathematicalthinking.TheywillalsobefascinatedbyexploringrealThecourseisdesignedforthestudentswhoenjoydevelopingtheirmathematicstobecomefluentintheconstructionofʼcoreskills,suchastimemanagement,researchandcollaborativework,willbedevelopedthroughouttheyear,whichwouldnotonlymakethembettermathematicians,butalsopreparethemfortheirfurtheracademicandprofessionalcareers

HalfTerm2 (Nov–Dec)

●

HalfAspartoftheessentialunderstandings,thefollowingcontentwillbecoveredinTerm2: Vectorequationofaplane Lines,planesandanglesandapplicationsofvectors Sampling Statistics justificationofstatisticaltechniques causationandlinearregression BinomialTheorem

TOK: comparesWhatdoesthissuggestaboutthenatureofmathematicalknowledgeandhowitHowcantherebeaninfinitenumberofdiscretesolutionstoanequation?toknowledgeinotherdisciplines?

Enrichment: Proofofthecosinerule usingthedotproduct.

MATHEMATICSANALYSISANDAPPROACHESHL

●

CurriculumContent SuggestedReadingor ExtensionActivities HalfTerm1 (Aug–Oct)

TOK: suggestHowever,someworkwasnotpossibleuntilacalculushadbeenputonasolidtheoreticalfoundationbyCauchyandothers.EulerwasabletomakeimportantadvancesinmathematicalanalysisbeforeerCauchyʼswork.Whatdoesthisaboutthenatureofprogressanddevelopmentinmathematics?

(YEAR13)

●

● Geometric

●

Enrichment: CanDe totheoremMoivreʼsbeextendedall n?

●

Timeisgiventostudentstoreflectontheirlearningexperienceandtheirgrowthas learners.Thistimegivesstudentsopportunitiesintheclassroomforundertaking aninquiry-basedapproachandfocusingonconceptualunderstandingofthe contentanditgivesthemopportunitiesforteamworkandcollaborationaswellas timetoreflectupontheirownlearningofmathematics.

Parents/guardianscanhelp theirchildby: Studentsatthisleveltendtoneedthemosthelporganisingtheirtimewiselyinorderto ensurethattheygettherightbalanceofrevision,practiseandfurtherreadinginorderto meettheirownindividualneeds.Studentsrequirehelpandencouragementfromtheir parentsandteachertoformulatestrategiesforcompartmentalisingtheirindependent time.Studentsparticularlyneedhelpinidentifyingtheirweaknessesandtakingaction.

TOK:Towhatextentcanwetrustmathematicalmodelssuchasthenormal distribution?Howcanweknowwhattoinclude,andwhattoexclude,inamodel?

● Continuousrandomvariables ● Binomialdistribution ● Thenormaldistribution

Usefulwebsites NRICHoﬀersrich,engagingmathematicsresources:https://nrich.maths.org/ Undergroundmathematicsenablesstudentstoexploretheconnectionsthatunderpin GeoGebramathematics:https://undergroundmathematics.org/isaninteractivegeometry,algebra,statisticsandcalculusapplication,intended forlearningandteachingmathematics:https://www.geogebra.org/?lang=en DesmosGraphingCalculator:https://www.desmos.com/calculator WolframAlpha:https://www.wolframalpha.com/

Enrichment: Istherearelationship between interquartiletherangeand thestandarddeviation fora distributednormallydataset?

● Probabilitydistributions

Cocurricularactivities mathematicsSociety–Astudentledorganisationthatlookstoprovidemathsenrichment forallofourstudents. 132

HalfTerm4 (Feb–Apr)

Assessmenttasks,methods andfrequency

● Axiomaticprobabilitysystems

Studentswillundertake4commonassessedtasksintheyear.Allstudentshaveto completeaninternalassessmentinMathematics;thisisreferredtoastheMathematical Explorationandcontributes20%tothestudent'sfinalgrade.Studentsareentitledto receiveformalwrittenfeedbackandguidancefromtheirteacher.

Equipmentthatstudentsneed StudentsarerequiredtobringaGraphicalDisplayCalculator.Theschoolrequestsstudents tobuytheTI-NspireCXIIorCXII-T(OSversion5.4orhigher)models.CASenabledTI-Nspire modelsarenotallowedinexaminationsandshouldnotbepurchased.

Enrichment: Hypothesistesting usingthe et/https://www.thinkib.nInthinkingdistribution.binomial

TermSummer (Apr–June)

● ExamRevision ● Toolkit et/https://www.thinkib.nInthinking

Thestudentsexploreprobabilitydistributionslinkingthetopicwithreallife phenomena.Aspartoftheessentialunderstandings,thefollowingcontentwillbe coveredinHalfterm4:

133

CompetitionsCCA-Preparationforinternationalmathematicscompetitions. ExploringMathematicsCCA–LedbytheMathematicsSociety,explorefascinatingresults andcuriositiesinmathematics. MathsJournalWritingCCA–Learnwhatittakestowriteandpublishanacademic mathematicspaper.

● Readaroundyourartists.

Examplesofhomeworktasks Continuestudioworkfortheallocatedperiods.Researchpossibleartiststodevelop themes.Completestudiesinyourprocessportfolio.ComparativeStudyoftwoartists.

● Readaroundyourartists.

CurriculumContent

● Visitgallerieswhereverpossible.

HalfTerm2 (Nov–Dec) Afundamentalpartofeveryartist'sjourneyistheir understandingandresponsetotheworkofotherartists, designersandcraspeoplefromhistorytothepresent day.StudentsbegintheComparativeStudy:Inthefirst termstudentslearntoplaceartworkswithinacontext; expresstheirintuitiveresponses;understandthe meaningoffunctionandpurposeandlearnhowtomake aformalanalysisofartworks.Studiapracticecontinues.

● Watchdocumentariesonarangeof artists.

Assessmenttasks,methods andfrequency MidandendofunitassessmentsofProcessPortfoliosandComparativeStudy.By outcomesandpresentations. Equipmentthatstudents need Althoughtheschoolprovidesartmaterials,itisalwaysadvisablethatallstudentsbuildup asupplyoftheirownmaterialstoallowthemtonotonlycompleteholidaytasksbuyenjoy developingtheirskillsindependently. 134

IBVisualArtsisbasedupontheobservationandinterpretationoftheworldwelivein,developingtheabilitytoexploreand communicateideasandmeanings,increatinghis/herownvisuallanguage,whichchallengesothersʼbeliefsandperspectives.

TermSummer (Apr–June)

● Readaroundyourartists. ● Watchdocumentariesonarangeof artists.

Studentswillfinalisetheirindependentpersonal enquiries,culminatinginanopenstudiossummerevent aspartoftheNLCSArtsFestival,whereworkissharedin thepublicarena.Tutorialswillbesettodiscuss individualholidayassignments.

● Visitgallerieswhereverpossible. ● Readaboutyourartists. ● Watchdocumentariesonarangeof artists.

● Watchdocumentariesonarangeof artists.

VISUALARTS(YEAR12)

HalfTerm1 (Aug–Oct) Studentsareintroducedtothediﬀerentinter-relating unitsofthecourseandbeginbyproducingatheme basedvisualmindmapaspartoftheirProcessPortfolio. Theycompleteanin-depthartiststudyandexplorevisual experimentationleadingtotheirfirststudiooutcome. Theywillhavetheopportunitytoattendstilllifeand printmakingworkshops,learningnewtechniquesand methodsofworking.AsanintegralpartoftheIBVisual Artscourse,studentswillvisitanoﬀsiteGallery, experiencingtheworkofotherartistsfirsthand.

● Visitgallerieswhereverpossible. ● Readaroundyourartists.

● Watchdocumentariesonarangeof artists.

SuggestedReadingorExtensionActivities

● Visitgallerieswhereverpossible.

HalfTerm4 (Feb–Apr) WithintheComparativestudy,studentswillworktowards thesubmissionofthefirstdra.Studiopractice continues.Studentswillbesupportedtocreateonline portfolioswithaviewtouniversityapplications.

HalfTerm3 (Jan–Feb) Studentsbegintheirownextendedpersonalenquiry, beginningtodevelopacoherentbodyofstudiowork aroundonetheme.WithintheComparativeStudy, studentsbegintoexploresemioticsinrelationtoformal analysisandbegintounderstandhowmeaningis signifiedwithinvisualarts. Studentswillattenddigital workshops,3Dworkshopsandvisitasecondgallery.

Parents/guardianscanhelp theirchildby: Visitinggalleriesandlocalexhibitions.

VisualArts Miss

135

Co-curricularactivities ArtEnrichment,YAR-YoungArtistsinResidence. WhocanIcontact? Head

-guide/welcome-videohttps://www.adobeknowhow.com/course/adobe-photoshop-cc-your-complete-beginner-sDevelophttps://www.khanacademy.org/humanities/art-historyhttp://www.tate.org.uk/artyourPhotoshopskillsthroughthisfreesite: of Kennington

Usefulwebsites

Parents/guardianscanhelp theirchildby: Visitinggalleriesandlocalexhibitions. 136

● Readaroundartists.

● Watchdocumentariesonarangeof artists.

● Readaroundartists.

Studentswillcompleteallworkandhangtheirindividual exhibitions.Themajorexhibition,heldinMarch, celebratestheworkproducedoverthedurationofthe course.Theywillalsopreparearationaleexplainingtheir choicesfortheexaminer.TheExhibitionrepresents40% ofthetotalgrade.Studentswillfinishcollatingtheir ProcessPortfoliosreadyforsubmission.

VISUALARTS(YEAR13)

HalfTerm3 (Jan–Feb)

Havingcompleted11studioworks(HL)and7(SL), studentswillbegintopreparefortheirfinalexhibition. Theywillbeguidedtopreparestatements/titles accompanyingtheirwork,completetheirexhibitionlogs coursideringmounting,framingandcuratorialpractice. Studentswillalsophotographtheirworkinpreparation forupload.

Withinthesecondyearofthecoursestudentshave specialisedinindivdidualwaysofworking.Theywill worktowardstheirindividualexhibitionsandorganise theirdigitalportfolios.Studentswillalsodiscussthe progressoftheComparativeStudythrough1:1tutorials andbegintocollatealloftheirresearchsofar.Students willvisitagallerywiththepurposeofanalysingand understandingcuratorialchoices.Theywillattend lecturesandworkshopsconsideringcuration.(Fulldra submissionofcomparativestudy)

● Readaroundartists. ● Watchdocumentariesonarangeof artists.

● Visitgallerieswhereverpossible.

● Visitgallerieswhereeverpossible.

HalfTerm2 (Nov–Dec)

● Watchdocumentariesonarangeof artists.

● Visitgallerieswhereverpossible.

CurriculumContent SuggestedReadingorExtensionActivities

HalfTerm4 (Feb–Apr)

Examplesofhomeworktasks Continuestudioworkfortheallocatedperiods.Researchpossibleartiststodevelop themes.Completestudiesinyourprocessportfolio.ComparativeSudyoftwoartists.

StudentsworkontheirComparativeStudywithina one-weekintensivecourseandsubmitforupload.ForHL students,thisisfurtherextendedintoapersonalstudy demonstratingthewaysinwhichartistshavespecifically inspiredtheirownartpractice.(Finaldrasubmissionof comparativestudy) ● Visitgallerieswhereverpossible. ● Readaroundartists.

MidandendofunitassessmentsofProcessPortfoliosandComparativeStudy.By outcomesandpresentations.

HalfTerm1 (Aug–Oct)

● Watchdocumentariesonarangeof artists.

Assessmenttasks,methods andfrequency

Equipmentthatstudents need Althoughtheschoolprovidesartmaterials,itisalwaysadvisablethatallstudentsbuildup asupplyoftheirownmaterialstoallowthemtonotonlycompleteholidaytasksbuyenjoy developingtheirskillsindependently.

communicateIBVisualArtsisbasedupontheobservationandinterpretationoftheworldwelivein,developingtheabilitytoexploreandideasandmeanings,increatinghis/herownvisuallanguage,whichchallengesothersbeliefsandperspectives.

Developwww.khanacademy.org/humanities/art-historyhttps://http://www.tate.org.uk/artyourPhotoshopskillsthroughthisfree -guide/welcome-videohttps://www.adobeknowhow.com/course/adobe-photoshop-cc-your-complete-beginner-ssite:

Usefulwebsites

galleriesandlocalexhibitions. WhocanIcontact?

Head VisualArts MissKennington

Visiting

of

137

Cocurricularactivities

Thecontemporarymusicmaker(HLonly)

Presentingmusic

Duringthesummerterm,studentswillcontinuetheir courseworkandcontinuetodevelopanalyticallistening skills. 138

Exploringmusicincontext Whenexploringmusicincontext,studentswilllearnhow toengagewithadiverserangeofmusicthatwillbroaden theirmusicalhorizonsandprovidestimulitoexpand theirownmusic-making.Studentswill demonstratediversityandbreadthintheirexploration byengagingwithmusicfromtheareasof inquiryinpersonal,localandglobalcontexts

HalfTerm2 (Nov–Dec)

OxfordMusicOnlinearticlesandlisteningonthe musicaltraditionsofOman,Iran,Northern Africa.

ConceptualContent SuggestedReadingorExtensionActivities

MUSIC(YEAR12)

AlexRoss,TheRestisNoise

HalfTerm3 (Jan–Feb)

Whenpresentingmusic,studentslearntopractiseand preparefinishedpiecesthatwillbeperformedor presentedtoanaudience.Inworkingtowardscompleted musicalworks,studentsexpandtheirmusicalidentity, demonstratetheirlevelofmusicianship,andlearnto shareandcommunicatetheirmusicasresearchers, creatorsandperformers.

Privatelessonswillbenefitgreatlyinproviding focusinperformance.

AGuidetoMusicalAnalysis

Experimentingwithmusic

HalfTerm4 (Feb–Apr)

Musicathigherlevel(HL)buildsonthelearningof musicalcompetenciesandchallengesstudentstoengage withthemusicalprocessesinsettingsofcontemporary music-making.FortheHLcomponent,studentsplanand collaborativelycreateaprojectthatdrawsonthe competencies,skillsandprocessesinallofthemusical rolesofthemusiccourse,andisinspiredbyreal-life practicesofmusic-making.

AVeryShortIntroductiononMusic,WorldMusic, and Cook,Ethnomusicology.

TakeownershipofaCCAmusicensembleoran outsideensembleanddevelopskillsnecessary toleadthegroupinthegreatercommunity.

HalfTerm1 (Aug–Oct)

Attendvariousperformancesinmultiplemusical genres.

Whenexperimentingwithmusic,studentsconnect theoreticalstudiestopracticalworkandgainadeeper understandingofthemusictheyengagewith.Through thistheoreticalandpracticalworkasresearchers, creatorsandperformers,studentswilllearnto experimentwitharangeofmusicalmaterialandstimuli fromtheareasofinquiryacrosslocalandglobalcontexts.

TermSummer (Apr–June)

Parents/guardianscanhelp theirchildby: Ensuringstudentsareprovidedwiththeirbasicequipmentneeds.

Usefulwebsites OxfordMusicOnline(schoolsubscription).

Cocurricularactivities Studentsareencouragedtovisit,attendandbepartofrelevantsocieties(SONITAS). A plethoraofperformancegroupsandperformingopportunities.

HarryThorrington hthorrington@nlcsjeju.kr

Presentationsatleastonceamonth. MusicListeningDiariesmaintainedeveryweek. Performancerecitals(oﬀicial)twiceperyear

WhocanIcontact?

Examplesofhomeworktasks Analysisofkeyfeaturesofmusic,presentedinscore+audiooraudioforms,seenand unseen. Compositionwork,includingfreeandtechniques. Performancepractices.

Assessmenttasks,methods andfrequency

Equipmentthatstudents need N/A. Studentsareresponsiblefortheprovisionofmusicalinstruments. Schoolprovides compositionmaterialsandtechnologyforthispurpose.

139

Kerman,ContemplatingMusic NaxosMusicLibraryOnline(schoolsubscription pending).

HalfTerm1 &2 (Aug–Oct/ Nov-Dec)

MUSIC(YEAR13)

Equipmentthatstudents need N/A. Studentsareresponsiblefortheprovisionofmusicalinstruments. Schoolprovides compositionmaterialsandtechnologyforthispurpose.

Usefulwebsites OxfordMusicOnline(schoolsubscription). Cocurricularactivities Studentsareencouragedtovisit,attendandbepartofrelevantsocieties(SONITAS). A plethoraofperformancegroupsandperformingopportunities. WhocanIcontact? HarryThorrington hthorrington@nlcsjeju.kr

Halfterm3 &Term2) StudentswillhavecompletedtheirPresentingPortfolio butwillhaveachancetosupplement. Studentsreview theirExperimentingwithMusicportfolioandcontinue torefinetheirideasreadyforcompletion.

ConceptualContent SuggestedReadingorExtensionActivities

Assessmenttasks,methods andfrequency Presentationsatleastonceamonth. MusicListeningDiariesmaintainedeveryweek. Performancerecitals(oﬀicial)twiceperyear. MLI(externallyassessed)asummative process

Parents/guardianscanhelp theirchildby: Ensuringstudentsareprovidedwiththeirbasicequipmentneeds.

140

Studentsemploytheirevolvinganalyticalskillsto completionoftheirExploringMusicPortfolio. Anumberofworldmusictraditionsareinvestigated, largelydeterminedbybothstudentgroupandteacher. KeygenresfromtheWCTarestudied.(HLonly)TheCMM willbereviewedandstudentsembarkoncollating evidencefortheir15-minutemultimediadocumentary.

Newsarticles,podcasts,anyoftheAVeryShort Introductionseries,continuedlistening. Examplesofhomeworktasks Analysisofkeyfeaturesofmusic,presentedinscore+audiooraudioforms,seenand unseen. Compositionwork,includingfreeandtechniques. Performancepractices.

Ithttps://www.digitaltheatreplus.com/isvitalthatstudentsgettoseelivetheatreand thattheykeepajournaloftheseexperiences andwhattheyhavegainedfromtheexperience.

TheDirectorʼsNotebookisadocumentoftheprocessof puttingtogetherahypotheticalpieceoftheatre.InYear 12welookatKennethKochʼsplayFourLovesandexplore theplaypracticallywhileconsideringhowitcouldbe stagedthroughthetechnicalelementsoftheatre. l Thereareanumberofpublicationsoninthe NLCSlibraryontheatredirectinganddesign.

HalfTerm4 (Feb–Apr)

Studentswillberequiredtopresenthowthediﬀerent elementsoftheatreworktogetherinproductionsthat theyhaveseeneitherliveoronDigitaltheatreplus.

COLLABORATIVETHEATREPROJECT

CurriculumContent SuggestedReadingorExtensionActivities

THEATRE(YEAR12)

Westarttheyearwithindependentresearchinto theatre companiesthat workcollaborativelyandcreateoriginal theatreandthenlooktocreateagroupdevisedpiece.As partofthisprocess,thestudentsworkcollaboratively andacknowledgeothersskills,interestsand strengthsin theatre.Asanintegralpartofthisintroductoryunit students haveshortintroductoryworkshopsthatfocus onthediﬀerentwaysofcreatingcollaborativetheatre usingthetechniquesandtheoriesofleadingtheatre companies.

SharedKneehighTheatreFranticTheatrecompanies:duSoleilAssemblyCompliciteExperience

HalfTerm3 (Jan–Feb)

THEATREOFTHEOPPRESSED Thistaskrequiresstudentstoresearchthecontextof theatrepractitionerAugustoBoalandhistheorieson TheatreoftheOppressed.Followingthis,theypractically exploretheimportanttechniquesofthispracticeinorder tocreateandperforma9-minutemonologue. “GamesforActorsandNon-Actors”byAugusto Boal

HalfTerm2 (Nov–Dec)

InTerm3,Year12studentsstarttheprocessof researchingtheirchosentheatretraditionthattheywill presentinYear13. TheymustresearchandpresentonaTheatricaltradition fromaroundtheworld. HavingbeenintroducedtoWorldTheatre Traditions,studentsfollowinitialinternet research,thenusethebooksandarticleson theirchosentopic. 141

WORLDTHEATRETRADITION

Studentsresearchandpracticallyexplorethetheatre traditionofIndonesianwayangkulit.Theyarerequiredto focusononeaspectofthepuppeteer(dalang)and presenttheirfindingsinaperformanceextract.

TermSummer (Apr–June)

INTRODUCTIONTOLIVETHEATREANALYSIS

HalfTerm1 (Aug–Oct)

TheTheatreIBCourseinGroup6isanexcitingcourseforanystudentwishingtoexpressthemselvescreatively,butitisnot aimedsolelyatthosewhoareconfidentperformers.Insteadthecourse,whichis100%coursework,isassessedonthe studentʼsabilitytoexpresstheircreativeideasandexemplifythisthroughperformanceclips.Thecourseisanexcellent accompanimenttoallotherIBstudiesand,withitsfocusonresearch,collaborativeandindividualwork,assimilationof theoryandtechniques,willsetthestudentupforUniversitystudiesinanysubject.

Therearebooksinthelibraryonthefollowing theatre

DIRECTORʼSNOTEBOOK

RESEARCHPRESENTATION

Parents/guardianscanhelp theirchildby: Encouragestudentstoseelivetheatreperformances. Usefulwebsites https://www.digitaltheatreplus.com/ Cocurricularactivities SeniorDramaProduction,WholeSchoolProductionandArtsFestivalPerformances.

Assessmenttasks,methods andfrequency Summative -Performances Formative-videoedrehearsalsused. Equipmentthatstudents need Movementclothing-t-shirts,tracksuittrousers,trainers

142

Examplesofhomeworktasks ofResearchtasks,classpresentations,leadingpracticalworkshopsinclass,readingarangeplaysandperformanceevaluations

CurriculumContent SuggestedReadingorExtensionActivities

GrotowskiPinaBrechtBausch+manymore

HavingexperimentedthoroughlyinYear12withtheatretheories,techniques,stylesandgenres,thestudentsputthisinto practiceandwrittencourseworkinYear13.Theymustperformbothsolo(HLonly)andasagroup,butitistheirwrite-upof theseexperiencesandtheirabilitytoexemplifytheirideasthroughcarefulselectionofvideomaterialthattheyareassessed onultimately.Itshouldbenotedthatthiscourseiscourseworkonly.Meetingdeadlinesforthiscourseworkisparamountif theyaretosucceed.

Assessmenttasks,methods andfrequency Summative -Performances,presentationsandtheirIBTheatrejournal. Formative-videoedrehearsalsused. 143

HalfTerm3 (Jan–Feb)

TermSummer (Apr–June)

TheTheatreIBCoursemustbecompletebythispointas there isnoexaminationinthisGroup6 subject. Examplesofhomeworktasks ofResearchtasks,classpresentations,leadingpracticalworkshopsinclass,readingarangeplaysandperformanceevaluations

HalfTerm1 (Aug–Oct) RESEARCHPRESENTATION

THEATREIB(YEAR13)

Therearebooksinthelibraryonthefollowing theatre SharedKneehighTheatreFranticTheatrecompanies:duSoleilAssemblyCompliciteExperience

Studentsarerequiredtocollectresearchfroma rangeofsourcessuchasbooks,internet,live recordings;documentariesetc.

ThisprocessisstartedinYear12,researchedoverthe summerandtheninTerm1thestudentspresenta15 minutepresentationthatincorporatesademonstration ofoneaspectoftheWorldTheatreTraditionthatthey haveresearched.

DIRECTORʼSNOTEBOOK Inthisassessmentthestudenttakesontheroleofa theatredirectorandpresentstheirideasfora hypotheticalperformanceofaplaychosenby themselves.Theyarerequiredtoconsiderthecontextof theplaywright,exploreallaspectsoftheatreaswellas referencingexamplesoflivetheatrethattheyhaveseen.

HalfTerm2 (Nov–Dec) COLLABORATIVETHEATREPROJECT Studentscreatea15minutegroupdevisedpieceof originaltheatrethatutilizestheirknowledgegained throughoutthecourseaswellastheirresearch intoa theatrecompanythatcreatesoriginaltheatre. Thegrouppieceisperformedtoanaudienceandthe studentrecordstheircreativeprocessinawritten portfoliowheretheypresent,explainandjustifytheir artisticintentions.

NumerouspublicationsonTheatreDirecting Theirchosenplayshouldbereadandre-read andextensivelyannotated.

HalfTerm4 (Feb–Apr)

SOLOTHEATREPIECE ThisassessmentrequiresHLstudentstoresearcha chosentheatretheoristorpractitionerandexplorean aspectoftheirtheory.Theythendeveloptheseideasinto amonologuewhichtheypresenttoanaudience.The processisdocumentedbythestudentaswellasthe reflectiononthetask.

ThereareanumberofbooksintheNLCSlibrary ontheatrepractitionerssuchas: RobertLepage RobertWilson

Parents/guardianscanhelp theirchildby: Encouragestudentstoseelivetheatreperformances. Usefulwebsites https://www.digitaltheatreplus.com/

Cocurricularactivities SeniorDramaProduction,WholeSchoolProductionandtheArtsFestivalPerformances.

Equipmentthatstudents need Movementclothing-t-shirts,tracksuittrousers,trainers

144

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