Year 6 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
6A Tutor
Mr. Dongkwang Lee
dklee@nlcsjeju.kr
6B Tutor
Ms. Meghan Peters
mpeters@nlcsjeju.kr
6C Tutor
Mr. David Smithson
dsmithson@nlcsjeju.kr
6D Tutor
Ms. Krista Merrill
kmerrill@nlcsjeju.kr
6E Tutor
Ms. Cristyn Draper
cdraper@nlcsjeju.kr
6F Tutor
Mr. John Gilbertson
jgilbertson@nlcsjeju.kr
6G Tutor
Mr. Simon Downes
sdownes@nlcsjeju.kr
6H Tutor
Ms. Jenny Hill
jhill@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 be learning about the importance of staying safe online. They will use an online platform to create an interactive quiz to develop and consolidate their learning. Autumn Term Algorithms Children will be learning to program a robot to complete specific tasks ensuring that they take into consideration efficiency. They must also use critical thinking in order to solve problems and overcome barriers. Coding Children will use Scratch to develop their computational thinking. They will be taught programming skills including control flow (sequences, Spring loops, conditionals procedures). Children will let Term their imagination run wild by becoming Makey Makey inventors. They will complete a project using Scratch and a Makey Makey to create a fun game, activity or musical instrument. Creating a Virtual Space Children will be taught 3D modelling. They will be shown how to use computer-aided design (CAD) Summer programs and develop their spatial awareness by Term exploring and experimenting with a 3D virtual environment. Children will be taught how to use a 3D printer to bring their ideas to life.
www.thinkuknow.co.uk Barefoot Computing
scratch.mit.edu makeymakey.com Barefoot Computing
www.tinkercad.com
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
Fiction: Fiction Genres Non-fiction: Persuasive Writing – A type of non-fiction writing which gives arguments in favour of a subject in order to persuade the reader to do something or accept a Autumn point of view. Adverts and travel brochures are Term examples. Non-chronological Reports – A non-fiction text which gives information about a particular subject. It reports information without referring to the order in which things happen. Poetry: Grace Nichols Fiction: Narrative Workshop Non-fiction: Explanation Texts – A piece of non-fiction writing which describes a process, such as how something works. It is usually written in the present tense and Spring may have bullet points, numbers and/or pictures or Term diagrams. Recounts – A piece of writing which retells events that have previously occurred. Examples include diaries, newspapers reports and letters. Poetry: Monologues Fiction: Extended Book Study Non-fiction: Summer Debating Skills Term Discussion Texts – A text where the writer is either ‘for’ or ‘against’ an issue or subject, or presents the case for both sides.
See suggested reading below (genres) Sun Time Snow Time b y Grace Nichols www.childrenspoetryarchive.org Watch Grace Nichols introduce and read her poem, Sun, You’re a Star
www.childrenspoetryarchive.org www.poetry4kids.com
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.
Recommended extra reading (autumn term – genres)
Fantasy: Skellig b y David Almond Artemis Fowl b y Eoin Colfer The Spiderwick Chronicles b y Holly Black and Tony DiTerlizzi Goblins series b y Philip Reeve The Hobbit b y J.R.R. Tolkien The Girl Who Circumnavigated Fairyland in a Ship of Her Own Making by Catherynne M. Valente Science Fiction: The Giver by Lois Lowry Grinny: Grinny and You Remember Me b y Nicholas Fisk
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Timesnatch b y Robert Swindells Chilling Stories: The Graveyard Book b y Neil Gaiman Uncle Montague’s Tales of Terror b y Chris Priestley Horrowitz Horror b y Anthony Horowitz Real Life Issues: Pig Heart Boy b y Malorie Blackman The Eighteenth Emergency b y Betsy Byers The Other Side of Truth b y Beverley Naidoo Adventure: Noah Barleywater Runs Away b y John Boyne The Miraculous Journey of Edward Tulane b y Kate DiCamillo Wonderstruck b y Brian Selznick War: Goodnight Mr Tom b y Michelle Magorian War Horse b y Michael Morpurgo Once b y Morris Gleitzman Carrie’s War b y Nina Bawden Mysteries: The Sign of the Black Dagger b y Joan Lingard Out of the Depths b y Cathy MacPhail Flood and Fang b y Marcus Sedgewick Humour: How to Train Your Dragon b y Cressida Cowell Holes b y Louis Sachar Gangsta Granny b y David Walliams Brocolli Boy b y Frank Cottrell Boyce Sun Time Snow Time b y Grace Nichols
Recommended extra reading (general)
Cogheart b y Peter Bunzl The Girl of Ink and Stars b y Kiran Millwood Hargrave Eren b y Simon P. Clark The Railway Children b y E. Nesbitt Carrie’s War b y Nina Bawden The What on Earth? Wallbook Timeline of Nature b y Christopher Lloyd The Crowstarver b y Dick King Smith Awful End b y Philip Ardagh From Hereabout Hill b y Michael Morpurgo Fruit and Nutcase b y Jean Ure Granny b y Anthony Horowitz The Hobbit b y J.R.R. Tolkien Kensuke’s Kingdom b y Michael Morpurgo Lion Boy b y Zizou Corder The Machine Gunners b y Robert Westall The Viewer b y Gary Crew My Swordhand is Singing b y Marcus Sedgwick Once b y Morris Gleitzman The Silver Sword b y Ian Serraillier Skellig b y David Almond Tell Me No Lies b y Malorie Blackman The Weathermonger b y Peter Dickinson
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The Chronicles of Narnia b y C.S. Lewis Goodnight Mister Tom b y Michelle Magorian Why The Whales Came b y Michael Morpurgo The Borrowers b y Mary Norton SilverFin b y Charlie Higson
How to help at home
Useful websites
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. ● 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. 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: ● Newspapers - reading comprehension 1 ● Newspapers - reading comprehension 2 ● Newspapers - features of a text ● Newspapers - direct speech ● Newspapers - 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
Journey to the River Sea b y Eva Ibbotsson The Wind in the Willows b y Kenneth Grahame Floodland b y Marcus Sedgwick Rivers The City of Secret Rivers b y Children will be taught to: Jacob Sager Weinstein ● understand that rivers can be divided into Raging Rivers b y Anita Ganeri stages: the upper course, middle course and National Geographic Kids lower course; Readers: Water b y Melissa Autumn ● understand why rivers sometimes flood; Stewart Term ● conduct a case study of a local river; www.oddizzi.com ● use ordnance survey maps to build their kids.nationalgeographic.com knowledge of rivers in the UK; The Big Earth Book (Lonely ● research and present information on rivers in Planet Kids) b y Mark Brake Korea; The Travel Book: Mind-blowing ● explain accurately how waterfalls are formed. stuff on every country in the world b y Lonely Planet Kids Atlas of Adventures by Lucy Letherland www.primaryhomeworkhelp.co.u k (Search: ‘Rivers’) The USA Children will be taught to: ● identify some key physical features of the USA; www.oddizzi.com ● observe the distribution of the population kids.nationalgeographic.com across the USA and to understand some of brainpopjr.com Spring the factors that affect this pattern; The Tapper Twins Tear Up New Term ● understand how climate varies across the York b y Geoff Rodkey USA and how it affects people’s lives; Young Houdini: The Magician’s ● identify the variety of agricultural products Fire b y Simon Nicholson that come from the USA; ● analyse historical and contemporary maps to learn how New York City has changed over time. Coastal Landscapes Flotsam b y David Wiesner (a Children will be taught to: wordless picture book) Summer ● identify coastal landscapes and understand The Storm Keeper’s Island b y Term why they might change over time due to Catherine Doyle erosion and deposition; Coastlines (Where on Earth) b y
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understand how different coastal landforms are created (key terms: longshore drift, sediment, abrasion, solution, attrition, hydraulic action); understand physical differences between coasts and how this leads them to be used in different ways. explore the issues around coastal economies; appreciate the impact of human activity on coastlines around the world (case studies – coastal erosion in Ghana and land reclamation in Abu Dhabi); conduct fieldwork to investigate the impact of human activity on Jeju’s coastline.
Susie Brooks Coastal Erosion b y Oaka Books www.projectbritain.com www.oddizzi.com kids.nationalgeographic.com brainpopjr.com BBC TV series ‘Coast’ – clips available at www.bbc.co.uk (Search: ‘coast’)
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
Various opportunities including I slander and P odcasting
Who can I contact?
Head of Humanities
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Mr. James Tipney jtipney@nlcsjeju.kr
HUMANITIES HISTORY
Autumn Term
Spring Term
Suggested Reading or Extension Activities
Curriculum Content How did life on the Great Plains change in the 19th century? ● 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 argument construction ● The unit introduces students to related concepts such as dehumanisation, colonisation and forms of conflict ● Students will be encouraged to consider how differing interpretations of history affect political questions today Why do historians consider Mahatma Gandhi to be 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 ● This unit introduces students to related concepts of civil rights, peaceful protest, independence and democracy ● The legacy Gandhi will be evaluated through a consideration of his impact both at the time and over time Why did a ‘War on Terror’ begin in 2001? ● In this unit, students will explore the key historical concept of ‘Cause and Consequence’ ● Students will be given the opportunity to develop the key historical skills of source analysis, evaluation and argument construction ● This unit introduces students to related concepts of peace and conflict, terrorism and freedom fighter, types of conflict and resolution
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Bruchac, Joseph. T alking Leaves Bruchac, Joseph. T wo Roads Erdich. The Birchback House Flood, Nancy Bo. S oldier Sister, Fly Home Nelson, SD. Buffalo Bird Girl (Picture Book) America: The Story of US (documentary)
Meltzer, Brad. I am Gandhi McGinty, Alice. Gandhi Gandhi, Arun. Grandfather Gandhi Vangad Rajesh, My Gandhi Story Baskin, Nora. Nine, Ten: A September 11th Story Brown, Don. America is Under Attack: September 11, 2001: The Day the Towers Fell O’Malley, Kerry. Just a Drop of Water
Why were people at the time so enthusiastic about World War 1? ● In this unit students will explore the key historical concept of ‘Perspectives’ ● Students will be given the opportunity to develop the key historical skills of source analysis, evaluation and argument construction ● This unit introduces students to related Summer concepts such as nationalism, militarism, Term imperialism ● Students will also be introduced to ‘historiography’; why historians don’t always agree with each other ● This unit will act as a transition unit to help introduce students to the senior school. There will be a special event associated with the unit, that will involve teachers from both schools
Bradman, Tony. S tories of World War 1 Breslin, Theresa. Remembrance Brassey, Richard. T he Story of World War 1 Morporgo, Michael. Only Remembered Rix, Megan. A Soldier’s Friend Robinson, Hilary. W here Poppies Now Grow Sedgwick, Marcus. F oreshadowing Usborne Books, S ee Inside the First World War
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
Various opportunities including I slander and P odcasting
Who can I contact?
Head of Humanities
Mr James Tipney jtipney@nlcsjeju.kr
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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
5학년 2학기 일부 7단원-이야기를 읽고 인물이 추구하는 삶에 대해 알기 8단원-자신의 언어예절을 돌아보고, 이에 맞게 자신이 세운 바른 언어사용계획을 대화하기 꾸준히 실천하기 9단원-읽기 태도와 매체에 따라 글을 효과적으로 읽기 예전 이야기를 새로운 관점으로 쓴 10단원-글의 짜임을 알고, 읽은 내용을 요약해 보기 책 읽어보기 11단원-시와 이야기를 다른 관점으로 바꾸어 써보기 자신이 원하는 직업을 가진 사람을 6학년 1학기 찾아서 면담한 내용 시청하기 Autumn 1단원-비유적 표현을 생각하며 글을 읽고 내용 자신이 받고 싶은 선물을 광고한 요약하기 글이나 영상을 보고 신뢰성과 Term 2단원-글쓴이의 관점을 파악하는 방법을 알고 자신의 타당성 평가해보기 관점이 잘 드러나게 글쓰기 주변의 간판을 살펴보고, 사용된 3단원-마음을 표현하는 글을 쓰는 방법을 알고 글쓰기 외래어를 친구나 가족들과 4단원-면담의 특성과 주의점, 절차를 알고 면담하기 고유어로 바꿔보는 연습해 보기 5단원-광고의 표현 특성과 신뢰성 평가 방법에 대해 6-1 가 교과서 160-161쪽에 나오는 알기 작품들 읽어보기 6단원-고유어, 한자어, 외래어로 구분하여 보기 7단원-인물의 성격, 배경과 사건 전개 사이의 관계 알기 8단원-읽을 거리를 스스로 찾아 있는 방법에 대해 알기 9단원-논설문을 알고, 주장과 근거가 드러나게 글쓰기 10단원-글을 고쳐 쓰면 좋은 점을 알고, 바르게 고쳐쓰기 도서관에서 자신이 좋아하는 책을 11단원-텔레비전 뉴스에 나타난 관점을 파악하여 찾아 읽고 친구들에게 소개해 주기 자신의 의견 말하기 텔레비전 뉴스 시청 후 가족들과 12단원-시, 동화, 희곡의 특성을 알고 작품을 읽어보기 내용에 대해 토론해 보기 Spring 6학년 2학기 6-1 나 교과서 320-322쪽에 나오는 1단원-인물이 추구하는 삶을 파악하며 글을 읽기 Term 작품들 읽어보기 2단원-발표할 내용에 알맞은 자료를 활용하여 관용표현과 속담관련 책 읽어보기 발표하기 6-2 가 교과서 146-147쪽에 나오는 3단원-적절한 근거를 마련하여 주장이 드러나는 작품들 읽어보기 글쓰기 4단원-효과적인 관용 표현을 사용하여 생각 말하기 5단원-이야기의 구성요소를 고려하여 이야기 바꾸어보기 6단원-주장의 타당성을 생각하며 연설문을 써보기 7단원-여러 읽을거리를 통해, 글쓴이와 자신의 생각 비교 여러 매체에 나타난 기사문을 읽어 8단원-자료를 올바르게 사용하여 기사문 쓰기 보고 자신이 쓴 기사문과 비교해 Summer 9단원-글을 읽고 주장과 근거의 연결 관계에 대해 보기 알고, 주장에 대한 자신의 생각 말하여 보기 Term 6-2 나 교과서 288-289쪽에 나오는 10단원-텔레비전 뉴스의 짜임을 생각하며 뉴스 기사 작품들 읽어보기 작성 11단원-다른 이의 관점에서 시나 이야기를 바꾸어 쓰기 개인-수업시간 완성하지 못한 글쓰기, 자료조사, 경필 쓰기(해당 학생만) Examples of homework 등
tasks
모둠별-면담, 연극 등 프로젝트 수업에 따른 활동
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How to help at home
교과서를 가지고 다니는 것과 과제가 있을 경우 챙겨갈 수 있도록 부탁드립니다. 또한 다양한 장르의 글을 읽거나 느낀 점을 쓰거나 말할 수 있도록 도와 주시면 좋겠습니다.
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
14
KOREAN KOREAN SOCIAL STUDIES
Suggested Reading or Extension Activities
Curriculum Content 1. 조선사회의 새로운 움직임(6학년 1학기) 1. 전란의 극복/새로운 문물을 받아드린 조선 2. 서민문화의 발달/조선 시대 여성의 삶 3. 조선을 뒤덮은 농민의 함성
Autumn Term
2. 근대 국가 수립을 위한 노력과 민족 운동 1. 조선의 개항 / 자주 독립 국가의 선포 2. 나라를 지키기 위한 노력
러 종류의 역사책에서 자신에게 맞는 장르의 책을 골라 읽어보기 사회 수업전에 미리 교과서를 읽어보고 궁금한 점에 대해 물어보기 조선 후기와 대한민국에 관련된 영화를 보고 수업 시간에 발표하기 방학을 이용하여 궁궐, 국립중앙박물관 등을 방문하여 유물, 유적을 확인하기
3. 나라를 되찾기 위한 노력 3. 대한 민국의 발전과 오늘의 우리 1. 8.15광복과 대한민국 수립 2. 자유 민주주의의 시련과 발전 다. 경제 발전과 사회 문화의 변화
대한민국 어린이 국회사이트를 방문하여 국회에 대해 알아보고 체험해 보기
라. 대한민국의 미래와 평화 통일 1. 우리나라의 민주정치(6학년 2학기) 가. 우리 생활과 민주정치
Spring Term
인권, 권리, 의무를 다룬 신문 기사를 보고 부모님과 토론하기
나. 국가의 일을 맡아 하는 기관들
법과 관련된 뉴스를 보면서 법이 적용되는 사례를 확인하기
다. 행복환 삶과 인권 2. 이웃 나라의 환경과 생활 모습 가. 우리와 가까운 나라의 모습과 문화 나. 우리나라와 이웃 나라의 교류
이웃 나라를 여행한 경험을 책으로 만들기
3. 세계 여러 지역의 자연과 문화 가. 세계 여러 나라의 모습과 문화
Summer Term
나. 우리나라와 세계 여러 나라와의 관계 다. 우리가 만들어 가는 미래 사회 라. 세계화의 모습과 우리의 역할/함께 해결하는
여러 매체를 통하여 세계의 다양한 문제점과 이를 해결하기 위한 우리나라와 국제사회의 노력에 대해 관심을 가지기
지구촌 문제
Examples of homework tasks
자료조사,
How to help at home
교과 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
Who can I contact?
Head of Korean
Mr. DongKwang Lee dklee@nlcsjeju.kr
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KOREAN KOREAN SECOND LANGAUGE
Suggested Reading or Extension Activities
Curriculum Content
Spoken Language Children will be taught to: ● speak basic statements which provide personal information on a range of topics; ● practise communication-oriented sentences related to asking for locations; ● respond to basic questions about the classroom and daily routines. 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 familiarise themselves with the Korean alphabet. Vocabulary (about 50 words and 30 sentences) Children will be taught to: ● know words related to information themselves; ● learn the present, past, future tenses; ● learn words related to numbers, dates, time. Spoken Language Children will be taught to: ● describe basic present and past actions on a range of topics; ● answer questions asking for reasons; ● practise everyday sentences. Grammar Children will be taught to: Spring ● learn 14 consonants, 10 vowels and 11 Term compound vowels in order; ● learn sentences giving reasons and justifications; ● learn negative sentences. Vocabulary (about 50 words and 30 sentences) Children will be taught to: know words related to hobbies and activities; know words related to days, locations; learn sentences related to school life.
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Practise the language that children learn each lesson: Hello, Nice to meet you. Are you Korean? What is this / that? Whose book is this? Could I order lemon tea? Where is Lotte World? Is there a Lotte World in Jamsil? What’s your telephone number? When is your birthday? What was the date yesterday? What are you going to do tomorrow? What time do you eat breakfast? What foods do you like? What are you doing, now?
Practise the language that children learn each lesson: Where do you usually meet your friends? I exercise in the sports hall. I learn Korean on Mondays. What did you do yesterday? Why did not you come to school yesterday? When did you have a party? Where is the book? Where are you going, now? Are you tired? What do you want to do? How do you travel to school?
Spoken Language Children will be taught to: ● practise speaking sentences relating to what they want to do; ● practise conversational sentences about making plans and appointments. Grammar Summer ● learn 14 consonants, 10 vowels and 11 Term compound vowels in order; ● use the future tense. Vocabulary (about 50 words and 30 sentences) Children will be taught to: ● know words related to symptoms of illnesses; ● learn practical sentences of traveling and making appointments.
Practise the language that children learn each lesson: I’m going to travel to Europe. Can you speak French? Mount Everest is very high. I have an appointment on Saturday afternoon. What are you going to buy? Try this hat. I have a headache.
Assessment tasks, methods Regular 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 2500 个左右会 写。 2，硬笔书写楷书，行款整齐，有一定的速 度。 3，能用毛笔书写楷书，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 30 篇(段)。 9，扩展阅读面。积极开展课外阅读。 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 习作素材。 3，能写简单的记实作文和想像作文，内容具
www.yes-chinese.com/reading ABC of Sound Meters in Chinese Poetry 声律启蒙 Chinese books at the Junior and Senior School Library
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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。课内大小习作每学年 16 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，利用图 书馆、网络等信息渠道获取资料，尝 试写简 单的研究报告。 2，策划简单的校园活动和社会活动，对所策 划的主题进行讨论和分析，学写活动 计划和 活动总结。 3，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。 4，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. 地理与文化：三山五岳 2. 名著阅读：《昆虫记》 Autumn 3. 文化与情感：我的中国心 Term 4. 音乐与神话：小提琴协奏曲——《梁祝》 5. 人类学：印第安人 6. 文学家：鲁迅
Spring Term
1. 动物小说：沈溪石《斑羚飞渡》 2. 音乐家：贝多芬 3. 植物与意向：松竹梅 4. 少数民族：藏族 5. 特色建筑：特色民居
1. 世界历史：第一次世界大战 2. 创意写作：童话品读与撰写 Summer 3. 名著阅读：《鲁滨逊漂流记》 Term 4. 中国历史：安史之乱 5. 文化：中国的象征——龙及其应用
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 and understand the sentences; ● understand a couple of sentences related to a learnt topic. Speaking Children will be taught to: ● speak previously learnt sentences clearly; ● use simple sentences to ask and answer questions, starting a conversation; ● express own preferences (likes/dislikes); ● describe a few characteristics of an item. Reading Children will be taught to: ● read with the help of PINYIN; ● read the key words and guess the meaning of the expressions; ● read a dialogue/conversation of 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 and time; ● express the location of a place and how to get there by using 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
Algebra Angles in shapes and diagrams Autumn Nets Term Fractions Ratio Spring Term
Speed Circles Pie Charts Area and Perimeter
Summer Volume of Solids and Liquids Term
Suggested Reading or Extension Activities Inspire Maths Home Activities (attached separately): 3. 5. 6.
Nets Ratio walk Percentage play
Inspire Maths Home Activities (attached separately): 7. 8. 9. 10.
Average speed Measuring circles Pie chart jigsaw Area of composite shapes
Inspire Maths Home Activities (attached separately): 11. 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 6, 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
Me as a Musical Motif This composition unit draws on film music and the concept of Leitmotif (in particular in the music Autumn of John Williams. Students listen and respond to Term various motifs before embarking on an extended composition project of their own, developing a musical motif to represent themselves.
Spring Term
Gamelan A practical exploration of the unique music of Bali and Java. Students develop understanding of the culture and musical influences on Gamelan music. Students learn two new scaled Pelog and Slendro and complete composition tasks collaboratively. The unit culminates in an ensemble performance of Baris, a traditional Balinese dance.
20th Century Music The 20th Century was a rich period of developments in classical music and the arts. This unit covers work from well known 20th Century composers and delves into new techniques and Summer concepts that arose in this period. Students are Term challenged to think philosophically with big questions such as “what is music?” and “who decides?” Practical tasks include composing and performing in the style of 20th Century composers.
Equipment that students need How to help at home
Sing Practise singing at home, including Beatles songs. Listen To a wide variety of film and operatic music, paying special attention to how music represents character.. Play Continue practising your instrument, and playing with others, developing confidence in using your instruments as a composition tool. Sing Sing well songs from other cultures. Listen To gamelan music recordings, paying attention to its instrumentation. 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 20th Century classical composers such as Berio, John Cage, John Adams and Phillip Glass.. Play Practise your instrument and take risks by performing modern classical music.
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.
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Children will be encouraged to access a variety of optional activities through Seesaw. These will include links to Noteflight music notation, Auralia aural skills, and Musition theory skills. In addition to the timetabled music curriculum, there are a variety of performance, ense d development opportunities available to all students. All students are encouraged to pe weekly assemblies and special events. Ensemble opportunities are a feature o o-curricular Music program, including Bryant and CCA programmes. These include Orch Co-curricular hoir and Small Music Ensemble. Individual tuition is available through the Perip activities rogramme delivered by our team of highly skilled and experienced vocal and instrum achers, several of whom have studied and performed around the world. Students also e opportunity to enter ABRSM theory and practical exams, as well as take part in FO d GEC festivals. Who can I Ms. Cristyn Draper Head of Music contact? cdraper@nlcsjeju.kr Useful websites
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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 Children will be taught about their rights and responsibilities as global citizens. They will consider discrimination and diversity by covering issues such as gender stereotypes and Summer racism. Children will be given an introduction to financial and career education. Term Transition to the Senior School In the final term of year 6, children will take part in a comprehensive transition programme. This will include lessons in the Senior School, visits to Senior School houses, and presentations from older children.
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
Outdoor Adventurous Activities In this unit of work, children will be given a variety of challenges and tasks that require teamwork, problem-solving, and cooperation. They will need to develop their reflective, speaking and listening skills. Invasion Games Autumn Children will be taught a small-sided approach to games, widening their range of passing Term and receiving skills, and concepts of play. They will be taught attacking and defending roles, including outwitting the opponent and the different skills associated with attack and defence. Children will be taught the patterns of play, set plays and tactics in teamwork. They will refine their knowledge of the formal rules of various sports including Tchoukball, Frisbee and Touch Rugby games. They will have the opportunity to develop new games, evaluate their success and resolve any problems with the rules. Gymnastics Children continue to develop their flexibility, strength, technique, control and balance through gymnastics. Children continue to develop their flexibility, strength, technique, control and balance through gymnastics. Children are taught to refine their balances and Spring develop their travelling and jumping skills in group work. They practise their vaulting skills Term and bring all skills together into group sequences on the floor and on apparatus. Net Games Children refine sport specific skills and the rules of the games to develop consistent skills and tactical awareness. They play badminton and table tennis, learning, practising and refining a range of strokes. 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 6, children are taught to: ● perform dance phrases to a high standard; ● listen to a variety of musical pieces and recognise the changes in tempo, beat, rhythm and dynamics; ● respond to a dance performance using technical vocabulary such as coordination, action, stillness, travel, turn, jump, expression, pathways, shapes, mirror, speed, energy, and flow;
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●
lead a warm up or cool down in front of a group.
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
Evolution and Inheritance Children will be taught to: ● recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago; ● recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents; ● identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution; ● understand the difference between recessive Autumn and dominant genes. Term Motion and Forces Children will be taught to: ● record data using a speed/distance/time graph; ● explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object; ● identify the effects of air resistance, water resistance and friction, that act between moving surfaces; ● recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect. Acids and Alkalis Children will be taught to: ● perform an investigation independently (focusing on creating their own indicator); ● understand how and why we test for pH; ● recognise the difference between an acid and an alkali; ● understand how we can change the pH of our bodies and what pH our bodies Spring function best at. Term Animals and Humans (Circulatory Systems) Children will be taught to: ● identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood; ● describe the process of digestion including naming the parts involved in the process (small intestine, large intestine etc);
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All About Evolution b y Robert Winston The Variety of Life b y Nicola Davies and Lorna Scobie The White Giraffe b y Lauren St John Science Squad by Robert Winston www.sciencebob.com www.primaryhomeworkhelp.co.uk (Click: ‘Science’) BBC Bitesize (Search: ‘Friction’) Oak Academy lessons: ● ● ● ● ●
●
What is the Theory of Evolution? 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?
The Element in the Room: Investigating the atomic ingredients that make up your home b y Mike Barfield
All About Chemistry b y Robert Winston The World in Infographics: Animal Kingdom b y Jon Richards Book of Bones: 10 record-breaking animals b y Gabrielle Balkan
www.primaryhomeworkhelp.co.uk (Click: ‘Science’)
Oak Academy lessons: ●
Acids and Alkalis
describe the ways in which nutrients and water are transported within animals, including humans; ● describe how blood is transported around our bodies. Elements and Compounds Children will be taught to: ● understand the difference between an element and a compound; ● identify some elements and their chemical Summer symbol; Term ● have a basic understanding of chemical equations (without balancing); ● recognise how compounds are made; ● understand the difference between endothermic and exothermic reactions. ●
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 Oak Academy lessons: ● The Periodic Table
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 Seeing Science: An Illustrated Guide to the Wonders of the Universe by Further reading 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 Watch the science rapper, Jon Chase, at the Hay Literature Festival 2020 talking about the importance of the Earth and our relationship to it. www.sciencebob.com www.brainpop.com ( NLCS Jeju login details available on Seesaw) Useful websites
www.primaryhomeworkhelp.co.uk (Search: ‘Science’) Bill Nye www.youtube.com (Search: ‘Bill Nye’)
quizlet.com and quizziz.com for lots of fun revision games BBC Bitesize Co-curricular activities
To be confirmed August 2020
Who can I contact?
Head of Science
Mr. John Gilbertson jgilbertson@nlcsjeju.kr
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