Year 5 Curriculum Guide
WHO CAN HELP? ROLE
NAME
Head of Junior School
Mr. Jeremy Freeman
jeremyfreeman@nlcsjeju.kr
Assistant Vice Principal (Academic)
Mr. Stewart Smith
ssmith@nlcsjeju.kr
Assistant Vice Principal (Pastoral)
Mr. Richard Washington
rwashington@nlcsjeju.kr
Assistant Head (Lower School)
Ms. Megan Hardy
mhardy@nlcsjeju.kr
5A Tutor
Mr. Dien Wooler
dwooler@nlcsjeju.kr
5B Tutor
Mr. Gwangho Im
ghim@nlcsjeju.kr
5C Tutor
Ms. Justine Whitney
jwhitney@nlcsjeju.kr
5D Tutor
Mr. Seungmo Chung
smchung@nlcsjeju.kr
5E Tutor
Mr. James Tipney
jtipney@nlcsjeju.kr
5F Tutor
Ms. Vivienne Brooks
vbrooks@nlcsjeju.kr
5G Tutor
Ms. Geun Lee
glee@nlcsjeju.kr
5H Tutor
Ms. Maggie Dai
mdai@nlcsjeju.kr
Darangswi HM
Ms. Vivienne Brooks
vbrooks@nlcsjeju.kr
Darangswi AHM
Mr. Seungmo Chung
smchung@nlcsjeju.kr
Librarian
Mr. Guk-hyun Nam
ghnam@nlcsjeju.kr
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NLCS JEJU CURRICULUM SUBJECTS Art Computer Science English Humanities ● Geography ● History ● Global Perspectives (English first language speakers only) Korean ● Korean Language (Korean speakers only) ● Korean Social Studies (Korean speakers only) ● Korean Second Language (non-native speakers only) Mandarin ● Mandarin Language (Mandarin speakers only) ● Mandarin Social Studies (Mandarin speakers only) ● Mandarin Second Language (non-native speakers only) Mathematics Music Personal, Social, Health and Economic Education (PSHE) Physical Education (PE), Swimming and Dance Science
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ART Children will be taught to create and respond to art. They learn as artists by creating art that communicates to audiences. They learn as audiences by responding critically to the arts. In their art lessons, children will imagine, design and create art works. They will learn to use and manage the materials, instruments and skills of the art form to prepare, develop, produce and present art. Children will respond to art through their senses, thoughts and emotions. They will come to understand and appreciate works of art through critical study.
Curriculum Content Children will explore, develop and express their ideas using visual arts. They will be taught to: ● become increasingly independent in the creative process; ● use sketchbooks as an everyday tool to reflect, to discover and to develop personal interests, and as a source of ongoing information; Creating ● use a variety of materials, tools, and techniques to determine solutions to design challenges and to explore and express ideas in 2D and 3D artworks; ● demonstrate observation skills; ● continue to develop, skill and understanding of the elements and principles of art and design and use them in appropriate ways when producing and responding to works of art; Children will be taught to: ● understand how the elements and principles of design inform basic composition and work to communicate ideas; ● use artistic vocabulary to discuss styles, materials, processes, and techniques in Responding artwork; ● view and discuss artwork by artists from different cultures, times and locations; ● evaluate and reflect on the characteristics of their work that are most successful and identify areas to improve.
Useful websites
www.tate.org.uk/kids Metropolitan Museum of Art Oak Academy lessons: ● Texture treasure hunt ● Visual texture ● Optical illusions and shading ● Juan Miro and automatic drawing ● Henri Matisse and collage
Co-curricular activities
To be confirmed August 2020
Who can I contact?
Head of Art:
Ms. Krista Merrill kmerrill@nlcsjeju.kr
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COMPUTER SCIENCE
Suggested Reading or Extension Activities
Curriculum Content
E-safety Children will create a short video to explain the potential dangers of being online and what to do if they ever feel uncomfortable. They will be taught various movie-making techniques and editing skills in Autumn order to produce a high quality video. Term Spheros Children will develop their understanding of algorithms including the need for conditions and repetition and using logical reasoning to detect and correct errors. Augmented Reality Children will be learning to create an augmented reality game. They will use their prior knowledge Spring about flowcharts and block coding in order to create Term an augmented reality experience from an open source program. This experience will teach them how to systematically plan and it will really test their critical thinking and problem solving skills. Website Design Children will be taught how to design a website. They will be creating their own website with different Summer pages focusing on different topics. They will be in full Term control of how the website looks and the editing. A QR code will then be generated to allow other people to visit their website. Children will also revisit email etiquette and safety.
www.thinkuknow.co.uk Barefoot Computing
HP Reveal (available in App Store and Google Play) www.quivervision.com (apps available in App Store and Google Play)
Please see the online safety websites listed below.
How to help at home
Useful websites
Advice for parents on how to help children stay safe online can be found on the childnet and thinkuknow websites (see below). Childnet is a UK charity working to make the Internet a safe place for children and young people. Thinkuknow is run by CEOP, a command of the UK National Crime Agency. Further advice can be found on the parentinfo and parentzone websites. www.childnet.com/parents-and-carers www.thinkuknow.co.uk parentinfo.org parentzone.org.uk
Co-curricular activities
To be confirmed August 2020
Who can I contact?
Head of Computer Science
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Mr. David Smithson dsmithson@nlcsjeju.kr
ENGLISH
Suggested Reading or Extension Activities
Curriculum Content
Beowulf b y Kevin Crossley-Holland Sir Gawain and the Loathly Lady Fiction: by Selina Hastings Traditional Tales - Legends Arthur: The Seeing Stone b y Non-fiction: Kevin Crossley-Holland Recounts – A piece of writing which retells events The Story of Robin Hood b y R. that have previously occurred. Examples include Leeson diaries, newspapers reports and letters. Autumn Myths and Legends b y Anthony Non-chronological Reports – A non-fiction text Term Horowitz which gives information about a particular subject. It Arthur, High King of Britain b y reports information without referring to the order in Michael Morpurgo which things happen. The Armpit of Doom b y Kenn Poetry: Nesbitt Kenn Nesbitt The Biggest Burp Ever b y Kenn Spoken Word/Raps Nesbitt www.childrenspoetryarchive.org www.poetry4kids.com The Chronicles of Narnia b y C.S. Lewis The Harry Potter Series b y J.K. Rowling Fiction: Billy the Kid b y Michael Morpurgo Stories from our Literary Heritage Stig of the Dump b y Clive King Non-fiction: The Wolves of Willoughby Chase Persuasive Writing – A type of non-fiction writing by Joan Aiken which gives arguments in favour of a subject in order Alice’s Adventures in to persuade the reader to do something or accept a Wonderland b y Lewis Carroll point of view. Adverts and travel brochures are Macbeth (A Shakespeare Story) Spring examples. by Andrew Matthews and William Term Instructions – a non-fiction text which gives Shakespeare instructions on how to complete a task. It may Hamlet (A Shakespeare Story) b y have organisational devices such as bullet points or Andrew Matthews and William numbers, diagrams or pictures. Shakespeare Poetry: The Tempest (A Shakespeare Cinquain Story) b y Andrew Matthews and Poetic Style William Shakespeare www.childrenspoetryarchive.org www.poetry4kids.com (Search the website for ‘How to Write a Cinquain’) Fiction: Snow Horse and Other Stories Suspense and Mystery Stories by Joan Aiken Summer Non-fiction: Room 13 b y Robert Swindells Term Explanation Texts – A piece of non-fiction writing The London Eye Mystery b y which describes a process, such as how something Siobhan Dowd
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works. It is usually written in the present tense and may have bullet points, numbers and/or pictures or diagrams. Discussion Texts – A text where the writer is either ‘for’ or ‘against’ an issue or subject, or presents the case for both sides.
Recommended extra reading
How to help at home
No Such Thing As Dragons b y Philip Reeve Cosmic b y Frank Cottrell Boyce Flood Child b y Emily Diamand
Who Let The Gods Out b y Maz Evans Beetle Boy b y MG Leonard Boy in The Tower b y Polly Ho-Yen Heidi b y Johanna Spyri Artemis Fowl b y Eoin Colfer The Wonder Garden b y Jenny Bloom and Kristjana Williams The Butterfly Lion b y Michael Morpurgo Charlotte’s Web b y E.B. White Clockwork b y Philip Pullman Danny Champion of the World b y Roald Dahl The What on Earth? Wallbook Timeline of Big History b y Christopher Lloyd Dragon Rider b y Cornelia Funke I Know What You Did Last Wednesday b y Anthony Horowitz The Ghost of Thomas Kempe b y Penelope Lively Harry Potter b y J.K. Rowling Heard it in the Playground b y Allan Ahlberg The Hundred and One Dalmatians b y Dodie Smith The Iron Man b y Ted Hughes Scribbleboy b y Philip Ridley Stig of the Dump b y Clive King Hacker b y Malorie Blackman When Hitler Stole Pink Rabbit b y Judith Kerr Moondial b y Helen Cresswell The Demon Headmaster b y Gillian Cross The Witches b y Roald Dahl Bill’s New Frock b y Anne Fine The Mouse and his Child b y Russell Hoban The Sheep-Pig b y Dick King Smith King of the Forest Clouds b y Michael Morpurgo The Phoenix and the Carpet b y E. Nesbit A Series of Unfortunate Events b y Lemony Snicket Woof! b y Allan Ahlberg The Factory Made Boy b y Christine Nostlinger Aquila b y Andrew Norriss The Miraculous Journey of Edward Tulane b y Kate DiCamillo Reading for pleasure helps children broaden their vocabulary, develop their imagination, increase their general knowledge and is an important factor in future academic success. You can help instill a love of books by reading regularly with your child. ● ●
Make reading part of your family life. Have books around you so that your child is ready to read whenever there’s a chance. Follow your child’s reading interests. It doesn’t matter whether it’s fiction, poetry, comics, non-fiction or magazines. It’s all worthwhile.
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Encourage your child’s reading choices – maybe a familiar book for re-reading as well as something new. If you are stuck for something to catch your child’s imagination ask their teacher or see our list of recommended reading. Get comfortable! Find somewhere cosy and comfy to read with your child. Ask questions to keep your child interested in the story. You might like to ask questions such as, ‘What has happened so far?’ ‘Is it what you expected to happen?’ ‘What might happen next?’ ‘How do you think the story might end?’ ‘What sort of character is….? Is he/she friendly/ mean/ nice…?’ Read whenever you get the chance. Bring along a book or magazine for any time your child has to wait, such as at a doctor’s surgery. Read again and again. Encourage your child to re-read their favourite books and poems. Re-reading helps to build up fluency and confidence. Books and poems which include rhyme and repetition are great for encouraging your child or children to join in and remember the words.
Useful websites
www.booktrust.org.uk has lots of recommendations of high quality books for children of all ages. Try the ‘bookfinder’ tool for inspiration on what to read next. Look online and in app stores for appropriate word and spelling games. Search ‘ Oxford Owl advice for parents’ for ideas to help support your child’s learning outside school. Oak Academy lessons: ● Setting description - reading comprehension ● Setting description - reading comprehension 2 ● Setting description - features of a text ● Setting description - punctuation ● Setting description - composition
Co-curricular activities
To be confirmed August 2020
Who can I contact?
Head of English
Ms. Meghan Peters mpeters@nlcsjeju.kr
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HUMANITIES GEOGRAPHY
Suggested Reading or Extension Activities
Curriculum Content
Why do geographers love Brazil so much? Through the study of Brazil, children will be taught to: ● use maps and atlases to locate the continent of South America and the country Brazil. Children will identify the countries bordering Brazil and concentrate on Brazil’s environmental regions, key physical and human features, and major cities; ● describe and understand the key aspects of physical geography, such as biomes and Autumn vegetation belts, rivers and mountains, Term climate zones; ● use climate data to create climate graphs; ● identify types of settlement and land use, services, economic activity, and the distribution of natural resources, including energy, food, minerals and water. Children will examine human and physical push and pull factors related to urbanisation. ● compare and contrast two areas of a city (Barra de Tijuca and the Rocinha favela); ● conduct independent research into the Amazon rainforest and the Awa tribe.
Spring Term
Why are Volcanoes so important? Children will be taught to: ● read contour lines on a map; ● locate the ‘Ring of Fire’ in the Pacific Ocean; ● understand how plate tectonics affect our world; ● identify the layers of the Earth; ● recognise the structure of a composite volcano; ● understand Alfred Wegener’s theory on continental drift; ● use geographical vocabulary to describe key features of a volcanic landscape; ● understand why volcanoes occur primarily occur along plate boundaries; ● recognise the impact natural disasters have on human life.
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Journey to the River Sea b y Eva Ibbotson The Great Kapok Tree b y Lynne Cherry The History Detective Investigates: Mayan Civilisation b y Clare Hibbert Skills from Brazil (Jamie Johnson) by Dan F reedman Neymar (Sporting Heroes) b y Roy Apps www.oddizzi.com kids.nationalgeographic.com The Big Earth Book (Lonely Planet Kids) b y Mark Brake The Travel Book: Mind-blowing stuff on every country in the world b y Lonely Planet Kids Atlas of Adventures by Lucy Letherland www.primaryhomeworkhelp.co.uk (Search: ‘Brazil’) The Secrets of Vesuvius: Book 2 by Caroline Lawrence Kidnap in the Caribbean b y Lauren St John 100 Facts: Volcanoes b y Chris Oxlade Everything: Volcanoes and Earthquakes b y National Geographic Kids www.projectbritain.com www.oddizzi.com kids.nationalgeographic.com brainpopjr.com Oak Academy lessons: ● How is igneous rock formed? ● How is metamorphic rock formed? ● How is sedimentary rock formed? ● How can we identify
● ● India Through the study of India, children will be taught to: ● locate India and Pakistan on a world map; ● challenge stereotypes about places; ● understand how climate has affected the lives of people in the Punjab; Summer ● investigate the relationship between Britain Term and the Punjab; ● understand the main events and historical figures in the lead up to the partition of India in 1947; ● explore the ways in which the past has helped shape identities, shared cultures, values and attitudes in India today.
different types of rock? How do the rocks on our Earth’s surface change? What are the steps in the rock cycle?
www.oddizzi.com kids.nationalgeographic.com brainpopjr.com Atlas of Adventures by Lucy Letherland www.primaryhomeworkhelp.co.uk (Search: ‘India’)
Assessment tasks, methods Ongoing assessment and termly reviews and frequency How to help at home Useful websites
Encourage your child to read around the topic using the suggested reading and websites. www.oddizzi.com www.brainpopjr.com ( NLCS Jeju login details available on Seesaw) geoguessr.com world-geography-games.com
Co-curricular activities
To be confirmed August 2020
Who can I contact?
Head of Humanities
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Mr. James Tipney jtipney@nlcsjeju.kr
HUMANITIES HISTORY
Suggested Reading or Extension Activities
Curriculum Content
Why do historians think that the eruption of Mt Vesuvius in AD79 was so significant? ● In this unit, students will explore the key historical concept of ‘Significance’ ● Students will be given the opportunity to develop the key historical skills of source analysis, evaluation and argument construction ● Linking to the geography unit on volcanoes, students will develop an understanding of how the the disciplines of History and Autumn geography are intertwined Term How did human civilisation begin? ● This case study allows students to explore the key historical concepts of ‘Continuity and Change’ ● Students will be given the opportunity to develop the key historical skills of source analysis, evaluation and paragraphing ● Students will explore the concept of ‘Big History’ What was the cause and impact of the First Crusade? ● In this unit, students will explore the key historical concept of ‘Cause and Consequence’ Spring ● Students will be given the opportunity to Term develop the key historical skills of source analysis, evaluation and argument construction ● This unit introduces students to the related concepts of religious conflict, propaganda, empathy Can the use of atomic bombs at the end of World War 2 be justified? ● In this unit students will explore the key Summer historical concept of ‘Perspectives’ Term ● Students will be given the opportunity to develop the key historical skills of source analysis, evaluation and argument construction
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Malam, John. Y ou Wouldn’t Want to live in Pompeii
https://kids.nationalgeographic.co m/explore/history/pompeii/ O’Conner, Jim. W hat was Pompeii? Usborne, P ompeii Picture Book https://www.bighistoryproject.co m/chapters/1#intro
Usborne, Crusaders https://www.historyforkids.net/th e-crusade.html
Braillier, Jess. What was the Bombing of Hiroshima? Stewart, Darienne. Paper Wishes Sheinkin, Steve. Bomb: The Race to Build - and Steal - the World’s Most Dangerous Weapon
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Students will also be introduced to ‘historiography’; why historians don’t always agree with each other
Assessment tasks, methods Ongoing assessment and termly reviews and frequency How to help at home Useful websites
Encourage your child to read around the topic using the suggested reading and websites. www.primaryhomeworkhelp.co.uk www.brainpopjr.com ( NLCS Jeju login details available on Seesaw) www.kidspast.com www.history-for-kids.com
Co-curricular activities
To be confirmed August 2020
Who can I contact?
Head of Humanities
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Mr. James Tipney jtipney@nlcsjeju.kr
HUMANITIES GLOBAL PERSPECTIVES
Suggested Reading or Extension Activities
Curriculum Content
World Issues - global warming Children will research, debate and reflect on the issues surrounding global warming. They will consider: ● Some of the causes of global warming. Autumn ● Some of the social and economic effects of Term global warming. ● How governments around the world are responding to global warming. ● What more can be done and what role do individuals have to play?
Spring Term
Understanding the media Children will learn: ● What is news? What makes a story newsworthy? ● How and why news is produced. ● How can news challenge power? ● How to identify different viewpoints. ● How to judge the trustworthiness of information and to consider bias.
British Values Children learn the history of democracy in Britain and compare some other parliamentary democracies around the world. They will learn the difference between parliament and government, begin to understand the work of the UK Parliament and how Summer laws are made. Term Personal Project Children complete an in-depth study of a significant person from their home country. Children will consider their life, their values, their impact at home and abroad, and their legacy.
What is climate change - NASA Kids Greta Thunberg mini bio - Britannica Kids Oak Academy lessons: ● How will we produce and use energy differently in the future? Oak Academy lessons: ● Newspapers - reading comprehension 1 ● Newspapers - reading comprehension 2 ● Newspapers - features of a text ● Newspapers - direct speech ● Newspapers - composition
An Introduction to Parliament Project Britain - government
Co-curricular activities
To be confirmed August 2020
Who can I contact?
Head of Humanities
Mr James Tipney jtipney@nlcsjeju.kr
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KOREAN KOREAN LANGUAGE
Suggested Reading or Extension Activities
Curriculum Content 4학년 2학기 일부 5단원-문장의 짜임을 생각하며 의견을 제시하는 글쓰기 6단원-전기문을 읽고 인물의 삶을 이해해 보기 7단원-책을 읽고 자신의 생각이나 느낌이 잘 나타나도록 글쓰기 8단원-글쓴이의 의견이 적절한지 생각하며 글 읽고 써보기 9단원-작품에 대한 생각이나 느낌을 여러 가지 방법으로 표현해 보기
5학년 1학기 Autumn 1단원-작품 속에 나타난 인물의 생각을 평가해 Term 보기 2단원-토의를 하고 주제에 대해 제안하는 글을 써보기 3단원-다의어에 대해 알아보고 이를 활용하여 자신의 생각을 효과적으로 표현해 보기 4단원-자신이 좋아하는 작품에 대하여 소개하는 글쓰기
자신이 존경하는 인물에 대한 자서전을 읽기 책을 읽고 다양한 방식으로 독후감 써보기(독서만화, 일기 등) 자신이 좋아하는 작품을 친구에게 소개하거나 책을 바꾸어 읽기 가정에서 다양한 주제를 가지고 토의해보기 스무고개 놀이하기
5단원-대상의 특성에 따라 적절하게 설명하는 글쓰기 6단원-듣는 이를 고려하여 신중하게 말하는 방법 알기 7단원-낱말의 뜻을 짐작하는 방법을 알고, 글을 읽어보기 8단원-문장 성분과 문장 성분간의 호응 관계에 대해 알기 9단원-내용을 추론하여 글을 읽고, 내용에 대한 토의하기 Spring Term
10단원-올바른 방법으로 글의 내용을 조직하고 글쓰기 11단원-목적에 맞게 글을 찾아 읽고 책을 소개하는 글쓰기 12단원-말하는 이의 관점을 생각하며 글을 읽어 보기 5학년 2학기 1단원-시나 이야기를 읽은 후 독서 감상문을 써보기 2단원-견문과 감상이 드러나는 글을 쓰는 방법 알기
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다양한 장르의 책을 읽고 모르는 단어는 스스로 찾아보는 활동 도서관에서 자신이 좋아하는 책을 찾아 읽기
여러 여행지를 소개하는 책자를 읽고 스스로 방학 여행지를 정하여 보기 다양한 주제로 가족회의 해 보기
3단원-토론의 특성, 절차와 방법에 대해 알고 토론하기 4단원-글을 읽고 짜임을 생각하며 내용을 요약해 보기 5단원-매체에 따른 의사소통의 특성에 대해 알아보기 6단원-틀리기 쉬운 낱말을 바르게 발음하고 표기하는 방법에 대해 알아보기 7단원-이야기를 읽고 인물이 추구하는 삶에 대해 알기 8단원-자신의 언어예절을 돌아보고, 이에 맞게 Summer 대화하기 Term 9단원-매체에 따라 글을 효과적으로 읽기 10단원-글의 짜임을 알고, 읽은 내용을 요약해 보기
자신이 세운 바른 언어사용계획을 꾸준히 실천하기 예전 이야기를 새로운 관점으로 쓴 책 읽어보기 좋은 동시 암송해 보기
11단원-시와 이야기를 다른 관점으로 바꾸어 써보기
Examples of homework tasks How to help at home
수업시간 완성하지 못한 글쓰기, 자료조사, 면담, 연극 등 프로젝트 수업에 따른 활동 과제가 있을 경우 챙겨갈 수 있도록 부탁드립니다.
한국작가가 쓴 문학작품을 통해 풍부한 표현력을 익히도록 지도 부탁드립니다.
Useful websites
http://primary.ebs.co.kr/main/primary
Co-curricular activities
To be confirmed August 2020
Who can I contact?
Head of Korean
Mr. DongKwang Lee dklee@nlcsjeju.kr
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KOREAN KOREAN SOCIAL STUDIES
Suggested Reading or Extension Activities
Curriculum Content 1. 살기 좋은 우리 국토(5학년 1학기) 1. 소중하고 아름다운 우리 국토 2. 변화하는 우리 국토 2. 환경과 조화를 이루는 국토 1. 우리를 둘러싼 환경/인간과 환경의 조화로운 삶
Autumn Term
2. 모두를 위한 지속 가능한 발전 3. 우리 경제의 성장과 발전 1. 우리 경제의 특징과 성장과정 2. 우리 경제의 성장을 위해 노력한 사람들
세계 속의 우리 경제
제주도가 아닌 지역을 방문해보고 우리나라 영토의 특징 알아보기 환경관련 책이나 기사문을 일고 내가 할 수 있는 일을 실천하기 환경 문제를 해결하기 위해서 삶에서 실천할 수 있는 활동을 하기 해외에 수출되는 우리나라 물건을 본 경험을 기억하기
4. 우리 사회의 과제와 문화의 발전 가. 경제 성장의 그림자와 우리 사회의 오늘과 경제와 관련된 사회 문제를 내일 다룬 신문기사를 읽기 나. 새로운 매체와 문화의 발전 제주도 선사유적지나 Spring Term
1. 우리 역사의 시작과 발전(5학년 2학기)
국립박물관 관람하기
가. 선사시대의 생활 모습 / 최초의 국가 고조선
역사를 다룬 만화나 글을 읽으면서 역사에 흥미를 키우기
나. 고구려, 백제, 신라의 건국과 발전 다. 삼국통일과 발해의 건국 2. 세계와 활발하게 교류한 고려 가. 후삼국 통일 / 세계 속의 고려
국립중앙박물관이나 유적을 방문하여 한국의 역사와 관련된 경험하기
나. 북방 민족의 침입과 극복 다. 고려 문화의 발전 3. 유교 문화가 발달한 조선 Summer Term
가. 조선의 건국 나. 조선의 문화와 과학의 발전
다. 유교의 전통과 생활 라. 임진왜란과 병자호란
Examples of homework tasks
수업 시간에 못한 레포트 완성, 자료 조사, 학습지 완성
How to help at home
교과서와 학습지 철을 가지고 다니는 것과 과제가 있을 경우 챙겨갈 수 있도록 부탁드립니다. 또한 학생이 역사관련 도서를 읽도록 하는 것도 많은 도움이 됩니다.
Useful websites
http://primary.ebs.co.kr/main/primary
Co-curricular activities
To be confirmed August 2020
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Who can I contact?
Head of Korean
Mr. DongKwang Lee dklee@nlcsjeju.kr
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KOREAN KOREAN SECOND LANGUAGE
Suggested Reading or Extension Activities
Curriculum Content
Spoken Language Children will be taught to: ● speak basic statements which provide personal information on a limited range of general topics; ● practise communication-oriented sentences related to money; ● take turns when speaking with others in a growing range of short, basic exchanges. Hangeul Children will be taught to: Autumn ● learn 14 consonants, 10 vowels and 11 Term compound vowels in order; ● learn the words that begin with the basic letters of Hangeul; ● read aloud to familiarize with the basic Korean alphabet. Vocabulary (about 50 words and 30 sentences) Children will be taught to: ● know sentences related to information of ourselves; ● learn words related to ordering food and shopping; ● learn sentences related to daily life. Spoken Language Children will be taught to: ● practise speaking sentences related to dates, directions; ● acquire sentences related to places; ● speak on the phone. Grammar Children will be taught to: ● learn 14 consonants, 10 vowels and 11 Spring compound vowels in order; Term ● use sentences in the past tense; ● ask directions; ● make telephone calls. Vocabulary (about 50 words and 30 sentences) Children will be taught to: ● know words related to dates, locations. ● know sentences related to making appointment. ● learn sentences related to making phone
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Practise the language that children learn each lesson: Hello, Nice to meet you. What is your name? Are you a teacher? What would you like to order? Excuse me, Can I get some more kimchi? How much is this shirt? It is too expensive. Please, give me a discount. What are you doing, now? Where are you going? Do you like juice? Daily life expressions. What time is it? What day is it today? What do you do on Sundays?
Practise the language that children learn each lesson: What is the date today? What did you do yesterday? I do not have time tomorrow. Let’s meet at 2 on Sunday. How about in front of the bookshop? Where is the book? Is there a bookshop near here? Go straight ahead. How long does it take? What floor is the restaurant on? Hello, Is this _____’s house? Excuse me, but may I ask who is calling?
calls. Spoken Language Children will be taught to: ● practise speaking sentences with adverbial phrases; ● give explanations and reasons for choices. Grammar Children will be taught to: ● learn 14 consonants, 10 vowels and 11 Summer compound vowels in order; Term ● learn sentences with adverbial phrases; ● learn conditional clauses. Vocabulary (about 50 words and 30 sentences) Children will be taught to: ● know words related to family and transportation; ● learn practical sentences giving explanations and reasons for choices.
Practise the language that children learn each lesson: What jobs do your parents do? Where are you getting off? Why did you buy cake? Is it warm today? If I am tired, I go to sleep early.
Assessment tasks, methods Termly reviews of all content. and frequency Please encourage your child to use the language when they are outside How to help at home school. Useful websites
dinolingo.com (Check Seesaw for login details)
Who can I contact?
Head of Korean
Mr. DongKwang Lee dklee@nlcsjeju.kr
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MANDARIN MANDARIN LANGUAGE
All year
Curriculum Content
Suggested Reading or Extension Activities
一、识字与写字 1，有较强的独立识字能力。累计认识常用汉 字 3000 个左右，其中 1500-2500 个左 右会 写。 2，硬笔书写楷书，行款整齐，有一定的速 度。 3，逐渐使用毛笔书写楷书，在书写中体会汉 字的优美。 二、阅读 1，能用普通话正确、流利、有感情地朗读课 文。 2，默读有一定的速度，默读一般读物每分钟 不少于 200-300 字。学习浏览，扩大 知识面 根据需要搜集信息。 3，能借助词典理解词语的意义。能联系上下 文和自己的积累，推想课文中有关词句的意思 ，辨别词语的感情色彩，体会其表达效果。 4，在阅读中揣摩文章的表达顺序，体会作者 的思想感情，初步领悟文章基本的表达方法。 在交流和讨论中，敢于提出自己的看法，作出 自己的判断。 5，阅读叙事性作品，了解事件梗概，能简单 描述自己印象最深的场景、人物、细 节，说 出自己的喜欢、憎恶、崇敬、向往、同情等感 受。阅读诗歌，大体把握 诗意，想像诗歌描 述的情境，体会诗人的情感。受到优秀作品的 感染和激励， 向往和追求美好的理想。阅读 说明性文章，能抓住要点，了解课文的基本说 明方法。 6，在理解课文的过程中，体会顿号与逗号、 分号与句号的不同用法。 7，诵读优秀诗文，注意通过诗文的语调、韵 律、节奏等体味作品的内容和情感。 8，背诵优秀诗文 20 篇(段)。 9，扩展阅读面，坚持课外阅读的良好读书习 惯。 三、习作 1，懂得写作是为了自我表达和与人交流。 2，养成留心观察周围事物的习惯，有意识地 丰富自己的见闻，珍视个人的独特感受，积累
www.yes-chinese.com/reading ABC of Sound Meters in Chinese Poetry 声律启蒙 Chinese books at the Junior School Library
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习作素材。 3，能写简单的记实作文和想像作文，内容具 体，感情真实。能根据内容表达的需要，分段 表述。学写常见应用文。 4，修改自己的习作，并主动与他人交换修改 ，做到语句通顺，行款正确，书写规范、整 洁。根据表达需要，正确使用常用的标点符 号。 5，习作要有一定速度。课内习作每学年 10 次左右。 四、口语交际 1，与人交流能尊重、理解对方。 2，乐于参与讨论，敢于发表自己的意见。 3，听人说话认真耐心，能抓住要点，并能简 要转述。 4，表达要有条理，语气、语调适当。 5，能根据对象和场合，稍作准备，作简单的 发言。 6，注意语言美，抵制不文明的语言。
五、综合性学习 1，为解决与学习和生活相关的问题，利用网 络等信息渠道获取资料，尝试写简单 的研究 报告。 2，对自己身边的、大家共同关注的问题，或 电视、电影中的故事和形象，组织讨 论、专 题演讲，学习辨别是非善恶。 3，初步了解查找资料、运用资料的基本方 法。
Co-curricular activities
To be confirmed August 2020
Who can I contact?
Head of Mandarin
Ms. Maggie Dai mdai@nlcsjeju.kr
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MANDARIN MANDARIN SOCIAL STUDIES
Curriculum Content
1. 传统文化：七夕 2. 传统文化：书的历史 3. 国学经典：和秋天有关的唐诗 4. 历史人物：爱国华侨陈嘉庚 Autumn 5. 自然科学：中国珍稀野生动物 Term 6. 建筑：中国的摩天大楼 7. 传统文化：礼与君子 8. 传统文化：中国的布匹 9. 文字知识：遨游汉字王国
Spring Term
1. 传统文化：张衡与地震仪 2. 传统文化：中国的慈母 3. 名著阅读：梁实秋和他的《雅舍小品》 4. 历史人物：胡适 5. 文化建筑：圆明园 6. 中国历史：近代史上的烈士 7. 名著阅读：鲁迅和藤野先生 8. 历史人物：毛泽东
1. 自然地理：中国的瀑布 2. 传统文化：雨伞和斗笠 3. 航天科学：中国的火箭和卫星 Summer 4. 历史人物：幽默的邓小平 Term 5. 社会与文化：中国人的蔬菜 6. 传统文化：口技 7. 成语故事：滥竽充数 8. 名著阅读：老舍《趵突泉》
Co-curricular activities
To be confirmed August 2020
Who can I contact?
Head of Mandarin
Ms. Maggie Dai mdai@nlcsjeju.kr
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MANDARIN MANDARIN SECOND LANGUAGE
All year
Curriculum Content
Suggested Reading or Extension Activities
Listening Children will be taught to: ● recognise question words and understand the question; ● recognise key words in a sentence and understand the sentence; ● understand a couple of sentences related to one learnt topic. Speaking Children will be taught to: ● speak previously learnt sentences clearly; ● use simply sentence to ask and answer questions, making discussion; ● express their own preferences (likes/dislikes) clearly; ● describe a few characteristics of one item. Reading Children will be taught to: ● read under the help of PINYIN; ● read the key words and guess the meaning of the expressions; ● read dialogue/conversation under related topics with good understanding. Writing Children will be taught to: ● copy and form the Mandarin characters in the right order; ● write some characters out without looking; ● use simple sentences to describe pictures; ● use the same pattern to write a short paragraph. General communication skills Children will be taught to: ● describe personal hobbies and future jobs confidently; ● express personal opinions about the weather and clothes; ● talk about schedules; ● describe the location of a place and how to get there by giving clear directions; ● communicate under different real life situations (bank, airport, hotel, restaurant, and hospitals).
Look online and in app stores for appropriate word and spelling games. For example, Search app stores for ‘YCT Better Chinese’ Search the Internet for ‘BBC Schools Mandarin’ www.chineasy.com www.snowflakebooks.co.uk
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How to help at home
Please try to practise new phrases at home with your child.
Useful websites
BBC Bitesize (Search: ‘KS2 Mandarin’)
Who can I contact?
Head of Mandarin
Ms. Maggie Dai mdai@nlcsjeju.kr
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MATHEMATICS
Curriculum Content
Whole Numbers Fractions Autumn Area of a triangle Term Ratio Decimals
Spring Term
Measurement Mean Percentage Angles Properties of triangles and four sided shapes
Summer Geometrical Construction Term Volume of Cubes and Cuboids
Suggested Reading or Extension Activities Inspire Maths Home Activities (attached separately): 1. 2. 3. 4. 5. 6. 7.
Doubling whole numbers Order of operations with whole numbers Working with fractions Fraction multiplication Area of a triangle Paint pot ratios Decimal prices
Inspire Maths Home Activities (attached separately): 8. 9. 10. 12.
Converting and measuring Mean temperature Percentage discounts Shape properties flowchart
Inspire Maths Home Activities (attached separately): 13. Geometrical instructions 14. Volume
Assessment tasks, methods Ongoing assessment and termly reviews and frequency How to help at home
The Inspire Maths Home Activities
Useful websites
nrich.maths.org, www.sumdog.co.uk, www.youcubed.org, www.arcademics.com, www.oxfordowl.co.uk ( Oxford Owl for Home), www.bbc.com/bitesize ( Choose Primary, KS1)
Co-curricular activities
To be confirmed August 2020
Who can I contact?
Head of Maths
Mr. Simon Downes sdownes@nlcsjeju.kr
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MUSIC
In Year 5, the music curriculum aims to develop a love of music, coupled with a solid understanding of the musical elements and music history, alongside vocal and instrumental performance skills. All students are challenged to develop their skills in listening, singing, composing, and playing music, in order to become well-rounded musicians.
Suggested Reading or Extension Activities
Curriculum Content
The Beatles Students develop performance, knowledge and collaboration skills through studying the works Autumn and historical context of The Beatles. A practical Term exploration of chords and chord sequences on a number of instruments will develop students’ theoretical understanding.
Spring Term
Musical Structure A practical exploration of this important musical element. Students explore a variety of musical structures such as Binary, Ternary and Rondo forms. They demonstrate their understanding by composing music in a designated form, as well as listening to and analysing musical examples to deepen their understanding.
Women Composers This unit covers work from well known female composers, including Paula Prestini, Germaine Summer Taillfaire and Clara Schumann. Themes such as Term why important women composers can be overlooked and social history provide a backdrop to listening and responding to these mesmerising compositions.
Equipment that students need
Sing Practise singing at home, including Beatles songs. Listen To the Beatles at home, as well as other music from the era. Play Continue practising your instrument, and playing with others.. Sing Sing well known songs while recognising their musical structure. Listen To classical music, paying attention to its form. Play Practise your instrument and ensure you have a solid understanding of the structure of the pieces you play. Sing Students should practise material covered in class. Listen Listen to a wide variety of works from women composers and artists. Play Practise your instrument and ensure you have a solid understanding of the structure of the pieces you play.
Musical instruments - parents will be informed when children need to bring these to school.
Supporting music practice at home, including singing and/or playing instruments; listening to the wide range of music suggested above; taking your child to see a range of live performances. Children will be encouraged to access a variety of optional activities through Seesaw. Useful These will include links to Noteflight music notation, Auralia aural skills, and Musition websites theory skills. Co-curricular In addition to the timetabled music curriculum, there are a variety of perform activities ensemble, and development opportunities available to all students. All student How to help at home
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Who can I contact?
encouraged to perform in weekly assemblies and special events. Ensemble opportunitie a feature of the Co-curricular Music program, including Bryant and CCA programmes. T include Orchestra, Choir and Small Music Ensemble. Individual tuition is available throug Peripatetic Programme delivered by our team of highly skilled and experienced voca instrumental teachers, several of whom have studied and performed around the w Students also have the opportunity to enter ABRSM theory and practical exams, as w take part in FOBISIA and GEC festivals. Ms. Cristyn Draper Head of Music cdraper@nlcsjeju.kr
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PSHE
Personal, social, health and economic education (PSHE) covers a range of issues that are vital for the wellbeing of our children. PSHE lessons provide opportunities to develop skills such as perseverance, conflict resolution, emotional intelligence, self-respect, teamwork, time management, and stress management. These are important life skills and all have a direct and positive effect on children’s learning.
Curriculum Content
Looking after me Children will consider issues surrounding physical, emotional and mental health. They will be taught strategies for coping with stress and how to make healthy food choices. Autumn Children will identify their strengths and weaknesses and set goals for themselves while Term learning the skills and techniques to develop their resilience in the face of setbacks. Children will be taught how to stay safe online and in the real world. They will discuss how their bodies are growing and changing. Relationships Children will be taught the importance of communication in building positive Spring relationships. They will discuss the issue of bullying and how to prevent it. Children will Term consider similarities and differences between people including culture, religion, race, and gender. Children will discuss the support family and friendships can offer and they will consider how to deal with peer pressure. Living in the wider world Summer Children will be taught about their rights and responsibilities as global citizens. They will Term consider discrimination and diversity by covering issues such as gender stereotypes and racism. Children will be given an introduction to financial and career education.
Useful websites
www.gogivers.org
Who can I contact?
Head of PSHE
Ms. Jane Rouson jrouson@nlcsjeju.kr
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PHYSICAL EDUCATION, SWIMMING & DANCE
Curriculum Content – Physical Education
Orienteering Children will be taught to: ● orientate a map; ● understand the symbols on a map and use them to locate markers indoors; ● understand how to use the features on a map in an outdoor environment to pinpoint markers. Autumn Children will take part in a competition to locate markers around the school site. Term Invasion Games Children will be taught a small-sided approach to invasion games, widening their range of passing and receiving skills, and concepts of play. Children will be taught attacking and defending roles and the skills associated with each pattern of play. They will learn the formal rules of major sports such as basketball, netball and handball in an adapted game situation. They will have the opportunity to develop new games, analysing the game and reflecting on any problems with the rules. Gymnastics Children continue to develop their flexibility, strength, technique, control and balance through gymnastics. They are given an introduction to group balances and paired balances. They perform handstands and vaulting. Children are taught how to refine Spring inversions and transitions. They develop group sequences with specific themes including Term pathways, skills and directions. Net Games Children refine sport specific skills and the rules of the games to develop consistent skills and tactical awareness. They play short tennis, practising the forehand drive, backhand drive and the serve. Athletics In the summer term, all children in the junior school will be taught athletics. Children will Summer develop their running, jumping and throwing skills. They will be taught to: Term ● sustain pace over shorter and longer distances; ● jump for height and distance with control and balance; ● throw with power and to apply an appropriate force.
All year
All year
Curriculum Content - Swimming NLCS Jeju provides swimming instruction throughout the Junior School. Children are taught to: ● swim competently, confidently and proficiently; ● use a range of strokes effectively (front crawl, backstroke, breaststroke); ● perform safe self-rescue in different water-based situations.
Curriculum Content - Dance Children are taught dance through performance, appreciation and choreography. In year 5, children are taught to: ● perform a dance in front of others; ● link dance phrases together; ● discuss differences between musical pieces (e.g. tempo, rhythm, beat, style);
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explain specific aspects of a dance which were effective and to use technical vocabulary; use an idea or theme to create a short dance sequence.
Assessment tasks, methods Ongoing assessment and termly reviews and frequency Children should bring their PE kit on days when they have PE lessons. Equipment that students Children should bring their swimming kit on days when they have need swimming lessons. Encourage your children to be as active as possible and participate in team sports outside school. How to help at home Watch sports with your children on television or at live events. Watch Senior School dance performances and other live shows. Encourage your child to rehearse dances outside of school. Co-curricular activities
To be confirmed August 2020
Who can I contact?
Head of P.E.
Mr. Dien Wooler dwooler@nlcsjeju.kr
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SCIENCE
Suggested Reading or Extension Activities
Curriculum Content
Science Squad by Robert Winston www.sciencebob.com www.primaryhomeworkhelp.co.uk Life cycles (Click: ‘Science’) Children will be taught to: Cosmic b y Frank Cottrell Boyce ● describe the differences in the life cycles of a The Jamie Drake Equation b y mammal, an amphibian, an insect and a bird; Christopher Edge ● describe the life process of reproduction in The Skies Above My Eyes b y some plants and animals. Charlotte Guillain and Yuval Earth and Space Zommer Children will be taught to: Autumn George’s Secret Key to the ● describe the movement of the Earth, and Term Universe b y Lucy and Stephen other planets, relative to the Sun in the solar Hawking system; Beyond the Sky: You and the ● describe the movement of the Moon relative Universe b y Dara O’Briain to the Earth. describe the Sun, Earth and Curiosity: The Story of a Mars Moon as approximately spherical bodies; Rover by Markus Motum ● use the idea of the Earth’s rotation to explain The War of the Worlds b y day and night and the apparent movement Russell Punter (based on the of the sun across the sky. novel by H.G. Wells) Space, Black Holes and Stuff b y Glenn Murphy Solutions The Element in the Room: Children will be taught to: Investigating the atomic ● understand that a solution is made from a ingredients that make up your solute and a solvent; home b y Mike Barfield ● separate an insoluble solid from a liquid; All About Chemistry b y Robert ● separate different-sized solids from each Winston other; All About Evolution b y Robert ● investigate factors that change the rate of Winston solubility; The Variety of Life b y Nicola ● explain the uses of decanting and Davies and Lorna Scobie evaporation; The White Giraffe b y Lauren St Spring ● explain how to speed up and slow down John Term solubility. Adaptations The World in Infographics: Children will be taught to: Animal Kingdom b y Jon Richards ● identify how animals and plants are adapted Book of Bones: 10 to suit their environment in different ways record-breaking animals b y and that adaptation may lead to evolution; Gabrielle Balkan ● recognise that different habitats exist and www.primaryhomeworkhelp.co.uk understand the conditions that would be (Click: ‘Science’) found in them; ● understand how at least one animal and one Oak Academy lessons: plant have adapted to suit their particular environment (focusing especially on size,
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●
What is the Theory of Evolution?
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shape, colour, feeding and defense mechanisms); understand that migration and hibernation are methods of adaptation for several organisms.
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Cooking Chemistry Children will be taught to: ● compare and group materials together, according to whether they are solids, liquids or gases; Summer ● observe that some materials change state Term when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C); ● identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.
How do fossils provide evidence for evolution? What are the different animal kingdoms? Which organisms lived during each era of time? What impact have humans had on plants and animals? What impact are humans likely to have on life in the future?
www.primaryhomeworkhelp.co.uk (Click: ‘Science’) www.chem4kids.com www.stevespanglerscience.com All About Chemistry b y Robert
Winston 100 Scientists Who Made History (DK Science) b y Andrea Mills
Assessment tasks, methods Regular assessments and end of unit reviews and frequency Home Lab b y Robert Winston Women in Science: 50 Fearless Pioneers Who Changed the World b y Rachel Ignotofsky Beetle Boy b y M.G.Leonard Frank Einstein and the Antimatter Motor by Jon Scieszka and Brian Biggs Further reading Seeing Science: An Illustrated Guide to the Wonders of the Universe by Iris Gottlieb This Book Thinks You’re a Scientist b y Harriet Russell The Usborne Science Encyclopedia b y Kirsteen Robson Corpse Talk: Ground-Breaking Scientists b y Adam and Lisa Murphy www.sciencebob.com Useful websites
www.brainpop.com ( NLCS Jeju login details available on Seesaw)
Co-curricular activities
To be confirmed August 2020
Who can I contact?
Head of Science
www.primaryhomeworkhelp.co.uk
Mr. John Gilbertson jgilbertson@nlcsjeju.kr
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