IBDP Handbook 2018-19 Eng/Man by North London Collegiate School Jeju

ENGLISH/MANDARIN

IB Diploma Handbook

START HERE, GO ANYWHERE

OUR AIMS 1. To provide an exceptional educational experience, based on the traditions, ethos and practices of North London Collegiate School, UK. 2. To provide an ambitious academic education and to enable each student to make the most of their gifts. 3. To maintain a team of teachers to whom each student is important and who can inspire subject passion and enthusiasm. 4. To enable all students to recognise academic excellence and realise that it is attainable. 5. To create a home where individuals are nurtured and the whole personality can grow. 6. To foster a caring and respectful community characterised by excellent relationships between staff and students and between the students themselves, of whatever age, culture and background. 7. To encourage all students to take risks and try something new in an environment which embraces all aspects of educational challenge. 8. To develop an outward looking, internationally minded, community of young people who have a clear understanding of the value of commitment and service to others.

Our Learning Community & Environment 我们的学习社区和环境 Library

图书馆

Learning technologies

学习技术

Community

社区

“At NLCS Jeju, we believe that our British style of education can serve as a platform to promote international-mindedness. We want to develop an outward-looking community of young people. International-mindedness should be embedded in all elements of our school, so that it becomes part of our daily lives. All members of the community should be able to show pride in their own nationality, as well as being able to connect with other nationalities and cultures.

“在NLCS济州，我们相信我们的英国教育风格可以作为一个平台，促进国际化的思维。我们希望发展外向型的年轻人社区。国际化思维应该嵌入我们学校的所有元素，使其成为我们日常生活的一部分。社区的所有成员都应该能够对自己的国籍表示自豪，并能够与其他民族和文化联系起来。”

Our excellent Library provides the hub of learning for the IB Diploma programme. Not only do students spend time here studying they can also access a range of academic texts as well as three databases that should contain the reference material to support their extended academic studies. We aim to maintain the school’s physical environment to a very high standard including an accessible, fast wifi network. Sixth form students are encouraged to make use of learning technologies for research, self-management and learning enrichment. The NLCS Jeju community values open-mindedness and internationalism. The following statement reflects our commitment to internationalmindedness:

“Furthermore, we aim to foster a caring and respectful community characterised by excellent relationships between staff and students, as well as between the students themselves, of whatever age, culture and background. All students should have the freedom to explore who they are and where they come from. At the same time, they should be respectful of the heritage and customs of others, in a way that celebrates variety and welcomes differences.”

我们优秀的图书馆为IB文凭课程提供学习中心。学生不仅花时间在这里学习，他们也可以访问一系列的学术文本以及三个数据库，包含参考资料，以支持他们的扩展学术研究。

我们的目标是保持学校的物理环境达到非常高的标准，包括一个可访问的，快速的WiFi网络。鼓励第六学段的学生利用学习技术进行研究、自我管理和充实学习。

NLCS济州社区尊重开放态度和国际主义。以下声明反映了我们对国际观念的承诺：

“我们目标是培养一种相互关怀和相互尊重的社区特征，在此，教职员工和学生之间，以及同学之间，无论年龄、文化和背景，都具有良好的关系。所有的学生都应该有自由去探索他们是谁，他们来自哪里。与此同时，他们应该尊重他人的文化和习俗，以一种庆祝和欢迎的方式来面对我们社区的多样性和差异性。 ”

봉사활동 학교에서의 시간 동안, 학생들은 봉사활동 외에도 자신의 학업적 열정을 보여주는 일종의 포트폴리오를 만들어야 합니다. “일부 공동체는 학생들에게 학문적 자원과 기회를 충분히 제공하지 않습니다. 다른 공동체에서는 학문적으로 높은 수준을 유지하여 학생들이 선별적인 명문 대학에 진학하도록 과한 압박을 줍니다. 이러한

The NLCS Jeju Diploma NLCS济州文凭 The IB Diploma, which is explained in detail throughout this booklet, provides our Sixth Form curriculum and is the primary qualification towards which students work in Years 12 and 13. It is an externally assessed, internationally recognised programme that is recognised by universities and employers across the globe. In addition, students who complete their Sixth Form study at NLCS Jeju may qualify for an NLCS Jeju Diploma. Thanks to our Council of International Schoiols (CIS) accreditation, this is equivalent to a US High School Diploma and may be used to apply for university courses in the US. The NLCS Jeju Diploma is granted by the school upon completion of Year 13, subject to the following qualification criteria:

External examination grades

本手册中对于国际文凭提供了详细的解释，这是我们第六学段的课程，是学生在12年级和13年级学习的主要文凭。这是一个经过外部评估的国际公认课程，在全球范围内得到大学和雇主的认可。此外，在NLCS Jeju完成第六学段学习的学生可以有资格获得NLCS济州毕业文凭。感谢我们得到了国际学校理事会（CIS）的认证，这个毕业文凭相当于美国的高中毕业文凭，可以用来申请美国的大学课程。 NLCS济州毕业文凭在13年级完成后由学校授予，但须符合以下资格标准：

外部考试的成绩

在10年级之前或10年级中间加入我校的学生必须在IGCSE考试中至少有五门科目达到及格分数。所有学生必须在五门IBDP SL和/或HL课程中达到及格分数。

Students joining before or during Year 10 must attain passing grades in at least five subjects at IGCSE. All students must attain passing grades in at least five IBDP SL and/or HL courses.

学术诚实

Academic honesty

努力与行为

Students who have been found to have engaged in academic dishonesty in any internally or externally assessed work may have their eligibility for an NLCS Diploma revoked at the discretion of the Head of Senior School and the Principal.

Effort & Behaviour

Students must attain satisfactory Attitude to Learning grades in all Y10-13 reports. Their files must show fewer than 5 days’ suspension from school during Years 10-13 and no more than 2 days in any one academic year.

Attendance

Students’ attendance records must show no more than 10% unauthorised absence from school.

Extra Curricular Participation

Students must achieve full and satisfactory participation in the CCA, Bryant and CAS programmes in Years 10-13.

在任何内部或外部考试中被发现从事学术不诚实行为的学生可能被取消NLCS文凭资格，这将由高中校长和校长自行决定。

在所有10-13年级的学生报告中，学生必须在学习态度方面达到满意的评分。他们的档案必须显示在10-13年级期间停学处罚不超过5天，在一个学年中停学处罚不得超过2天。

出勤

学生的出勤记录必须显示未经授权的学校缺勤不得超过10%。

课外活动参与

学生必须在10 - 13年级期间完整和满意地参加 CCA，Bryant和CAS课程。

Introduction to the IB Diploma IB 国际文凭课程 Candidates studying for the diploma select six subjects from the subject groups. Normally three subjects are studied at higher level (courses representing 240 teaching hours), and the remaining three subjects are studied at standard level (courses representing 150 teaching hours). All three parts of the core—extended essay, theory of knowledge and creativity, activity, service—are compulsory and are central to the philosophy of the Diploma Programme. At the end of the two-year programme, candidates are assessed both internally and externally in ways that measure individual performance against stated curriculum and assessment objectives for each subject. In nearly all subjects at least some of the assessment is carried out internally by teachers, who mark individual pieces of work produced as part of a course of study. Examples include oral exercises in language subjects, projects, student portfolios, reports, class presentations, practical laboratory work, mathematical investigations and artistic performances. Some assessment tasks are conducted and overseen by teachers, but are then marked externally by examiners. Examples include written assignments or tasks for language subjects in groups 1 and 2, the essay for theory of knowledge and the extended essay. Because of the greater degree of objectivity and reliability provided by the standard examination environment, externally marked examinations form the larger share of the assessment for most subjects. The grading system is criterion-related (results are determined by performance against set standards, and not in relation to the performance of other students); validity, reliability and fairness are principles of the Diploma Programme’s assessment strategy.

IB学员从6个主题组中选择六门科目。通常三个科目在高级水平（240小时教学）进行研究，其余三个科目在标准水平（150小时教学）进行研究。三个核心部分是：扩展论文、知识理论、创造行动服务，所有这三个部分都是强制性的，并且代表了国际文凭项目的核心哲学。在两年制课程结束时，根据每门课程规定的课程内容和评估目标来衡量考生的学习表现，衡量方式包括内部评估和外部评估。在几乎所有科目中，至少有一些评估是由教师在学校内部进行的，老师给作为课程一部分的学生作品进行打分。这样的情况包括语言科目、学习项目、学生作品、报告、班级演讲、实用实验室工作、数学调查和艺术表演等。一些评估任务由教师执行和监督，但随后由外部考官进行评分。例子包括组1和组2中语言主题的书面作业或任务、知识理论的论文和扩展论文等。由于标准考试能提供更大的客观性和可靠性，外部评分考试仍然在大多数科目的评估形式中占较大份额。评分系统是与标准相关的（成绩根据设定的标准而定，不根据与其他学生的表现的相关性来打分）。有效性、可靠性和公平性是国际文凭项目的评估原则。

IB 培养目标国际文凭课程（IBDP）核心的十个属性被统称为IB学习者资料。他们表达了学生应该通过学习去发现和效仿的价值观和素质，从而“成为本地、国家和国际社会的负责任的成员”。

探究者Inquirers

他们培养发展自己天生的好奇心。他们学习掌握开展探索和研究的必要技能，并在学习的过程中显示出独立自主性。他们积极主动、热爱学习，这种好学的品质将伴随他们的一生。

知识渊博的人Knowledgeable

胸襟开阔的人Open-minded

他们了解和欣赏本民族的文化和个人的历史，并对其他个人和社会群体的观点、价值观和传统采取开放和包容的态度。他们习惯于寻求和评价一系列广泛的观点，并愿意通过体验来丰富自己。

他们探索各种与当地或全球有关的重要概念、思想观点和问题。在探索的过程中，他们学习掌握精深的知识，并发展对广泛而均衡的各个学科的综合理解

富有同情心的人Caring

思考者Thinkers

敢于冒风险的人Risk-takers

他们积极地以批判性和创造性的方式运用思考技能来识别和处理复杂的问题，并做出理由充分、合乎伦理的决定。

交流者Communicators

他们理解、同情和尊重他人的感受。他们有个人奉献精神，通过服务和行动来改善他人的生活和环境。他们有勇气并深思熟虑地面对自己不熟悉的情境和变化不定的事物，并以独立自主的精神来探索新的角色、观点和策略。他们能够勇敢和条理清楚地捍卫自己的信仰。

他们能够运用一种以上的语言，在多种多样的交流模式中有信心和富有创意地理解并表达思想观点及信息。他们能够有效而愉快地与他人合作。

全面发展的人 Balanced

有原则的人Principled

他们对自己的学习和经历做出缜密的思考。为了有助于自己的学习和个人发展他们能够评估和了解自己的长处和局限性。

他们处事正直、诚实，有强烈的公平和正义感，尊重个人、集体和社会群体的尊严。他们对自己的行动及其后果承担责任。

他们理解智力、身体和情感均衡发展对于他们自己以及他人的康乐的重要性。

反思者Reflective

Structure of the IB Diploma IB文凭的结构 Subject Choices

In the IB Diploma Programme, subjects are split into six groups: 1. Studies in Language & Literature 2. Language Acquisition 3. Individuals & Societies 4. Sciences 5. Mathematics 6. The Arts To qualify for the IB Diploma, students must study at least three subjects at Higher Level (HL) and three subjects at Standard Level (SL). Their subject portfolio must consist of: One subject from Group 1

科目选择

在IB文凭课程中，科目分为六组： 1.语言和文学研究 2.语言习得 3.个人与社会 4.科学 5.数学 6.艺术要获得IB文凭，学生必须至少学习三门高级水平（HL）和三门标准水平（SL）的课程。他们的课程组合必须包括：第1组的一个科目第2组的一个科目或第1组的另一个科目

One subject from Group 2 or a second subject from Group 1

第3组的一个科目

One subject from Group 3

第4组的一个科目

One subject from Group 4

数学HL或SL

Mathematics HL or SL One subject from Group 6 or an additional subject from Groups 1-4

The IBDP Core

In addition to the above, students must complete: A 4,000 word, independently researched Extended Essay in the style of an academic paper (assessed by an external examiner). A course in the Theory of Knowledge (TOK), studying both areas of knowledge and ways of knowing (assessed via a presentation marked by a teacher in school, and an essay marked by an external examiner). Pursuits in Creativity, Activity and Service over a period of at least 18 months.

The Diploma Score

Each subject is graded on a 1-7 scale, with the Extended Essay and Theory of Knowledge combined worth an additional 3 points. As such, the maximum total score for the IB Diploma is 45.

第6组的一个科目或1-4组中再选一个科目

IBDP核心

除上述内容外，学生还必须完成：一份4000字的、独立研究的、以学术论文的风格完成的扩展论文（由外部考官评估给分）。一门知识理论课程（TOK），研究知识领域和知识的获得方式（评估分两部分：学校老师对学生的TOK演讲给分，外部考官对学生的论文给分）。在至少18个月的连续时间内学生在创造、活动和服务上展示其追求。

文凭分数

每个科目按1-7级进行评分，扩展论文和知识理论结合在一起为3分。因此，IB文凭的最高总分为45分。

Subjects currently available for study at NLCS Jeju are as follows:

Group 1: Studies in Language & Literature Korean Literature Korean Language & Literature Chinese Literature English Literature English Language & Literature English Literature & Performance*

Group 2: Language Acquisition English B Korean B French B & Ab Initio* Spanish B & Ab Initio* Mandarin B & Ab Initio* Latin

Group 3: Individuals & Societies Economics Geography Global Politics History Philosophy Psychology

Group 4: Sciences

Biology Chemistry Physics Computer Science Sports, Exercise & Health Science*

Group 5: Mathematics Mathematics

Group 6: The Arts Dance Music Theatre Studies Visual Arts

*Available at Standard Level only

目前可在NLCS Jeju学习的科目如下：

第1组：语言与文学研究韩语文学韩语语言与文学中文文学英语文学英语语言语文学英国文学与表演*

第2组：语言习得

英语B. 韩国B. 法国B＆Ab Initio * 西班牙语B＆Ab Initio * 中文普通话 B＆Ab Initio * 拉丁语

第3组：个人与社会经济学地理全球政治历史哲学心理学

第4组：科学

生物学化学物理计算机科学运动、训练与健康科学*

第5组：数学数学

第6组：艺术舞蹈音乐戏剧研究视觉艺术

带*号为仅限标准级别

The IB Diploma Core IB文凭的核心 Extended Essay (EE)

The extended essay is an in-depth study of a focused topic chosen from the list of available Diploma Programme subjects for the session in question. This is normally one of the student’s six chosen subjects. It is intended to promote academic research and writing skills, providing students with an opportunity to engage in personal research in a topic of their own choice, under the guidance of a supervisor. This leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject chosen. It is mandatory that all students undertake three reflection sessions with their supervisor, which includes a short, concluding interview, or viva voce, with their supervisor following the completion of the extended essay. Assessment of the Extended Essay varies according to the subject in which it is completed, but is always based upon five criteria with a maximum mark of 34 overall: A. Focus and method (6 marks) B. Knowledge and understanding (6 marks) C. Critical thinking (12 marks) D. Presentation (4 marks) E. Engagement (6 marks)

Theory of Knowledge (TOK)

TOK is a course about critical thinking and inquiring into the process of knowing, rather than about learning a specific body of knowledge. It is a core element which all Diploma Programme students undertake and to which all schools are required to devote at least 100 hours of class time. TOK and the Diploma Programme subjects should support each other in the sense that they reference each other and share some common goals. The TOK course examines how we know what we claim to know. It does this by encouraging students to analyse knowledge claims and explore knowledge questions. A knowledge claim is the assertion that “I/we know X” or “I/we know how to Y”, or a statement about knowledge; a knowledge question is an open question

扩展论文（EE）

扩展论文是从文凭课程科目列表中选择一个重点主题进行深入的研究。这通常是从学生选择的六门科目中选择一个。它旨在促进学术研究和写作技巧，为学生提供一个在导师的指导下就自己所选择的主题来开展个人研究的机会。作为其成果的主要部分，学生要提交出一篇正式的、结构性的论文，在论文中，思想和发现需要以合理和连贯的方式来传达，并适合于所选择的主题。所有学生都必须与他们的导师进行三次反思会议，其中包括在扩展论文完成之后，学生要与导师进行一次简短的结论性的面试，也可以说是口试。扩展论文的评估根据其完成的主题而有所不同，但始终基于五个标准，最高分为34分： A.中心和方法（6分） B.知识和理解（6分） C.批判性思维（12分） D.呈现（4分） E.参与度（6分）

知识理论（TOK）

TOK是一门关于批判性思考和探究知识过程的课程，而不是关于学习特定知识体系的课程。这是所有文凭课程学生都所需承担的核心要素之一，所有学校都必须至少花100个小时的上课时间。 TOK和文凭课程的6个科目应该相互支持，因为这两方面互为参考并具有一些共同的目标。 TOK 课程考察了我们如何知道我们声称知道的内容。它通过鼓励学生分析知识主张和探索知识问题来实现这一目标。知识主张是就“我/我们知道X” 或“我/我们知道Y如何”的断言，或关于知识的陈述;知识问题则是一个关于知识的开放性问题。 TOK指南中区分了何为共享知识，何为个人知识。这种区分旨在帮助教师构建他们的TOK课程并帮助学生探索知识的本质。

TOK课程有两个考试任务：论文和演讲。论文由国际文凭组织进行外部评估，并且必须是考试局为每期考试而发布的六个规定标题中的一个。论文的最大字数限制为1600字。

about knowledge. A distinction between shared knowledge and personal knowledge is made in the TOK guide. This distinction is intended as a device to help teachers construct their TOK course and to help students explore the nature of knowledge. There are two assessment tasks in the TOK course: an essay and a presentation. The essay is externally assessed by the IB, and must be on any one of the six prescribed titles issued by the IB for each examination session. The maximum word limit for the essay is 1,600 words.

Creativity, Activity and Service (CAS)

CAS is at the heart of the Diploma Programme. With its holistic approach, CAS is designed to strengthen and extend students’ personal and interpersonal learning. CAS is organized around the three strands of creativity, activity and service defined as follows: Creativity—exploring and extending ideas leading to an original or interpretive product or performance Activity—physical exertion contributing to a healthy lifestyle Service—collaborative and reciprocal engagement with the community in response to an authentic need As a shining beacon of he IB’s values, CAS enables students to demonstrate attributes of the IB learner profile in real and practical ways, to grow as unique individuals and to recognize their role in relation to others. Students develop skills, attitudes and dispositions through a variety of individual and group experiences that provide students with opportunities to explore their interests and express their passions, personalities and perspectives. CAS complements a challenging academic programme in a holistic way, providing opportunities for self-determination, collaboration, accomplishment and enjoyment.

创意、活动和服务（CAS）

CAS是文凭课程的核心。 CAS采用整体方法，旨在加强和扩展学生的个人学习和合作学习。 CAS围绕创造力、活动和服务三个方面进行组织，定义如下：创造力 - 探索和扩展思想，并产生原创性的或解释性的作品或表现活动 - 参与有助于发展健康生活方式的体力活动服务-与所在的社区进行服务协作和互惠互动，以满足社区的真正需求作为IB价值观的闪亮灯塔，CAS使学生能够以真实和实际的方式展示其作为IB学习者的属性，成长为独特的个体并认识到自己与他人相关时的角色。学生通过各种个人和团体经验培养技能、态度和素养，为学生提供探索其兴趣、表达激情、展示个性和观点的机会。 CAS以整体方式补充了具有挑战性的学术课程，为自我决策、协作、获取成就和满足感提供了机会。

Lessons and Homework in the Sixth Form 第六学段的课程和作业 Subject Lessons

Sixth Form lessons have a different feel to those students will have experienced in lower years. They will spend more time on each subject (7 lessons per week for HL subjects, 5 lessons per week for SL subjects) and class time will be more discursive in nature thanks to smaller class sizes. IB Diploma lessons are designed to encourage development of the IB Learner Profile attributes and Approaches to Learning explained earlier in this handbook. As such, students may need to adapt to different learning styles as dictated by the nature of the subjects they are studying.

IB Time and UGC Time

In addition to normal classroom lessons, Sixth Form students attend sessions as a whole year group designed to support the other elements of their studies. IB Time sessions (one double lesson per week) allow the IBDP, EE, TOK and CAS coordinators to support students in the completion of studies related to the IBDO Core. This programme includes sessions on research skills and academic honesty for the EE, lectures and workshops for TOK and support in the completion of activities and reflections for CAS. UGC Time (one lesson per week, led by the University Guidance Counsellors) is focussed on supporting Sixth Form students in preparing their university applications. These sessions include presentations from visiting university admissions staff, guidance on how to build a portfolio and workshops to support writing of college essays and personal statements.

Homework

Sixth Formers do not have a set homework timetable, as the nature of work set for the IBDP usually means it is set over a longer period. In general, IBDP students can expect to spend around three hours per HL subject and two hours per SL subject on homework each week, on average. In addition, there wioll be work to do on extended essays, TOK presentations and CAS activities, so it is essential that students manage their time carefully and work hard.

学科课程

第六学段的课程和学生在较低年级的经历相比会有不同的感受。他们将在每个科目上都花费更多的时间（HL科目每周7堂课，SL科目每周5堂课），由于班级规模较小，课堂时间将更具话语性。如前所述，IB文凭课程旨在鼓励开发IB学习者的学习特性和学习方法。因此，学生可能需要适应不同的学习方式，这取决于他们所学习的科目的性质。

IB时间和UGC时间

除了正常的课堂教学外，第六学段的学生还将以年级为单位参与一些课时，旨在支持他们学习的其他内容。每周有两节连堂的“IB时间”让 IBDP，EE，TOK和CAS协调员去支持学生完成与 IBDO核心相关的研究。该包括关于EE的研究技能和学术诚信，TOK讲座和研讨会，以及完成CAS 活动和反思等。 UGC时间（每周一节课，由大学申请指导顾问主持）专注于支持第六学段学生的大学申请准备。这包括来访大学的招生人员的讲座，如何准备申请资料的指导、撰写大学论文和个人陈述的研讨会等。

家庭作业

第六学段没有设定的家庭作业时间表，因为国际文凭预科课程的工作性质通常意味着其作业需要更长的设定时间。一般而言，国际文凭预科课程学生平均每周可以为每个HL科目花费大约3个小时的家庭作业时间，每个SL科目花费2个小时。此外，还有很多工作要做，比如扩展论文，TOK演讲和CAS活动，因此学生必须认真管理他们的时间并努力工作。

Assessment in the IB Diploma IB文凭课程的考评 Examinations

Though proportions vary by subject (see the IBDP Curriculum Supplement for details), the majority of assessment in the IB Diploma Programme comes in the form of examinations, which are taken in school in May of Year 13 and marked externally by the IB’s examiners. Though past examination papers are available online and via departments in school, it is important to note that simply working through large numbers of them will not be sufficient to ensure that the student is adequately prepared for the real thing. Ultimately, IB Diploma exams are designed so that only thorough understanding of the course material, gained through lessons and effective revision, will ensure success.

Internally Assessed Coursework (IAs)

All IBDP subjects, including Theory of Knowledge, are partly assessed through work produced during the course of study. IAs are marked by teaching staff, then moderated internally. This process involves teachers marking the work of each other’s students students for a second time, then the scores given by different teachers are compared with each other. If they are consistent, the original mark stands. If there are differences, a meeting will happen in which a final mark is agreed to ensure that there is consistency and integrity of the marks we award. Following internal moderation, the final marks are submitted to the IB, who will choose a sample of students to be externally moderated. These students’ IAs will be uploaded to the IB, whose examiners will check that the marks given by the school fit with the IB’s standards and criteria.

Externally Assessed Coursework (EAs)

As with IAs, EAs are completed during the course of study. However, they are not marked in school. Instead, all EAs are uploaded to the IB and marked by their examiners. EAs include the Extended Essay and Theory of Knowledge essay, as well as much of the work done for the Group 6 arts subjects.

考试

虽然考试所占的比例因学科而异（详见国际文凭预科课程补充说明），但IB文凭课程的大部分评估都是以考试的形式进行，考试在13年级的5月份在学校内进行，并由国际文凭组织的考官在校外进行判分。虽然往年试卷可以通过网上和学校的科系获得，但重要的是要注意，仅仅通过大量的做往年试卷并不足以确保学生为真考做好充分的准备。最终，IB文凭考试的设计使得只有通过在上课时和复习时对课程材料获得透彻和有效的理解才能确保考试成功。

内部评估（IA）

所有国际文凭预科课程的科目，包括知识理论部分，都有通过在学习过程中产生的工作进行评估的部分。 IAs由教师给分，然后在内部进行校准。这个过程涉及教师们互相给对方的学生打分，然后将同一个学生由不同教师给出的分数进行比较。如果分数一致，则使用该分数。如果存在差异，将召开会议，商定最终分数，以确保我们授予的分数具有一致性和完整性。在内部审核后，最终分数将提交给IB考试局，IB将选择供外部审核的学生功课样本。这些学生的IAs 将被上传到IB考试局，其下的考官将检查学校给出的分数是否符合IB的规范和标准。

外部评估（EA）

与内部评估一样，外部评估的作业也要在学习期间完成。但是，它们不在学校内给分。相反，所有EA都上传到IB并由其考官评分。 EA包括扩展论文和知识理论论文，以及为第6组艺术类科目所做的大部分功课作品。

Approaches to Teaching and Learning [ATL] 学习方式 [ATL] Also at the centre of the IB Diploma programme are the Approaches to Teaching and Learning. The following is a rationale for the approach to learning in the IBDP:

国际文凭课程的中心也是教学与学习的方法。以下是国际文凭预科课程学习方法的理念

“The development of skills such as thinking skills and communication skills is frequently identified as a crucial element in preparing students effectively for life beyond school. A 2007 survey of 400 hiring executives of major US corporations identified their top four requirements of new recruits as being oral and written communication skills, critical-thinking and problem-solving skills, professionalism and work ethic, and teamwork and collaboration skills (Trilling and Fadel 2009) . . . Yet many students struggle with some of the basic skills of effective learning. For example, good note-making has been positively correlated with academic achievement, yet research suggests that many university students have difficulty even with the fundamental skill of making notes from lectures or texts (Kiewra 1985, O’Donnell and Dansereau 1993).

“技能的发展，如思维能力和沟通能力经常被认为是让学生更有效地超越学校为今后生活做准备的关键因素。 2007年对400家美国大型企业的招聘高管进行的调查发现，他们对新聘员工的前四名要求是口头和书面沟通能力、批判性思维和解决问题的能力、专业精神和职业道德，以及团队合作和协作能力（Trilling和Fadel 2009）。然而，许多学生仍在如何才能有效地学习上缺乏一些基本的技能。例如，良好的记笔记的能力与学业成就正相关，但研究表明，许多大学生即使在基本的技能，比如就讲座或文本做笔记上，仍然感觉困难（Kiewra 1985 年，O’Donnell和Dansereau 1993年）。

“Developing students’ ATL skills is about more than simply developing their cognitive skills. It is also about developing affective and metacognitive skills, and about encouraging students to view learning as something that they “do for themselves in a proactive way, rather than as a covert event that happens to them in reaction to teaching” (Zimmerman 2000: 65). By developing ATL skills and the attributes of the learner profile, DP students can become “self-regulated learners” (Kaplan 1998). Self-regulated learners have learned how to set learning goals, ask good questions, selfinterrogate as they learn, generate motivation and perseverance, try out different learning processes, self-monitor the effectiveness of their learning, reflect on achievement, and make changes to their learning processes where necessary (Zimmerman and Schunk 1989, de Bruin et al. 2011, Wolters 2011). “The term “skill” is therefore used in a broad sense in the DP to encompass cognitive, metacognitive and affective skills. Cognitive skills include all the information-processing and thinking skills, often called “study skills” in a school environment.

“发展学生的ATL技能不仅仅是发展他们的认知技能。这也与发展情感和元认知技能有关，以及鼓励学生将学习视为一种他们“以主动的方式为自己做的事情，而不是对教学的被动反应”（Zimmerman 2000：65 ）。通过发展ATL 技能和学习者属性，DP学生可以成为“自我调节的学习者”（Kaplan 1998）。自我调节的学习者已经学会了如何设置学习目标、提出好的问题，在他们学习时自我审问，自我产生动机和毅力，尝试不同的学习过程，自我监测学习的有效性，反思其成就，并自我调整学习过程（Zimmerman和Schunk 1989，de Bruin等人2011 ，Wolters 2011）。

“因此，”技能“这个术语在国际文凭中广义上包括认知、元认知和情感技能。认知技能包括所有的信息处理和思维能力，通常在学校环境中称为“学习技能”。情感技能是行为和情感管理的技能，支持态度因素，例如韧性、毅力和自我激励，这些因素通常在教育成就中发挥重要作用。元认知技能让学生可以用来监控他们的学习技能和过程的有效性，更好地理解和评估他们的学习的技能。虽然这些技能可以在表现某种自然能力或天赋时使用，但是技能不同于自然能力或天赋，因为通过有意识地使

Affective skills are the skills of behaviour and emotional management underpinning attitudinal factors such as resilience, perseverance and selfmotivation, which often have a large role to play in educational achievement. Metacognitive skills are the skills that students can use to monitor the effectiveness of their learning skills and processes, to better understand and evaluate their learning. Although these skills may be in use when manifesting a certain natural ability or talent, they are different to both of these because proficiency in any skill can be increased through the deliberate use of techniques and strategies, feedback and challenge. Skills are therefore highly teachable.”

用技术和策略，通过反思和挑战可以提高对任何技能的熟练掌握程度。因此，技能是高度可教的。

Self-Management

自我管理

Communication

沟通

The art of communication is an increasingly significant strategy for twenty-first century learners. The IBDP require students to develop the ability to share their ideas formally with others through the ToK presentation and the Individual Oral Commentaries in the Language and Literature programmes.

沟通的艺术是二十一世纪学习者日益重要的战略。 IBDP要求学生通过ToK演示、语言和文学课程中的个人口头评论，与他人正式分享他们的想法。

Social

社会化

Learning is no longer an individual pursuit. The ability and willingness to collaborate with others to co-construct learning is an essential feature of the contemporary classroom and further embedded in the IBDP through the Group 4 Science project.

学习不再是单个人的追求。与他人合作共同构建学习的能力和意愿是当代课堂的一个重要特征，并通过第4组科学项目进一步嵌入国际文凭预科课程。

Thinking

思维

The IB Diploma programme is a demanding course and students need to develop effective strategies to help them manage their work. Personal organisation is the foundation of self-management; to support this all students receive a Planner in which to record assignments and deadlines although some individuals decide to use online apps to help plan their time.

The Theory of Knowledge course is embedded in all IBDP subjects; its aim is to encourage students to think critically by considering how the eight Ways of Knowing integrate to produce or serve as receptors in eight Areas of Knowledge.

IBO. 2015. Approaches to Teaching and Learning. [ONLINE] Available at: https://xmltwo.ibo.org/publications/DP/ Group0/d_0_dpatl_gui_1502_1/static/dpatl/guide-apr-tolearn.html

IB文凭课程是一门苛刻的课程，学生需要制定有效的策略来帮助他们管理自己的功课。自己组织是自我管理的基础;为了支持这一点，所有学生都会收到一份计划表，记录作业和截止日期，也有些人决定使用在线应用软件来帮助计划他们自己的时间。

知识理论课程嵌入所有IBDP课程;其目的是鼓励学生批判性地思考，考虑八种获取知识的方式是如何通过整合来产生或者作为受体来为八个知识领域服务。

Critical thinking is not only about analytical, convergent thinking; it can also be expressed as divergent thinking that seeks to produce a diverse range of answers.

Research

The ability to generate dynamic research strategies and process their findings whilst practising academically honest practice is a key skill in the IB Diploma. It is essential for the Extended Essay and integral to a number of internally assessed components. Students are taught how to adapt their writing style to suit the demands of concept-based synthesis and evaluation. A range of research methods are modelled in order to support investigations for the Extended Essay from comprehensive literature reviews to questionnaires, surveys and experiments.

Motivation

Intrinsic & extrinsic The level of extrinsic or external motivation for our students is generally very high e.g. family expectations, aspirational achievement, high regard for education. In order to be most effective at performing at a conceptual level, students need to develop their own internal motivators, or intrinsic motivation. Sometimes this is difficult to manage for young people and they need the ongoing support of their teachers, Tutors and boarding staff to talk through key motivating factors. All our teachers are trained in coaching and can help support students who may be struggling with motivation and purpose.

批判性思维不仅仅是分析、融合各种思维; 它也可以表示为发散思维，寻求产生各种各样的答案。

研究

生成动态研究策略并处理研究中的各种发现，同时以学术诚实的态度来实践，这是IB文凭的关键技能。它对于扩展论文的写作至关重要，也是多个内部评估的组成部分。学生被教导如何让自己的写作风格与论文要求相适应，以及适应基于概念的综合性和评价性写作。一系列的研究方法被转化成模型来支持扩展论文写作的各个方面，包括论文调查、文献综述、问卷调查和实验等。

动机

内在和外在我们的学生的内在或外在动机的水平通常非常高，例如家庭期望、志向成就、高度尊重教育等。为了在概念层面上有最佳的表现，学生需要发展自己的内在动机或内含动机。有时，这对于年轻人来说很难管理，他们需要老师、导师和舍监通过主要的激励因素给予持续支持。我们所有的教师都接受过教练培训，可以帮助那些可能在学习动机和目的上有困难的学生。

The Four Domains of Learning 学习的四个领域 The type of higher-level, conceptual learning that is at the heart of the IBDP can be a complex and layered process, an interaction between different aspects of learning. In order to articulate this process within the IBDP Bullock (2011) subdivided the Learner Profile into four key domains of learning. These aspects of learning help students and teachers focus on the skills and capacities students need for success in the IBDP.

高级的、概念性的学习是IBDP的核心，它是一个复杂和分层次的过程，是学习的不同方面之间的相互作用。为了在IBDP中阐明这一过程，Bullock（2011）将学习者概况细分为四个关键的学习领域。学习的这些方面帮助学生和教师专注于学生在国际文凭预科课程中取得成功所需的技能和能力。

Cognitive [Intellectual] 인식적 [지적]

Motivation [Personal] 동기 부여 [개인적]

Knowledgeable (知识渊博的)

Inquirers (询问者)

Thinkers (思考者)

Principled (有原则的)

Reflective (反思)

Affective [Emotional] 감정적 [정서적]

Environment & Community [Social] 주위 환경과 공동체 [사회적]

Caring (关怀)

Communicators (沟通者)

Risk-Takers (风险承担者)

Open-minded (头脑开放的)

Balanced (平衡的) BULLOCK, K. IB Learner Profile: Literature Review (IBO, 2011)에서 발췌

Cognitive

认知

Bloom’s Taxonomy can help teachers to plan lessons and activities that challenge students to think beyond the lower order thinking skills and move towards more conceptually based higher order thinking that is valued in IBDP assessments. Through their time in the sixth form, students should be increasingly able to operate in the top three skill levels.

布鲁姆的分类学可以帮助教师计划课程和活动去挑战学生思考超越低阶思维技能，并走向更具概念的高阶思维，这是国际文凭评估的价值。通过他们在第六学段的学习，学生应该越来越能够在前三个技能水平下操作。

Higher order thinking skills Bloom’s Taxonomy of Learning was created in 1956 under the leadership of educational psychologist Dr. Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning). Lorin Anderson, a former student of Bloom, and David Krathwohl revisited the model in the mid-nineties and made some adjustments to accommodate progressions in pedagogy (Anderson, Krathwohl et al 2000).

高阶思维能力布鲁姆的学习分类法于1956年在教育心理学家本杰明·布鲁姆博士的领导下创建，以促进更高层次的教育思维，如对概念的分析和评估、处理、程序和原则，而不仅仅是记住事实。布鲁姆的前学生罗林·安德森（Lorin Anderson）和九十年代中期的大卫·克拉斯沃尔（David Krathwohl）重新考察了这个模型，并进行了一些调整以适应教育学的进步（Anderson，Krathwohl等2000。

The graph (above) demonstrates the six aspects of learning, Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating, in combination with a brief explanation of the process, and (examples of) verbs teachers can use to get students to think on these levels. Here, Bloom’s Taxonomy is situated in the four types of knowledge, Factual Knowledge of terminology and details, Conceptual Knowledge of relationships among pieces of concepts or theories, Procedural Knowledge of processes and methods of theories and problems, and Metacognitive Knowledge of learning strategies and processes. This chart starts with factual knowledge and remembering and builds in complexity as it moves clockwise. A comprehensive lesson will require students to apply multiple types of knowledge and cognitive skills.

图表（上图）展示了学习的六个方面：记忆、理解、应用、分析、评估和创新，并结合了对过程的简要解释，以及教师可以通过给学生一些动词来引发学生思考这些水平的含义。在这里，布鲁姆的分类法定位于四种类型的知识：术语和细节的事实知识、各种概念或理论之间的关系的概念性知识、关于理论和问题的各种过程和方法的程序性知识，以及学习策略和过程的元认知知识。这个图表从事实知识开始，按顺时针转动增加其复杂性。一个全面的课程将要求学生应用多种类型的知识和认知技能。

Affective

情感

Supported by this network of professional staff and parents, our students receive the guidance and advice to support their wellbeing, develop their resilience, build positive relationships and establish strategies to persevere based on a growth mindset.

在这个专业人员和家长网络的支持下，我们的学生会得到指导和建议，以支持他们的健康、发展他们的自我调节能力、建立积极的关系，并建立基于成长心态的发展战略。

Wellbeing, Resilience & Perseverance We aim to place the student at the centre of everything we do as a school. As such we have established systems that maintain a pastoral overview of all students’ wellbeing through a coordinated Tutor programme and House system. Students’ welfare is continuously monitored and students regularly have focused conversations with their Tutor, Houseparent, WorkSmart counsellor, emotional counsellor or the Head of Sixth Form.

良好状态、自我调整和坚韧我们的目标是将学生放在我们作为学校所做的一切的中心。因此，我们建立了系统，通过指导教师体系和宿舍体系之间的协调来为学生提供一整套的学习以外的支持，保持对所有学生的福祉的关怀。学生的福祉不断受到监督，学生经常与他们的导师、舍监和学习顾问、情绪辅导员或第六学段的主管进行对话。

Attainment, Transcript and Predicted Grades 成绩报告、预估成绩、成绩单 Report Attainment Grades (R Grades)

Attainment grades in academic reports in the Sixth Form are awarded according to the same descriptors as the rest of the Senior School. This is a scale of 7-1, with 7 being the highest and 1 being the lowest. Further details, including grade descriptors, can be found in the parent guide to assessment and reporting. R grades will not be based on one test, but will include review of a range of assessments, homework, class work, written work, verbal work and practical activities.

报告达标等级（R等级）

在给分数的时候，第六学段学习成绩报告中的成绩等级与中学其他年级的成绩等级描述是相同的。这是7-1的等级，其中7为最高，1为最低。更多详细信息（包括成绩等级的描述）可在“评估和报告的家长指南”中找到。 R等级不是基于一个测试而给出，而是包括一系列的评估，如家庭作业、课堂作业、书面作业、口头工作和实践活动等。对各个等级的描述并非详尽无遗，也并非所有描述都适用于每个科目。学生不必满足每个科目中的每一描述指标才能获得该等级。在整个报告期内，教师将把能最准确描述学生成绩的等级给予学生。

The performance indicators are not an exhaustive list and not all performance indicators apply in every subject. Students do not have to meet every single performance indicator in each subject to be awarded that grade. Teachers will award the grade that most accurately describes the student’s attainment when taken as a whole over the reporting period.

Transcript Grades

At the end of each academic year of IGCSE and IBDP study, departments will be asked to award Transcript Grades for all students. Unlike R grades, these are reported to universities in the US and some other countries as part of the application process. Transcript Grades represent a holistic judgement of each student’s academic performance in each subject over the year and are not determined by any individual assessment. To ensure consistency, fairness and accuracy, Transcript Grades are moderated by Heads of Department before being submitted and after that point cannot be changed. Though they are not determined by the exact same criteria, Year 12 Transcript Grades may also be taken as an indication of the Predicted Grades that students are likely to be awarded in September if their current academic performance, attitude to learning and effort outside the classroom are maintained at the same standard.

成绩单分数

在IGCSE和IBDP学习阶段的每个学年结束时，我们要求各科系为所有学生给出成绩单分数。与R等级不同，这是作为申请过程的一部分而向美国和其他一些国家的大学提供的成绩报告。

成绩单成绩代表了每个学生在一年中每个学科的学业成绩的整体判断，并不是由任何单一的考试决定的。为了确保一致性、公平性和准确性，成绩单成绩在提交之前由部门负责人主持校对，提交之后无法更改。

虽然不是由完全相同的标准决定的，但是如果他们目前的学习成绩、学习态度和课堂外的努力都保持在相同的水准，那么12年级学生的成绩单成绩可以作为他们13年级九月份所将获得的预估成绩的指示。

IBDP Predicted Grades

Around a month into Year 13, departments will issue students with Predicted Grades, which give an optimistic but realistic estimate of the score we expect each student to achieve in each of their subjects at the end of the course. Like Transcript Grades, these take a holistic view of the student’s academic performance and are never based on one or a small number of specific assessments. They are also reported to universities and are particularly important for applications to the UK, Canada and Hong Kong. Many students will have worked hard over the summer to improve and therefore deserve Predicted Grades that are higher than their Year 12 Transcript Grades. To accommodate this, there will be a Prediction Review Periodat the beginning of the first term of Year 13. During this time, students will have the opportunity to go through the summer work they have done with their teachers. They may also sit additional assessments to demonstrate sufficient improvement in their knowledge and application of Year 12 content. Those who do so whilst maintaining good marks in their ongoing Year 13 work may be awarded Predicted Grades that are higher than their Transcript Grades. Similarly, students who have not done sufficient work over the summer to maintain their performance may find that they are awarded Predicted Grades that are lower than their Year 12 Transcript Grades. After the Prediction Review Period, Predicted Grades will be entered by departments and there will be no more additional assessments on previously studied material with the sole aim of improving them. Predicted Grades can still go up or down right up to the point at which the student’s application is sent, but only in response to improvement or deterioration in the work they do in the normal course of study. This means that students still have the chance to improve their Predicted Grades, but may only do so by focussing on their studies and getting better marks in homework, coursework and other assessments that are part of the Year 13 course.

IBDP预估成绩

在13年级开始后大约一个月之内，各部门将向学生发布预估成绩，这是我们给出的对每个学生在课程结束时在每个科目中将取得的分数的乐观又实际的估计。与成绩单成绩一样，这些对学生的学习情况是一个全面的考察，并且永远不会基于一次或少数几次特定的考试。它们也在申请大学的时候提交给大学，对于英国、加拿大和香港的申请尤为重要。

许多学生将在暑假期间努力提高学习，因此他们值得获得高于他们12年级成绩单分数的预估成绩。为了适应这种情况，将在第13年第一学期开始时进行预估审查。在此期间，学生将有机会向老师展示自己在暑期内完成的工作。他们还可以参加额外的考试，以证明他们对12年级的知识内容和应用有足够的提高。那些这样做了且在13年级的继续学习中保持良好分数的学生可能会被授予高于其成绩单分数的预估成绩。同样，那些在暑假期间没有做足够的工作来保持其学习表现的学生可能会发现他们被授予的预估成绩会低于其12年级的成绩单成绩。

在预估审查期之后，各部门将输入预估成绩，并且将不再只为了提高预估成绩而对先前学习的内容进行额外的考试。预测成绩在学生的大学申请递交之前仍然可以上升或下降，但仅限于学生在正常课程中所做工作有了提高或下降。这意味着学生仍然有机会提高他们的预估成绩，但可能只会通过专注于他们的学习并在作业、课程和其他评估中获得更好的成绩来达到，这些都是13年级课程的一部分。

Academic Honesty 学术诚信 NLCS Jeju expects its students to behave honestly and with integrity in an academic environment. The school actively promotes respect for scholarship through its academic programmes and all students are given training in the study and research skills necessary to ensure academic honesty. This is also essential to success in the IB Diploma Programme, as the IB take academic honesty extremely seriously. Academic honesty requires students to ensure that the work they submit is: • • • •

authentic wholly their own based on their own ideas expressed in their own language.

Where the work and ideas of others is used, its source must be identified and acknowledged. Where the language of others is used, it must be clearly quoted and its source referenced. Acknowledgement of source means identifying at least the author or person who owns the work, and the place from which the work or part of the work was sourced. Authenticity applies equally to work done under test or examination conditions. The responses of students on a test or examination must be their own and must have been produced whilst abiding by the rules and guidelines set out by the teacher or examining authority. Plagiarism is defined as presenting another person’s work as one’s own by presenting, copying or reproducing it without acknowledgement of the source. This applies whether the work is copied in full or in part, and even where it is edited or reworded. Plagiarism can be negligent (accidental) or dishonest (deliberate). Cases of academic dishonesty are dealt with according to the school’s Academic Honesty Policy and Behaviour for Learning Policy. Ultimately, cheating in an exam or plagiarising work for an IA or EA may result in the student being disqualified from the IB Diploma and the NLCS Jeju Diploma.

NLCS Jeju希望学生在学术环境中诚实守信。学校通过其学术课程积极促进对学生的尊重，并为所有学生提供必要的学习和研究技能培训，以确保学术诚实。这对IB文凭课程的成功也至关重要，因为国际文凭组织非常重视学术诚信。

学术诚实要求学生确保他们提交的作品是： • 真实可靠的 • 完全自己完成 • 根据自己的想法 • 用自己的语言表达。

在使用他人的工作和想法的地方，必须指明和承认其来源。在使用他人的语言的情况下，必须明确注明引用并说明其来源。确认来源意味着至少需要确定作品的作者或所有人，以及作品或部分作品的来源地。

真实性同样适用于在测验或考试条件下完成的工作。学生在测验或考试时的反应必须是他们自己的，必须在遵守教师或审查机构制定的规则和指导方针的情况下来产出。

抄袭被定义为“通过呈现、复制或再版他人的作品且不承认其来源于他人，而将其作为自己的作品” 。无论作品是全部还是部分复制，甚至是编辑或改写作品，都属于抄袭。抄袭可能是疏忽所致（意外的），也可能是不诚实（故意的）。

我们根据学校的学术诚信政策和学习政策行为来处理学术不诚实案件。最终，在考试中作弊，或者把抄袭的作品用在IA或EA评估中，都可能导致学生被取消IB文凭和NLCS济州文凭的资格。

Building a university portfolio 创建自己的大学申请履历 Service

Whilst at school students need to build a portfolio that demonstrates their commitment to learning through developing their subject passion as well as to commit to service. “In some communities students suffer from a lack of academic resources and opportunities. In other communities pervasive pressure to perform academically at high levels and to enter selective colleges takes an emotional toll on students and often squeezes out the time and energy students have to consider and contribute to others.”

服务

在学校学生需要发展自己各方面的经验，展示他们不仅在学习上有热情，在学习之外也致力于社区服务。 “在一些社区，学生缺乏学术资源和机会。在另一些社区，压力则在于学术上要达到高层次以及进入名牌大学，这会给学生带来情感上的缺失，并且经常挤出学生必须为他人考虑和做贡献的时间和精力。” Making Caring Common (p. 1; Harvard Graduate School of Education, 2014)

Making Caring Common (p. 1; Harvard Graduate School of Education, 2014) In 2016 Harvard University published a paper called Turning the Tide created by the MAKING CARING COMMON PROJECT from the Harvard Graduate School of Education highlighting some recommendations for potential applicants to US colleges:

在2016年，哈佛大学发表了一篇由MAKING CARING COMMON PROJECT 项目写的“扭转潮流”的文章，来自哈佛大学教育研究生院，强调了对美国大学潜在申请者的一些建议：

• Engage in meaningful, sustained community service

• 参与有意义的、持续的社区服务

• Initiate collective action that takes on community challenges

• 发起集体行动来解决社区面临的挑战 • 参与真实的、有意义的多样性体验

• Get involved in authentic, meaningful experiences with diversity

• 和当地人一起做，而不是“为他们做”

• ‘Doing with’ rather than ‘doing for’

• 优先考虑你活动的质量 — 而不是数量

• 参与那些具有长远责任感的社会服务

• Take part in service that develops gratitude and a sense of responsibility for the future • Prioritise the Quality – not Quantity – of your activities Report available from www.makingcaringcommon.org

www.makingcaringcommon.org

Developing subject passion

发展学科热情

Trying yourself out

鼓励自己尝试

In order to place some of this advice into context, here are some questions that UCLA have asked their applicants to discuss:

为了将这些建议纳入具体的实践，以下是加州大学洛杉矶分校要求申请人讨论的一些问题：

• Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes, or contributed to group efforts over time.

• 举出一个例子，描述你的领导经验，你如何积极影响他人、帮助解决纠纷，或者对团队努力做出贡献。

• Describe your favorite academic subject and explain how it has influenced you.

• 描述你最喜欢的学科，并解释它如何影响了你。

• What have you done to make your school or community a better place?

• 你做了什么，使你的学校或社区变得更好？

Students are encouraged to enrol in an Academic Society through which they can explore and deepen their passion for a particular subject area. In addition to the activities the society members initiate students have the opportunity to nominate themselves to the role of Chair, Secretary or Publicity Officer. Sixth Form students are encouraged to take an active part in a number of co-curricular activities (CCAs) each afternoon and the Bryant programme on Saturday mornings. This commitment can be endorsed by their personalised Creativity, Activity & Service projects, an integral feature of their Diploma programme experience.

鼓励学生参加学术协会，通过协会可以探索和深化他们对特定学科领域的热情。除了协会成员发起的活动之外，学生还有机会提名自己担任主席、秘书或宣传的角色。

鼓励第六学段的学生参加每天下午的课外活动（CCA），并在星期六上午参加Bryant 活动。这种承诺可以通过他们的个性化的”创造、活动、服务”项目来体现，这也是他们的国际文凭课程经验的一个不可或缺的特色。

KOREAN LITERATURE (Year 12)

The course is built on the assumption that literature is concerned with our conceptions, interpretations and experiences of the world. The study of literature can therefore be seen as an exploration of the way it represents the complex pursuits, anxieties, joys and fears to which human beings are exposed in the daily business of living. It enables an exploration of one of the more enduring fields of human creativity, and provides opportunities for encouraging independent, original, critical and clear thinking. It also promotes respect for the imagination and a perceptive approach to the understanding and interpretation of literary works. Curriculum Content Half Term 1 (Aug – Oct)

Half Term 2 (Nov – Dec)

Part4: Options (1)-Short story In this part of the course, three printed works of different genres will be chosen freely and studied. Students will be assessed on their literary understanding as well as their ability to produce an effective oral presentation. Part 4: Options (2)-Poetry Individual oral presentation (15%: 10–15 minutes) The presentation is based on works studied in part 4. It is internally assessed and externally moderated through the part 2 internal assessment task. (30 marks)

Suggested Reading or Extension Activities 윤흥길의 기억속의 들꽃 외 작품

서정주의 견우의 노래 외 작품

Half Term 3 (Jan – Feb)

Part2: Detailed Study (1)- Short stories In part 2 the focus is on detailed analysis of a work, both in terms of content and technique. The detailed study is best achieved through approaches that ensure close reading and in-depth analysis of the significant elements of the works involved.

김승옥의 중,단편5작품

Half Term 4 (Feb – Apr)

Part2: Detailed Study (2)- Short stories / Poetry This internally assessed activity is based on part 2 of the course (detailed study) and forms the basis for the moderation of the teacher’s assessment.

고은의 시15작품 ONLY HL: 엄현옥 수필5편 작품

Summer Term (Apr – June)

Part2: Detailed Study (3)- Poetry Individual oral commentary (15%) • SL: Students present a formal oral commentary and answer subsequent questions on an extract from a work studied in part 2. (30 marks) • HL: Formal oral commentary on poetry studied in part 2 with subsequent questions (10 minutes) followed by a discussion based on one of the other part 2 works (10 minutes). (30 marks)

고은의 시15작품 ONLY HL: 엄현옥 수필5편 작품

Examples of homework tasks

<시간적 배경과 공간적 배경> Ø 이 작품의 시간적/공간적 배경은 무엇이며, 주제와 관련하여 어떠한 역할을 하고 있는가?

Assessment tasks, methods and frequency Equipment that students need

IB DP Korean Literature Criteria

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

Ensuring that pupils read regularly and widely, both fiction and dissertation texts.

Who can I contact?

Head of Korean Teacher of Year 12 Korean

Literature texts

EBSCO, DBPIA, KISS Korean Script Reading, Ms Mi-Sun Park(e-mail: mspark@nlcsjeju.kr) Mr Byung Gyu Kang(e-mail: bgkang@nlcsjeju.kr)

KOREAN LITERATURE (Year 13)

Suggested Reading or Extension Activities 요시모토 바나나의 키친

Half Term 1 (Aug – Oct)

Part1: Works in translation(1) This part of the course is a literary study of works in translation, based on close reading of the works themselves. Students are encouraged to appreciate the different perspectives of people from other cultures and to consider the role that culture plays in making sense of literary works.

Half Term 2 (Nov – Dec)

Part1: Works in translation(2) Written assignment (25%) • Students submit a reflective statement and literary essay on one work studied in part 1. (25 marks) • The reflective statement must be 300–400 words in length. The essay must be 1,200–1,500 words in length.

카프카의 변신 외 중,단편 5작품 ONLY HL: 파트리크 쥐스킨트의 향 수

Half Term 3 (Jan – Feb)

Part3: Literary Genres(1) – Novel In part 3, a group of works selected from the same literary genre is studied in depth. Each genre has recognizable techniques, referred to as literary conventions, and writers use these conventions, along with other literary features, in order to achieve particular artistic ends.

춘향전

Half Term 4 (Feb – Apr)

Part3: Literary Genres(2) – Novel Written examination paper 2 (essay) The grouping of works by genre is intended to provide a framework for the comparative study of the selected works through an exploration of the literary conventions and features associated with that genre.

이문열의 선택

Summer Term (Apr – June)

Part3: Literary Genres(3) – Novel Paper 2: Essay (1 hour 30 minutes) • The paper consists of three questions for each literary genre. • In response to one question students write an essay based on at least two works studied in part 3. (25 marks)

은희경의 새의 선물 ONLY HL:황순원의 나무들 비탈에 서다.

Examples of homework tasks

장편소설 1. 공부했던 적어도 두 작품의 장편소설을 예로 들어, 두 가지 이상의 이야기가 전 개되는 복합적인 구성의 의도와 그 효과는 무엇인지 비교, 대조하시오.

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

Ensuring that pupils read regularly and widely, both fiction and dissertation texts.

Who can I contact?

Head of Korean Teacher of Year 13 Korean

EBSCO, DBPIA, KISS Korean Script Reading, Ms Mi-Sun Park(e-mail: mspark@nlcsjeju.kr) Mr Byung Gyu Kang(e-mail: bgkang@nlcsjeju.kr)

KOREAN LANGUAGE & LITERATURE (Year 12)

The language A: language and literature course aims to develop students’ skills of textual analysis and the understanding that texts, both literary and non-literary, can be seen as autonomous yet simultaneously related to culturally determined reading practices. An understanding of the ways in which formal elements are used to create meaning in a text is combined with an exploration of how that meaning is affected by reading practices that are culturally defined and by the circumstances of production and reception. Curriculum Content

Suggested Reading or Extension Activities Written Tasks : HL and SL students are required to submit one written task, 800–1,000 words in length, exploring an aspect of the material studied in the course.

Half Term 1 (Aug – Oct)

Part 1 : Language in cultural context (two topics) In this part of the course students are given the opportunity to explore how language develops in specific cultural contexts, how it impacts on the world, and how language shapes both individual and group identity. Students studying this part of the course should pay particular attention to the role of language in relation to the many areas involved in the construction of meaning and understanding of particular issues in the world.

Half Term 2 (Nov – Dec)

Part 2 : Language and mass communication In part 2 students consider the way language is used in the media. This section also addresses the issue of how the production and reception of texts is influenced by the medium through which they are delivered.

Written Tasks : A written task demonstrates the student’s ability to choose an imaginative way of exploring an aspect of the material studied in the course.

Half Term 3 (Jan – Feb)

Part 4 : Literature - critical study (One work is coverd) Students are required to engage in a critical examination of a particular extract drawn from a work that has been studied in part 4 of the language A: language and literature course.

Poetry of Dong Ju Yoon ‘Gwanchon Supil’ by MunKu Lee or Short stories by SoonWon Hwang

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

Part 4 : Literature - critical study (One work is coverd)

Novella of ‘Mun Yeol Lee’ (HL only)

Part 4 : Literature - critical study (One work is coverd)

IOC (Individual Oral Commentary) : Students comment on an extract from a literary text studied in part 4 of the course followed by a discussion and subsequent questioning.

Examples of homework tasks

Creative writings (formal/informal letter, interview, diaries), Analysis of poems or novels, Oral presentations

Assessment tasks, methods and frequency Equipment that students need

Written tasks plus full year group mock exams.

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

Ensuring that pupils read regularly and widely, both fiction and non-fiction texts.

Who can I contact?

Head of Korean IB Korean Teacher

Literature texts : Gwanchon Supil by Lee Moon Ku, Poetry by Dong Ju Yoon, Our Twisted Hero by Moon Yeol Lee

JSTOR, EBSCO, DBPIA, KISS

Misun Park : mspark@nlcsjeju.kr Sangduk Park : spark@nlcsjeju.kr

KOREAN LANGUAGE & LITERATURE (Year 13)

Suggested Reading or Extension Activities Written Tasks : Task 2 takes the form of a critical response and is a requirement of the HL course only. Task 2 is a critical response to one of these six questions. The prescribed questions are designed to be as open as possible and are intended to highlight broad areas within which students can explore and develop their responses to the texts.

Half Term 1 (Aug – Oct)

Part 1 : Language in cultural context (two topics are covered)

Half Term 2 (Nov – Dec)

Part 2 : Language and mass communication (two topics are covered)

Half Term 3 (Jan – Feb)

Part 3 : Literature – texts and contexts Meaning in a text is shaped by culture and by the contexts of the circumstances of its production. It is also shaped by what the reader brings to it. Literary texts are not created in a vacuum but are influenced by social context, cultural heritage and historical change.

‘Kite Runner’ by Khaled Hoseini

Half Term 4 (Feb – Apr)

Part 3 : Literature – texts and contexts Through the close reading of literary texts, students are able to consider the relationship between literature and issues at large, such as gender, power and identity. Students should be encouraged to consider how texts build upon and transform the inherited literary and cultural traditions

Short stories by Yoojung Kim

Summer Term (Apr – June)

Part 3 : Literature – texts and contexts

Paper 2 (External) : In response to one of six questions students write an essay based on both the literary texts studied in part 3. The questions are the same at HL but the assessment criteria are different. Graphical Novel by Art Spiegelman (HL only)

Examples of homework tasks

Creative writings (formal/informal letter, interview, diaries), Analysis of poems or novels, Oral presentations

Assessment tasks, methods and frequency Equipment that students need

Written tasks plus full year group mock exams.

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

Ensuring that pupils read regularly and widely, both fiction and non-fiction texts.

Who can I contact?

Head of Korean IB Korean Teacher

Literature texts : Gwan Chon Essay by Lee Moon Ku, Poetry by Dong Ju Yoon, Our Twisted Hero by Moon Yeol Lee)

JSTOR, EBSCO, DBPIA, KISS

Sangduk Park : spark@nlcsjeju.kr

ENGLISH LANGUAGE AND LITERATURE (Year 12)

Language A: language and literature comprises four parts—two relate to the study of language and two to the study of literature. Specifically: Part 1 – Language in Cultural Context; Part 2 – Language and Mass Communication; Part 3 – Texts and Contexts; Part 4 – Literature: Critical Study. Curriculum Content Year 12 Term 1 (Aug – Dec)

Assessments

Study Part 2 (Language and Mass Communication) Both SL and HL classes study various forms of communication such as news coverage, blogs, advertising and opinion columns, and how these forms are used to inform, persuade or entertain their audiences Begin the study of Part 3 (Texts and Contexts) SL classes will study one text in detail; HL classes will study two texts in detail. During Year 12 both SL and HL classes will read the following texts:

A formal IB assessment will take place – an FOA (Further Oral Activity). This carries 15% of the total marks. Students will also produce a Written Task (1a) based on Part 2 which carries 20% of the total marks. These assessments are completed by both SL and HL classes.

‘A Doll’s House’ by Henrik Ibsen – drama ‘The Great Gatsby’ by F Scott Fitzgerald – prose A third text – this will be read by HL classes only and teachers will ensure students are aware of the text before term 2. Year 12 Term 2 (Jan – Mar)

Study of Part 1 (Language and Cultural Context) SL and HL classes will learn how audience and purpose affect the content and structure of texts. An analysis of the impact of changes in language will be studied along with how language and meaning are shaped by culture and context. Continue the study of Part 3 (Texts and Contexts) SL classes will read a second text in Term 2; HL classes will be asked to read a third text during the summer vacation between Year 12 and Year 13. This will be followed by essay writing in preparation for the internal end-of-year examinations.

Year 12 Term 3 (Apr – Jun)

SL classes only will produce a second Written Task (1b) based on Part 1.

HL classes only will produce a Written Task 2 specifically based on a given question and it will be an essay in the form of a critical response and related to one of the texts read in Part 3. Both SL and HL students will produce practice essays.

Textual Analysis/Comparative Textual Analysis (Paper 1) SL and HL classes will analyse with care varied unseen texts which may include texts such as articles, blogs, advertisements, brochures and so forth. SL classes will produce textual analyses with two guiding questions offered; HL classes will produce comparative textual analyses. This work will be in preparation for the internal end-of-year examinations.

Production of practice textual analyses (SL) or comparative textual analyses (HL).

Continue with the study of Part 1 (Language in Cultural Context) The study of this part will be concluded.

Both SL and HL classes will prepare and present a second FOA (Further Oral Activity). HL classes only will produce the first draft of the second Written Task 1(b).

Parents / guardians can help their child by: Useful websites

Encouraging their child to follow the reading programme that this course requires in a timely manner, using vacation time to read texts in advance and to review texts read. Teachers will offer advice regarding useful websites throughout the delivery of the course. Students should also independently use search engines such as Safari and Google to look for material that would supplement their knowledge of the texts studied, particularly critical essays, as well as further information about the cultural groundings of the texts.

Who can I contact?

Head of English

Mr G Hall

ENGLISH LANGUAGE AND LITERATURE (Year 13)

Assessments

Study Part 4 (Literature: Critical Study) Both SL and HL classes read texts in preparation for the IOC (Individual Oral Commentary). Each class teacher will decide upon the selection of poetry and the drama text to be studied – these may be different for every class. Teachers will inform students of precisely which two texts (drama and poetry) will be studied before the students leave at the end of Year 12 for their summer vacation.

For both SL and HL classes a formal IB assessment will take place – an IOC (Individual Oral Commentary). This carries 15% of the total marks. For SL classes the IOC is based on one of the two texts. For HL classes the IOC is based on one of the three texts. The IOC takes place in November/December. All classes produce a final Written Task (1c).

Examples of texts are ‘Macbeth’; ‘Othello’; ‘All My Sons’’; selection of poetry possibly by Ted Hughes, Seamus Heaney, Sylvia Plath. It is very important that students check with their Year 12 class teachers exactly which texts will be studied. HL students only will read a third text: ‘The Great Gatsby’ by F Scott Fitzgerald. Each text is read with rigour to ensure a deep understanding is acquired and students are well prepared for the IOC. Revision will be undertaken in preparation for the mock examinations. Year 13 Term 2 (Jan – Mar)

Post mock examination study Following the completion of the mock examinations a full review of the Part 3 texts will take place. These texts include ‘A Doll’s House’ for both SL and HL and ‘Dracula’ for HL students only.

Production of practice essays (Paper 2) and SL students will complete textual analyses (Paper 2) while HL students focus on comparative textual analyses (Paper 2).

The fine-tuning of analytical skills will be undertaken to ensure students are well prepared for their final examinations. Revision and review will occupy the majority of this term with opportunities available to practice past examination papers. Areas where knowledge is still lacking will be addressed with rigour.

Parents / guardians can help their child by: Useful websites

Who can I contact?

Head of English

Mr G Hall

ENGLISH LITERATURE A (Year 12)

Language A: literature is a flexible course that allows teachers to choose works from prescribed lists of authors and to construct a course that suits the particular needs and interests of their students. It is divided into four parts, each with a particular focus.   Part 1 – Works in Translation; Part 2 – Detailed Study; Part 3 – Literary Genres; Part 4 – Options. Curriculum Content Year 12 Term 1 (Aug – Dec)

Assessments

Study Part 4 (Options) SL and HL read three texts, which could be a combination of a play, a selection of poetry and a novel. Each text is read with rigour to ensure a deep understanding of literary terminology is acquired. The SL class will read the following texts: ‘The Importance of Being Earnest’ by Oscar Wilde – drama ‘Things Fall Apart’ by Chinua Achebe - prose ‘The World’s Wife’ by Carol Ann Duffy – poetry The HL class will read the following texts: ‘A Streetcar Named Desire’ by Tennessee Williams – drama ‘I Know Why the Caged Bird Sings’ by Maya Angelou –prose (non fiction) A selection of poetry by John Donne - poetry Begin the study of Part 1 (Works in Translation) At least one translated text will be read during this term. It may be the translation of a novel or a play. Teachers will ensure students are aware of the texts before the study of Part 4 of the course is complete.

Year 12 Term 2 (Jan – Mar)

Continue with the study of Part 1 SL students will read a second text in translation; HL students will read a second and third text in translation. Study Part 3 (Literary Genres) SL students will read one novel; HL students will read two novels. This will be followed by essay writing in preparation for the internal end-of-year examinations (Paper 2). Teachers will ensure students are aware of the texts before the study of Part 1 is complete. The choice of texts is likely to include ‘Jane Eyre’ and ‘Wuthering Heights’. Literary Analysis (SL)/Literary Commentary (HL) (Paper 1) SL and HL students will analyse with care unseen poems and passages. SL students will produce literary analyses with two guiding questions offered; HL students will produce literary commentaries.

Year 12 Term 3 (Apr – Jun)

Continue with the study of Part 3 (Literary Genres) SL students will read two further novels. HL students will also read two further novels.

Parents / guardians can help their child by: Useful websites

For both SL and HL classes a formal IB assessment will take place – an IOP (Individual Oral Presentation). This carries 15% of the total marks. The IOP is based on one of these three texts. The IOP takes place in November/December.

Interactive oral; reflective statement; supervised writing – both SL and HL classes.

Reflective statement; interactive oral; supervised writing. The first draft of the Written Assignment will be produced. This is an externally assessed piece of work and carries 25% of the total marks. This applies to both SL and HL. Production of practice essays (Paper 2). Production of practice literary analyses (SL) – Paper 1. Production of practice literary commentaries (HL) – Paper 1. Production of practice comparative essays.

Encouraging their child to follow the intense reading programme that this course requires in a timely manner, using vacation time to read texts in advance and to review texts read. Teachers will offer advice regarding useful websites throughout the delivery of the course. Students should also independently use search engines such as Safari and Google to look for material that would supplement their knowledge of the texts studied, particularly critical essays.

ENGLISH LITERATURE A (Year 13)

Curriculum Content Year 13 Term 1 (Aug – Dec)

Assessments

Study Part 2 (Detailed Study) SL students will read two texts and HL will read three texts in preparation for the IOC (Individual Oral Commentary) SL students only will read: ‘Richard III’; a selection of poetry by John Keats HL students only will read: ‘Hamlet’; a selection of poetry by John Donne; a selection of essays by George Orwell

For both SL and HL classes a formal IB assessment will take place – an IOC (Individual Oral Commentary). This carries 15% of the total marks. For SL classes the IOC is based on one of the two texts. For HL classes the IOC is based on two of the three texts. The IOC takes place in November/December.

Each text is read with rigour to ensure a deep understanding is acquired and students are well prepared for the IOC. Revision will be undertaken in preparation for the mock examinations. Year 13 Term 2 (Jan – Mar)

Post mock examination study Following the completion of the mock examinations a full review of the Part 3 texts will take place. These texts include ‘Jane Eyre’, ‘Wuthering Heights’ and ‘Cry, the Beloved Country’.

Production of practice essays (Paper 2) for both SL and HL students. SL students will complete literary analyses (Paper 2) while HL students focus on literary commentaries (Paper 2).

Completion of final examinations.

Parents / guardians can help their child by: Useful websites

Who can I contact?

Head of English

Mr G Hall

KOREAN B (Year 12) Korean B is an additional language-learning course designed for students with some previous learning of Korean. The main focus of the course is on language acquisition and development of language skills. Students study a variety of topics such as the environment, famous people, current and historical events, immigration, music, art, cuisine, fashion and film to develop their skills in listening, reading, writing, speaking and cultural interaction. Types of texts studied include: news stories, short stories, brochures, advertisements, poems, informal and formal letters, excerpts from plays, editorials, debates, reviews and interviews. Curriculum Content Half Term 1 (Aug – Oct)

Half Term 2 (Nov – Dec)

Core: This part of the course looks at Global issues, with a particular emphasis on the pressing issue of Global warming. Option: Customs and traditions: Celebrations, social and religious events with a particular focus on significant Korean events. (Chusoek and Hangeul day) Option: This part of the course looks at developing language and understanding around the topics of leisure, hobbies, recreations and sports. Core: Students will look at and develop language and understanding around the themes of Communication and media, which will extend into the Internet and smartphones.

Suggested Reading or Extension Activities http://www.sejonghakdang.org/sjcu/home/main.do Yonsei Korean 3,4, 5 and 6 Ewha Korean 3, 4, and 5 6 Korean for foreigners 5 and 6 News articles in Korean http://www.sejonghakdang.org/sjcu/home/main.do Yonsei Korean 3,4, 5 and 6 Ewha Korean 3, 4, and 5 6 Korean for foreigners 5 and 6 News articles in Korean

Half Term 3 (Jan – Feb)

Core: By this point in the course students will have moved onto looking at social relationships.

http://www.sejonghakdang.org/sjcu/home/main.do Yonsei Korean 3,4, 5 and 6 Ewha Korean 3, 4, and 5 6 Korean for foreigners 5 and 6 News articles in Korean

Half Term 4 (Feb – Apr)

Option: Students now move into the field of Science and Technology and Ethics and Science, with a focus on Artificial Intelligence.

Summer Term (Apr – June)

Option: Customs and traditions: Celebrations, social and religious events (Parents Day, Teachers day and other holidays in Korea)

http://www.sejonghakdang.org/sjcu/home/main.do Yonsei Korean 3,4, 5 and 6 Ewha Korean 3, 4, and 5 6 Korean for foreigners 5 and 6 News articles in Korean http://www.sejonghakdang.org/sjcu/home/main.do Yonsei Korean 3,4, 5 and 6 Ewha Korean 3, 4, and 5 6 Korean for foreigners 5 and 6 News articles in Korean

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

Writing (Essay, news report, letter, blog, diary and speech); research projects, presentation and independent wider reading. Mid- and end-of-unit assessments and annual exam Topic book and worksheet (supplied by the school):; pen; highlighter. Ensuring that pupils read Korean books regularly and widely and watch and listen news in Korean and use Korean in real life and write diary in Korean and watch Korean movie or Korean TV drama. http://www.sejonghakdang.org/sjcu/home/main.do http://talktomeinkorean.com/ http://www.hani.co.kr/ Korean newspaper, Korean culture club, Korean history webtune, Korean media club Teacher of Korean B

HyeHyang Kim,

hhkim@nlcsjeju.kr

KOREAN B (YEAR 13) Korean B is an additional language-learning course designed for students with some previous learning of Korean. The main focus of the course is on language acquisition and development of language skills. Students study a variety of topics such as the environment, famous people, current and historical events, immigration, music, art, cuisine, fashion, and film to develop their skills in listening, reading, writing, speaking and cultural interaction. Types of texts studied include: news stories, short stories, brochures, advertisements, poems, informal and formal letters, excerpts from plays, editorials, debates, reviews and interviews. Curriculum Content Half Term 1 (Aug – Oct)

Core: Within this element of the course social relationship are revisited within the curriculum, with a focus on taboos versus what is socially acceptable within a society.

Half Term 2 (Nov – Dec)

Core: Following on from the global issues studied in the first year, this element of the course is re-visited with a focus on food this time. Option: This part of the course focuses on developing understanding in the area of Health, which encompasses a variety of contemporary issues including stress, diet and plastic surgery.

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

Summer Term (Apr – June)

Core: Following on from the global issues studied in the first term, this element of the course is re-visited with a focus on racism. The second half of this term focuses on cultural diversity and migration Core: Students will look at and develop language and understanding around the themes of Communication and media, which will look at television. Options: Science and technology and renewable energy Option: This final element of the course focuses on cultural diversity and migration.

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

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

Suggested Reading or Extension Activities http://www.sejonghakdang.org/sjcu/home/main.do Yonsei Korean 3,4, 5 and 6 Ewha Korean 3, 4, and 5 Korean for foreigners 5 and 6 News articles in Korean

http://www.sejonghakdang.org/sjcu/home/main.do Yonsei Korean 3,4, 5 and 6 Ewha Korean 3, 4, and 5 Korean for foreigners 5 and 6 News articles in Korean http://www.sejonghakdang.org/sjcu/home/main.do Yonsei Korean 3,4, 5 and 6 Ewha Korean 3, 4, and 5 Korean for foreigners 5 and 6 News articles in Korean http://www.sejonghakdang.org/sjcu/home/main.do Yonsei Korean 3,4, 5 and 6 Ewha Korean 3, 4, and 5 Korean for foreigners 5 and 6 News articles in Korean http://www.sejonghakdang.org/sjcu/home/main.do Yonsei Korean 3,4, 5 and 6 Ewha Korean 3, 4, and 5 Korean for foreigners 5 and 6 News articles in Korean

Writing (Essay, letter, blog, diary, news report and speech); research projects, presentation and independent wider reading. Mid- and end-of-unit assessments and mock exam Topic book and worksheet (supplied by the school):; pen; highlighter.

Ensuring that pupils read Korean books regularly and widely and watch and listen news in Korean and use Korean in real life and write diary in Korean and watch Korean movie or Korean TV drama. http://www.sejonghakdang.org/sjcu/home/main.do http://talktomeinkorean.com/ http://www.hani.co.kr/ Korean newspaper, Korean culture club, Korean history webtune, Korean media club Teacher of Korean B

HyeHyang Kim,

hhkim@nlcsjeju.kr

IB MANDARIN AB INITIO (YEAR 12) These courses are available at Standard Level only and are open to students with minimal or no knowledge of Mandarin. Learning a new language teaches students how other people live, and allows learning about the world through others’ eyes. Students will find out more about different countries and their languages.

Suggested Reading or Extension Activities

Curriculum Content Half Term 1 (Aug – Oct)

Education, employment and neighborhoods This part of the course focuses on language acquisition, which will be achieved through the development of receptive, productive and interactive skills and competencies. Receptive skills are the ability to comprehend straightforward written and spoken language, while productive skills focus on the ability to write and speak the target language effectively. The final aspect is interactive skills, which is the ability to understand and respond effectively to written and spoken language.

Half Term Physical Geography and Town& services 2 (Nov – This part of the course will be looking at physical Geography by taking the basic language Dec) acquisition from the first term developing further language skills through a range of individual and group tasks. From this point on students will be introduced to the full range of types of texts appropriate to the course. Half Term 3 (Jan – Feb)

Food & drink, Physical health and Sport

Half Term 4 (Feb – Apr)

Daily routine, Personal details and Relationships

Summer Term (Apr – June)

Weather, Transport, Entertainment and Shopping & Holidays

This part of the course is an extension of the material covered and skills developed in term 2 This term focuses on practising the language through a wide variety of pair and group activities with a focus on developing language around the topics of foods and drink, physical health and sport.

By this stage students’ should be able to effectively communicate in an environment that promotes the use of the target language in the classroom. Being able to communicate in the desired target language prepares the students to communicate in a variety of everyday situations and contexts; authentic materials for study that, although they may have been edited or simplified, have originally been produced for everyday users of the target language.

By this stage language developed is at the point within the course that encourages students to practise receptive, interactive and productive skills; interact in the target language through active participation in oral exchanges, by both listening and speaking, or responding to a piece of reading material in either a written or spoken way.

Parents / guardians can help their child by: Useful websites

Ensuring that pupils read and practise writing regularly.

Co curricular activities

Chinese calligraphy club/ Chinese paper cutting club/ Chinese magazine editing club

https://www.youtube.com/watch?v=iyUX2toWaOo www.ehanzi.com http://www.archchinese.com https://www.youtube.com/watch?v=uc7qd9xPpDY

IB MANDAIN AB INITIO (YEAR 13) These courses are available at Standard Level only and are open to students with minimal or no knowledge of Mandarin. Learning a new language teaches students how other people live, and allows learning about the world through others’ eyes. Students will find out more about different countries and their languages. Curriculum Content

Suggested Reading or Extension Activities

Half Term 1 (Aug – Oct)

Media & modern communication and technology This part of the course focuses on studying media and modern communication, whilst continuing to develop general language acquisition, which will be achieved through the development of receptive, productive and interactive skills and competencies. Elements of language include vocabulary, grammatical structures, register, pronunciation and intonation.

Half Term 2 (Nov – Dec)

Environment concerns This part of the course will be looking at environmental concerns by taking the basic language acquisition from the first term developing further language skills through a range of individual and group tasks.

Half Term 3 (Jan – Feb)

Global issues By this stage language developed is at the point with the course allows students to interact in the target language through active participation in oral exchanges, by both listening and speaking, or responding to a piece of reading material in either a written or spoken way. This final part of the course will look at global issues.

Half Term 4 (Feb – Apr)

Revising for the Examination

Ø Teachers should ensure that students are familiar with the exam type and skills.

Summer Term (Apr – June)

IB Examination

Ø To revise for the IB Exam

Examples of homework tasks

Essay writing / Worksheet / Reading text

Assessment tasks, methods and frequency Equipment that students need

Mid- and end-of-unit assessments plus final exams.

Parents / guardians can help their child by: Useful websites

Ensuring that pupils read and practise writing regularly.

Co curricular activities

Chinese calligraphy club/ Chinese paper cutting club/ Chinese magazine editing club

Basic stiationery and exercise books

https://www.youtube.com/watch?v=iyUX2toWaOo www.ehanzi.com http://www.archchinese.com https://www.youtube.com/watch?v=uc7qd9xPpDY

IB CHINESE B SL (YEAR 12) All Language B courses meet the needs of students with substantial previous knowledge of a second (or foreign) language in Mandarin. The intention is to provide students with the linguistic skills necessary for further study in the language and to promote an understanding of the culture of the countries where the language is spoken as well as to promote the ability to cope with the language demands of day-to-day transactional and social contacts. The course also provides an efficient tool for the study of other subjects. Suggested Reading or Extension Activities

Curriculum Content Half Term 1 (Aug – Oct)

Social behaviours and stance, relationships and cultural identity.

Half Term 2 (Nov – Dec)

Celebrations, social and religious events, national costumes and Arts.

Half Term 3 (Jan – Feb)

Festivals, etiquette and protocols food

Half Term 4 (Feb – Apr)

Energy reserves, food and water and global warning, climate change, natural disasters

Summer Term (Apr – June)

The effect of man on nature

This topic will focus on social behaviours, relationships and cultural identity. By this stage in the course students will learn how to write a description and factual essay and be able to write a formal letter to their pen-pal. Students will be able to discuss with peers and debate on relationships, social behaviours and stance using appropriate persuasive techniques and open to views from different perspectives

Students will learn how to write a description and factual essay of China Town in Chinese. Following on from this students will know how to write a formal letter to their friend inviting him/her to China during the Chinese New Year month. Students will extend and refine their comprehension skills through reading different styles of texts, such as an article about the experience of an exchange student in China, an interview, descriptive and informative articles.

Students will learn and research taboo and festival language of targeted and other cultures, analyze the different perspectives presented and debate their viewpoint in a given dissertation essay and acquire strategies and techniques to deal with an individual oral. Students will also learn how to write an advertising pamphlet and email giving compliments by using appropriate vocabulary and structural knowledge.

Students will learn how to write an argumentative and factual essay of current global issues. Students will know how to write a speech to campaign the global warming and raise the awareness of global issues.

Students will learn and research wider issues in China and global, analyze the different perspectives presented and debate their viewpoint in a given dissertation essay and acquire strategies and techniques to deal with an individual oral. Students will learn how to solve problem by using abstracting and induction reasoning and decisionmaking, discuss strategies that will improve the global issues.

Parents / guardians can help their child by: Useful websites

Ensuring that pupils read and practise writing regularly. https://www.thechairmansbao.com www.ehanzi.com http://www.archchinese.com https://www.youtube.com/watch?v=uc7qd9xPpDY

IB CHINESE B SL (YEAR 13) All Language B courses meet the needs of students with substantial previous knowledge of a second (or foreign) language in Mandarin. The intention is to provide students with the linguistic skills necessary for further study in the language and to promote an understanding of the culture of the countries where the language is spoken as well as to promote the ability to cope with the language demands of day-to-day transactional and social contacts. The course also provides an efficient tool for the study of other subjects. Suggested Reading or Extension Activities

Curriculum Content Half Term 1 (Aug – Oct)

Communication and media Bias in media  Students will learn how to write an argumentative and factual essay on the subject of media. Students will know how to write a speech to campaign and raise the awareness of effects and raise the awareness of various media might have on society and individuals. Students will also learn how to write a pamphlet, debate their viewpoint in a given dissertation essay and acquire strategies and techniques to deal with an individual oral.

Half Term 2 (Nov – Dec)

Science and technology

Half Term 3 (Jan – Feb)

Science and technology

Students will learn how to write an argumentative and factual essay of current global issues, focusing on Science and technology. Students will know how to write a speech to campaign raise the awareness of effects and raise the awareness of impact of information technology might have on society and individuals.

Students will also learn how to write a pamphlet, debate their viewpoint in a given dissertation essay and acquire strategies and techniques to deal with an individual oral.

Examples of homework tasks

Making sentences / Essay writing / Worksheet / Reading text / Making dialogue / Singing Chinese songs

Assessment tasks, methods and frequency Equipment that students need

Mid- and end-of-unit assessments plus final exams.

Parents / guardians can help their child by: Useful websites

Ensuring that pupils read and practise writing regularly.

Basic stiationery and exercise books

Co curricular activities

https://www.thechairmansbao.com www.ehanzi.com http://www.archchinese.com Chinese calligraphy club/ Chinese paper cutting club/ Chinese magazine editing club

Who can I contact?

Head of Mandarin Teachers of Y13 Mandarin

Jenny Liu

EUROPEAN LANGUAGES FRENCH & SPANISH AB INITIO (YEAR 12) In French and Spanish, we aim to foster a love of the language. Through learning French or Spanish, we hope that students will develop skills that will allow them to understand better how languages functions. New cultures are also discovered, putting a purpose to their learning.

Curriculum Content Half Term 1 (Aug – Oct)

Students will have no knowledge of the language or culture so students are encouraged to learn about France/Spain and other Francophone/ Spanish speaking countries. Many aspects of grammar will be covered throughout the term as well as cultural aspects such as greeting etiquette, traditional cuisine, clothing and eating habits and geographical aspects such as where the countries and cities are located and the different areas in town will be studied.

Half Term 2 (Nov – Dec)

Students will have learned how to use the present tense by this point so will look at the past tenses to describe a past holiday. They will also enhance their vocabulary by learning about the weather, accommodation and holiday activities.

Half Term 3 (Jan – Feb)

All aspects of school life will be covered this term as well as learning about the different ‘fêtes’ which take place throughout the year in France/Spain and other speaking countries.

Half Term 4 (Feb – Apr)

To complete the first year of the course, students will look at healthy lifestyles and reflect on their own eating and exercise habits in order to live a healthy life. Their role as young people in society in general will play a big part of this term, including prejudices, rights and friendships using a range of grammatical structures and topical vocabulary.

Summer Term (Apr – June)

To finish, they will look at how shopping has changed over recent years with the introduction of online shopping and the changes to town centers with another look at the wider French/ Spanish speaking world.

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

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

Suggested Reading or Extension Activities Students are encouraged to read various magazines that exists in the European Languages department in order to reinforce what they are learning in class.

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

Regular reading and listening is encouraged through books and movies.

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

EUROPEAN LANGUAGES FRENCH & SPANISH AB INITIO (YEAR 13) In French and Spanish, we aim to foster a love of the language. Through learning French or Spanish, we hope that students will develop skills that will allow them to understand better how languages functions. New cultures are also discovered, putting a purpose to their learning.

Curriculum Content Half Term 1 (Aug – Oct)

Half Term 2 (Nov – Dec)

Half Term 3 (Jan – Feb)

Students will learn about activities that they can do during the holidays. This chapter will also be an opportunity to learn about habits and traditions of the target language’s country. Through the unit of holidays students will be capable of talking about the different places they can stay, weather, transports and travels. A variety of tenses will be covered, especially the past tense.

Suggested Reading or Extension Activities Students are encouraged to read various articles according to the topic being covered in class. Preparation for the Written Assignment and the oral exam is needed.

In the communication and media topic the different genre of media will be looked at and the different support you can have to get the news such as the radio, TV, internet. Social media will be studied and also advertisement. In the section of Education, the education system will be studied and compared to the student’s own country. The idea of having the right to education will be discussed. Future plans are important, what are they planning to do and what career will they go for? This term students will look at the different artistic forms. The importance of reading cinema, theatre, music and the folkloric events will be looked at and compared with their own country. For the world of work section, the different jobs will be looked at with their advantages and disadvantages. For the healthy lifestyle section students will look at what is important for them to do to keep fit, with a focus on the importance of sport, leisure activities, eating, and your sleeping time.

Half Term 4 (Feb – Apr)

This term we will cover the topic of the environment. We will look at global issues how our world is in danger, what we can do to protect the earth. New technologies are going to be looked at and students will be able to see how it changed over the years.

Summer Term (Apr – June)

Students will also get prepared for their IB exams.

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

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

Regular reading and writing tasks need to be done.

Students prepare a 2 minutes description of a picture covering a topic done in class. Students are able to answer various questions. Regular speaking, writing, reading and listening assessments are happening throughout the year. Exercise book/Vocabulary book/ Folder Parents can help by checking that the homework is done. https://quizlet.com languages online https://www.linguascope.com

EUROPEAN LANGUAGES FRENCH AND SPANISH B (YEAR 12) In French and Spanish, we aim to foster a love of the language. Through learning French or Spanish, we hope that students will develop skills that will allow them to understand better how languages functions. New cultures are also discovered, putting a purpose to their learning.

Curriculum Content Half Term 1 (Aug – Oct)

During the first term, these different themes: the change of the role of parents; changing models of family and parenting; attitudes of young people towards other family members; conflicts will be looked at. Characteristics and roles of friends; importance of friends; conflict with friends; friendship compared with love will also be studied. Finally, changing attitudes towards marriage or cohabitation; changing roles within the home; separation and divorce; benefits and drawbacks of staying single will be studied.

Half Term 2 (Nov – Dec)

Students will discuss different types of film and personal preferences towards films. They will also discuss the role of the cinema and trends, including fashion and its influences, changes of images, consumerism, shopping as a leisure activity.

Half Term 3 (Jan – Feb)

This term we will talk about how you and others use the internet, its popularity, giving details about access, frequency and purpose. Students should be able to describe and discuss current and potential risks and dangers of the internet and consider strategies for avoiding the dangers.

Half Term 4 (Feb – Apr)

This part of the course looks at the purpose of advertising and potential advertising techniques.

Summer Term (Apr – June)

For the final component of year 12 students should be able to talk about different types, causes and effect of pollution. This should extend to exploring ways to reduce pollution, discussing individual and collective action that can be taken and finally transport issues related to pollution.

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

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

Regular reading and writing tasks need to be done.

Students prepare a 4 minutes description of a picture covering a topic done in class. Students are able to answer various questions. Regular speaking, writing, reading and listening assessments are happening throughout the year. Exercise book/Vocabulary book/ Folder Parents can help by checking that the homework is done. https://quizlet.com languages online https://www.linguascope.com

EUROPEAN LANGUAGES FRENCH & SPANISH B (YEAR 13) In French and Spanish, we aim to foster a love of the language. Through learning French or Spanish, we hope that students will develop skills that will allow them to understand better how languages functions. New cultures are also discovered, putting a purpose to their learning.

Curriculum Content Half Term For this term the students are going to look at these topics and study/analyse these 1 key questions: (Aug – Where do we find discrimination and what is Positive discrimination? Oct) What are National Stereotypes and how valid are they? The reasons behind stereotypes and the associated consequences that result from them. Finally countries with minorities will be considered.

Half Term 2 (Nov – Dec)

Introduction to the topic of cultural diversity, leading into geographical and historical aspects of a culture including Colonialisme et identity. Finally the course moves towards international culture and being able to define what it is using specific vocabularly.

Half Term 3 (Jan – Feb)

An Introduction to the topic of human rights with a view to assessing the historical and contemporary aspects within it. This will develop into an overview of the organisations dedicated to human rights.

Regular use of the vocabulary web sites is recommended.

This is an area within the curriculum where TOK is embedded into the curriculum, ideas and concepts considered include

Students should make sure that written tasks are reviewed and improved.

•

absolute freedom = anarchy?

•

When is it acceptable to limit one’s freedom for someone else’s?

•

Should there be different privileges to support some specific groups?

•

Why is there a negative terminology in an official text defending an ideal?

Half Term The final term looks at war and peace, with a consideration of the origins and 4 consequences of any war. The course then explores the notion of “is the World (Feb – moving toward international peace”. Within this unit a number of explorative Apr) questions are considered, examples of these include: •

Can we ask for the ultimate sacrifice in the name of peace?

•

What would you do if your country was under war?

•

What would you fight for?

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

Students prepare a 4 minutes description of a picture covering a topic done in class. Students are able to answer various questions. Regular speaking, writing, reading and listening assessments are happening throughout the year. Exercise book/Vocabulary book/ Folder https://quizlet.com languages online https://www.linguascope.com

ECONOMICS (YEAR 12) The IB course in Economics aims to develop intellectual curiosity and independent enquiry about the subject built on the acquisition of strong subject knowledge, application of theory in a variety of relevant contexts and the analysis of arguments from a variety of stakeholder perspectives to reach a supported and justified evaluation of ideas, propositions and concepts.

Curriculum Content Half Term 1 (Aug – Oct)

Half Term 2 (Nov – Dec)

Common to both HL and SL: • Introduction to economics. • Demand, supply, the market mechanism and elasticity. • Government intervention in markets. HL students, in addition, will consider the basic mathematical modelling of demand and supply curves. as well as investigating the market failures associated with asymmetric information and monopoly. Common to both HL and SL: • Market failure – public goods, externalities. • Policies to deal with market failures. HL students, in addition, will consider the market failures associated with asymmetric information and monopoly.

Suggested Reading or Extension Activities Textbook chapters 1, 2 and 3. Regular reading of quality newspaper articles particularly relating to the workings of individual markets such as agriculture, housing or consumer goods. Wheeler Chapters 1 and 2.

Textbook chapters 4 and 5. Regular reading of quality newspaper articles particularly relating to the consumption of tobacco, alcohol and food; education and health services around the world. Wheeler Chapters 3, 4 and 5. Textbook chapters 8 and 9. Regular reading of quality newspaper articles particularly relating to the macroeconomic environment of the country they have chosen to research. Wheeler Chapters 8 and 9.

Half Term 3 (Jan – Feb)

At the start of the term all students will complete an Internal Assessment on a microeconomic topic based on their newspaper reading. HL and SL students will study: • Introduction to macroeconomics and the circular flow of income model. • Calculation of GDP figures and an assessment of the standard of living and quality of life in a country of their choice. • Aggregate demand and supply model of the economy from the perspectives of both the neo-classical and Keynesian viewpoints. All students will be required to independently research a country of their choice from a macroeconomic perspective. HL students will, in addition, study the methods of calculating GDP.

Half Term 4 (Feb – Apr)

Common to both HL and SL: • Continue to investigate the theoretical perspectives on aggregate demand and supply. • Unemployment. • Inflation. Hl students will, in addition, study mathematical calculations relating to unemployment and inflation, whether there is a trade-off between unemployment and inflation and the multiplier.

Textbook chapter 10. Regular reading of quality newspaper articles particularly relating to unemployment and inflation of the chosen country to research. Wheeler chapter 10.

Summer Term (Apr – June)

Common to both HL and SL: • Year-end examinations. • Growth. • Equity. • Demand side solutions to macroeconomic problems. • Supply side solutions to macroeconomic problems. HL students will, in addition, study the mathematical calculations relating to growth and equity.

Textbook chapters 11 and 12. Regular reading of quality newspaper articles particularly relating to growth, equity and policy prescriptions of the chosen country to research.

Over the course of the summer break students will be expected to use their research to write up their macroeconomic analysis of the country they have chosen.

Examples of homework tasks

Data response and essay-based work; investigative work culminating in newspaper articles, research papers and debate topics, poster creation, mind maps and notes taking. HL students may be asked to perform calculation and graphing exercises.

Assessment tasks, methods and frequency

Students will undertake a common assessed piece once per half term (except in the Summer term where the internal examinations will form the common assessed piece). This may take the form of a piece of homework.

Equipment that students need

School provides Economics for the IB Diploma 2nd edition by Ellie Tragakes as the main textbook and a copy of Naked Economics, Undressing the Dismal Science by Charles Wheeler as the reading book. Students will need a highlighter, purple pen for adding comments to their work to demonstrate their progress and a ruler. HL students will, in addition, need a calculator.

Parents / guardians can help their child by:

Ensuring students read widely around the subject on a regular basis; discussing appropriate economic examples, drawn from local general knowledge, with students with a view to encouraging them to come to a supported conclusion and stating reasons. The website of any quality newspaper from around the world, preferably the freely provided ones. The library portal has access to The Economic Review, Short Introduction to Economics and a range of printed books and magazines, including The Economist.

Useful websites

Co curricular activities

Islander and Equilibrium magazines; the 2020 Vision Economics Competition; IFS Student Investor competition; Business CCA, developing a business idea. In addition, the department regularly circulates essay competition titles from a range of organizations outside of school including FOBISA and leading universities around the world. Membership and active participation in the Economics and Business Management Society presenting short presentations on areas of interest to the Society membership.

Who can I contact?

Head of Economics

Raymond Maher

Teachers of Year 12 Economics

Arunima Paliwal Ian Grout Rob Earl Please communicate with the appropriate teacher through the Engage portal.

ECONOMICS (YEAR 13) The IB course in Economics aims to develop intellectual curiosity and independent enquiry about the subject built on the acquisition of strong subject knowledge, application of theory in a variety of relevant contexts and the analysis of arguments from a variety of stakeholder perspectives to reach a supported and justified evaluation of ideas, propositions and concepts.

Half Term 1 (Aug Oct)

–

Curriculum Content

Suggested Reading or Extension Activities

Common to both HL and SL:

Textbook chapters 6 and 7 for HL students and chapters 13 and 14 for SL.

•

All students will complete an Internal Assessment on a macroeconomic topic based on their newspaper reading.

HL students will consider: • • •

Cost structures of firms in the short and long run, revenue curves and profit maximization. Market structures of perfect competition, monopoly, monopolistic competition and oligopoly. Comparisons of the forms of market competition and the regulation of firms.

Regular reading of quality newspaper articles particularly relating to the behavior of firms for HL students and international trade and protectionism for SL students.

SL students will consider: • •

Half Term 2 (Nov Dec)

–

HL students will consider: • •

International trade, protectionism and methods of protectionism. Determination of exchange rates and the implications of changes in exchange rates for business, consumers and the workings of the economy. • Comparison of fixed and floating exchange rates. • The component parts of the Balance of Payments. • Solutions to balance of payments deficits. • Economic integration between countries. • Terms of trade. SL students will consider: • • • •

Half Term 3 (Jan Feb)

–

A comparison of fixed and floating exchange rate regimes. Policies to make countries internationally competitive. Economic integration between countries. Introduction to development economics and measures of development.

Common to both HL and SL students: • •

Internal examinations. All students will complete an Internal Assessment on an International topic based on their newspaper reading. HL students will consider:

Textbook chapters 13, 14 and 15 for HL students and chapters 14, 15 and 16 for SL students. Regular reading of quality newspaper articles particularly relating to international trade for HL students and both international trade and development for SL students. Students will be provided with a copy of Economics in a Nutshell towards the end of the term to help in their individual preparation for the internal examinations.

Textbook chapters 16 and 17 for both HL and SL students. Regular reading of quality newspaper articles on development for both HL and SL students. An appropriate website

• •

is given below.

•

Past paper booklet.

Introduction to development and measures of development. Domestic and international factors responsible for underdevelopment and what policy responses governments have. SL students will consider:

Half Term 4 (Feb Apr)

–

Domestic and international factors responsible for underdevelopment and what policy responses governments have. • How more economically developed countries help those less well off. Common to both HL and SL students: •

An opportunity, only if required, to complete a further Internal assessment as a replacement for a low scoring earlier attempt. HL students will consider: •

Economics in a Nutshell to help with individual revision of relevant topics.

Textbook chapters 16, 17 and 18 for HL students and chapters 17and 18 for SL students. Economics in a Nutshell for guidance on individual topics for revision. Past paper booklet.

•

Whether the governments of developing countries should adopt interventionist or market-based policies. Common to both HL and SL students:

Summer Term (Apr June)

• – •

Revision of topics appropriate to individual student needs using a variety of individually directed revision strategies. Completion of a range of appropriate exam style questions with individual appropriate feedback to students provided.

Both the textbook and Economics in a Nutshell along with a printed booklet of all past papers.

Examples of homework tasks

Assessment tasks, methods and frequency

Students will undertake a common assessed piece once per half term (except in Half Term 3 where the internal examinations will form the common assessed piece). This may take the form of a piece of homework.

Equipment that students need

School provides Economics for the IB Diploma 2nd edition by Ellie Tragakes as the main textbook. A copy of Economics in a Nutshell, also by Ellie Tragakes, will be provided prior to the internal examinations at the start of Term 2. Students will need a highlighter, purple pen for adding comments to their work to demonstrate their progress and a ruler. HL students will, in addition, need a calculator.

Parents / guardians can help their child by:

Useful websites

The website of any quality newspaper from around the world, preferably the freely provided ones. The library portal has access to The Economic Review, Short Introduction to Economics and a range of printed books and magazines, including The Economist., www. allafrica.com is a web portal for access to a range of newspapers in English from Africa.

Co curricular activities

Islander and Equilibrium magazines; the 2020 Vision Economics Competition; IFS Student Investor competition; Business CCA, developing a business idea.

GEOGRAPHY SL (YEAR 12) The aims of the IB geography course are to enable students to develop an understanding of the dynamic interrelationships between people, places, and the environment and understand the need for planning sustainable development through the management of resources. Curriculum Content Half Term 1 (Aug – Oct)

Half Term 2 (Nov – Dec)

Suggested Reading or Extension Activities Read “Geography in Profile” by Danny Dorling and Carl Lee

Read “The Bottom Billion” by Paul Collier

Global climate—vulnerability and resilience • How natural and human processes affect the global energy balance and the impacts on places, societies and environmental systems. Half Term 3 (Jan – Feb)

Global climate—vulnerability and resilience continued • Possibilities for responding to climate change and power over the decision-making process

Explore the Guardian Environment website https://www.theguardian.com/uk/envir onment

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

Global resource consumption and security • How pressure on resources affects the future security of places and the importance and interconnections of food, energy and water security. Global resource consumption and security continued • Understanding resource stewardship and the role the Sustainable Development Goals

Read James Lovelock series of books “Gaia: The Theory of the Living Planet” & “Gaia: A New Look at Life on Earth Compare the Millennium Development Goals and Sustainable Development Goals

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

Case study research, presentation preparation and discursive essays End of unit tests, essays and formative and summative assessments Mock Y12 Exam Basic stationery

Parents / guardians can help their child by: Useful websites

Ensure students to keep to coursework deadline, purchase the online text book, encourage students to keep up to date with the news and apply current affairs to the syllabus Subscription to geographyalltheway http://www.geographyalltheway.com/ib_geography_2019.htm Regularly check the Guardian Environment website – https://www.theguardian.com/uk/environment Conservation Society and MUN

Co curricular activities Who can I contact?

Head of Department

Kate Fowler

GEOGRAPHY SL (YEAR 13) The aims of the IB geography course are to enable students to develop an understanding of the dynamic interrelationships between people, places, and the environment and understand the need for planning sustainable development through the management of resources. Curriculum Content Half Term 1 (Aug – Oct)

Geophysical hazards • Geological processes that result in the hazards of earthquakes, volcanoes and mass movement • How these geophysical hazards affect people in different areas of the world

Half Term 2 (Nov – Dec)

Geophysical Geography • Possibilities of reducing human vulnerability to geophysical hazards Food & Health • Ways of measuring disparities in food and health • How physical and human processes influence food production and consumption, and incidence and spread of disease.

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

Food & Health continued • The power of different stakeholders in relation to influence over diets and health • Future possibilities for sustainable agriculture and improved health Review of key concepts of place, processes, power and possibilities in IB Geography Infographics Review Exam Preparation

Suggested Reading or Extension Activities Research the lives of the volcanologists of Maurice and Katia Kraft

“Climate change will increase people’s vulnerability to geophysical hazards” Research and discuss this statement

Regularly check the BBC Health website http://www.bbc.com/news/health to understand modern issues in health and disease Explore the World Health Organisation website http://www.who.int/en/

Mind map the interconnections of the syllabus in terms of concepts and places studied.

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

Case study research, presentation preparation and discursive essays End of unit tests, essays and formative and summative assessments Mock Y13 Exam Basic stationery

Parents / guardians can help their child by: Useful websites

Co curricular activities Who can I contact?

Head of Department Teachers of Year 13 Geography

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

GEOGRAPHY HL (YEAR 12) The aims of the IB geography course are to enable students to develop an understanding of the dynamic interrelationships between people, places, and the environment and understand the need for planning sustainable development through the management of resources. Curriculum Content Half Term 1 (Aug – Oct)

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

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

Field trip and IA –worth 25% of their final IB geography mark. Introduction to the core concepts and themes of IB Geography Population Change • Understanding distribution of population, economic development and factors that influence population structure Global resource consumption and security • How pressure on resources affects the future security of places and the importance and interconnections of food, energy and water security. Understanding resource stewardship. Global climate—vulnerability and resilience • How natural and human processes affect the global energy balance and the impacts on places, societies and environmental systems. • Possibilities for responding to climate change and power over the decision-making process Oceans and coastal margins • Understanding of the importance of oceans in terms of physical processes, influence on climate, current and potential resources and geopolitical conflict. • Managing the issues of overfishing and ocean pollution Oceans and coastal margins continued • Understanding of the physical characteristics and processes of coastlines, their landforms, potential value and management. • Understanding the coastal eco-systems of coral reefs and mangroves.

Suggested Reading or Extension Activities Read “The Bottom Billion” by Paul Collier Read “Geography in Profie” by Danny Dorling and Carl Lee

Read James Lovelock series of books “Gaia: The Theory of the Living Planet” & “Gaia: A New Look at Life on Earth” Explore the Guardian Environment website https://www.theguardian.com/uk/env ironment

Watch the film “End of the Line – Where have all the fish gone?

Explore the WWF website http://wwf.panda.org/about_our_eart h/blue_planet/coasts/coral_reefs/ http://wwf.panda.org/about_our_eart h/blue_planet/coasts/mangroves/

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

Case study research, presentation preparation and discursive essays End of unit tests, essays and formative and summative assessments Mock Y12 Exam Basic stationery

Parents / guardians can help their child by: Useful websites

Ensure students to keep to coursework deadline, purchase the online text book, encourage students to keep up to date with the news and apply current affairs to the syllabus Subscription to geographyalltheway http://www.geographyalltheway.com/ib_geography_2019.htm Regulkarly check the Guardian Environment website – https://www.theguardian.com/uk/environment Conservation Socirty and MUN

Co curricular activities Who can I contact?

Head of Department Teachers of Year 12 Geography

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

GEOGRAPHY HL (YEAR 13) The aims of the IB geography course are to enable students to develop an understanding of the dynamic interrelationships between people, places, and the environment and understand the need for planning sustainable development through the management of resources. Curriculum Content Half Term 1 (Aug – Oct)

Half Term 2 (Nov – Dec)

Half Term 3 (Jan – Feb)

Geophysical hazards • Geological processes that result in the hazards of earthquakes, volcanoes and mass movement • How these geophysical hazards affect people in different areas of the world and the possibilities of reducing human vulnerability to geophysical hazards. Power, places and networks • How global power and influence varies spatially • How different places become interconnected by global interactions Human development and diversity • Ways of supporting the processes of human development • How global interactions bring cultural changes to places • Anti globalisation Global risks and resilience • How globalization processes create new geopolitical, economic and environmental risks to people and places • New and emerging possibilities for managing global risks Food Health • Ways of measuring disparities in food and health • How physical and human processes influence food production and consumption, and the incidence and spread of disease.

Half Term 4 (Feb – Apr)

Food Health • The power of different stakeholders in relation to influence over diets and health • Future possibilities for sustainable agriculture and improved health

Summer Term (Apr – June)

Exam preparation

Suggested Reading or Extension Activities Research the lives of the volcanologist of Maurice and Katia Kraft “Climate change will increase people’s vulnerability to geophysical hazards” Research and discuss this statement Keep up to date with global politics and the global economy – subscribe to “The Economist” and “The Week”

Read “Who Rules the World?” Noam Chomsky

Regularly check the BBC Health website http://www.bbc.com/news/health to understand modern issues in health and disease Explore the World Health Organisation website http://www.who.int/en/

Mind map the interconnections of the syllabus in terms of concepts and places studied.

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

Case study research, presentation preparation and discursive essays End of unit tests, essays and formative and summative assessments Mock Y13 Exam Basic stationery

Parents / guardians can help their child by: Useful websites

Ensure students use key revision questions to focus their revision, purchase the online text book and keep up to date with the news and apply current affairs to the syllabus Subscription to geographyalltheway http://www.geographyalltheway.com/ib_geography_2019.htm Regularly check the Guardian Environment website – https://www.theguardian.com/uk/environment Conservation Society and MUN

Co curricular activities

PHILOSOPHY (YEAR 12) The IB course in Philosophy aims to build independent enquiry, intellectual curiosity, analytical thinking and argumentative skills, and robust knowledge of competing philosophical ideas to enable students to consider a variety of viewpoints in formulating a critical analysis and evaluation of philosophical problems.

Curriculum Content Half Term 1 (Aug – Oct)

Half Term 2 (Nov – Dec)

Half Term 3 (Jan – Feb)

Half Term 4 (Feb – Apr)

Summer Term (Apr – June)

•

All students will be introduced to critical reasoning and argumentation skills. • Students learn what is an argument is and complete analysis of different types of claims found in arguments. • Students learn how to construct logically structured and convincing arguments. In addition, HL students will: • Study the Philosophy of Religion. • Examination of the nature of God. There will be one timed assessment. • All students will study the Core Theme enquiry question: what does it mean to be human? • They will study the philosophical issues of: Human Nature, Mind and Body, and Personhood. In addition, HL students will: • Continue their study of the Philosophy of Religion. • Study arguments for and against God’s existence. There will be one timed assessment. •

All students will continue their study of the Core Theme enquiry question. They will examine the philosophical issue of Identity. In addition, HL students will: • Continue their study of the Philosophy of Religion. • Examine the issues arising from a philosophical analysis of religious language. There will be one timed assessment. • All students will complete their study of the Core Theme enquiry question. They will examine the philosophical issues of the Self and the Other and Freedom. In addition, HL students will: • Continue their study of the Philosophy of Religion. • Examine the issues arising from a philosophical analysis of religious language. There will be one timed assessment. All students will complete the Summer examination at the start of the term. • All students will begin an in-depth study of Plato’s Republic. • They will read the text and examine the issues raised such as the nature of justice and the nature of reality and knowledge. • All students will begin work on their Internal Assessment. They will choose a non-philosophical stimulus with which to apply the philosophy they have learnt. In addition, HL students will: • Complete their study of the Philosophy of Religion. • Examine the issues arising from a philosophical analysis of religious experience and behavior.

Suggested Reading or Extension Activities HL/SL • Finn, J. et al The Philosophy Skills Book HL only • Davies, B. The Philosophy of Religion • Dawkins, R. The God Delusion

HL/SL • •

Descartes, R. Meditations Flynn, T. Existentialism: A Very Short Introduction

HL only • Talliaferro, C. (ed.) A Companion to Philosophy of Religion HL/SL • Parfit, D. Reasons and Persons HL only • Ayer, A.J. Language, Truth and Logic

HL/SL •

de Beauvoir, S. The Second Sex

HL only • Mitchell, B. (ed.) The Philosophy of Religion HL/SL •

Sandel, M. Justice

HL only • James, W. The Will to Believe

Examples of homework tasks

Essays, preparation for discussions, reading of philosophical texts, note taking and formulating questions, considering the relevance of a wide range of media to philosophical problems and enquiries.

Assessment tasks, methods and frequency Equipment that students need

One written assessment per half term and end of year examinations. The assessments may take the form of a homework assignment. All equipment is provided by the school.

Parents / guardians can help their child by:

Useful websites

Co curricular activities

Who can I contact?

Discussion of the issues raised in class with their son or daughter. They can ask them to explain the concepts, ideas, and questions they have learnt about in class and should offer their own views about them to begin a discussion. Parents should also encourage their son or daughter to be upto-date with current affairs and to watch/read news stories with them in order to discuss the issues raised. http://closertotruth.com Contains a series of video interviews with contemporary philosophers who are currently working on all of the inquiry questions studied during the IB course. http://www.bbc.co.uk/programmes/articles/3vVjcY47k2p5Wsnj3ZFHV5W/a-history-of-ideas Contains a series of brief and informative videos, which introduce the main areas of philosophy and their accompanying questions. https://essentialthinking.wordpress.com/ Contains information and exercises for students to complete. These lessons teach students critical thinking skills as well as how to read a philosophical text. There is an established and active Philosophy Society. The department encourages participation in a range of external essay competitions. Head of Philosophy

Thom Carter-Stead Please contact staff through the Engage portal.

PHILOSOPHY (YEAR 13) The IB course in Philosophy aims to build independent enquiry, intellectual curiosity, analytical thinking and argumentative skills, and robust knowledge of competing philosophical ideas to enable students to consider a variety of viewpoints in formulating a critical analysis and evaluation of philosophical problems. Curriculum Content Half Term 1 (Aug – Oct)

Half Term 2 (Nov – Dec)

Half Term 3 (Jan – Feb)

Half Term 4 (Feb – Apr)

Summer Term (Apr – June)

•

All students will conclude their study of Plato’s Republic focusing on writing effective examination responses. • All students will have an opportunity to write a second Internal Assessment focusing on applying the philosophy they have learnt to a wider range of stimuli. In addition, HL students will: • Begin to prepare for the Nature of Philosophical Activity examination paper. There will be one timed assessment. •

All students will begin their study of Ethics. Students will learn about and analyse normative ethical theories. In addition, HL students will: • Prepare for the Nature of Philosophical Activity exam paper by comparing their own experience of philosophical activity with the views of various philosophers. The Internal Assessment will finish in this half-term. There will be one timed assessment. •

All students will complete a mock examination at the start of the term. • All students will continue their study of Ethics and complete an investigation into meta-ethical issues and the meaning of ethical language. In addition, HL students will: • Prepare for the Nature of Philosophical Activity examination paper by learning how to respond to an unseen text extract. •

All students will complete their study of Ethics by examining issues from Applied Ethics. They will study the issues of killing and abortion. They will examine the issue of how to distribute wealth. In addition, HL students will: • Complete their preparation for the Nature of Philosophical Activity examination paper by responding to past examination papers under timed conditions. •

All students will revise topics relevant to their individual needs and complete the IB externally set and marked examination.

Suggested Reading or Extension Activities HL/SL • Annas, J. An Introduction to Plato’s Republic HL only • Craig, E. Philosophy: A Very Short Introduction

HL/SL •

Mill, J.S. Utilitarianism

HL only • Russell, B. The Problems of Philosophy

HL/SL •

Nietzsche, F. Genealogy of Morals

HL only • Wittgenstein, L. Philosophical Investigations HL/SL •

Singer, P. Practical Ethics

HL only • Baggini, J. and Fosl, P.S. The Philosopher’s Toolkit

Examples of homework tasks

Essays, preparation for discussions, reading of philosophical texts, note taking and formulating questions, considering the relevance of a wide range of media to philosophical problems and enquiries.

Assessment tasks, methods and frequency Equipment that students need

One written assessment per half term and end of year examinations. The assessments may take the form of a homework assignment. All equipment is provided by the school.

Parents / guardians can help their child by:

Useful websites

Co curricular activities

Who can I contact?

Thom Carter-Stead Please contact staff through the Engage portal.

PSYCHOLOGY (YEAR 12) The IB course in Psychology aims to develop an awareness of how research findings can be applied to better understand human behaviour and how ethical practices are upheld in psychological inquiry.

Half Term 1 (Aug Oct)

–

Curriculum Content

Suggested Reading or Extension Activities

All students will begin Psychology with an Introduction unit. The primary purpose of this unit is to introduce psychology as a subject and to provide students with the relevant schematic framework with which they will be able to think more critically about research we encounter in the course.

HL/SL ●

There will be one in class assessment. The test will compose of four parts: A. B. C. D.

Key terms Short answer questions Identifying parts of an experiment Designing an experiment

●

All students will then move onto our first Themantic Unit Criminology. This unit is designed to introduce students to the study of psychology by investigating a range of factors that may explain criminal behaviour starting with biological approach.

Assessment: Practice Short Answer Response (SAR): Question: Explain how damage to the brain can influence behaviour. Take Home SAR Students will be given one SAR to work on over time and submit a 200 – 400 word response. Question: Explain how one hormone influences behaviour. In addition, HL Students will study: The value of animal models in psychology research and whether animal research can provide insight into human behaviour. This topic is designed to reinforce and build on learning from the Criminology unit and focuses on how studies on animals have deepened our understanding of the relationships between biological variables and human behaviour.

Half Term 2 (Nov Dec)

–

All students will continue with the Criminology Unit. In particular we focus on impulsive, reactive aggression and violent crime and we introduce other key factors in understanding behaviour, such as models of thinking, and sociocultural influences. They will have 35 minutes to complete their answer to the question in 200 – 400 words. Chosen Question: Explain how neurotransmission can influence human behaviour. Take Home- Extended Response Essay Students will write an essay (about 900 words) addressing this question: To what extent does genetics influence human behaviour? In addition, HL Students will study:

50 Psychology Classics: Who We Are, How We Think, What We Do: Insight and Inspiration from 50 Key Books by Tom Butler-Bowdon.

HL only ●

Watch The Century of the Self -(3 hours)

HL/SL ●

Phineas Gage case study

HL only ●

Kandel’s research on neuroplasticity in learning with Aplysia

●

Minute Earth “Epigenetics: why inheritance is weirder than we thought”

HL/SL ●

The Role of testosterone in Social Interactions by Eisenegger, Haushofer and Fehr

HL only ● ●

Edward taub - “The Silver Spring Monkeys” Lesli Bisgould - TED talk “Our relationship with other animals”

Ethical considerations in animal research - evaluating ethical considerations and other limitations of research.

Half Term 3 (Jan Feb)

–

All students will begin the unit Social influence Part 1. Part I focuses mainly on sociocultural topics and how social variables influence behaviour, with a particular emphasis on explaining inter-group conflicts, including prejudice and discrimination.

HL/SL

Assessment

HL only

Practice SAR on effects of cultural dimensions SAR Test: 2 x SARs (Explain effect of acculturation and explain effect of enculturation) Practice Essay (Paper Two): An essay based on one of the topics from the Human Relationships topic “Discuss research related to prejudice and discrimination.” Project: students find an example of a real-life inter-group conflict and use research from this unit to explain the conflict and ideas for how it could be resolved.

●

Asch’s famous studies

Lyons-Padilla (2015) Relationships between acculturation strategies, identity and extremism.

In addition, HL students will study: Globalisation and Behaviour. In this topic themes from Social Influence are integrated in an in-depth exploration of the relationships between globalisation, immigration, acculturation, marginalisation, discrimination, religious extremism and conflict. Half Term 4 (Feb Apr)

–

All students will continue with the unit Social influence Part 2. This unit focuses on how social factors can influence cognition (e.g. schema and memory) and behaviour (bystanderism and prosocial behaviour). This unit prepares students for the “Social Responsibility” topic in Human Relationships, as well as other social and cognitive approach topics. Assessment Short Answer Response Test: Students are given one SAR and have 30 minutes to write a response. The question will be: Explain one study related to (one of the following): Schema theory One bias in thinking or decision making Reconstructive memory Stereotypes

HL/SL ●

Bartlett (1932) “War of the Ghosts”

HL only ●

Ionica Smeets “The danger of mixing up causality and correlation”

Project: Students research a real life example of one of the concepts we’ve studied (false memories, bystanderism, prosocial behaviour, etc.) and apply studies and theories to explain it. In addition, HL students will study: Globalisation Research Methods. This focuses on the ethical and practical limitations of the experimental methods and analysis of the use of correlational research in Global studies. Summer Term (Apr

All students will undertake their Psychology IA, a group experiment, written as a report. –

HL/SL ●

Internal Assessment chapter

June)

SL Internal Assessment The Standard Level Internal Assessment consists of replicating an existing (published) simple experiment (meaning one independent variable and one dependent variable), then writing a report between 1000 and 1500 words describing your study, your results, and possible conclusions that can be drawn, along with comparison to the original study you have replicated.

HL only â&#x2014;?

Inferential statistics chapter

HL Internal Assessment For the higher level assessment, the internal assessment also consists of a simple experimental study, with the same general guidelines. There are a few differences for the HL report. The report for HL is longer (1500-2000 words) and it requires more detailed explanations of your hypothesis and null hypothesis, and it also has more more detailed requirements for the results sections (use of inferential statistics and implications for your hypotheses). All students will revise topics relevant to their individual needs and complete the internally set and marked examination.

Parents / guardians can help their child by:

Discussion of the issues raised in class with their son or daughter. They can ask them to explain the concepts, research, and theories they have learnt about in class and should offer their own views about them to begin a discussion. They can also encourages their child to watch/read about current affairs and apply their new knowledge.

Useful websites

https://allpsych.com/ AllPsych is one of the largest and most comprehensive psychology websites, referenced by hundreds of colleges and universities around the world. https://www.intropsych.com/index.html A very complete online textbook. http://www.apa.org/topics/index.aspx American Psychological Association website Discovering Psychology This is the companion site for a telecourse with Dr. Zimbardo. and vocabulary.

It has helpful notes, interviews,

Co curricular activities

Students are engaged in planning and establishing a Psychology Society.

Who can I contact?

Head of Psychology

Tania Foley - Please contact staff through the Engage portal.

GLOBAL POLITICS SL & HL (YEAR 12) “Anyone who says that they are not interested in politics is like a drowning man who says he is not interested in water” – Mahatma Gandhi

Curriculum Content Half Term 1 (Aug – Oct) Half Term 2 (Nov – Dec) Half Term 3 (Jan – Feb) Half Term 4 (Feb – Apr)

Summer Term (Apr – June)

Foundations Unit: Power, Sovereignty & International Relations Students investigate what we mean by power, find out who wields it, and decide whether it means the same thing in all contexts. 2 x additional periods per week for HL students who will work towards their HL Extension presentations Foundations Unit: Power, Sovereignty & International Relations Students develop their understanding of power and try to place it in the global contest of sovereign nations and aggressive non-state actors.

Suggested Reading or Extension Activities Refer to the department website for extension materials that accompany individual lessons. Review articles in Foreign Affairs, TED Talks, aeon.co and magazines such as the Economist. Excellent podcasts are available from Politics Squared and the BBC.

2 x additional periods per week for HL students who will work towards their HL Extension presentations Engagement Activity Students are given lesson time to complete the first round of research into their Engagement Activity. 2 x additional periods per week for HL students who will work towards their HL Extension presentations Unit 2 Human Rights Students are introduced to the theory and practice of the inter-subjective concept of Human Rights as it exists in the global system. They will investigate and analyse a range of case studies in order to explore and develop their understanding. 2 x additional periods per week for HL students who will work towards their HL Extension presentations Unit 2 Human Rights continued Engagement Activity 2 x additional periods per week for HL students who will work towards their HL Extension presentations

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

Research, reading, extended writing, essay preparation, podcast creation, forum posting There will be one formal summative assessment per unit that will be standardized across the year group (based on the IB Paper 1 / Paper 2 assessment types). Teachers will additionally give regular formative feedback to promote student progress. IB Textbooks provided by the school. Regular computer use.

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

By discussing the topics being studied at home and ensuring that students read widely, discuss current affairs and make connections to their studies. nlcsjejuhistorian.com, aeon.co, youtube documentaries, library databases Historical Fiction Reading Cirlce, Prize-winning Historians, Senior-Junior School Historical Society

Who can I contact?

Head of History Teachers of Year 12SL & HL Glo Pol

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

HISTORY SL& HL (YEAR 12) History is a dynamic, contested evidence-based discipline that involves an exciting engagement with the past. It is a rigorous intellectual discipline, focused around key historical concepts such as change, causation and significance. Year 12 students will be beginning the first year of the IB History course.

Curriculum Content Half Term 1 (Aug – Oct)

The Rise to Power of Hitler Students will examine and analyse the narrative of Hitler’s journey to become the Fuhrer of Germany. They will analyse the sequence of events thematically and consider whether their conclusions can be applied to other contexts.

Half Term 2 (Nov – Dec)

Hitler’s Germany: The Consolidation and Maintenance of Power Students will investigate how Hitler managed to stay in power for so long, despite the catastrophic changes he brought to Germany.

Half Term 3 (Jan – Feb)

Hitler’s Germany: Domestic Policies Students will evaluate the extent of change Hitler brought to everyday life in Germany. They will also make historical judgments on the relative successes and failures of his policies.

Half Term 4 (Feb – Apr)

The Move to Global War: Case Study Europe Students will use primary and secondary sources to analyse the reasons for the outbreak of World War II. The role of both Mussolini, Hitler and the international community will be considered.

Summer Term (Apr – June)

Internal Assessment Students complete the Internal Assessment. This is a 2,200 independent historical research assignment that will be submitted to the IB and is worth 25% of the final grade.

The Origins of the Cold War Students will begin to consider the historiographical debate about the origins of the Cold War

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

Research, reading, extended writing, essay preparation, podcast creation, forum posting There will be one formal summative assessment per unit that will be standardized across the year group (based on the IB Paper 1 and / or Paper 2 assessment types). Teachers will additionally give regular formative feedback to promote student progress. IB Textbooks provided by the school. Regular computer use.

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

By discussing the topics being studied at home and ensuring that students read widely, discuss current affairs and make connections to their studies. nlcsjejuhistorian.com, activehistory.co.uk, youtube documentaries, library databases Historical Fiction Reading Circle, Prize-winning Historians, Senior-Junior School Historical Society

Who can I contact?

Head of History Teachers of Year 12SL History

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

HISTORY HL (YEAR 13) History is a dynamic, contested evidence-based discipline that involves an exciting engagement with the past. It is a rigorous intellectual discipline, focused around key historical concepts such as change, causation and significance. Year 13 students will be beginning the first year of the IB History course.

Curriculum Content Half Term 1 (Aug – Oct)

The Origins of the Cold War Students will analyse the historiography of the Cold War The Development of the Cold War Students will examine key developments in the progression of the Cold War such as Peaceful Co-existence, Détente, the Sino-Soviet Split, as well as various flash points.

Castro’s Cuba: Power Half Term 2 (Nov – Dec)

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

The End of the Cold War Students will analyse and investigate the reasons for the end of the Cold War, assigning responsibility to one or more stakeholders. The Cold War and the Americas Students examine the Cold War through the perspective of the Americas with a focus on its impact on hemispheric relations. The Cold War and the Americas Students examine the Cold War through the perspective of the Americas with a focus on its impact on hemispheric relations. The Cold War and the Americas (Continued) The Move to Global War: Case Study Japan Revision Revision

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

Research, reading, extended writing, essay preparation, podcast creation, forum posting There will be one formal summative assessment per unit that will be standardized across the year group (based on the IB Paper 1 / Paper 2 / Paper 3 assessment types). Teachers will additionally give regular formative feedback to promote student progress. IB Textbooks provided by the school. Regular computer use.

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

By discussing the topics being studied at home and ensuring that students read widely, discuss current affairs and make connections to their studies. nlcsjejuhistorian.com, activehistory.co.uk, youtube documentaries, library databases Historical Fiction Reading Circle, Prize-winning Historians, Senior-Junior School Historical Society

Who can I contact?

Head of History Teachers of Year 13HL History

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

HISTORY SL (YEAR 13) History is a dynamic, contested evidence-based discipline that involves an exciting engagement with the past. It is a rigorous intellectual discipline, focused around key historical concepts such as change, causation and significance. Year 13 students will be beginning the first year of the IB History course.

Curriculum Content Half Term 1 (Aug – Oct)

Half Term 2 (Nov – Dec)

The Development of the Cold War Students will examine key developments in the progression of the Cold War such as Peaceful Co-existence, Détente, the Sino-Soviet Split, as well as various flash points. Castro’s Cuba: The Consolidation and Maintenance of Power In order to form a comparative study with Nazi Germany, students will investigate and analyse the key features of Castro’s rule in Cuba. The End of the Cold War Students will analyse and investigate the reasons for the end of the Cold War, assigning responsibility to one or more stakeholders.

Half Term 3 (Jan – Feb)

The Move to Global War: Case Study Japan Students will use primary and secondary sources to analyse the reasons for the outbreak of World War II. The role of both the Japanese leadership and the international community will be considered.

Half Term 4 (Feb – Apr)

The Move to Global War: Case Study Japan (Continued)

Summer Term (Apr – June)

Revision

Examples of homework tasks Assessment tasks, methods and frequency

Suggested Reading or Extension Activities Refer to the department website for extension materials that accompany individual lessons. Review articles in History Today and the Philip Allen archive (school subscription). Excellent podcasts are available from History Hits and the BBC. Refer to the department website for extension materials that accompany individual lessons. Review articles in History Today and the Philip Allen archive (school subscription). Excellent podcasts are available from History Hits and the BBC. Refer to the department website for extension materials that accompany individual lessons. Review articles in History Today and the Philip Allen archive (school subscription). Excellent podcasts are available from History Hits and the BBC. Refer to the department website for extension materials that accompany individual lessons. Review articles in History Today and the Philip Allen archive (school subscription). Excellent podcasts are available from History Hits and the BBC. Refer to the department website for extension materials that accompany individual lessons. Review articles in History Today and the Philip Allen archive (school subscription). Excellent podcasts are available from History Hits and the BBC.

Equipment that students need

Research, reading, extended writing, essay preparation, podcast creation, forum posting There will be one formal summative assessment per unit that will be standardized across the year group (based on the IB Paper 1 and / or Paper 2 assessment types). Teachers will additionally give regular formative feedback to promote student progress. IB Textbooks provided by the school. Regular computer use.

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

By discussing the topics being studied at home and ensuring that students read widely, discuss current affairs and make connections to their studies. nlcsjejuhistorian.com, activehistory.co.uk, youtube documentaries, library databases Historical Fiction Reading Circle, Prize-winning Historians, Senior-Junior School Historical Society

Who can I contact?

Head of History Teachers of Year 13SL History

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

PHYSICS – YEAR 12 IB physics demands a great deal of work from students. Memorising and describing physical relationships is important, but the greatest skill is in carrying out experimental work carefully, recording it accurately, and evaluating the results critically. Students practise organising and conducting their own investigations. Curriculum Content Half Term 1 (Aug – Oct)

Half Term 2 (Nov – Dec)

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

Summer Term (Apr – June)

(HL and SL) Measurement and uncertainty. Recording and analysing the uncertainty of any experimental measurement. Calculations and graphical techniques. SI units and prefixes. (HL and SL) Mechanics. Kinematics and dynamics, including momentum. Vector techniques & free-body diagrams, Newton’s Laws. Energy, work and power. (HL) Thermal physics. The kinetic model, internal energy, specific heats. Ideal gases compared to real gases, the equation of state. Waves. Simple harmonic motion, travelling waves, superposition, polarisation, double-slit interference, standing waves. (SL) Mechanics (final topics), Thermal physics (initial topics). (HL) Electricity & magnetism. Charge and electric fields, Coulomb’s Law, basic DC circuits, internal resistance, the magnetic effect of currents. (SL) Thermal physics (final topics), Waves. (HL) Circular motion & gravitation. Centripetal force, Newton’s Law of Gravitation, gravitational field strength. Focus on Internal Assessment. IA criteria are emphasised throughout the course; this term students have the opportunity to complete a full report in the style required next year for submission. (HL) Atomic, nuclear & particle physics. Quantisation of energy, radioactivity and nuclear reactions, the Standard Model of particles and forces. (SL) Circular motion & gravitation.

Examples of homework tasks

Suggested Reading or Extension Activities ‘Higher Level Physics for the IB Diploma’ (Chris Hamper) 2nd edition, is the standard text, available in classrooms and electronically. It is good for the entire course. ‘Structures: Or Why Things Don’t Fall Down’ is recommended for budding engineers.

AC circuits are not covered in this course, but students interested in electronics should start to read about capacitors, inductors and oscillating circuits. Students who enjoy this topic are recommended to read more about the structure of the universe and consider the Astrophysics option next year.

Short master-classes available on the World Science U website are recommended for students interested in fundamental particle physics.

Equipment that students need

Completion of written laboratory practicals focusing on development of key internalassessment skills, completion of set questions to be discussed in class in tutorial format, preparation of research-based presentations to whole class. End-of-topic tests; also smaller sub-topic tests. Students also regularly have practical work to write up; this will sometimes be assessed according to internal-assessment criteria. Scientific calculator, laptop with word-processing and spreadsheet software

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

Keeping an eye on deadlines; encouraging wider reading of physics in English – especially for students considering the most competitive universities. www.thinkib.net/physics, PhET, Khan Academy, Hyperphysics Physics Society, COSMOS, Engineering Society

Assessment tasks, methods and frequency

Teachers of physics at Year 12

Mr G Cranwell, Dr S Davis, Mr B Jogi, Mr P Scargill, Mr P Scott.

PHYSICS – YEAR 13 The main part of the course is concluded by the end of the autumn term. The IA must also be completed during that term. After the mock exams, students study one of four ‘option’ topics – this is usually chosen by the teacher, but at the discretion of the class teacher and the head of department a student may be given a choice. Students are then supported and guided in their revision and preparation for the examinations.

Curriculum Content Half Term 1 (Aug – Oct)

(HL) Wave phenomena. Simple harmonic motion, single-slit diffraction, interference, resolution of two sources, Doppler effect. Fields. Describing & representing fields, field lines & equipotentials, potential energy, orbits & satellites. Electromagnetic induction (initial topics). Magnetic flux, Faraday’s & Lenz’s laws. (SL) Atomic, nuclear & particle physics. Quantisation of energy, radioactivity and nuclear reactions, the Standard Model of particles and forces.

Half Term 2 (Nov – Dec)

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

(HL & SL) Internal assessment (final). Some class time is given to planning and research, and to data-collection. Writing the report is then done outside class: the first draft should be completed by half-term. (HL) Electromagnetic induction (final topics). AC and power generation, transformers, rectification; capacitance, RC circuits. Quantum & nuclear physics. Photoelectric effect, wave-particle duality, Bohr model, wavefunctions, uncertainty principle; Rutherford scattering, radioactive decay & the decay constant. (SL) Energy production. Energy resources, generation of electricity by renewable and non-renewable means, thermal energy transfer, Earth’s energy balance. (HL & SL) Option. Following the mock exam, students analyse their weak topics to guide their own revision between now and the exams. The ‘option’ content is then taught – the published options are relativity, engineering, imaging and astrophysics; most students will be guided by their class teacher – see above. (HL & SL) Option; revision. The final sections of the option are taught; and guided revision of the entire course is begun. This includes: effective use of the data booklet; recall of technical definitions and jargon; keyword identification; graphical work; and identification of individual students’ own weak points to focus on through study of past papers. (HL & SL) Final revision. Individualised support to students according to their needs.

Examples of homework tasks

Suggested Reading or Extension Activities ‘Higher Level Physics for the IB Diploma’ (Chris Hamper) 2nd edition, is the standard text, available in classrooms and electronically. It is good for the entire course. Students must complete adequate background research, going beyond the syllabus, for their IAs.

Rutherford’s original research paper analysing his famous experiment is accessible by keen students. Quantum theory’s oddness is addressed by dozens of books in the Library including ‘Six Easy Pieces’ (R.P. Feynman), ‘Quantum Theory’ (Very Short Introduction series) and ‘The Quantum Universe’ (Cox & Forshaw). Depending on the option followed, resources are provided in class. Students are encouraged to read around the topic, but not to spend much time going far off syllabus at this stage.

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

End-of-topic tests; also smaller sub-topic tests. Students also regularly have practical work to write up; this will sometimes be assessed according to internal-assessment criteria. The final IA is due in November. Scientific calculator, laptop with word-processing and spreadsheet software Keeping an eye on deadlines; encouraging wider reading of physics in English â&#x20AC;&#x201C; especially for students considering the most competitive universities. Ensure students make timetables for their revision in the spring. www.thinkib.net/physics, PhET, Khan Academy, Hyperphysics Physics Society, COSMOS, Engineering Society Head of Physics Teachers of physics at Year 13

Mr N Gillings Dr S Davis, Mr B Jogi, Dr R Levett.

CHEMISTRY (YEAR 12) The Chemistry department seeks to create Chemists that are passionate, knowledgeable about their subject and have excellent research and experimental skills. Our aim is to not only embed key concepts and skills, but also produce students that can apply their knowledge to unfamiliar situations and the world around them. Suggested Reading or Extension Activities

Curriculum Content Half Term 1 (Aug – Oct)

Half Term 2 (Nov – Dec)

Half Term 3 (Jan – Feb)

Half Term 4 (Feb – Apr)

Summer Term (Apr – June)

Unit 2: Atomic structure – structure of the atom, electronic configuration, the quantized nature of energy transitions. Unit 3: Periodicity – arrangement of elements in the periodic table are related to electron configuration, explain the trends in physical and chemical properties, characteristic properties of transition elements, d-orbital splitting and colour. Unit 4: Bonding – Nature of ionic, covalent and metallic bonding, Use Lewis structures and VESPR theory to predict the shape of molecules, deduce physical properties from bonding, hybridization. Unit 1: Stoichiometry – the relationship between physical and chemical properties and the way that atoms combine, the mole, calculations involving moles. Unit 11: Error processing - Understand that measurement has a limit of precision and accuracy. To determine error in measurements and calculations.

Unit 5: Energetics – Chemical and energy change, measuring energy changes, Hess Law and enthalpy change calculations, entropy. Practice IA – Student complete a practice IA. This involves research, practical work and a full write up. This work is graded and given back to the student with formative feedback. Unit 6: Kinetics – Collision theory, measuring rates of reaction experimentally, the rate expression, rate mechanisms and activation energy. Unit 7: Equilibrium – dynamic equilibrium in physical and chemical systems, applying Le Chaterlier’s principle, using the equilibrium constant Kc. Unit 8: Acids and Bases – Theories of acids and bases, properties of acids and bases, the pH scale, measuring pH, pH curves, buffers.

Pearson IB Chem textbook chapter 2,3,4 Youtube – excellent tutorials on many key concepts and skills. Videos are shared via googleclassroom Create a mindmap of bonding types Extension for reading: Why chemical reactions happen – PeterWothers and James Keeler Pearson IB Chem textbook chapter 1,11 Extension questions on mole calculations. Available through googleclassroom. Youtube – excellent tutorials on many key concepts and skills. Videos are shared via googleclassroom Extension for reading: The disappearing spoon… - Sam Keen Pearson IB Chem textbook chapter 5 Extension for reading: General Chemistry – Linus Pauling

Pearson IB Chem textbook chapter 6,7 Extension for reading: A cultural history of elements from Arsenic to Zinc. - Hugh Aldersey-Williams

Pearson IB Chem textbook chapter 8 Youtube – excellent tutorials on many key concepts and skills. Videos are shared via googleclassroom

Examples of homework tasks

Questions to test application of skills; lab reports; past paper questions; reading and note taking; preparation of presentations.

Assessment tasks, methods and frequency

End of topic tests – 40 mark examination containing selected multiple choice and extended answer questions. One test per topic studied. Uniform assessments – include lab reports, literacy tasks. One per topic set as homework. Practice IA – To be completed once in year 12. End of year examination taken at start of Summer term – Multiple choice paper and Extended answer paper. Contains questions on all topics studied during year.

Useful websites

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

CHEMISTRY (YEAR 13) The Chemistry department seeks to create Chemists that are passionate, knowledgeable about their subject with excellent research and experimental skills. Our aim is to not only embed key concepts and skills, but produce students that can apply their knowledge to unfamiliar situations and the real world. Curriculum Content Half Term 1 (Aug – Oct)

Unit 9: Oxidation and reduction – Definitions, electrochemical cells, standard hydrogen electrode (SHE), calculations of cell potentials using standard electrode potentials, electrolysis of solutions of salts, free energy, calculations for electrolysis, and electroplating. Internal assessment – Student complete assessed experimental work that will be externally moderated. This counts for 20% of their grade.

Half Term 2 (Nov – Dec)

Unit 10: Organic Chemistry – Chemistry and reactions of the following functional groups: alkanes, alkenes, alkynes, halogenoalkanes, alcohols, ethers, aldehydes, ketones, esters, carboxylic acids, amines, amides, nitriles and arenes. Electrophilic addition reactions and Markovnikov’s rule. Electrophilic substitution reactions. Nucleophilic substitution reactions. Free radical halogenation.

Suggested Reading or Extension Activities Pearson IB Chem textbook chapter 8 and 9. Carry out titrations for acids and bases and redox chemistry. Extension work including questions, video tutorials will be shared with students. Pearson IB Chem textbook chapter 10 and 11.3. Extension work including questions, video tutorials will be shared with students.

Unit 11.3 Analysis – Spectroscopic identification of organic compounds: Mass spectroscopy (MS), proton nuclear magnetic resonance (NMR), Infra red spectroscopy (IR). The electromagnetic spectrum. Half Term 3 (Jan – Feb)

Exams – Students will sit mock examinations that cover the whole course content for IB from the start of year 12.

Students will be given selected extension work for the option studied.

Option – Students will study one option of the four possible options available. Option choices are confirmed after Christmas and separate syllabus breakdowns issued at that time. Half Term 4 (Feb – Apr) Summer Term

Revision – Students will complete revision work to prepare them for the final examinations. Examinations – Students complete their IB examinations.

Examples of homework tasks Assessment tasks, methods and frequency

Parents / guardians can help their child by: Useful websites

Exams.

Questions to test application of skills; lab reports; past paper questions; reading and note taking; preparation of presentations. End of topic tests – 40 mark examination containing selected multiple choice and extended answer questions. One test per topic studied. Uniform assessments – include lab reports, literacy tasks. One per topic. Internal assessment – To be completed in term 1 of year 13. Mock examination taken straight after Christmas holiday – Multiple choice paper and Extended answer paper. Contains questions on all topics studied during the course. Real examination taken straight after Christmas holiday – Multiple choice paper and Extended answer paper. Contains questions on all topics included in the course.

Encourage further reading of textbook outside of class, with active note taking. Learning key definitions. Completion of question booklets during topics. http://www.thinkib.net/chemistry, https://www.creative-chemistry.org.uk/ www.chemguide.co.uk/

BIOLOGY HL (YEAR 12) The BIOLOGY department aims to nurture a love of biology in the students we teach. We aim to foster reflective and critical skills, ultimately equipping students to be independent learners. Suggested Reading or Extension Activities

Curriculum Content Half Term 1 (Aug Oct)

–

Half Term 2 (Nov Dec)

–

Half Term 3 (Jan Feb)

–

Half Term 4 (Feb Apr)

–

Summer Term (Apr June)

–

2 Molecular Biology This half term introduces the students to the requirements of the two-year course. They concentrate on starting to learn about the subjects of molecular biology and human physiology. They also look at the basic ideas behind experimental design, data analysis and experimental evaluation, through performing a number of laboratory based experiments. 6 Human Physiology Students learn about two different aspects of biology in parallel. In doing so, students are encouraged to start seeing connections across the curriculum. While completing work on the different types of biological molecules, they also learn about the human digestive system. Later, students learn the fundamentals of cell biology and also complete work on the human transport system, including the heart. Moreover, they have a review of their notes and are given clear directions as to how to improve their own learning. 2, 7 Molecular Biology During this half term, a number of tests are done, and so allow the students to gauge their learning so far. Learning of different aspects of the course continues and includes work on the structure and function of DNA and protein synthesis, as well as Gas Exchange and the Human Immune system. Practice IA Students also prepare for the Internal Assessments, by completing a practice one. They have an opportunity to reflect on their performance and gain an insight into how to improve for the real assessment. The final one is completed in October, in Year 13, and will contribute 20% towards their final IB grade. By the end of this term, students will have covered all they need to know to revise for their exams that they will complete right after the Easter break. During this term, students complete their end of year exam. They then have time to reflect on their performance and look at ways to improve their study techniques, topic understanding and exam technique. The busy term also sees students complete the Group 4 project. Finally, students make start on learning some of the topics of Genetics and Hormones and Homeostasis. Guidance is also given to students to spend the summer holiday making sure all their notes from Year 12 are complete and fully understood.

Examples of homework tasks

Completion of questions from textbooks, essays that summarise previous learning, opportunities to read certain pieces of text, write-ups of practicals.

Assessment tasks, methods and frequency

Regular tests that are highlighted on the students’ Biology curriculum plan that they have been given at the start of the academic year.

Useful websites

All links on the School Library Portal. Biology Moodle site. Kognity website

Co curricular activities

Biology Society

BIOLOGY HL (YEAR 13) The BIOLOGY department aims to nurture a love of biology in the students we teach. We aim to foster reflective and critical skills, ultimately equipping students to be independent learners.

Half Term 1 (Aug Oct)

–

Half Term 2 (Nov Dec)

–

Half Term 3 (Jan Feb)

–

Half Term 4 (Feb Apr)

Summer Term

–

Curriculum Content

Suggested Reading or Extension Activities

3 Genetics

This term sees students complete their Internal Assessment, which contributes 20% towards their final grade. Also, they complete work on the subjects of human physiology and genetics, where they have a chance to start making connections between the basic ideas gained from Year 12, with the more the complex ideas now being covered 6,11,D Human Physiology and Ecology Students further consolidate their learning by starting to look at the topics of ecology and evolution, as well as biodiversity. The upcoming mock exam in January will be a focus for their studies so far and students are encouraged to make as much use of their written notes as far as possible. 4 Ecology and Plant Biology This term is an important one in which the students complete their IB mock exams. They then have a chance to reflect on how they did, and target the topics they have difficulty with. Moreover, the different types of questions they may face are also explored, by looking at past papers. 5 Evolution Biodiversity, Photosynthesis and Respiration Students complete the final parts of the curriculum, which culminate in learning about the complex topics of photosynthesis and respiration. Moreover, students are given further opportunities to practice answering past paper questions, so as to become more familiar with the format of questioning they will face. Further revision exercises, reviews of the whole course, tutorials and a complete set of past papers are made available on the Moodle platform for student use. IB exams

Examples of homework tasks

Completion of questions from textbooks, essays that summarise previous learning, opportunities to read certain pieces of text, write-ups of practicals.

Assessment tasks, methods and frequency

Regular tests that are highlighted on the students’ Biology curriculum plan that they have been given at the start of the academic year.

Equipment that students need

Pens, pencils, rulers, calculators, A4 lined paper.

Parents / guardians can help their child by:

Ensuring that students read regularly and widely, and preferably text books.

Useful websites

All links on the School Library Portal. Biology Moodle site. Kognity website.

Co curricular activities

Biology Society

BIOLOGY SL (YEAR 12) The BIOLOGY department aims to nurture a love of biology in the students we teach. We aim to foster reflective and critical skills, ultimately equipping students to be independent learners. Suggested Reading or Extension Activities

Curriculum Content Half Term 1 (Aug Oct)

–

Half Term 2 (Nov Dec)

–

Half Term 3 (Jan Feb)

–

Half Term 4 (Feb Apr)

–

Summer Term (Apr June)

2 Molecular Biology, Human Physiology and Cell Biology This half term introduces the students to the requirements of the two-year course. They concentrate on starting to learn about the subjects of molecular biology and human physiology. They also look at the basic ideas behind experimental design, data analysis and experimental evaluation, through performing a number of laboratory based experiments. 6 Human Physiology and Cell Biology Students learn about two different aspects of biology in parallel. In doing so, students are encouraged to start seeing connections across the curriculum. While completing work on the different types of biological molecules, they also learn about the human digestive system. Later, students learn the fundamentals of cell biology and also complete work on the human transport system, including the heart. Moreover, they have a review of their notes and are given clear directions as to how to improve their own learning. 2, 7 Molecular Biology and Human Physiology During this half term, a number of tests are done, and so allow the students to gauge their learning so far. Learning of different aspects of the course continues and includes work on the structure and function of DNA and protein synthesis, as well as Gas Exchange and the Human Immune system. Practice IA Students also prepare for the Internal Assessments, by completing a practice one. They have an opportunity to reflect on their performance and gain an insight into how to improve for the real assessment. The final one is completed in October, in Year 13, and will contribute 20% towards their final IB grade. By the end of this term, students will have covered all they need to know to revise for their exams that they will complete right after the Easter break. Annual Exam, Genetics and Human Physiology

–

During this term, students complete their end of year exam. They then have time to reflect on their performance and look at ways to improve their study techniques, topic understanding and exam technique. The busy term also sees students complete the Group 4 project. Finally, students make start on learning some of the topics of Genetics and Hormones and Homeostasis. Guidance is also given to students to spend the summer holiday making sure all their notes from Year 12 are complete and fully understood.

Examples of homework tasks

Completion of questions from textbooks, essays that summarise previous learning, opportunities to read certain pieces of text, write-ups of practicals.

Assessment tasks, methods and frequency

Regular tests that are highlighted on the students’ Biology curriculum plan that they have been given at the start of the academic year.

Useful websites

All links on the School Library Portal. Biology Moodle site. Kognity website

BIOLOGY SL (YEAR 13) The BIOLOGY department aims to nurture a love of biology in the students we teach. We aim to foster reflective and critical skills, ultimately equipping students to be independent learners. Suggested Reading or Extension Activities

Curriculum Content Half Term 1 (Aug Oct)

–

Half Term 2 (Nov Dec)

–

Half Term 3 (Jan Feb)

–

Half Term 4 (Feb Apr)

Summer Term

–

3 Genetics, Human Physiology and Internal Assessment This term sees students complete their Internal Assessment, which contributes 20% towards their final grade. Also, they complete work on the subjects of human physiology and genetics, where they have a chance to start making connections between the basic ideas gained from Year 12, with the more the complex ideas now being covered. 4 Ecology and Evolution Biodiversity Students further consolidate their learning by starting to look at the topics of ecology and evolution, as well as biodiversity. The upcoming mock exam in January will be a focus for their studies so far and students are encouraged to make as much use of their written notes as far as possible. Mock exams, Ecology and Evolution Biodiversity This term is an important one in which the students complete their IB mock exams. They then have a chance to reflect on how they did, and target the topics they have difficulty with. Moreover, the different types of questions they may face are also explored, by looking at past papers. 2 Photosynthesis and Respiration Students complete the final parts of the curriculum, which culminate in learning about the complex topics of photosynthesis and respiration. Moreover, students are given further opportunities to practice answering past paper questions, so as to become more familiar with the format of questioning they will face. Further revision exercises, reviews of the whole course, tutorials and a complete set of past papers are made available on the Moodle platform for student use. IB exams

Examples of homework tasks

Completion of questions from textbooks, essays that summarise previous learning, opportunities to read certain pieces of text, write-ups of practicals.

Assessment tasks, methods and frequency

Regular tests that are highlighted on the students’ Biology curriculum plan that they have been given at the start of the academic year.

Equipment that students need

Pens, pencils, rulers, calculators, A4 lined paper.

Parents / guardians can help their child by:

Ensuring that students read regularly and widely, and preferably text books.

Useful websites

All links on the School Library Portal. Biology Moodle site. Kognity website.

Co curricular activities

Biology Society

COMPUTER SCIENCE (Year 12) The Computer Science department aims to develop computational thinking and problem solving skills in each student. We aim to prepare students to understand the component parts of computer systems and how they interrelate, including software, data, hardware, communications and people. We will focus on skills necessary to apply understanding to solve computer-based problems using a high-level programming language.

Half Term 1 (Aug Oct)

–

Half Term 2 (Nov Dec)

–

Half Term 3 (Jan Feb)

–

Curriculum Content

Suggested Reading or Extension Activities

The first term focuses on learning fundamental concepts of computational thinking, which includes an understanding of programme design. Within the term students are introduced to programing and programming concepts. The latter part of the term focuses on operating systems and logic gates.

Case study provided from IBO

This term focuses on teaching students how to incorporate features of OOP into problem solving, followed by modularity in programming and system fundamentals.

IB CS HL text book - computer science illuminated by nell Dale, Java in 21 days by Rogers, Department resources, Web resources, Quizlets, presentations etc.

This term addresses a number of topics within Computer Science including, planning system and installation, learning about the SDLC, system back-up techniques, programme development and beginning to discuss the ethics of programming.

IB CS HL text book - computer science illuminated by nell Dale, Java in 21 days by Rogers,

IB CS HL text book - computer science illuminated by nell Dale, Java in 21 days by Rogers, Department resources, Web resources, Quizlets, presentations etc. https://www.cs-ib.net/

Half Term 4 (Feb Apr)

–

Summer Term (Apr June)

This term focuses on providing students with an understanding of networks and their construction, how to evaluate data transmissions and a review of the impact of wireless networking.

Case study provided from IBO

This term focuses on introducing students to abstract data structure, static data structures and the opportunity to embark upon a mini-project.

Core Computer Science

–

Assessment tasks, methods and frequency

Department resources, Web resources, Quizlets, presentations etc.

Advanced Computer Science by Kostas Dimitrios, Department resources, Web resources, Quizlets, presentations etc.

End of the topic test, mock exams

Parents / guardians can help their child by:

Ensuring that students do practice programming skills during breaks by registering online courses.

Useful websites

http://ib.compscihub.net/, https://csopedia.wikispaces.com/, http://ibcomp.fis.edu/

Co curricular activities

Coding club, Hardware Bryant, programming and competitions, Fobisia challenge , Robotics

COMPUTER SCIENCE (YEAR 13) The Computer Science department aims to develop computational thinking and problem solving skills in each student. We aim to prepare students to understand the component parts of computer systems and how they interrelate, including software, data, hardware, communications and people. We will focus on skills necessary to apply understanding to solve computer-based problems using a high-level programming language.

Half Term 1 (Aug Oct)

–

Curriculum Content

Suggested Reading or Extension Activities

Researching a case study given by IB. This requires students to research various aspects of the subject—which may include new technical concepts and additional subject content—in greater depth.

Case study provided from IBO

● Learning advanced concepts of programming ● Practicing abstract data structure. ● Resource management ● ●

Half Term 2 (Nov Dec)

–

Half Term 3 (Jan Feb)

–

Half Term 4 (Feb Apr) Summer Term

–

Identifying the system resources Understanding the role of operating system

This term focuses on identify a situation that requires the use of recursive thinking, this is developed by considering the following: ● Construct algorithms using two-dimensional arrays, stack and queues ● Describe the features and characteristics of linked list and tree ● Application of data structure Assessment on topic 5, 6, and option D4

Mock exams except topic 7. Once the mock exams are completed students begin to discuss a range of control systems and subsequently compare them.

The final party of the IB course focuses on case study research, with an emphasis on extended research for ethical aspect of cases study and discussion on technology and algorithms used within Computing. IB exams

IB CS HL text book - computer science illuminated by nell Dale, Java in 21 days by Rogers, Advanced computer science by Kostas Dimitrios, Department resources, Web resources, Quizlets, presentations etc.

IB CS HL text book - computer science illuminated by nell Dale, Java in 21 days by Rogers,

Advanced computer science by Kostas Dimitrios, Department resources, Web resources, Quizlets, presentations etc. IB CS HL text book - computer science illuminated by nell Dale, Java in 21 days by Rogers,

Case study provided from IBO Advanced computer science by Kostas Dimitrios, https://www.cs-ib.net/

Examples of homework tasks

class assignments, presentations, small projects, quizlets assignments.

Parents / guardians can help their child by:

Ensuring that students do practice programming skills during breaks by registering online courses. http://ib.compscihub.net/, https://csopedia.wikispaces.com/, http://ibcomp.fis.edu/

Co curricular activities

Coding club, Hardware Bryant, programming and competitions, Fobisia challenge , Robotics

Mathematics HL (YEAR 12) The mathematics department aims to bring mathematics to life by framing the subject within the context of the real world. The Mathematics department aims to use the IB course to push the students’ maturity and comprehension in the subject to the next stage. The students’ core skills, such as time management, research and collaborative work, will be developed throughout the year, which would not only make them better mathematicians, but also prepare them for their further academic and professional careers.

Curriculum Content Half Term 1

Functions, Transformations of Functions, Indices/Logarithmic Functions, Polynomial Rational Functions and Inequalities

(Aug Oct)

Half-term one is a very busy term for Higher Level students. This term lays the foundations for the more advanced topics tackled in subsequent terms. The students begin by developing their understanding of functions, a topic that was introduced to them at IGCSE. They are expected to become confident in identifying all the features of a given range of functions, including exponential, logarithmic, trigonometric and absolute.

–

Students explore and describe multiple transformations of a function, solving problems and relating functions to their 'parent' function. Using the concept of combinations, students explore and develop the binomial expansion, using this to solve problems involving specific terms when multiplying out to obtain a polynomial. They learn about polynomials and rational functions, and their properties. Half Term 2

Trigonometric Identities and Functions, Trigonometric Equations, Sequences and Binomials and Induction and Proofs

(Nov Dec)

Trigonometry is developed further into the derivation, use and proof of trigonometric identities. Students also learn about proof by induction and are encouraged to familiarise themselves with other types of proof, e.g. proof by contradiction.

–

They determine solution sets for inequalities, including those using absolute expressions. Students formalise 'nth-term' and 'sum of n terms' calculations for arithmetic and geometric sequences and series. They learn about counting principles: the differences between permutations and combinations, as well as the corresponding formulae. Students will also be guided through the induction process and they will be able to use this powerful method to prove various statements. Half Term 3 (Jan Feb)

–

Math Exploration and Differentiation 1 All students have to complete an internal assessment in Mathematics; this is referred to as the Mathematical Exploration and contributes 20% to the student's final grade. Since the start of the academic year, students will have been prompted to research and explore mathematics further and to identify areas of mathematics that they feel most interested in. For the Exploration, which the draft will be completed this term, the students need to write approximately 2000 words/6-10 pages on a chosen area of interest and they need to engage in independent research and development to do this. Many of the topics from term 1 are developed further throughout this time. Students are re-introduced to calculus this term and are expected to be able to differentiate polynomials from first principles. They become familiar with the gradient functions corresponding to all the functions covered in term 1 and they develop proficiency in identifying properties of curve, such as maxima and minima points. Using the

Suggested Reading or Extension Activities

trigonometric identities derived in term 1, the students can solve trigonometric equations of increasing complexity and are encouraged to develop independent and persistent approaches to these types of problems. Students are encouraged to become proficient in using their GDCs when graphing or solving all these types of problems. The matrix determinant proves to be a very useful tool when solving problems involving vectors in Year 13 and this may be introduced to students at this time. Half Term 4 (Feb Apr)

â&#x20AC;&#x201C;

Summer Term (Apr June)

Integration 1 Students will be able to use integration to find areas bounded by curves as well as volumes of revolution. Further advanced techniques of integration are applied when solving problems, including integration by substitution and by parts. Complex Numbers 1 and Vectors 1

â&#x20AC;&#x201C;

They are introduced to the idea of a complex number as a by-product of processes to solve cubics - its historical context. They may engage in discussions about Cardano, Tartaglia and the other mathematicians in Italy at the time, bringing in elements of Theory of Knowledge. Complex Numbers are developed in some depth to include such things as the knowledge and application of de Moivre's theorem and using complex numbers to prove trigonometric identities. The IGCSE knowledge of vectors is developed much further at IB. During this term the students focus on 2D and 3D equations of lines and using the scalar (dot) product when solving problems.

Assessment tasks, methods and frequency

Students will undertake 5 common assessed tasks in the year. 2 of these will be 120 minute exams and 3 will be in the form of written homework tasks. During year 12 all students will complete 2 drafts of their mathematical exploration and then submit a third and final piece. Students are entitled to receive formal written feedback from their teacher and a guide grade.

Equipment that students need

Students are required to bring a TI Nspire CX (not CAS) calculator, a pair of compasses, a protractor and a ruler in addition to their regular equipment. Students may bring a different type of calculator, however the mode of instruction will be based upon the TI Nspire CX. Students should seek advice before purchasing a different calculator.

Parents / guardians can help their child by:

Students at this level tend to need the most help organising their time wisely in order to ensure that they get the right balance of revision, practise and further reading in order to meet their own individual needs. Students require help and encouragement from their parents and teacher to formulate strategies for compartmentalizing their independent time. Students particularly need help in identifying their weaknesses and taking action. Parents could also encourage students to read mathematical explorations that they can find online. This will put the students in an advantageous position when they come to write their own exploration. Reading mathematics for pleasure is also very useful.

Useful websites

www.myimath.com, www.bbcbitesize.com, www.khanacademy.org Numberphile is an outstanding youtube channel.

Co curricular activities

Mathematics HL (YEAR 13) The Mathematics department aims to use the IB course to push the students’ maturity and comprehension in the subject to the next stage. The students’ core skills, such as time management, research and collaborative work, will be developed throughout the year, which would not only make them better mathematicians, but also prepare them for their further academic and professional careers. The developments made in Year 12 will come to fruition in Year 13 and students should feel confident with organising and managing themselves and their time. We are expecting our students to evolve from high-achieving pupils into knowledgeable academics by the end of the course. Suggested Reading or Extension Activities

Curriculum Content

Half Term 1 (Aug Oct)

–

Half Term 2 (Nov Dec)

–

Half Term 3 (Jan Feb)

–

Half Term 4 (Feb Apr)

–

This term focuses on a number of areas including: probability & statistics, calculations with grouped data, mean and variance, mode and median for discrete and continuous data and probability, Binomial, Poisson and normal distributions and Independent and mutually exclusive events, conditional probability.

Haese HL Mathematics chapters 23 to 26 or Cambridge HL Mathematics chapters 21 to 24 will be useful reading for this half

Calculus 1

Haese calculus textbook sections B, G, H, I, J & K.

This term sees students looking at sequences and series, tests for convergence and divergence, power series, interval and radius of convergence, improper integrals, fundamental theorem of calculus and upper and lower Riemann sums.

Calculus 2 This terms allows students to explore limits of functions, continuity and differentiability, L’Hopitals rule, Rolle’s theorem, Mean value theorem, Maclaurin and Taylor series and Lagrange error term.

Cambridge calculus textbok chapters 2 & 3.

Hease Calculus textbook sections B, C, D, E, F & L. Cambridge Calculus textbook chapters 1 & 4.

Calculus 3 Due to the intense nature and demands of the Higher Level course, the students will have a limited amount of time to review, revise and prepare for the examinations during this term. Ongoing parallel revision of the Core topics whilst the Option is being learnt is vitally important for the student to achieve the highest grades. All students sit two 2 hour papers for the Core and one 1 hour paper for the Option. The students are expected to use a Graphics Display Calculator for Papers 2 and Paper 3 (Option) (some questions cannot be solved efficiently without a GDC).

Summer Term

Exam practise

Examples of homework tasks

Investigations, practise explorations, presentations of their own work.

Assessment tasks, methods and frequency

Students will undertake 5 common assessed tasks in the year. 2 of these will be 120 minute Mock exams and 3 will be in the form of written homework tasks. Teachers will regularly assess pupils’ learning throughout the year.

There may also be an opportunity for pupils to sit a 60 minute Paper 3 mock exam.

Equipment that students need

Students are required to bring a TI Npsire CX (not CAS) calculator, a pair of compasses, a protractor and a ruler in addition to their regular equipment. Students may bring a different type of calculator, however the mode of instruction will be based upon the TI Nspire CX. Students should seek advice before purchasing a different calculator.

Parents / guardians can help their child by:

Students at this level tend to need the most help organising their time wisely in order to ensure that they get the right balance of revision, practise and further reading in order to meet their own individual needs. Students require help and encouragement from their parents and teacher to formulate strategies for compartmentalising their independent time. Students particularly need help in identifying their weaknesses and taking action. Parents could also encourage students to read mathematical explorations that they can find online. This will put the students in an advantageous position when they come to write their own exploration. Reading mathematics for pleasure is also very useful.

Useful websites

www.myimath.com www.bbcbitesize.com www.khanacademy.org Numberphile is an outstanding youtube channel.

Co curricular activities

Competitions CCA - Preparing for international competitions. Friendly competitions CCA - competing with NLCS sister schools around the world. Infographics CCA - Representing the world through informative graphics. Strategy games CCA - developing a strategic mind. International competitions - UKMT Senior Olympiad

Mathematics SL (YEAR 12) The Mathematics department aims to use the IB course to push the students’ maturity and comprehension in the subject to the next stage. The students’ core skills, such as time management, research and collaborative work, will be developed throughout the year, which would not only make them better mathematicians, but also prepare them for their further academic and professional careers.

Curriculum Content Half Term 1 (Aug Oct)

–

Functions 1 One of the key concepts in mathematics is that of the function. The students will be familiar with the fundamentals of function definition, domain, range and combination from IGCSE but this is developed further at IB Standard Level and includes exponential and logarithmic functions. Students explore a range of different functions and more complex compositions of functions. This progresses to transformations of functions, which is important for developing understanding of the features of graphs of functions.

Half Term 2 (Nov Dec)

–

Half Term 3 (Jan Feb)

–

Half Term 4 (Feb Apr)

–

Summer Term (Apr June)

Trigonometry 4 Understanding of trigonometry from IGCSE is developed further this term, starting with the Pythagorean and compound angle identities. Students explore proof in the concept of trigonometric identities.

Statistics 3 Students revisit and develop their understanding of discrete and continuous data. There is a specific focus on the use of probability distributions to model and analyse probability data. The binomial and normal distributions in particular are covered. Building on the concepts developed in term 1, students are introduced to calculus through the topic of differentiation. The students extend their understanding of gradient to include the idea of a gradient function. They explore the idea of limits and differentiation from first principles in determining derivatives for particular families of functions. Trig calculus 1 The functions sin(x), cos(x) and tan(x) are also covered this term and students determine properties of their graphs, including interpretation of gradient functions. Students solve problems involving combinations of transformations of trigonometric functions.

Mathematics Exploration –

All students have to complete an internal assessment in Mathematics; this is referred to as the Mathematical Exploration and contributes 20% to the student's final grade. Since the start of the academic year, students will have been prompted to research and explore mathematics further and to identify areas of mathematics that they feel most interested in. For the Exploration, which will be completed this term, the students need to write approximately 2000 words/6-10 pages on a chosen area of interest and they

相关活动

韩文报纸、韩国文化社团、韩国历史漫画、韩文媒体社团

联络人

韩语部主任韩语Ｂ教师

金惠香(音译), hhkim@nlcsjeju.kr

韩语Ｂ（十三年级）韩语Ｂ是一个附加的语言学习课程，本课程是为了具备韩语学习经验的学生而设计的。本课程的主要目标是语言的习得以及语言技能之发展。学生将学习不同的主题，包括：环境、名人、当代与历史事件、移民、音乐、艺术、菜肴、时尚与电影，以发展他们听、读、写、说和文化互动的能力。学习的文本类型包括：新闻故事、短篇故事、手册、广告、诗作、正式与非正式书信、剧作节录、社论、辩论、评论与访问。

课程内容

推荐书单或延伸活动

第一半学期(八月-十月)

核心：在课程的这一部份，学生将再次学习与社交关系有关的内容，同时也将探讨禁忌与现今社会对于禁忌的态度。

http://www.sejonghakdang.org/sjcu/home/main.do 延世韩语 3, 4, 5 和 6 梨花韩语 3, 4 和 5, 6 外国人韩语 5 和 6 韩语新闻文章

第二半学期(十一月-十二月)

选读：在课程的这一部份中，我们将深入了解健康相关领域，包含不同的当代议题如：压力、饮食和整形手术。

第三半学期(一月-二月)

核心：延续第一半学期所学的全球议题，我们将再次探讨相关议题，这次的主题则是种族主义。

第四半学期(二月-四月) 夏季学期 (四月六月)

核心：延续第一年所学的全球议题，这次我们将再次讨论相关的议题，并将焦点聚集于食物上。

在本半学期的后半，我们将学习文化多样性和移民有关的议题。核心：学生将发展与沟通、媒体相关的语言能力和认识，尤其是电视相关议题。选读：科学与科技和可再生能源选读：在本课程的最后一部份，我们将聚焦于文化多样性和移民。

http://www.sejonghakdang.org/sjcu/home/main.do 延世韩语 3, 4, 5 和 6 梨花韩语 3, 4 和 5, 6 外国人韩语 5 和 6 韩语新闻文章 http://www.sejonghakdang.org/sjcu/home/main.do 延世韩语 3, 4, 5 和 6 梨花韩语 3, 4 和 5, 6 外国人韩语 5 和 6 韩语新闻文章 http://www.sejonghakdang.org/sjcu/home/main.do 延世韩语 3, 4, 5 和 6 梨花韩语 3, 4 和 5, 6 外国人韩语 5 和 6 韩语新闻文章 http://www.sejonghakdang.org/sjcu/home/main.do 延世韩语 3, 4, 5 和 6 梨花韩语 3, 4 和 5, 6 外国人韩语 5 和 6 韩语新闻文章

功课任务范例评量题型、方式与时间所需教具

写作(短文、新闻报导、书信、博客、日记和演讲)；研究计划；报告和独立延伸阅读单元中、单元结束评量与模拟测验主题书和学习单(由学校提供)；笔；荧光笔

父母/监护者能提供之协助:

确定孩子固定且广泛地阅读韩文书籍，观赏、听韩文新闻，在现实生活中使用韩文，用韩文写日记、看韩文电影或韩文电视剧

实用网路资源

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

相关活动

韩文报纸、韩国文化社团、韩国历史漫画、韩文媒体社团

联络人

韩语部主任韩语Ｂ教师

金惠香(音译), hhkim@nlcsjeju.kr

IB 初级中文（十二年级）这些课程为普通课程，是为中文能力非常有限或是没有任何中文学习经验的学生而设置。学习一个新语言能够让学生认识其他人的生活方式，并且透过他人的眼睛来看世界。学生将能够对不同国家、语言有更深的了解。

推荐书单或延伸活动

课程内容第一半学期(八月十月)

教育、就业与社区在课程的这一部份，我们将焦点放在语言习得上，透过发展接收、创造与互动技能达到这个目的。接收技巧是关于直接地理解书面和口语语言，创造技巧则是能够有效率地书写、说目标语的能力。最后一个面向则是互动技巧，也就是有效理解与回应书写和口语语言的能力。

第二半学期(十一月-十二月)

自然地理、城市与服务

第三半学期(一月二月)

食物与饮料、身体健康和运动

第四半学期(二月四月)

日常生活、个人细节和关系

夏季学期 (四月-六月)

天气、交通、娱乐与购物、假期

在课程的这一部份，我们将运用在第一半学期所习得的语言技能，认识自然地理，且透过个人、团体任务提升学生的语言技能。在此阶段，学生将会认识符合课程主题的不同类型文字。

课程的这一部份将会是第二半学期内容和语言技能的延伸，在本半学期，学生们将会透过许多各种不同种类的小组活动，发展与饮食、身体健康和运动相关主题之语言能力。

在此一阶段，课室将提供学生一个能够帮助他们使用目的语的环境，让学生能够有效地在此沟通。具备使用目的语沟通能力，帮助学生日后在日常生活的不同情境中以目的语沟通。同时我们也提供学生生活化且自然的学习教材，尽管这些教材经过编辑或简化，仍是为目的语使用人士日常生活中每天都会接触的内容。

在此一阶段，我们将鼓励学生练习接收、互动与创造技能，并借此发展其语言能力；透过积极地参与口语交流，听和说、或是以书写或口头的方式回应一段阅读材料等方法促进学生运用目的语互动。

评量题型、方式与时间

单元中、单元结束时的评量，以及期末测验

父母/监护者能提供之协助: 实用网路资源

确定孩子定时阅读和练习写作

相关活动

中文书法社/ 中国剪纸社/ 中文杂志编辑社

https://www.youtube.com/watch?v=iyUX2toWaOo www.ehanzi.com http://www.archchinese.com https://www.youtube.com/watch?v=uc7qd9xPpDY

IB 初级中文（十三年级）这些课程为普通课程，是为中文能力非常有限或是没有任何中文学习经验的学生而设置。学习一个新语言能够让学生认识其他人的生活方式，并且透过他人的眼睛来看世界。学生将能够对不同国家、语言有更深的了解。

课程内容第一半学期 (八月-十月)

推荐书单或延伸活动

媒体、现代沟通与科技在课程的这一部份，我们将学习媒体和现代沟通，并且进一步发展语言习得，我们将透过提升接收、创造与互动技巧与能力达到此目标。我们学习的内容包括词汇、语法结构、语体、发音与语调。

第二半学期 (十一月-十二月)

环境关怀在这一部份，我们将透过在第一半学期所习得的语言能力探讨环境关怀议题，进行不同的个人和小组活动，以进一步提升学生的语言能力。

第三半学期 (一月-二月)

全球议题在此一阶段，本课程将让学生能够透过积极参与口语交流活动、听与说，或是以书写或口说的方式回应一篇阅读材料，达到运用目的语沟通的目标。在本课程的最后，我们将探索全球议题。

第四半学期 (二月-四月)

测验复习活动

Ø 教师应确定学生已掌握测验的类型和应试技巧。

夏季学期 (四月-六月)

IB(国际预科文凭)测验

Ø 为了IB测验而练习

功课任务范例评量题型、方式与时间所需教具

短文写作/ 学习单/ 阅读文本单元中、单元结束评量，以及期末测验基本文具和练习本

父母/监护者能提供之协助: 实用网路资源

确定孩子定时阅读和练习写作

相关活动

中文书法社/ 中国剪纸社/ 中文杂志编辑社

https://www.youtube.com/watch?v=iyUX2toWaOo www.ehanzi.com http://www.archchinese.com https://www.youtube.com/watch?v=uc7qd9xPpDY

IB 中文Ｂ SL（十二年级）所有语言Ｂ的课程都符合具备基本中文二语(或是外语)能力学生之需求。本课程希望提供学生日后进一步学习目的语所需的语言技能，并且让学生对于目的语国家的文化有更深的认识，同时也提升学生使用目的语处理日常交流、社交的能力。本课程也提供学生有助于学习其他科目的工具。

推荐书单或延伸活动

课程内容第一半学期(八月十月)

社交行为、态度，关系与文化身份认同

第二半学期(十一月-十二月)

庆祝、社交与信仰活动，国家传统服饰与艺术

第三半学期(一月二月)

庆典、礼节和礼仪食物

第四半学期(二月四月)

能源储存，食物、水与全球暖化，气候改变，天然灾害

夏季学期 (四月-六月)

人类对于自然的影响

本次主题将聚焦在社交行为、关系和文化身份认同上。在此阶段，学生将学习如何写一篇叙述短文，并且能够写出正式的书信给他们的笔友。学生能够就关系、社交行为和态度等议题，以恰当的说服技巧与同侪进行讨论，同时试著从不同的角度来看事情。

学生将学习以中文写一篇关于中国城的叙述短文，接下来学生将学习如何写一封正式的书信，邀请他们的朋友在中国新年期间来中国。学生将透过阅读不同类型的文本，如：关于在中国当交换学生的文章、一则访问、叙述文，提升其理解能力。

学生将学习研究目的语国家和其他文化的禁忌与庆典，并且分析不同的观点，并在一篇议论文中发表其看法，学习如何运用策略和技巧以口语的方式发表自己的意见。学生也将学习如何使用合适的词汇与结构撰写一篇广告小册子与一封主题为抱怨的电子邮件。

学生几学习如何撰写一篇关于当今全球议题的议论短文。学生将知道如何写一篇演讲稿为全球暖化的现象发声，并提高大众对于全球议题的重视。

学生将学习更多关于中国与全世界的议题，分析不同的观点，并在一篇议论文中发表其看法，并学习运用策略和技巧以口语的方式表达自已的意见。学生将学习如何运用摘要、立论、论证与做出选择，讨轮出能够改善全球议题的策略。

父母/监护者能提供之协助: 实用网路资源

确定孩子定时地阅读与练习写作

https://www.thechairmansbao.com www.ehanzi.com http://www.archchinese.com https://www.youtube.com/watch?v=uc7qd9xPpDY

IB 中文Ｂ SL（十三年级）所有语言Ｂ的课程都符合具备基本中文二语(或是外语)能力学生之需求。本课程希望提供学生日后进一步学习目的语所需的语言技能，并且让学生对于目的语国家的文化有更深的认识，同时也提升学生使用目的语处理日常交流、社交的能力。本课程也提供学生有助于学习其他科目的工具。

推荐书单或延伸活动

课程内容第一半学期 (八月-十月)

沟通与媒体中的偏见学生将学习如何以媒体为题撰写一篇议论文。学生将知道如何撰写一篇演讲稿提高大众对于媒体可能为社会与人们带来影响之重视。学生将学习如何写一本小手册、透过议论文发表自己的观点，并且学习运用策略和技巧以口语的方式表达自已的意见。

第二半学期 (十一月-十二月)

科学与科技

第三半学期 (一月-二月)

自然与科技

学生将学习如何撰写一篇关于全球议题的议论文，特别是与科学和科技相关的议题。学生将知道如何撰写一篇演讲稿使大众意识到信息科技对于社会与个人可能带来之影响。

学生将学习如何撰写一本小手册、以议论文发表自己的观点，并学习使用策略和技巧以口语的方式表达意见。

功课任务范例评量题型、方式与时间所需教具

造句/ 短文写作/ 学习单/ 阅读文本/ 创造对话/ 唱中文歌单元中、单元结束评量，以及期末测验基本文具与练习本

父母/监护者能提供之协助: 实用网路资源

确定孩子定时阅读与练习写作

相关活动

中文书法社/ 中国剪纸社/ 中文杂志编辑社

联络人

中文部主任十三年级中文教师

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

刘珍妮(音译)

欧洲语言初级法文与初级西文（十二年级）在法文课和西文课中，我们希望提高学生对于语言的热情。透过学习法文和西文，我们希望学生能够发展一项技能，使他们对于语言的功能有更深的认识。发现新的文化，使学习变得更有意义。

课程内容

推荐书单或延伸活动

第一半学期(八月十月)

学生对于目的语和其文化并没有任何了解，所以我们鼓励学生学习法文/西文，以及使用法文/西文的国家。在本半学期中，我们将学习许多不同的文法、文化面向，例如：打招呼的礼仪、传统菜肴、服饰与饮食习惯、地理知识，像是国家、城市的位置、城市中的不同区域等等。

我们鼓励学生阅读欧洲语言部门中的各式杂志，对于课堂所学有更深的了解。

第二半学期(十一月-十二月)

现阶段，学生已经知道如何使用现在式，所以我们将学习过去式，并以过去式描述过去的一个假期。他们将会透过学习天气、住所和节日活动加深其词汇量。

第三半学期(一月二月)

在本半学期中，我们将学习学校生活的各个面向，也会学习法国/西班牙以及其他国家一年之中的不同庆典

第四半学期(二月四月)

为了完成第一年的课程，学生将研究健康的生活方式，并且检视自己的饮食、运动习惯，以追求更健康的生活型态。身为一个青年人，他们的在社会中所扮演的角色将会是本半学期的重要主题之一，包括：偏见、权力与友情，搭配一系列的文法结构和主题词汇。

夏季学期 (四月-六月)

作为本年度课程的最后总结，我们将检视法文/西文使用国家之购物行为是如何在过去几年之间受到线上购物的影响，以及市中心的改变和变化。

学生应确实地再次检视并修改其写作作业。

功课任务范例评量题型、方式与时间所需教具父母/监护者能提供之协助: 实用网路资源

相关活动

我们鼓励学生多使用词汇网站。

我们鼓励学生定期透过书籍和电影练习听和说的技能

学生将准备一个两分钟的叙述，以本学期学过的内容描述一张图片。学生应该能够回答许多不同的问题。全年都有定期口说、写作、阅读和听力评量练习本、单字书、资料夹父母能够帮忙检查回家功课是否完成，复习单字将会是学生最需要帮助的部分。 https://quizlet.com languages online 网站 https://www.linguascope.com

欧洲语言初级法文与初级西文（十三年级）在法文课和西文课中，我们希望提高学生对于语言的热情。透过学习法文和西文，我们希望学生能够发展一项技能，使他们对于语言的功能有更深的认识。发现新的文化，使学习变得更有意义。

课程内容

推荐书单或延伸活动

第一半学期(八月十月)

学生将学习在不同节日所进行的活动。本章节将提供学生学习目的语国家习俗与传统的机会。透过关于节日的单元，学生将能够谈论他们能够拜访的不同地方、天气、交通与旅游。学生将使用不同的时态，特别是过去式。

我们鼓励学生依据课程主题多阅读不同的文章。为了写作作业和口语测验而做准备是必要的。

第二半学期(十一月-十二月)

在沟通与媒体这个主题中，我们将研究不同的获取新闻平台，例如：广播、电视、网路。我们也会学习社交媒体和广告。在教育单元中，我们将研究和比较学生国家的教育体系。关于受教育的权利也是我们讨论的主题之一。学生的未来计划、他们想要做什么、未来的职业规划为何，也是我们讨论的主题。

第三半学期(一月二月)

在本半学期中，学生将检视不同的艺术形式。认识电影、剧场、音乐和民俗的重要性，是我们的课程重点，同时我们也将比较学生国家的艺文活动。在身体健康的单元中，我们将讨论维持健康的重要，并聚焦在运动、休闲活动、饮食和睡眠时间的重要性。

我们建议学生经常使用词汇网站。

第四半学期(二月四月)

在本半学期中，我们将探索与环境相关的主题。我们将讨论全球议题、我们的世界正在面临什么危机，以及我们应该怎么保护地球。我们也会学习新的科技，以及检视科技是如何改变我们的生活的。

学生应确实地再次检视并修改其写作作业。

夏季学期 (四月-六月)

学生将准备进行 IB(国际预科文凭)测验。

学生应该固定阅读、完成写作作业。

功课任务范例评量题型、方式与时间所需教具

学生将准备一个与课程主题相关、长约两分钟的图片叙述。学生应该具备回答不同问题的能力。在这一整学年之间，我们将有定期的说写读听评量。练习本/ 单字书/ 资料夹

父母/监护者能提供之协助: 实用网路资源

家长应该帮忙确认学生的回家功课是否完成。 https://quizlet.com languages online 网站 https://www.linguascope.com

相关活动

欧洲语言法文与西文Ｂ（十二年级）在法文课和西文课中，我们希望提高学生对于语言的热情。透过学习法文和西文，我们希望学生能够发展一项技能，使他们对于语言的功能有更深的认识。发现新的文化，使学习变得更有意义。

课程内容

推荐书单或延伸活动

第一半学期(八月十月)

在第一半学期中，我们将讨论不同的主题包括：家长角色的转换；家庭型态的改变；年轻人对于家人的态度；家庭冲突。朋友的性格与角色；朋友的重要；与朋友的冲突；友情与爱得比较等等也是我们将学习的主题之一。对于婚姻或同居态度的改变；家庭内角色的改变；分居与离婚；单身的优点与缺点等等则是我们最后一部份要讨论的主题

我们鼓励学生依据课程主题多阅读不同的文章。为了写作作业和口语测验而做准备是必要的。

第二半学期(十一月-十二月) 第三半学期(一月二月)

学生将讨论不同的电影类型与不同人对于电影的偏好。他们将会讨论电影的地位与带领的潮流，包括时尚及其影响、形象的改变、消费主义、购物行为作为休闲活动。

第四半学期(二月四月)

在课程的这一部份，我们将研究广告的目的，以及潜在的广告技巧。

夏季学期 (四月-六月)

在十二年级的最后一部份，学生应该具备谈论不同类型、起因和影响的污染。作为延伸的话题，我们也探索减少污染的方法，讨论作为个题与群体的一部份，应该采取什么行动减少污染，最后则是交通议题与污染的关联。

在本半学期中，我们将讨论我们与他人使用网路的习惯，网路受欢迎的程度，接触网路的细节、频率与目的。学生将能够描述与讨论网路的发展潜力与潜在危险，以及避免危险发生应该采取的策略。

我们建议学生经常使用词汇网站。学生应确实地再次检视并修改其写作作业。

学生应该固定阅读、完成写作作业。

功课任务范例

学生将准备一个与课程主题相关、长约四分钟的图片叙述。学生应该具备回答不同问题的能力。

评量题型、方式与时间所需教具

在这一整学年之间，我们将有定期的说写读听评量。练习本/ 单字书/ 资料夹

父母/监护者能提供之协助: 实用网路资源

家长应该帮忙确认学生的回家功课是否完成。 https://quizlet.com languages online 网站 https://www.linguascope.com

相关活动

欧洲语言法文与西文Ｂ（十三年级）在法文课和西文课中，我们希望提高学生对于语言的热情。透过学习法文和西文，我们希望学生能够发展一项技能，使他们对于语言的功能有更深的认识。发现新的文化，使学习变得更有意义。

课程内容

推荐书单或延伸活动

第一半学期(八月十月)

在本半学期中，学生将学习以下主题，并研究/分析下列关键问题：我们能够在什么地方发现歧视，以及何为正向的歧视？什么是国家的刻板印象，以及其准确度如何？产生刻板印象的原因和刻板印象可能带来的后果。最后，我们也会讨论包含少数群体的国家。

我们鼓励学生依据课程主题多阅读不同的文章。为了写作作业和口语测验而做准备是必要的。

第二半学期(十一月-十二月)

我们将会介绍关于文化多样性的主体，并且从地理和历史的观点来探讨文化、殖民主义和身份认同议题。接著，课程的主题则是国际文化，以及如何运用特定词汇定义国际文化。

第三半学期(一月二月)

我们将介绍关于人权的主题，并且以历史与当代的角度讨论相关的议题。透过这样的过程，我们进而能对于人权组织有更全面的认识。

我们建议学生经常使用词汇网站。

在此阶段，我们也将 TOK 融入于课程当中，并且包含不同的想法和概念。・完全的自由等于无政府状态吗？

学生应确实地再次检视并修改其写作作业。

・在什么情境下，是能够为了维护他人的自由而限制一个人的自由的？・应该为了支持特定团体组织而给予特权吗？・为什么在正式用语中有与理想情境有关的负面专有词汇？

第四半学期(二月四月)

在最后的半学期中，我们将探讨战争与和平、所有战争的起源和后果。在课程中，我们也将讨论“世界是否正在往国际和平的状态发展”。在本单元，我们将会讨论许多问题，例如：・我们能够以和平之名要求特定群体牺牲吗？・如果你的国家发生战争，你会怎么做？・你愿意为了什么而战？

功课任务范例评量题型、方式与时间

学生将准备一个与课程主题相关、长约四分钟的图片叙述。学生应该具备回答不同问题的能力。在这一整学年之间，我们将有定期的说写读听评量。

所需教具

练习本/ 单字书/ 资料夹

父母/监护者能提供之协助: 实用网路资源

家长应该帮忙确认学生的回家功课是否完成。 https://quizlet.com languages online 网站 https://www.linguascope.com

经济（十二年级）在IB(国际预科文凭)经济课程的课程目标是发展学生的对于知识的好奇心和独立调查的能力，特别是针对具有强烈主题性的知识，应用理论于不同的情境中，从不同权益人观点出发，进行分析以归纳出最具公信力与公正的计划、提案和概念。

第一半学期(八月十月)

课程内容

推荐书单或延伸活动

HL 和 SL 学生皆适用：・经济学简介

课本第一、二、三章定期阅读一定数量的优质新闻文章，特别是与独立市场有关的，如：农业、房地产或消费品。惠勒第一、二章

・需求、供给、市场机制与弹性・政府干预市场 HL 学生必须额外学习关于供需曲线的基本数学模型，以及非对称信息和垄断市场与市场失灵之间的关联性。

第二半学期(十一月-十二月)

HL 和 SL 学生皆适用：・市场失灵－公共财，外部性

第三半学期(一月二月)

在本学期之初，学生将完成内部评量，内容与他们阅读过的微观经济新闻文章有关。 HL 和 SL 学生都将学习：・围观经济简介和所得循环模型

・应对市场失灵的政策 HL 学生须额外探讨非对称信息、垄断市场与市场失灵的关联性。

课本第四、五章定期阅读一定数量的优质新闻文章，特别是与下列议题有关的：烟草、酒精与食品消费；世界各地之教育与健康服务。惠勒第三、四、五章课本第八、九章定期阅读一定数量的优质新闻文章，特别是与其选择国家之宏观经济环境相关的文章。惠勒第八、九章

・计算 GDP(国内生产总值)和评估在他们所选择的国家中一般水平之生活品质的开销・从新兴古典经济学派和凯恩斯的观点来计算经济的供需模型所有学生都需要进行一个独立研究，自己选择一个国家，并从微观经济的观点来分析该国家 HL 学生必须额外学习计算 GDP 的方法

第四半学期(二月四月)

HL 和 SL 学生皆适用：・继续研究计算供给与需求的理论观点・失业率・通货膨胀 HL 学生将额外学习失业率和通货膨胀的数学计算方法，不管在失业率、通货膨胀与乘数之间是否平衡

夏季学期 (四月-六月)

HL 和 SL 学生皆适用：・年终测验・经济成长・股权

课本第十章定期阅读一定数量的优质新闻文章，特别是与其选择国家之失业率、通货膨张相关的文章。惠勒第十章

课本第十一、十二章定期阅读一定数量的优质新闻文章，特别是与其选择国家之经济成长、股权与政策相关的文章。

・需求方解决宏观经济问题的方法・供给方解决宏观经济问题的方法 HL 学生将额外学习与经济成长、股权相关之数学计算。在暑假结束之后，学生将利用他们所搜集的研究资料，完成他们所选择之国家的宏观经济分析报告。

功课任务范例

数据整理与短文报告，报章文章统整，研究报告和辩论主题，海报创作，心智图与笔记记录。HL 学生将进行计算和图表制作练习活动。

评量题型、方式与时间

学生每半学期将接受一次常态评量(夏季学期除外，在夏季学期将由内部测验取代之)。评量有可能已回家功课的方式进行。

所需教具

学校将提供由埃利•特拉盖克斯所编辑之 IB(国际预科文凭)经济学第二版作为主要教科书，以及查

尔斯・惠勒的赤裸裸的经济学做为阅读书籍。学生将会需要一枝荧光笔、紫色原子笔以纪录其学习进程、一把尺。HL 学生将会需要一台计算机。

父母/监护者能提供之协助: 实用网路资源

确定学生以本科目的内容为基础进行定时且广泛的阅读；讨论适合的经济议题；从当地基本知识进行推论，并鼓励学生推断出可能的结论以及其原因。任何世界各地有质量且可信的新闻网站，免费的尤佳。图书馆有经济评论、经济学简介，以及许多不同的相关书籍与杂志，包括：经济学人。

相关活动

岛人和平衡(暂译)杂志；2020 经济展望竞赛；IFS(国际金融统计)学生投资者竞赛；商业课外活动项目；发展商业计划。另外，经济部也会定期分享许多校外机构或是世界顶尖大学所举办的短文竞赛，如亚洲英基学校联盟。积极参与经济与商业管理社群的活动，向其他会员发表短篇报告。

联络人

经济部主任

雷蒙・玛尔(音译)

十二年级经济教师

阿如妮．包里瓦伊恩．葛尔特罗伯．厄尔请从联系入口找到正确的教师并与之连络

经济（十三年级）在 IB(国际预科文凭)经济课程的课程目标是发展学生的对于知识的好奇心和独立调查的能力，特别是针对具有强烈主题性的知识，应用理论于不同的情境中，从不同权益人观点出发，进行分析以归纳出最具公信力与公正的计划、提案和概念。

第一半学期(八月十月)

课程内容

推荐书单或延伸活动

HL 和 SL 学生皆适用：・所有学生皆必须完成内部评量，范围是他们在报章文章中所读过与宏观经济相关的内容

HL 学生应读课本第六、七章，SL 学生应读课本第十三、十四章

HL 学生必须学习：・长期和短期的公司成本结构，收入曲线和利润最大化原则・完全竞争的市场结构，垄断市场，垄断性竞争和寡头垄断

定期阅读一定数量的优质新闻文章，HL 学生应该读与公司行为有关的文章，SL 学生应该读与国际贸易、贸易保护主义有关的文章。

SL 学生必须学习：・国际贸易，贸易保护主义与贸易保护主义的办法・汇率的决定因素，汇率改变对于商业、消费者和经济运作的意义为何

第二半学期(十一月-十二月)

HL 学生应该学习：・国际贸易、贸易保护主义和贸易保护主义的方法・汇率的决定因素，汇率改变对于商业、消费者和经济运作的意义为何・比较固定利率和浮动利率・组成国际收支平衡表的要素・解决国际收支逆差的方法

HL 学生应读课本第十三、十四、十五章，SL 学生应读课本第十四、十五、十六章定期阅读一定数量的优质新闻文章，HL 学生应该读与国际贸易有关的文章，SL 学生应该读与国际贸易与发展有关的文章。

・国家之间的经济整合・贸易的专有名词 SL 学生应该学习：

我们将在本学期末提供学生一本经济学简论(暂译)，以协助他们自己准备内部测验。

・比较固定利率与浮动利率的制度・使国家在国际间更有竞争力的政策・国家之间的经济整合・介绍发展经济学与评估发展的方法

第三半学期(一月二月)

HL 学生和 SL 学生皆适用：・内部测验・所有学生都必须完成内部评量，评量范围为他们所读过的报章文章中与国际有关内容。 HL 学生应该学习：・介绍发展经济学与评估发展的方法・造成发展不佳的国内与国际因素，以及政府应该制定哪些政策应对 SL 学生应该学习：・造成发展不佳的国内与国际因素，以及政府应该制定哪些政策应对

HL 学生和 SL 学生都应读课本第十六、十七章定期阅读一定数量的优质新闻文章，HL 学生和 SL 学生都应该读与经济发展有关的文章，之后我们将提供一个实用的网站。经济学简论(暂译)将协助学生复习相关主题。过往报告论文的手册

・经济上已开发之国家将如何协助开发程度较低的国家

第四半学期(二月四月)

HL 和 SL 学生皆适用：・如果在上一个内部评量分数表现不佳，学生有一次机会再次进行一次内部评量，以取代原本的成绩。 HL 学生应该学习：・影响造成发展不佳的国内与国际因素，以及政府应该制定哪些政策应对・经济上已开发之国家将如何协助开发程度较低的国家

HL 学生应读课本第十六、十七章， SL 学生应阅读第十七、十八章。经济学简论(暂译)将协助学生复习相关主题。过往报告论文的手册

・开发中国家的政府应该如何采纳干预主义或是市场主导型政策。 SL 学生应该学习：・开发中国家的政府应该如何采纳干预主义或是市场主导型政策。

夏季学期

(四月-六月)

HL 和 SL 学生皆适用：・依照个别学生的需求，使用不同的复习策略复习适合的主题。・完成一系列类似测验的问题，并依照学生的个别情形给予适合的回应。

功课任务范例评量题型、方式与时间所需教具

父母/监护者能提供之协助: 实用网路资源相关活动

教科书、经济学简论(暂译)和一本印有所有过往报告论文的手册。

数据整理与短文报告，报章文章统整，研究报告和辩论主题，海报创作，心智图与笔记记录。HL 学生将进行计算和图表制作练习活动。学生每半学期将接受一次常态评量(第三半学期除外，在该学期将由内部测验取代之)。评量有可能已回家功课的方式进行。学校将提供由埃利•特拉盖克斯所编辑之 IB(国际预科文凭)经济学第二版作为主要教科书，以及埃利•特拉盖克斯所写的经济学简论，学生会在第二学期开始和内部测验开始之前拿到书。学生将会需要一枝荧光笔、紫色原子笔以纪录其学习进程、一把尺。HL 学生将会需要一台计算机。确定学生以本科目的内容为基础进行定时且广泛的阅读；讨论适合的经济议题；从当地基本知识进行推论，并鼓励学生推断出可能的结论以及其原因。任何世界各地有质量且可信的新闻网站，免费的尤佳。图书馆有经济评论、经济学简介，以及许多不同的相关书籍与杂志，包括：经济学人。岛人和平衡(暂译)杂志；2020 经济展望竞赛；IFS(国际金融统计)学生投资者竞赛；商业课外活动项目；发展商业计划。另外，经济部也会定期分享许多校外机构或是世界顶尖大学所举办的短文竞赛，如亚洲英基学校联盟。积极参与经济与商业管理社群的活动，向其他会员发表短篇报告。

地理 SL(十二年级) 在 IB 的地理课程中，目标将使学生具备理解人、地与环境的交互关系，以及了解透过资源的管理创造永续环境的能力。

第一半学期(八月十月)

课程内容

推荐书单或延伸活动

考察与 IA 评量-占学生 IB 地理成绩 25%

阅读丹尼•达林和卡尔•李所著的“地理：观念简介”

IB 地理课程的核心概念与理论的入门人口变迁 •

第二半学期(十一月-十二月)

了解人口分布、经济发展等等会影响人口结构的因素

人口变迁(续) • •

阅读保罗•克里尔所著的“在底层的十亿人”

评估与老龄化社会、鼓励生育、节制生育及性别平等等相关的人口政策理解人口红利期的概念

全球气候－脆弱性与适应力 •

自然与人类活动将如何影响全球能源平衡，以及其对地方、社会与环境系统的影响

第三半学期(一月二月)

全球气候－脆弱性与适应力(续)

第四半学期(二月四月)

全球资源的消耗与安全性

夏季学期 (四月-六月)

全球资源的消耗与安全性(续)

•

浏览英国卫报环境版的网页 https://www.theguardian.com/uk/envir onment

回应气候变迁及掌握决策的可能性

资源的压力将如何影响地方未来的安全，及食物、能源与用水安全的重要性和交互关系

阅读詹姆士．勒拉克所著的系列书籍“盖雅：有生命力星球的理论”及“盖雅：地球生命新观”(暂译)

比较千年发展目标和永续发展发展目标

了解资源管理和永续发展目标的作用

功课任务范例评量题型、方式与时间所需教具

个案研究、发表准备、推论性短文完成单元评量、短文、形成性与总结性的评量，及十二年级模拟测验基本文具

父母/监护者能提供之协助: 实用网路资源

相关活动

确保学生能准时完成课程作业，与购买线上教科书，以及鼓励更新时事并应用到课程所学中登录 Geographyalltheway http://www.geographyalltheway.com/ib_geography_2019.htm 定期浏览英国卫报环境版 https://www.theguardian.com/uk/environment 保育团体和 MUN

联络人

部主任

凯特．佛勒(音译)

地理 SL(十三年级) 在 IB 的地理课程中，目标将使学生具备理解人、地与环境的交互关系，以及了解透过资源的管理创造永续环境的能力。

课程内容

推荐书单或延伸活动

第一半学期(八月十月)

地质灾害

调查火山学家卡夫特夫妇的一生

第二半学期(十一月-十二月)

地球物理地理学

• •

•

地质活动造成地震、火山与块体运动的危险这些地质灾害是如何影响世界不同地区的人们

研究并讨论“气候变迁将会增加人类受到地质灾害的影响”

减少人类受到地质灾害影响的可能性

粮食与健康 • •

衡量食物和健康差异的方法自然和人类活动是如何影响粮食的生产与消费，以及疾病的发生和传播

第三半学期(一月二月)

粮食与健康(续)

第四半学期(二月四月)

复习在 IB 地理课程中地方、过程、权力和可能性的关键概念

夏季学期 (四月-六月)

准备测验

• •

定时地浏览 BBC 健康网站 http://www.bbc.com/news/health，了解现代有关健康与疾病的议题

浏览世界卫生组织的网站 http://www.who.int/en/

不同利益相关者对饮食和健康影响的力量永续农业和改善健康的未来可能性利用心智绘图了解课程中的概念以及学过的地方的相互关系

复习信息图表

功课任务范例评量题型、方式与时间所需教具

个案研究、发表准备、推论性短文完成单元评量、短文、形成性与总结性的评估，及十三年级模拟测验基本文具

父母/监护者能提供之协助: 实用网路资源

相关活动

哲学（十二年级） IB哲学课程目的在于建立学生独立调查的能力、对于知识的好奇心、分析思考和思辨的能力、具有健全的竞争哲学相关知识，使得学生能够从不同的角度思考，进行批判分析与哲学问题的评估。

第一半学期(八月十月)

第二半学期(十一月-十二月)

课程内容

推荐书单或延伸活动

・全部的学生都将开始学习批判性推论和论证技巧 ・学生将学习什么是论据，

HL/ SL 学生：・“哲学技巧书”(暂译) J. 芬著

以及完整地论证中分析不同类型的主张 ・学生将学习如何建构具有结构性和说服利的论证 HL 学生将额外学习：・信仰的哲学

只有 HL 学生要读：・“信仰的哲学” B. 大卫著

・对于神的检视本学期将有一次评量

・”上帝错觉“ 理查•道金斯著

・所有的学生都将探索核心研究主题：身为人类的意义是什么？

HL/ SL 学生：・“第一哲学沉思集” 笛卡儿著

・他们将学习哲学的议题，包括：人性、内心与身体、个人特质 HL 学生需要额外学习：・继续学习信仰的哲学・讨论支持和不支持神的存在之论证本学期将有一次评量

・“存在主义概论” T・弗林著只有 HL 学生要读：・“宗教哲学手册” 查尔斯•塔利亚费罗著

• 第三半学期(一月二月)

第四半学期(二月四月)

・所有学生都几将继续学习核心研究主题。他们将探讨与身份有关的哲学议题 HL 学生需要额外学习：・继续学习宗教的哲学

HL/ SL 学生：・“理由与人格” 德里克•帕菲特著

・思考源自宗教语言之哲学分析的议题本学期将有一次评量

只有 HL 学生要读：・“语言、真理与逻辑” 阿尔弗雷德•朱勒斯•艾耶尔著

・所有的学生将继续学习核心研究问题。他们将检视关于自我与他人自由有关的议题。

HL/ SL ・“第二性” 西蒙・波娃著

HL 学生需要额外学习：・继续学习宗教的哲学

只有 HL 学生需要读：・“总觉哲学” B・米歇尔著

・思考源自宗教语言之哲学分析的议题本学期将有一次评量

夏季学期 (四月-六月)

所有的学生都将在本半学期的开始时完成夏季测验・所有学生将开始深入学习柏拉图的理想国・他们将会阅读文本并讨论议题如：正义的本质、现实与知识的本质・所有的学生都将开始进行内部评量。他们将会选择一个非哲学性的刺激物，并试著套用之前所学的哲学相关理论、知识

HL/ SL 学生：・“正义：一场思辨之旅” 麦可•桑德尔著只有 HL 学生必须读：・“信念意志” 威廉•詹姆士著

HL 的学生必须额外学习：・完成关于宗教哲学的学习・探讨源自宗教经验与行为的哲学研究之议题

功课任务范例评量题型、方式与时间

短文、准备讨论、阅读与哲学有关之文本、记笔记与阐述问题、思考广大的媒体与哲学问题、研究之间的关联性每个半学期都几有一次书写评量、年终测验。评量将以回家功课的形式进行。

所需教具

学校将提供所有需要的设备

相关活动

与其孩子讨论在课堂上提出过的议题。他们可以请孩子解释他们在课堂上所学到的概念、想法和问题，并且分享他们对于这些主题的个人看法以展开讨论。家长应该鼓励孩子多接触时事与现今的重要议题，观赏、阅读新的故事并就新议题展开讨论。 http://closertotruth.com 包含一系列当代哲学家的访问影片，这些哲学家的研究领域与我们在 IB(国际预科文凭)课程中所涉及的研究问题有关。 http://www.bbc.co.uk/programmes/articles/3vVjcY47k2p5Wsnj3ZFHV5W/a-history-of-ideas 包括一系列的信息类短片，介绍了重要的一些重要的哲学主题以及相关议题。 https://essentialthinking.wordpress.com/ 包含一些信息和可供学生练习的活动。这些课程教导学生批判性思考的技巧，以及阅读哲学文本的技巧。有一些具规模且活跃的哲学社群。哲学部鼓励学生参与不同的校外征文比赛。

联络人

哲学部主任

父母/监护者能提供之协助:

实用网路资源

汤姆卡特－史德请于家长网站连络教职员

哲学（十三年级） IB哲学课程目的在于建立学生独立调查的能力、对于知识的好奇心、分析思考和思辨的能力、具有健全的竞争哲学相关知识，使得学生能够从不同的角度思考，进行批判分析与哲学问题的评估。

第一半学期(八月十月)

课程内容

推荐书单或延伸活动

・所有学生将在回答书写测验之后完成关于柏拉图理想国的学习・所有的学生当将有一次机会再次进行内部测验，测验内容为如何应用他们所学过的哲学理论于不同的刺激物上

HL/SL 学生：・“柏拉图理想国的简介” 茱莉•亚那著

HL 学生将额外学习：・开始准备关于哲学活动本质的测验

只有 HL 学生将学习：・“哲学简介” E・克雷格著

本学期将有一次评量

第二半学期(十一月-十二月)

・所有的学生都将开始学习伦理学。学生将会学习和分析规范伦理学。 HL 学生将额外学习：・开始准备关于哲学本质活动测验，学生必须比较他们自身的哲学活动经历与哲学家的观点。

HL/SL 学生：・“功利主义” J.S. 米尔著只有 HL 学生将学习：・“哲学问题” 伯特兰•罗素著

在本半学期中将完成内部评量。本学期将有一次评量

第三半学期(一月二月)

・所有的学生都将在学期开始时完成模拟测验・所有的学生将继续学习伦理学，并且研究后设伦理学议题，以及伦理学语言的意义

HL/SL 学生：・“道德谱系学” 弗里德里希•尼采著只有 HL 学生将学习：・“哲学研究” 路德维希•维根斯坦著

第四半学期(二月四月)

夏季学期 (四月-六月)

・所有的学生将完成关于应用伦理学的测验以完成关于伦理学的学习 HL 的学生将额外学习：・准备哲学活动本质测验，学生能够练习作答以前的测验题目，且作答时间是受到限制的

HL/SL 学生：・“实用伦理学” 彼得•辛格著只有 HL 学生将学习：・“哲学家的工具箱” 朱立安•巴吉尼著

・所有学生将依据自己的需要修改主题，并完成 IB(国际预科文凭)的外部测验( 由外部出题与评分)

功课任务范例评量题型、方式与时间所需教具

短文、准备讨论、阅读与哲学有关之文本、记笔记与阐述问题、思考广大的媒体与哲学问题、研究之间的关联性每个半学期都几有一次书写评量、年终测验。评量将以回家功课的形式进行。学校将提供所有需要的设备

相关活动

联络人

哲学部主任

父母/监护者能提供之协助:

实用网路资源

汤姆卡特－史德

全球政治 SL和HL （十二年级） “任何一个说他对政治没有兴趣的人，就像是一个溺水的人说他一点都不喜欢水” －莫罕达斯・甘地

第一半学期(八月十月)

课程内容

推荐书单或延伸活动

・基础单元：权力、主权与国际关系学生将研究权力、找出行使权力的人，以及思考权力在不同的背景之下意义是否相同

请见本部的网站已得到与课程相关之补充材料。国际事件的评论文章、TED 演讲、 aeon.co 网站和杂志，如：经济学人。学生也可以在Politics Squared网站和BB C找到优质的播客。

HL 的学生每个礼拜将有两个额外的上课时段，他们将利用这个时间著手准备 HL 学生的延伸报告。

第二半学期(十一月-十二月)

・基础单元：权力、主权与国际关系学生将发展其对于权力的理解，并试著将之套用在全球的主权国家和激进的非国家主体中。

第三半学期(一月二月)

活动参与学生将在上课时间中完成他们活动参与的初次研究

第四半学期(二月四月) 夏季学期 (四月-六月)

HL 的学生每个礼拜将有两个额外的上课时段，他们将利用这个时间著手准备 HL 学生的延伸报告。

HL 的学生每个礼拜将有两个额外的上课时段，他们将利用这个时间著手准备 HL 学生的延伸报告。第二课人权学生将认识和练习在全球体系中的人权之互为主体性概念。 HL 的学生每个礼拜将有两个额外的上课时段，他们将利用这个时间著手准备 HL 学生的延伸报告。延续第二课人权活动参与 HL 的学生每个礼拜将有两个额外的上课时段，他们将利用这个时间著手准备 HL 学生的延伸报告。

所需教具

研究、阅读、延展写作、短文准备、播客创作、论坛发表文章在每课结束时，将有一个正式的总结性评量，全年级的评量标准相同(评量参考 IB 报告 1/ 报告 2 的评量类型)。教师将额外给予定期的形成性回馈以帮助学生。学校将提供 IB(国际预科文凭)教科书。固定使用电脑。

父母/监护者能提供之协助: 实用网路资源相关活动

讨论学生在家学习的主题，并确定学生广泛地阅读、讨论当今议题，并将之连结至其所学 nlcsjejuhistorian.com 网站，aeon.co 网站，youtube 纪录片，图书馆资料库历史小说阅读圈、得奖的历史学家、中学历史社群

联络人

历史部主任

詹姆士・提普尼

十二年级 SL 和 HL 的国际政治教师

请于家长网站找到贵子弟教师的名字

功课任务范例评量题型、方式与时间

历史 SL & HL (十二年级) 历史是一门活的、有争议的循证学科，与过去有著强烈的连结。这是一门严谨的知识学科，专注在变革、因果关系和重要性等等关键的历史概念。这将会是十二年级学生开始 IB 历史课程的第一年。

课程内容

推荐书单或延伸活动

第一半学期(八月十月)

希特勒的崛起

有关各课程的附加教材，请参考学校的网站。在杂志“历史今日”和“菲利浦．艾伦的资料库”复习相关议题(学校皆有订阅)。“历史热点”和“BBC”皆有拨出优质的播客节目。

第二半学期(十一月-十二月)

希特勒的德国：权力的巩固与维护

第三半学期(一月二月)

希特勒的德国：国内政策

第四半学期(二月四月)

走向全球战争：以欧洲为研究个案

夏季学期 (四月-六月)

内部评量学生将完成一项 2200 字的独立历史研究作业，将会提交给 IB 并占最终成绩的 25%。

学生将调查和分析希特勒成为德国元首的过程。他们将透过主题的方式分析事件发生的先后顺序，并且试图想想他们的结论是否能套用到其他情境上。

尽管希特勒带给德国灾难性的变化，学生们将研究他如何长期掌握权力。

学生将评定希特勒为德国日常生活带来的变化。他们也将对其成功与失败的相关政策做出历史性的批判。

学生将利用第一手和第二手资料分析第二次世界大战爆发的原因。并思考墨索里尼、希特勒和国际联盟在其中所扮演的角色。

冷战的起源学生将会开始准备有关冷战起源的史学史式辩论

功课任务范例评量题型、方式与时间所需教具父母/监护者能提供之协助: 实用网路资源相关活动联络人

调查、阅读、长篇写作、短文准备、播客制作、在论坛发表意见每个单元将进行一次正式的总结性评估，整个年级将有一样的评分标准(基于 IB 报告 1 和/或报告 2 评估类型)。老师也将会给予定期适性的回馈促进学生的进步。使用学校提供的 IB 教科书。定期使用电脑。借由在家讨论已学过的议题，加上督促学生广泛地阅读，来讨论最近所发生的时事，并试图连结到他们上课所学的东西。 nlcsjejuhistorian.com、activehistory.co.uk、youtube 上的纪录片、图书馆资源历史小说读书会、得奖的历史学家、国高中历史性社团历史部主任十二年级 SL 历史教师

詹姆士．提普尼请从学校入口网站找到贵子弟教师的名字

历史 HL (十三年级) 历史是一门活的、有争议的循证学科，与过去有著强烈的连结。这是一门严谨的知识学科，专注在变革、因果关系和重要性等等关键的历史概念。这将会是十二年级学生开始IB历史课程的第一年。

第一半学期(八月十月)

课程内容

推荐书单或延伸活动

冷战的起源

有关各课程的附加教材，请参考学校的网站。在杂志“History Today”和“the Philip Allen archive”复习相关议题(学校皆有订阅 )。“History Hits”和“BBC”皆有拨出优质的播客节目。

学生将分析冷战的史料冷战的发展学生将研究冷战进程中的发展关键，如三和路线、缓额政策、中苏交恶，以及其他许多爆发点。卡斯楚的古巴：权力

第二半学期(十一月-十二月)

冷战的结束学生将分析和调查冷战结束的原因，并试图将责任归属在一个或多的利害关系者。冷战和美洲学生将从美洲的角度审视冷战，著墨在其对半球关系的影响。

第三半学期(一月二月)

冷战和美洲

第四半学期(二月四月)

冷战和美洲(续)

学生将从美洲的角度审视冷战，著墨在其对半球关系的影响。

走向全球战争：以日本为研究个案复习

夏季学期 (四月-六月)

复习

功课任务范例评量题型、方式与时间所需教具父母/监护者能提供之协助: 实用网路资源相关活动联络人

詹姆士．提普尼请从学校入口网站找到贵子弟教师的名字

历史 SL (十三年级) 历史是一门活的、有争议的循证学科，与过去有著强烈的连结。这是一门严谨的知识学科，专注在变革、因果关系和重要性等等关键的历史概念。这将会是十二年级学生开始IB历史课程的第一年。

第一半学期(八月十月)

课程内容

推荐书单或延伸活动

冷战的发展

学生将研究冷战进程中的发展关键，如三和路线、缓额政策、中苏交恶，以及其他许多爆发点。卡斯楚的古巴：权力的巩固与维持

第二半学期(十一月-十二月)

为了与纳粹德国进行比较研究，学生将调查和分析卡斯楚在古巴的主要统治特征。冷战的结束学生将分析和调查冷战结束的原因，并试图将责任归属在一个或多的利害关系者。

第三半学期(一月二月)

走向全球战争：以日本为研究个案

第四半学期(二月四月)

走向全球战争：以日本为研究个案(续)

夏季学期 (四月-六月)

复习

学生将利用第一手和第二手资料分析第二次世界大战爆发的原因。并思考日本的领导者和国际联盟在其中所扮演的角色。

复习

功课任务范例评量题型、方式与时间所需教具父母/监护者能提供之协助: 实用网路资源相关活动联络人

有关各课程的附加教材，请参考学校的网站。在杂志“History Today”和“the Philip Allen archive”复习相关议题(学校皆有订阅 )。“History Hits”和“BBC”皆有拨出优质的播客节目。有关各课程的附加教材，请参考学校的网站。在杂志“History Today”和“the Philip Allen archive”复习相关议题(学校皆有订阅 )。“History Hits”和“BBC”皆有拨出优质的播客节目。有关各课程的附加教材，请参考学校的网站。在杂志“History Today”和“the Philip Allen archive”复习相关议题(学校皆有订阅 )。“History Hits”和“BBC”皆有拨出优质的播客节目。有关各课程的附加教材，请参考学校的网站。在杂志“History Today”和“the Philip Allen archive”复习相关议题(学校皆有订阅 )。“History Hits”和“BBC”皆有拨出优质的播客节目。

调查、阅读、长篇写作、短文准备、播客制作、在论坛发表意见每个单元将进行一次正式的总结性评估，整个年级将有一样的评分标准(基于 IB 报告 1 和/或报告 2 评估类型)。老师也将会给予定期适性的回馈促进学生的进步。使用学校提供的 IB 教科书。定期使用电脑。借由在家讨论已学过的议题，加上督促学生广泛地阅读，来讨论最近所发生的时事，并试图连结到他们上课所学的东西。 nlcsjejuhistorian.com、activehistory.co.uk、youtube 上的纪录片、图书馆资源历史小说读书会、Prize-winning Historians、国高中历史性社团历史部主任十三年级HL历史教师

詹姆士．提普尼请从学校入口网站找到贵子弟教师的名字

心理学

(12年级)

心理学IB课程旨在培养对如何应用研究成果以更好地理解人类行为的认识，以及如何在心理探究中维护道德实践的认识。

半学期1 (8 – 10 月)

课程内容

建议的阅读和扩展活动

●所有学生将通过简介单元开始心理学。该单元的主要目的是将心理学作为一门学科，并为学生提供相关的原理图框架，使他们能够更加批判性地思考我们在课程中遇到的研究。

HL/SL ●

将有一个课堂评估。测试将由四部分组成： A.关键术语 B.简述题 C.确定实验的部分内容 D.设计实验

经典阅读 50 Psychology Classics: Who We Are, How We Think, What We Do: Insight and Inspiration from 50 Key Books by Tom ButlerBowdon.

HL only ●

观看 The Century of the Self -(3 hours)

●然后，所有学生将进入我们的第一个主题单元 - 犯罪学。该单元旨在通过调查一系列可以从生物学方法开始来解释犯罪行为的因素，向学生介绍心理学研究。 HL/SL 评定：

●

练习简述题（SAR）：问题：解释大脑的损害如何影响行为。课后简述题练习SAR 随着时间的推移，学生将获得一个简述题题目SAR，并提交200 - 400字的回复。

HL only 仅限高级的阅读内容 ●

Kandel’s research on neuroplasticity in learning with Aplysia

●

Minute Earth “Epigenetics: why inheritance is weirder than we thought”

问题：解释一种激素如何影响行为。

此外，HL学生将学习： ●心理学研究中动物模型的价值以及动物研究是否可以提供对人类行为的洞察力。本主题旨在强化和巩固犯罪学部门的学习，并侧重于动物研究如何加深我们对生物变量与人类行为之间关系的理解。半学期2 (11– 12 月)

所有学生将继续学习犯罪学部门。特别是我们关注冲动、反应性攻击和暴力犯罪，并介绍了理解行为的其他关键因素，如思维模型和社会文化影响。

案例研究 Phineas Gage case study

HL/SL ●

评定课堂SAR简述题

The Role of testosterone in Social Interactions by Eisenegger, Haushofer and Fehr

他们将有35分钟的时间来完成200到400字的简述题。选择问题：解释神经传递如何影响人类行为。课后问题 - 写扩展文章

HL only 仅限高级 ●

Edward taub - “The Silver Spring Monkeys”

学生将撰写一篇文章（约900字）来解决这个问题：遗传学在多大程度上影响人类行为？

●

Lesli Bisgould - TED talk - “Our relationship with other animals”

此外，HL学生将学习：

半学期3 (1 – 2 月)

动物研究中的伦理考虑 - 评估伦理考虑和其他与研究相关的局限性。 ●所有学生将开始学习社会影响力单元的第1部分。第一部分主要关注社会文化主题以及社会变量如何影响行为，特别强调解释群体间冲突，包括偏见和歧视。评定简述题练习：文化维度的影响简述题测试：2 x SARs（解释文化适应acculturation的影响，解释文化熏陶enculturation的影响）实践论文（论文二）：写一篇基于人际关系主题的论文，“讨论与偏见和歧视相关的研究”。项目：学生找到一个真实的群体间冲突的例子，并使用该主题中的研究来解释冲突和提出如何解决冲突。

HL/SL ●

Asch’s famous studies

HL only 仅限高级 ●

Lyons-Padilla (2015) Relationships between acculturation strategies, identity and extremism.

此外，HL学生将学习： ●全球化和行为。在这个主题中，来自社会影响的主题被整合到对全球化、移民、文化适应、边缘化、歧视、宗教极端主义和冲突之间关系的深入探索中。半学期4 (2 – 4 月)

●所有学生将继续学习社会影响力单元的第2部分。该单元侧重于社会因素如何影响认知（例如图式和记忆）和行为（旁观者主义和亲社会行为）。该单元为学生准备人际关系中的“社会责任”主题，以及其他社会和认知方法主题。

HL/SL

评定简述题：学生有30分钟的时间来回答一道简述题。问题是：解释一项与（以下之一）相关的研究：图式理论思考或决策过程中的一个偏见重建记忆定型/原型

HL only 仅限高级

●

Bartlett (1932) “War of the Ghosts”

Ionica Smeets “The danger of mixing up causality and correlation”

论文测试：要求学生讨论与以下一项或多项相关的研究：旁观者主义亲社会行为促进亲社会行为项目：学生研究我们研究过的一个概念（虚假记忆、旁观者主义、亲社会行为等）的真实例子，并应用研究和理论来解释它。此外，HL学生将学习： ●全球化研究方法。这侧重于实验方法的伦理和实践局限性以及在全球研究中使用相关性研究分析。夏季学期 (4 – 6 月)

●所有学生将参加他们的心理学内部评估IA，一个小组实验，并写报告。 SL内部评估

HL/SL ●

Internal Assessment chapter

标准水平内部评估包括复制现有（已发布）的简单实验（意味着一个自变量和一个因变量），然后写1000到1500字的报告，描述研究、结果和可能得出的结论，并与所参考的原始研究相比较。

HL only 仅限高级 ●

HL内部评估

Inferential statistics chapter

对于更高级别的评估，内部评估也包括一个简单的实验研究，大体要求相同。 HL报告的不同之处在于： HL的报告较长（15002000字），需要对假设和零假设进行更详细的解释，并且对结果部分也有更详细的要求（使用推论统计，并说明假设的影响）。 ●所有学生将复习与自己相关的主题，并完成内部设定和评估的考试。

家庭作业例子

论文，准备讨论，阅读心理学文章，录像和笔记，网络搜索。

考评任务、方法和频率

SAR，ERE适用于所有单元。评估可以采取家庭作业的形式。

学生所需配备

所有设备均由学校提供。

家长/监护人可以通过以下方式帮助孩子：

与孩子讨论在课堂上提出的问题。可以要求他们解释他们在课堂上学到的概念，研究和理论，并应该提出他们自己的看法，以便开始讨论。可以鼓励孩子观看/阅读时事并应用他们的新知识去分析。

有用的网站

https://allpsych.com/ AllPsych是最大，最全面的心理学网站之一，世界上数百所大学和学院都引用上面的文献。 https://www.intropsych.com/index.html 在线教科书 http://www.apa.org/topics/index.aspx 美国心理医生学会网站 Discovering Psychology 与Zimbardo博士电视转播相关的网站。它有用的笔记，访谈和词汇。

相关活动

生物社群

生物 HL （十三年级）生物部门的目标是在培育一群对于生物充满爱的学生。我们希望培养学生反思和批判性思考的能力，并成为独立的学习者。

课程内容

推荐书单或延伸活动

第一半学期(八月十月)

3 基因

第二半学期(十一月-十二月)

6, 11, D 人体生理学和生态学

第三半学期(一月二月)

4 生态学和植物生物学

第四半学期(二月四月) 夏季学期

在这学期，学生将完成他们的内部评量，评量将占总成绩的 20%。他们将完成所有人体生理学和基因的主题，他们将能够把在十二年级所学到的基本概念串连起来，并再加上更深入的概念。

学生将能够在开始学习生态学和演化论，以及生物多样性之后更加巩固他们的学习。在一月将举行的模拟测验，测验内容将包括学生截至目前为止的所学，我们鼓励学生尽可能地多利用他们之前所做的笔记。

这个学期对学生来说是很重要的学期，他们将在这个学期中完成他们的 IB 模拟测验。他们将有机会知道自己的学习情况，并且知道自己较弱的主题为何。他们也将有机会在练习过往测验题时练习不同的测验题目。 5 演化生态多样性，光合作用和呼吸作用本学期我们将完成本课程的最后一部份，学生将学习关于光合作用与呼吸作用的相关主题。学生也会有更多机会练习过往的测验题目，已更了解他们未来应试可能遇到的题目。此外，学生也可以在 Moodle 平台上找到更多课程复习材料、教学、完整的过往测验题目。 IB 测验

功课任务范例

完成课本中的问题，总结学习内容的短文，阅读指定文本，实验报告

评量题型、方式与时间

定时测验将会标示在学生的生物课程表上，学生将会在学年初拿到这份课程表

所需教具

原子笔、铅笔、尺、计算机、A4 横线纸

父母/监护者能提供之协助:

确定学生定期且广泛地阅读，阅读教科书尤佳

实用网路资源

所有的链结都在学校图书馆的入口网站。生物的 Moodle 网站。Kognity 网站

相关活动

生物社群

生物 SL （十二年级）生物部门的目标是在培育一群对于生物充满爱的学生。我们希望培养学生反思和批判性思考的能力，并成为独立的学习者。

课程内容

推荐书单或延伸活动

第一半学期(八月十月)

第二半学期(十一月-十二月)

第三半学期(一月二月)

第四半学期(二月四月)

夏季学期

年度测验、基因与人体生理学

(四月-六月)

在本半学期中，学生将完成他们的年终测验。他们机会有时间检视他们在学习上的表现，进而提升他们的学习技巧、对于各主题的了解和考试技巧。在这个忙碌的学期中，学生们也机会完成第四组计划。最后，学生将会开始学习一些主题，包括：基因、贺尔蒙和体内平衡。我们也将给学生暑假中的学习指导，确定他们在十二年级所做的笔记是否完整且易懂。

功课任务范例

完成课本中的问题，总结学习内容的短文，阅读指定文本，实验报告

评量题型、方式与时间

定时测验将会标示在学生的生物课程表上，学生将会在学年初拿到这份课程表

父母/监护者能提供之协助:

确定学生定期且广泛地阅读，阅读教科书尤佳

实用网路资源

所有的链结都在学校图书馆的入口网站。生物的 Moodle 网站。Kognity 网站

生物 SL （十三年级）生物部门的目标是在培育一群对于生物充满爱的学生。我们希望培养学生反思和批判性思考的能力，并成为独立的学习者。

课程内容

推荐书单或延伸活动

第一半学期(八月十月)

3 基因、人体生理学和内部测量

第二半学期(十一月-十二月)

第三半学期(一月二月)

模拟测验、生态学与演化生物多样性

第四半学期(二月四月) 夏季学期

生态学与演化生物多样性

这个学期对学生来说是很重要的学期，他们将在这个学期中完成他们的 IB 模拟测验。他们将有机会知道自己的学习情况，并且知道自己较弱的主题为何。他们也将有机会在练习过往测验题时练习不同的测验题目。 2 光合作用与呼吸作用本学期我们将完成本课程的最后一部份，学生将学习关于光合作用与呼吸作用的相关主题。学生也会有更多机会练习过往的测验题目，已更了解他们未来应试可能遇到的题目。此外，学生也可以在 Moodle 平台上找到更多课程复习材料、教学、完整的过往测验题目。 IB 测验

功课任务范例

完成课本中的问题，总结学习内容的短文，阅读指定文本，实验报告

评量题型、方式与时间

定时测验将会标示在学生的生物课程表上，学生将会在学年初拿到这份课程表

所需教具

原子笔、铅笔、尺、计算机、A4 横线纸

父母/监护者能提供之协助:

确定学生定期且广泛地阅读，阅读教科书尤佳

实用网路资源

所有的链结都在学校图书馆的入口网站。生物的 Moodle 网站。Kognity 网站

相关活动

生物社群

电脑科学（十二年级）电脑部希望能够培养具有概念性思考和解决问题能力的学生。我们旨在引导学生认识电脑系统中的不同部分、不同部分之间的关系、资料库、硬碟、沟通与人。我们专注在提升学生应用知识和高阶程式语言于解决与电脑相关的问题之能力。

课程内容

推荐书单或延伸活动

第一半学期(八月十月)

在第一半学期中，我们将专注于学习概念性思考的基本概念，这包括了对于程式设计的认识。在这学期中，我们将为学生介绍程式设计与程式设计概念。在学期的最后一部份，我们将会学习操作系统和逻辑匣。

IBO 所提供的个案研究

第二半学期(十一月-十二月)

在本学期中，我们将专注于引导学生如何结合 OOP(物件导向程式设计)的特点于解决问题中，以及程式设计与系统原理的模块化。

IB CS(电脑科学) HL 课本－计算机概论(暂译) 内尔．B．戴尔著，21 天内学会 JAVA 程式语言罗杰斯著，电脑科学部所提供的资源、网路资源、 Quizlets 网站、演讲等等。

第三半学期(一月二月)

在本学期中，我们将带入许多与电脑科学有关的主题，包括：规划系统与安装，学习系统发展生命周期，系统备份技术，程式设计发展，并开始讨论关于程式设计的道德等等。

IB CS(电脑科学) HL 课本－计算机概论(暂译) 内尔．B．戴尔著，21 天内学会 JAVA 程式语言罗杰斯著，电脑科学部所提供的资源、网路资源、 Quizlets 网站、演讲等等。 https://www.cs-ib.net/

第四半学期(二月四月)

在本学期中，我们将引导学生认识网路及其结构，如何评估讯息的传递，以及评论无线网路所带来的影响。

IBO 所提供的个案研究

夏季学期

在此学期中，我们将为学生介绍抽象资料结构，数据资料结构，以及著手进行一个迷你计划的机会。

IB CS(电脑科学) HL 课本－计算机概论(暂译) 内尔．B．戴尔著，21 天内学会 JAVA 程式语言罗杰斯著

电脑科学部所提供的资源、网路资源、Quizlets 网站、演讲等等。

(四月-六月)

评量题型、方式与时间

核心电脑科学进阶电脑科学(暂译) 寇斯达．狄米特夫著，电脑科学部所提供的资源、网路资源、Quizlets 网站、演讲等等。

每个主题结束之后的测验，模拟考

父母/监护者能提供之协助:

确定学生在放假时间透过注册线上课程练习程式设计技巧

实用网路资源

http://ib.compscihub.net/, https://csopedia.wikispaces.com/, http://ibcomp.fis.edu/

相关活动

程式编写社团，硬体 Bryant 活动，程式设计竞赛，亚洲英基学校联盟挑战，机器人学

电脑科学（十三年级）电脑部希望能够培养具有概念性思考和解决问题能力的学生。我们旨在引导学生认识电脑系统中的不同部分、不同部分之间的关系、资料库、硬碟、沟通与人。我们专注在提升学生应用知识和高阶程式语言于解决与电脑相关问题之能力。

第一半学期(八月十月)

课程内容

推荐书单或延伸活动

开始研究 IB 所提供的一个个案研究。这个活动需要学生针对本科目的许多不同面向进行研究－可能包括新科技概念与额外的课目内容－也更深入。・学习进阶的程式设计概念

IBO 所提供的个案研究

・练习抽象资讯结构资源管理・辨认系统的资源・了解操作系统的角色

第二半学期(十一月-十二月)

在本学期中，将学习辨认需要使用递回思考的情境，学生们将会需要下列知识：・建立需要运用二维数组、堆叠与伫列的算法・描述连结串列与树的特点与特性・应用资料结构主题五、六评量，以及选修

第三半学期(一月二月)

模拟测验，第七个主题除外。一旦模拟考完成之后，学生将开始讨论与比较不同的控制系统。

第四半学期(二月四月)

在 IB 课程的最后一部份，我们将专注于个案研究上，并且将研究焦点聚集在关于个案的道德层面上，并讨论如何科技和算法是如何运用在运算中。

夏季学期

IB 测验

IB CS(电脑科学) HL 课本－计算机概论(暂译) 内尔．B．戴尔著，21 天内学会 JAVA 程式语言罗杰斯著，电脑科学部所提供的资源、网路资源、Quizlets 网站、演讲等等。进阶电脑科学(暂译) 寇斯达．狄米特夫著，电脑科学部所提供的资源、网路资源、Quizlets 网站、演讲等等。 IB CS(电脑科学) HL 课本－计算机概论(暂译) 内尔．B．戴尔著，21 天内学会 JAVA 程式语言罗杰斯著

IBO 所提供的个案研究进阶电脑科学(暂译) 寇斯达．狄米特夫著 https://www.cs-ib.net/

功课任务范例

课堂作业、报告、小计划、Quizlets 作业

父母/监护者能提供之协助:

确定学生在放假时间透过注册线上课程练习程式设计技巧 http://ib.compscihub.net/, https://csopedia.wikispaces.com/, http://ibcomp.fis.edu/

相关活动

程式编写社团，硬体 Bryant 活动，程式设计竞赛，亚洲英基学校联盟挑战，机器人学

数学 HL （十二年级）数学部的目标是透过结合数学与真实环境的情境，已将数学带入学生的现实生活中。数学部希望透过 IB 课程使学生的成熟度与对于此科目的理解能力能够提升至另一个水平。学生的核心技能，例如：时间管理、管理与合作工作，都会在这一年中有所提升，这不但会让他们成为更好的数学家，也能协助他们为未来的学术与专业职业做准备。

推荐书单或延伸活动

课程内容第一半学期(八月十月)

第二半学期(十一月-十二月)

第三半学期(一月二月)

函数、函数的转换、指数/ 对数函数、多项式有理函数与不等式在第一半学期中，对于 HL 的学生来说是特别忙的一个学期。在这个学期中，我们将学习一些进阶概念的基础，学生们将开始发展他们对于函数的认识，这个主题他们在国际中学教育普通证书课程中已经有一些基础。我们期许他们能够对于分辨函数中的不同特征越来越有信心，包括：指数、对数、三角与绝对函数。学生将探索与描述不同函数的转换，解决问题与找出关联函数的母函数为何。运用组合的概念，学生将发现与探索二项式定理，运用这个来解决问题，问题内包括乘法多项式。他们将学习何为多项式、有理函数及其特征。三角恒等式与函数，三角函数，序列与多项式与归纳与证明三角函数将开始衍伸，并用以使用与证明三角恒等式。学生将开始学习如何运用归纳法来证明，我们鼓励他们自己练习使用不同方式来证明，例如：矛盾证明法。他们将找到解出不等式的方法，包括使用绝对表达式。学生将为了算数和等比数列和级数而形式化“n 项测试”和“n 项和”计算。他们将学习计算法则：排列与组合之间的差异，以及对应公式。我们也将透过归纳过程引导学生，使他们能够使用这个有利的方法于证明其他的命题中。数学探索与分化 1 所有的学生都将参加一个内部的数学评量；这个评量称之为数学探索，且占学生期末总成绩的 20%。从这个学年的开始，我们便开始协助学生提高他们的数学研究与探索能力，并找出他们最感兴趣的数学领域。数学探索的初稿将会在本学期完成，学生将写大约两千字/ 6 到 10 页的报告，他们能够选择自己感兴趣的主题，进行独立研究、探索该主题。学生将在本学期更进一步探索在第一学期时学过的主题，学生将再次学习微积分，并且能够以第一法则分辨多项式。他们将认识与所有在第一学期学过的函数相关之梯度函数，并且能够快速有效率地分辨特性曲线，例如：最高与最低点。使用在第一学期学过的三角函数恒等式，学生能够解决更复杂的三角方程式，我们也鼓励他们发展自己解决这类问题的方法。

第四半学期(二月四月)

我们能够习惯使用图形计算机来制图或解决这类问题。矩列行列式已经被证明是个很有用的解题工具，包括十三年级的向量问题，学生有可能在这个时候学习矩列行列式。积分 1 学生将能够运用积分找到与曲线、旋转体的体积相关的范畴。更多积分的技巧将应用在解题是，包括：代换积分法、分部积分法。

夏季学期

复数 1 和向量 1

(四月-六月)

学生将认识复数的概念，包括：以乘积解决三次函数－在历史情境中。他们可能讨论卡尔达诺、塔尔塔利亚和其他同期的义大利数学家，并学习相关理论的元素。复数是从棣美孚定理的相关知识与应用发展而来的，可以运用复数证明三角恒等式。IGCSE(国际中学教育普通证书)课程中与向量的知识将在 IB 课程中延伸。在本学期中，学生将专注于二维和三维线性方程，并使用纯量(点)解题。

功课任务范例

调查，探索练习，报告自己的成果

评量题型、方式与时间

学生将接受一年五次的普通测验，其中两个测验是 120 分钟的模拟测验，三个将会以回家功课的方式进行。教师将会定时评聊学生的学习表现。学生将有机会接受一个六十分钟的报告 3 模拟测验。除了一般用具外，学生必须携带 TI-Nspire CX 图形计算器(非 CAS)，一对圆规，一个量角器和一把尺。学生可以带不同种类的计算机，但是所有的指示都将以 TI-Nspire CX 图形计算器为基准。学生应该在购买不同计算机之前先寻求相关建议。

所需教具

父母/监护者能提供之协助:

实用网路资源相关活动

这个年纪的孩子最需要的帮助就是有效地运用他们的时间，以确保他们能够在复习、练习和延伸阅读之间得到平衡，以达到他们对自我的期待。学生需要父母与教师的帮助与鼓励，以帮助他们制定策略规划他们自己的时间。学生特别需要他人帮忙找出自己的弱点以及加强的方法。父母应该鼓励孩子多阅读线上的数学研究。这将会大大地帮助他们写出属于自己的研究报告。在休息阅读时间时阅读数学相关书籍也非常有助益。 www.myimath.com, www.bbcbitesize.com, www.khanacademy.org Numberphile 是一个非常出色的 Youtube 频道 CCA 竞赛－帮助准备内部竞赛 CCA 友谊赛－与其他北伦敦教会的姐妹校竞赛 CCA 信息图表－运用信息图表表现世界 CCA 测略竞赛－发展一个善用策略的思维模式国际竞赛－英国数学协会青年奥林匹亚

数学 HL （十三年级）数学部的目标是运用 IB 课程使学生的成熟度与对于此科目的理解能力能够提升至另一个水平。学生的核心技能，例如：时间管理、管理与合作工作，都会在这一年中有所提升，这不但会让他们成为更好的数学家，也能协助他们为未来的学术与专业职业做准备。学生在十二年级的成长都会有助于他们进入十三年级的课程，并且让他们对于组织、自我与时间管理更有自信。我们期许学生在课程结束时能够成为知识与学术领域有更高成就的学生。

推荐书单或延伸活动课程内容

第一半学期(八月十月)

本学期将专注在一系列不同的领域，包括：机率与统计，分组数据的计算，平均与方差，离散与连续数据、机率的众数与中位数，二项式，卜瓦松与一般分配、独立与互斥事件，条件概率

海斯 HL 数学第 23 章到第 26 章或是剑桥 HL 数学第 21 章到第 24 章将对自我阅读学习很有帮助

第二半学期(十一月-十二月)

微积分 1 在这学期中，学生将学习数列与级数，测验趋同与趋异，幂级数，收敛区间与收敛半径，瑕积分，微积分基本定理，黎曼和的上和与下和

海斯微积分章节 B, G, H, I, J & K，剑桥微积分课本第 2、3 章

第三半学期(一月二月)

微积分 2 在这学期中，学生将开始探索函数极限，连续性和可微分性，罗必达法则，罗尔定理，拉格朗日均值定理，马克劳林级数展开式与泰勒展开式，以及拉格朗日误差项。

海斯微积分章节 B, C, D, E, F & L，剑桥微积分课本第 1、4 章

第四半学期(二月四月)

微积分 3 因为 HL 课程的密集程度与高要求，学生在本学期中将没有许多时间可以复习、修正与准备测验。我们将在一边复习核心主题时，也将一边进行选修课程，这对于学生取得高分是很重要的。

夏季学期

所有的学生都将有两个小时的核心测验，一个小时的选修测验，所有的学生都可以在报告 2 和报告 3 使用图形计算机(非必需)(有些问题没办法有效率地在没有图形的情况下作答) 测验练习

功课任务范例

调查，探索练习，报告自己的成果

评量题型、方式与时间

学生将接受一年五次的普通测验，其中两个测验是 120 分钟的模拟测验，三个将会以回家功课的方式进行。教师将会定时评聊学生的学习表现。

所需教具

学生将有机会接受一个六十分钟的报告 3 模拟测验。除了一般用具外，学生必须携带 TI-Nspire CX 图形计算器(非 CAS)，一对圆规，一个量角器和一把尺。学生可以带不同种类的计算机，但是所有的指示都将以 TI-Nspire CX 图形计算器为基准。学生应该在购买不同计算机之前先寻求相关建议。

父母/监护者能提供之协助:

实用网路资源

相关活动

这个年纪的孩子最需要的帮助就是有效地运用他们的时间，以确保他们能够在复习、练习和延伸阅读之间得到平衡，以达到他们对自我的期待。学生需要父母与教师的帮助与鼓励，以帮助他们制定策略规划他们自己的时间。学生特别需要他人帮忙找出自己的弱点以及加强的方法。父母应该鼓励孩子多阅读线上的数学研究。这将会大大地帮助他们写出属于自己的研究报告。在休息阅读时间时阅读数学相关书籍也非常有助益。 www.myimath.com www.bbcbitesize.com www.khanacademy.org Numberphile 是一个非常出色的 Youtube 频道 CCA 竞赛－帮助准备内部竞赛 CCA 友谊赛－与其他北伦敦教会的姐妹校竞赛 CCA 信息图表－运用信息图表表现世界 CCA 测略竞赛－发展一个善用策略的思维模式国际竞赛－英国数学协会青年奥林匹亚

数学 SL （十二年级）数学部的目标是运用 IB 课程使学生的成熟度与对于此科目的理解能力能够提升至另一个水平。学生的核心技能，例如：时间管理、管理与合作工作，都会在这一年中有所提升，这不但会让他们成为更好的数学家，也能协助他们为未来的学术与专业职业做准备。

课程内容第一半学期(八月十月)

函数1 函数是数学领域中最重要的概念之一。学生将熟悉IGCSE课程中的函数定义、范畴、范围和组合，但是将在IB SL课程中对于这些内容有更进一步的认识，包括指数和对数函数。

学生将探索一系列不同的函数，以及更复杂的合成函数。在函数变换的过程中，了解认识函数图形的特征也是很重要的。

第二半学期(十一月-十二月)

三角学 4

第三半学期(一月二月)

统计 3

学生在IGCSE课程中所学的三角学相关知识将在本学期继续延展下去，包括毕达哥拉斯和复角的特性。学生将学习如何证明三角特性的概念。

学生将复习并延伸他们对于离散与连续资料的了解。他们将学习焦点放在如何运用概率分布以仿作与分析机率资料。二项式与一般分布也会是学习的重点之一。借由于第一学期所学到的概念，学生将透过微分的主题开始学习微积分。学生们将拓展他们关于梯度方面的知识，学习梯度函数。他们将透过第一法则探索极限与微分的概念，以为了特定的函数分辨出导数。

第四半学期(二月四月)

三角函数微积分 1

夏季学期

数学探索

(四月-六月)

所有的学生都将参加一个内部的数学评量；这个评量称之为数学探索，且占学生期末总成绩的20%。从这个学年的开始，我们便开始协助学生提高他们的数学研究与探索能力，并找出他们最感兴趣的数学领域。数学探索的初稿将会在本学期完成，学生将写大约两千字/ 6 到10页的报告，他们能够选择自己感兴趣的主题，进行独立研究、探索该主题。

学生将在本学期探索Sin(x), cos(x)和tan(x)的功能，并分辨出他们的图像与特征，理解梯度函数。学生将解决含有三角函数转换组合的问题。

推荐书单或延伸活动

功课任务范例

调查，探索练习，报告自己的成果

评量题型、方式与时间

学生将接受一年五次的普通测验，其中两个测验是120分钟的模拟测验，三个将会以回家功课的方式进行。教师将会定时评聊学生的学习表现。学生将有机会接受一个六十分钟的报告3模拟测验。

在十二年级时，所有学生都将完成两份数学探索的草稿，并缴交第三份草稿和终稿。学生将会收到一份老师给的正式回馈和一份成绩单。

所需教具

除了一般用具外，学生必须携带TI-Nspire CX 图形计算器(非CAS)，一对圆规，一个量角器和一把尺。学生可以带不同种类的计算机，但是所有的指示都将以TI-Nspire CX 图形计算器为基准。学生应该在购买不同计算机之前先寻求相关建议。

父母/监护者能提供之协助:

实用网路资源

www.myimath.com www.bbcbitesize.com www.khanacademy.org Numberphile是一个非常出色的Youtube频道

相关活动

CCA竞赛－帮助准备内部竞赛 CCA友谊赛－与其他北伦敦教会的姐妹校竞赛 CCA信息图表－运用信息图表表现世界 CCA测略竞赛－发展一个善用策略的思维模式国际竞赛－英国数学协会青年奥林匹亚

数学 SL （十三年级）数学部的目标是运用 IB 课程使学生的成熟度与对于此科目的理解能力能够提升至另一个水平。学生的核心技能，例如：时间管理、管理与合作工作，都会在这一年中有所提升，这不但会让他们成为更好的数学家，也能协助他们为未来的学术与专业职业做准备。学生在十二年级的成长都会有助于他们进入十三年级的课程，并且让他们对于组织、自我与时间管理更有自信。我们期许学生在课程结束时能够成为知识与学术领域有更高成就的学生。

课程内容第一半学期(八月十月)

推荐书单或延伸活动

相关 1，线性回归 2 和向量 1 学生以前学习过散布图和相关，不过他们将在这个学期更深入地学习这些概念。学生将会更熟悉操作图形计算机，以分辨与阐释相关系数。他们将会学习如何运用线性回归建立关联模式，以及什么时候是使用这些模式的时机。在 IGCSE 课中，学生已经认识向量的概念、基本的向量代数和运用向量解决几何问题。在本学期，我们将再次学习这些概念，但是这次的学习焦点将放在二维和三维空间中的线上。

第二半学期(十一月-十二月)

向量 2 学生将进一步学习与向量相关的知识，特别是关于三维空间中的向量、解决空间中两条线之间的问题。

第三半学期(一月二月)

复习几何学生将会有许多复习时间，巩固和复习所有从十二年级开始至今所学过的内容。以上学期的学习为基础，学生将会再次复习所有与几何有关系的主题。教师会透过许多种不同的方法和活动来帮助学生复习知识、概念的理解、熟练度、解题能力与应试技巧。

第四半学期(二月四月)

微积分复习我们将运用本半学期来复习课程中最进阶的主题之一。学生将复习所有他们在十二年级(以及十一年级) 中学过与微积分有关的主题。教师会透过许多种不同的方法和活动来帮助学生复习知识、概念的理解、熟练度、解题能力与应试技巧。测验复习所有学生都将参加两次一小时三十分钟的测验。学生应该在测验 2 使用图形计算机(有一些问题在未使用计算机的情况下可能没办法有效率地作答)。

夏季学期

(四月-六月)

计算与应用向量中的纯量(点)积是本学期的学习重点之一。

在考试前的最后一个学期，我们将进行综合测验，主要是希望能够提供学生弹性化的协助。计时练习将会是这阶段的重要复习活动。

功课任务范例

调查，探索练习，报告自己的成果

评量题型、方式与时间

学生将接受一年五次的普通测验，其中两个测验是 120 分钟的模拟测验，三个将会以回家功课的方式进行。教师将会定时评聊学生的学习表现。除了一般用具外，学生必须携带 TI-Nspire CX 图形计算器(非 CAS)，一对圆规，一个量角器和一把尺。学生可以带不同种类的计算机，但是所有的指示都将以 TI-Nspire CX 图形计算器为基准。学生应该在购买不同计算机之前先寻求相关建议。

所需教具

父母/监护者能提供之协助:

实用网路资源

相关活动

在休息阅读时间时阅读数学相关书籍也非常有助益。 www.myimath.com www.bbcbitesize.com www.khanacademy.org Numberphile 是一个非常出色的 Youtube 频道 CCA 竞赛－帮助准备内部竞赛 CCA 友谊赛－与其他北伦敦教会的姐妹校竞赛 CCA 信息图表－运用信息图表表现世界 CCA 测略竞赛－发展一个善用策略的思维模式国际竞赛－英国数学协会青年奥林匹亚

艺术与设计（十二年级）在 IB 视觉艺术课程是建立在对于我们所生活的世界之观察与诠释、发展探索与沟通不同想法与意义的能力，建立自己的视觉语言，并与他人的思想和观点相互挑战。

课程内容

推荐书单或延伸活动

第一半学期(八月十月)

我们将为学生介绍课程中不同单元之间的关系，并以创作一个主题视觉心智图作为课程的开始，这个作品也将成为他们作品集的一部份。他们将会完成一个深度艺术家调查，并且探索视觉实验、完成他们第一个工作室作品。他们将会有机会参加静物和版画工作坊，学习新的技巧和作画方法。作为 IB 视觉艺术课程的一部份，学生将会参观一个场外艺廊，体验其他艺术家的第一手创作。

・尽可能地多参观艺廊

第二半学期(十一月-十二月)

对于每个艺术家来说，理解与回应其他艺术家、设计师与工匠的作品，包括过往和当代的，都是很重要的一个历程。学生将开始对比研究：在第一个学期，学生将学习如何把艺术品放置于特定的情境中；表达他们直觉的回应；理解功能与目的的意义、学习如何为艺术品进行专业的分析。工作室练习将持续。

・尽可能地多参观艺廊

第三半学期(一月二月)

学生将开始著手进行他们的延伸个人研究，开始研究同一主题的工作室作品之间的连贯性。在对比研究中，学生将开始探索符号与正式分析的关系，并开始理解意义在视觉艺术中是如何被表现的。学生机会参加数位工作坊、三维工作坊并参观第二个艺廊。

・尽可能地多参观艺廊

第四半学期(二月四月)

学生将完成对比研究的初稿。工作室练习将持续。我们将协助学生建立线上作品集，并稍微了解大学申请过程。

・尽可能地多参观艺廊

夏季学期 (四月-六月)

学生将完成他们的独立个人研究，并在 NLCS 艺术庆典中的一个开放工作室夏日活动中分享其成果，学生的作品将在一个开放的展示场中展览。我们也将给予个人假期作业的教学说明。

・多阅读关于你的艺术家的资料・观赏关于不同艺术家的纪录片

功课任务范例评量题型、方式与时间所需教具

・尽可能地多参观艺廊・多阅读关于你的艺术家的资料・观赏关于不同艺术家的纪录片

在规定期间内持续进行工作室作品。研究不同的艺术家以发掘不同的主题。完成个人作品集。两位艺术家的对比研究。在每个单元中、结束时皆有作品集评量，对比研究，评量时将会以成果与报告作为依据。尽管学校提供许多艺术材料和工具，我们也很鼓励学生准备自己的材料和工具，这样不仅能够让他们顺利地完成假期作业，也能让他们享受独立发掘和购买材料的乐趣。

Parents/guardians can help their child by: 实用网路资源

参观艺廊和当地的展览

Co-curricular activities

艺术丰富化、YAR-年轻艺术家居民

联络人

艺术部主任

http://www.tate.org.uk/art  https://www.khanacademy.org/humanities/art-history  可以运用这个免费的网站提高你的 Photoshop 技巧: https://www.adobeknowhow.com/course/adobe-photoshop-cc-your-complete-beginner-sguide/welcome-video

柯宁顿小姐(音译)

艺术与设计（十三年级）在 IB 视觉艺术课程是建立在对于我们所生活的世界之观察与诠释、发展探索与沟通不同想法与意义的能力，建立自己的视觉语言，并与他人的思想和观点相互挑战。

课程内容

推荐书单或延伸活动

第一半学期(八月十月)

在课程的第二年，学生将开始学习个人工作的方式。他们将会开始筹备自己的个人展览，并且组织自己的数位作品集。学生将会透过一对一教学的方式深入讨论其对比研究，并且开始汇整他们的研究成果。学生将以分析与理解策展选择为目的拜访一间艺廊。他们将参加与策展有关的演讲和工作坊。(缴交对比研究的最终稿)

・尽可能地多参观艺廊

第二半学期(十一月-十二月)

学生将在为期一周的密集课程中完成他们的对比研究，并且缴交成品。HL 学生，这个研究将延伸为一份个人报告，内容是关于艺术家的灵感是从何而来，他们又是如何将灵感转化为艺术作品的。(缴交对比研究的最终稿)

・尽可能地多参观艺廊

第三半学期(一月二月)

在完成 11 个工作室作品(HL 学生)和 7 个工作室作品(SL 学生)后，学生将开始为他们的期末展览进行准备工作。我们将引导他们如何准备与其作品对应的说明叙述和标题，完成展览的记录，包括：架设作品、裱框和策展准备。学生也将拍摄他们的作品，以上传至网路。学生将完成所有的作品，并架设他们自己的展览。主要的展览在三月，庆祝在本课程中所完成的作品。他们也将为审查员合理地说明他们选择这些作品的理由。学生将汇整他们的作品集，并准备缴交。

・尽可能地多参观艺廊

第四半学期(二月四月)

评量题型、方式与时间所需教具

・观赏关于不同艺术家的纪录片

・多阅读关于你的艺术家的资料・观赏关于不同艺术家的纪录片

・多阅读关于你的艺术家的资料・观赏关于不同艺术家的纪录片・尽可能地多参观艺廊・多阅读关于你的艺术家的资料・观赏关于不同艺术家的纪录片 .

夏季学期 (四月-六月)

功课任务范例

・多阅读关于你的艺术家的资料

相关活动

参观艺廊和当地的展览 http://www.tate.org.uk/art  https://www.khanacademy.org/humanities/art-history  可以运用这个免费的网站提高你的 Photoshop 技巧: https://www.adobeknowhow.com/course/adobe-photoshop-cc-your-complete-beginner-sguide/welcome-video 参观艺廊和当地的展览

联络人

艺术部主任

父母/监护者能提供之协助: 实用网路资源

柯宁顿小姐(音译)

音乐（十二年级）

第一半学期 (八月十月)

第二半学期 (十一月-十二月)

Conceptual Content

推荐书单或延伸活动

HL 和 SL 的学生将接受经过周全考量的表演研究课程：探索具历史讯息的表演练习、提升风格、类型、装饰音、颤音和演奏技巧，以及以个人或小组的方式演奏全新且具挑战的曲目。学生将深入学习民族音乐学－如何学习西方古典传统(WCT)以外的音乐传统，特别是中东地区的音乐。

音乐、世界音乐与民族音乐学概论(暂译)

双修作曲的 HL 学生，将学习作曲的技巧，如：赋格、巴赫众赞歌，并且将之应用至自由创作练习中。学生将继续学习民族音乐学，研究拉丁美洲的音乐。接下来学生们将把学习焦点放在西方古典传统室内乐和弥撒，以及它们几世纪以来的发展。这个过程将让学生探索常见音乐类型的风格、结构和和声特征。

牛津音乐线上文章，听与阿曼、伊朗和北非有关的音乐传统

牛津音乐线上文章，听与阿根廷、哥伦比亚、巴西与墨西哥有关的音乐

HL 学生将继续学习作曲，并在学期结束前完成一个完整的草稿。

剩下的都是噪音，阿历克斯•罗斯著

第三半学期 (一月二月)

学生将学习阅读乐谱－如何更有效率地阅读乐谱、如何找到标记、音乐标记的特质，以及乐谱试着向演奏者表达什么讯息。学生将着手准备四月的其中演奏。

阅读西洋古典传统音乐历史上的不同乐谱

第四半学期 (二月四月)

学生将学习许多不同类型的爵士音乐，并且认识北欧的音乐。

爵士音乐，吉登与德佛着(暂译)

HL 学生将准备完成他们的作曲作品一，并准备开始三个作曲作品中的第二个。

牛津音乐线上文章，听与挪威、瑞典、不列颠群岛有关的音乐

夏季学期

学生将专注于课程作业上： HL 学生将会有一些草稿和一个完整的作曲作品，并在六月之前完成第二个作曲作品的终稿。HL 和 SL 学生(被推选为表演人员的学生)将专心于准备他们的艺术周表演会。所有的学生都将完成一份音乐剧连结调查的完整草稿。

音乐分析指南，库克着

(四月六月)

HL 学生将继续他们的作曲练习，并在四月时完成作曲作品一。

所需教具

分析音乐的重要特征、以乐谱＋录音或是录音形式呈现，可见与不可见的。作曲作品，包括自由与技巧。演奏练习。最少一个月一次的报告。每个星期的音乐欣赏日记。表演会(正式的)一年两次。 MLI(外部评量)一个总结性的评量无。学生应该自行准备需要的乐器。学校会提供作曲材料与相关科技。

父母/监护者能提供之协助:

请确定已为学生准备他们所需要的基本器材。

实用网路资源

牛津音乐线上网站(学校已订阅)

相关活动

我们鼓励学生拜访、参与相关的社群(SONITAS)。额外的表演团体或表演机会。

Whom can I contact?

明蒂．洛斯科维奇 (2018 年音乐部主任)

功课任务范例评量题型、方式与时间

音乐（十三年级） Conceptual Content

推荐书单或延伸活动

第一半学期 (八月十月)

学生将发挥他们的分析技巧以学习正式的两组作品。

沉思音乐，克尔曼着

学习西方古典传统音乐的主要种类。

那克森线上音乐库（待学校审核订阅）

Half Term 2 & 3

学生将完成音乐剧连结调查。HL 学生将完成作曲作品集。HL 和 SL 学生即将完成表演作品集。在一月之前，学生将只专注于准备五月音乐测验所需的工具。

新闻文章、播客、任何牛津通识读本系列的书、继续听音乐

学生们将研究许多不同的世界音乐传统，内容主要由学生群体与教师决定。

(Nov – Feb)

功课任务范例评量题型、方式与时间所需教具

分析音乐的重要特征、以乐谱＋录音或是录音形式呈现，可见与不可见的。作曲作品，包括自由与技巧。演奏练习。最少一个月一次的报告。每个星期的音乐欣赏日记。表演会(正式的)一年两次。 MLI(外部评量) 一个总结性的评量无。学生应该自行准备需要的乐器。学校会提供作曲材料与相关科技。

父母/监护者能提供之协助:

请确定已为学生准备他们所需要的基本器材。

实用网路资源

牛津音乐线上网站(学校已订阅)

相关活动

我们鼓励学生拜访、参与相关的社群(SONITAS)。额外的表演团体或表演机会。

Whom can I contact?

明蒂．洛斯科维奇 (2018 年音乐部主任)

戏剧（十二年级）第六组的IB的戏剧课程是一个令人兴奋的课程，任何学生在这门课当中都可以有创意地表现他们自己，而不仅仅是让他们成为一个有自信的表演者而已。在本课程中除了上课外，就只有课堂作业，我们将透过学生表达自己创意想法和在表演情就中展示这些想法的的能力进行评量。这门课对于其他IB课程来说具有相辅相成的作用，在这门课程中，学生可以精进研究、合作与独立作业、整合理论与实作的能力，这些能力对于学生未来在大学的学习都非常有助益。

课程内容

推荐书单或延伸活动

第一半学期(八月-十月)

戏剧技巧合作计划我们将从认识团体合作的戏剧团体开启这个学年的学习，作为学习的一部份，学生也将组织一个剧团或是表演团体，以学习团体合作。他们将参加介绍性质的小型工作坊，学习不同创作合作作品的方法、运用顶尖剧场团体所使用的技术和理论。

学习图书馆有许多书关于：太阳马戏团疯狂集会合拍剧团及膝剧团(暂译) 经验分享剧团(暂译) 等等

第二半学期(十一月-十二月)

戏剧现场分析简介学生将在工作坊中相互引领，并且将纪录详细的笔记于他们的记事本中最后，学生机会在其他同学面前报告剧场的不同部份是如何共同合作，学生可以从现场表演或是在 Digitaltheatreplus 中为报告选材。

https://www.digitaltheatreplus.com/

第三半学期(一月-二月) 第四半学期(二月-四月)

导演的笔记本导演的笔记本是一份记录了一个虚拟剧场组织过程的文件。在十二年级中，我们将探索如何实际导演一个剧场表演，我们将观察一个有名的剧场导演史丹尼拉维斯基的工作，以及他导演/训练演员的方法。

不同关于剧场导演的出版品

独立计划(HL 学生) 只有 HL 学生需要进行独立计划，这个计划也包括了一个独立表演，该独立表演需与一位剧场理论家有关。学生应该选择一位理论家，深入研究该理论家，并且将研究所得应用于创作独角戏中。

夏季学期 (四月六月)

研究报告在十二年级的第三学期中，学生将开始着手研究他们将在十三年级呈现的主题。他们必须做研究，并以任一世界世上的剧场传统方式呈现。

学习图书馆有许多书关于：罗伯特•勒佩格劳勃•威尔森贝托尔特•布莱希特碧娜•鲍许格洛托夫斯基等等在认识世界剧场传统之后，学生应先在网上搜寻相关信息，接着再用图书馆的书针对他们选择的主题进行研究

功课任务范例评量题型、方式与时间所需教具父母/监护者能提供之协助: 实用网路资源相关活动

台词研读、研究功课、课堂报告、在课堂上主持工作坊总结性－表演形成性－使用排演的录像运动服装：T 恤、运动裤、运动鞋大声朗读他们应该学习的台词拜访剧场

https://www.digitaltheatreplus.com/ 全校戏剧表演、艺术庆典演出

是一个网站让学生能够在上面欣赏剧场的现场演出影像，他们应该把观赏表演的经历与心得记录于记事本中

尽可能地阅读不同类型的剧作

戏剧（十三年级）在十二年级中所学的戏剧理论、技巧、风格与类型，学生将在十三年级中将这些知识时应用在课堂作业中。他们必须以独立(只有HL 学生)或团体的方式进行表演，这将会是他们学习历程、的记录和他们组织从影像材料中所得灵感的能力。请特别注意，在这堂课中只有课堂作业。在截止日期前完成课堂作业是最重要的。

课程内容

推荐书单或延伸活动

第一半学期(八月十月)

研究报告这是学生从十二年级就开始着手进行的计划，经过整个夏天的研究，学生应该在第一学期进行 15 分钟的报告，整合他们所研究的世界剧场传统中的一个面向。这个报告将会是这单元的课堂作业。

在认识世界剧场传统之后，学生应先在网上搜寻相关信息，接着再用图书馆的书针对他们选择的主题进行研究

第二半学期(十一月 -十二月)

整合戏剧计划学生应该创造一个剧场作品，应用他们在课堂和研究剧场团体所得到的知识。学生将演出这个团体作品，并且以一篇短文记录他们创作这个作品的经过、以及一段摘要说明学生选择在短文中讨论哪些部分。

第三半学期(一月二月)

独立戏剧作品学生将以独立表演的方式呈现他们从所选理论家所学到的理论。这个过程将被学生记录下来，而这个纪录片机会直接转化成他们独立演出的影像。除了演出之外，课程中书写部分将会直接作为课堂作业评分。

第四半学期(二月四月)

导演的笔记本就如标题所示，学生将从剧场导演的角度讨论如何为一个虚构的表演挑选适合的剧本。他们应该考虑剧场的各个范畴，并且参考他们所看过的剧场表演，考虑他们之前排练时所受到的影响，以及他们应该如何整合这些想法。

学习图书馆有许多书关于：太阳马戏团疯狂集会合拍剧团及膝剧团(暂译) 经验分享剧团(暂译) 等等学习图书馆有许多书关于：罗伯特•勒佩格劳勃•威尔森贝托尔特•布莱希特碧娜•鲍许格洛托夫斯基等等剧场导演的众多出版品

夏季学期 (四月-六月)

IB 剧场课程必须在这时间点之前结束，第六组课程并没有测验

功课任务范例评量题型、方式与时间所需教具父母/监护者能提供之协助: 实用网路资源相关活动

台词研读、研究功课、课堂报告、在课堂上主持工作坊总结性－表演形成性－使用排演的录像运动服装：T 恤、运动裤、运动鞋大声朗读他们应该学习的台词拜访剧场 https://www.digitaltheatreplus.com/ 全校戏剧表演、艺术庆典演出

他们应该仔细多次阅读选择的剧本，并且仔细地标上注记