2023 - 24 Curriculum Guide Year 7 (English)

FOREWORD

WeareproudoftheambitiousandacademiceducationofferedintheSeniorSchoolthatisbuiltona traditionofsubjectexpertiseandpassion.Weareconfidentthatthecurriculumandwideropportunitiesfor enrichment,combinedwithoutstandingpastoralcare,willprovidethebestpossibleplatformforstudentsto becomeindependentandintellectuallyambitiousmenandwomen.

OurprogrammeofintellectualchallengeandsupportallowsallstudentsintheSeniorSchooltoflourish,no matterwhatstagetheyareatintheireducationorwhatpaththeyhavechosen.NLCSJejustudentsleaveus asbrightandaspirationalyoungmenandwomen;oentakingupplacesatthemostprestigiousuniversities intheworld

Fundamentaltoourethosisabeliefintheimportanceofdevelopingstudentsʼenjoymentandexcitement abouttheirsubjectsbyprovidingopportunitiesforthemtodiscovertheirowninterestsandpassions Our teachersaresubjectspecialists,whosharetheirownintellectualpassionwiththestudents Lessonsare livelyandvaried,andtheclassroomatmosphereisrelaxed,openandpurposeful Weencouragestudentsto tryouttheirideasandtobeactivelyinvolvedindiscussions,presentationsanddebates

Wehopethatthiscurriculumoverviewprovidesusefulinformationregardingthesubjectsthatyourchildwill betaughtwhilstatNLCSJejuandgiveyousomeguidanceastohowyoucansupportyourchildʼslearningat home.

Ifyouhaveanysubject-specificquestions,youshouldmakecontactwiththerelevantHeadofDepartment forthatparticularsubject.ForbroaderquestionsaboutacademicprovisioninKeyStage3,pleasecontact

Mr CarlLewis(AssistantVicePrincipal–Academic)asheleadstheacademicoversightofKeyStage3

Year7

Ourcurriculumistaughtinten,35minuteperiodsperdayoveratwoweektimetableandYear7aretaught thefollowingnumberofperiodsineachsubjectperweek:

English(8)

Maths(7)

Science(6)

Mandarin(6)*

KoreanLanguage(4)

KoreanHistory(2)

ComputerScience(2)

AdditionalLanguageChoices(4)**

Geography(2)

History(2)

PhysicalEducation(2)

Music(2)

Art(2)

Drama(2)

Dance(2)

PersonalandSocialDevelopment(1)

* ForstudentswithMandarinasaFirstLanguage

**Year7studentshavethechoiceofLatinorMandarinandFrenchorSpanishasadditionallanguages.Ifa studentneedsadditionalsupportforEnglishacquisition,thenoneoftheselessonswillbespentwith specialistEnglishsupport

OURAIMS

● To provide an exceptional educationalexperience,basedonthetraditions,ethosandpracticesof NorthLondonCollegiateSchool,UK

● Toprovideanambitiousacademiceducationandtoenableeachstudenttomakethemostoftheir gis.

● To maintain a team of teachers to whom each student is important andwhocaninspiresubject passionandenthusiasm.

● Toenableallstudentstorecogniseacademicexcellenceandrealisethatitisattainable.

● Tocreateahomewhereindividualsarenurturedandthewholepersonalitycangrow

● Tofosteracaringandrespectfulcommunitycharacterisedbyexcellentrelationshipsbetweenstaff andstudentsandbetweenthestudentsthemselves,ofwhateverage,cultureandbackground

● Toencourageallstudentstotakerisksandtrysomethingnewinanenvironmentwhichembraces allaspectsofeducationalchallenge.

● To develop an outward looking, internationally minded, communityofyoungpeoplewhohavea clearunderstandingofthevalueofcommitmentandservicetoothers.

THE CURRIC r7

ENGLISHLANGUAGE&LITERATURE

TheEnglishdepartmentaimstonurturealoveofEnglishLiteratureandLanguageinthestudentsweteach Year7isanimportantyearforstudyingliteratureatNLCSJeju Weencouragestudentstodevelopaloveand passionforliteratureandEnglishbyincorporatingmanyofthekeyskillsneededinlateryearsinascreative andengagingawayaspossible

CurriculumContent

Unit1 (Aug–Oct)

Memoirs:Westudytheconceptofautobiographical writingthroughmultipletextsLookingatpersonalitiesin thefieldsofsports,art,science,andconflict. Wealso answerquestions:ʻHowdowriterscommunicate meaningandusetechniquesforeffect?ʼ

SuggestedReadingorExtension Activities

Youmightliketoread:

GoingSolobyRoaldDahl

Unit2 (Oct–Dec)

Prose:Thishalf-termwereadthenovelBoneSparrow Throughthistext,weexaminegenericdramatic conventions,aswellasnarrativestructure.Wealso answerquestions:ʻHowdowriterscommunicate meaningandusetechniquesforeffect?ʼ

Youmightliketoread:

● SeaPrayerbyKhaledHosseini

● TheAmazingAdventuresof Kavalier&ClaybyMichael Chabon

Unit3 (Jan–Mar)

IdentityandProtest: We studyaselectionoftext types,primarilypoetryandspeechestoexaminethe powerofoneʼsidentityinsociety Wealso answer questions:ʻHowdowritersusedifferentliteraryformsto protestorcommunicate?ʼ

Youmightliketowatch:

● CodedBias

● Descendant

● TrickyDickandtheManinBlack

Unit4 (Mar–May)

LiteraturethroughTime:Welookatarangeoftexts producedindifferentliteraryerastoexaminehow variouscontexts,includingthepassageoftimeitself, affectsmeaningandtheproductionofliteraryworks

Youmightliketowatch:

TheAdventureofEnglishBBC

Youmightliketoread:

TheEtymologiconbyMarkForsyth

Endof Year-Arts

Week (May–June)

Thisshortperiodattheendoftheyearwillallowfor multiplecreativeprojectsfocusingonthedevelopment oforacy

Poetry:Toendtheterm,wedipourtoesintopoetry We lookatawiderangeofpoemsfromawiderangeof poeticerastogetasenseoftheimpactofexpressionon theindividualandonsociety Inordertobestdothiswe begintoexaminepoetryunderthelensofpoetic techniquesanddevices Wethentransformsomeofour ownpoetryintospokenwordperformance.

Examplesofhomeworktasks Wesetreadingforhomeworkandstudentsareexpectedtocompleteareadinglog. Thisissupportedbyteacher-studentdiscussionsandongoingwrittenreflections.

Assessmenttasks,methods andfrequency

Equipmentthatstudents need

Parents/guardianscanhelp theirchildby:

Usefulwebsites

Cocurricularactivities

WhocanIcontact?

Studentsareassessedthroughtimedcommonassessmenttasks,whichoccuronce perhalf-termandtheregularmarkingofʻworkbooksʼtocheckthatclassnotesare accurateandup-to-date

Pencilcase,exercisebook,novel,laptop

Talking withwithyourchildaboutthecurrentnoveltheyarereading.Readingthe samenovelasyourchildisalsoencouraged.

poetryorg

TheIslander,CreativeWriting,TheEnglishLiteratureSociety

HeadofEnglish MrHall

TeachersofYear7 English

Please consult the Parent Portal to find the name of your childʼsEnglishteacher

MATHEMATICS

Thedepartmentaimstobringmathstolifebyframingitwithinthecontextoftherealworld Manypeople mistakenlybelievethatmathematicsistheprocessofrepeatedlypracticingquestionsfromatextbookand perhapsthisbecausetheydidnotreceivethekindofteachingthatenabledthemtolookattheworldaround them and to visualise their world as mathematical models. TheMathematics department provides a rich curriculumwithagreatemphasisonconceptualunderstanding,problemsolving,creativity,exploringideas andcommunicatingthemusingstrongmathematicalreasoningandrichacademicEnglish.

CurriculumContent SuggestedReadingorExtension Activities

Half Term1 (Aug–Oct)

Unit1:TypesofNumbers: Objectivestobecovered.

Studentswill

● beabletoidentifydifferenttypesof numbers.

● beabletousedirectednumbersin basicnumbercalculations.

● beabletoperformbasicoperations ondecimalnumbers

● beabletocalculatesmallinteger indicesandroots

● beabletoperformcalculationsunder therulesfortheorderofoperations

● beabletosimplify,findequivalent formsincludingmixedandimproper fractionsandperformbasic operationsonfractions.

Unit2: FactorsandMultiples: Objectivestobecovered.

Studentswill

● beabletolistfactorsandmultiplesof numbers

● beabletofindtheprime decompositionofanumber

● beabletousetheprime decompositioninaproblemsolving context

● beabletofindthehighestcommon factor(HCF)andthelowestcommon multiple(LCM)ofacollectionof numbers.

● beabletousetheHCFandLCMin contextualsituations.

Unit3: IntroductiontoAlgebra: Objectivestobecovered.

Studentswill

● beabletosimplifybasicalgebraic expressionsinvolvingbasic operationswithconstantsand

Allstudentsreceiveaccountsfor https://www.myimaths.comand https://www.drfrostmaths.com/atthe beginningoftheyear.

These platforms can be used to access appropriately levelled practice tasks and tutorials for every topic in our curriculum. In addition, students can explore the following websites for interesting articles, challenging problems, competition style mathematics and helpfultutorials

https://nrichmathsorg/ https://brilliantorg/ wwwnumberphilecom wwwkhanacademyorg www.mathisfun.com

https://www.geogebra.org/ https://www.ukmt.org.uk/

Half Term2 (Nov–Dec)

variables(divisiononlywith constants)

● beabletoexpandandfactorisesingle brackets

● beabletoformalgebraicexpressions fromcontextualsituations

Unit4:SolvingLinearEquationsand Formulae: Objectivestobecovered.

Studentswill

● beabletounderstandthedifference betweenexpressions,equations, identitiesandformulae.

● beabletosolveonestepequations throughtheuseofinverse operations

● beabletosolvetwostepequations includingfractions

● beabletosolveequationswith multipletermscontainingasingle variable

● beabletocreateandsolveequations fromcontextualsituations.

● beabletorearrangeanduse formulae.

Unit5:Proportion: Objectivestobecovered.

Studentswill

● beabletoconvertbetween fractions,decimalsandpercentages

● beabletofindpercentagesof amounts

● beabletofindpercentageincrease anddecrease

● beabletouseadecimalmultiplier tofindpercentages.

● beabletouse,simplifyandfind equivalentratiosofuptothree quantities.

● beabletosolveproblemsusingthe unitarymethod.

● beabletouseproportionin contextualsituations

Unit6:BasicAngleGeometry: Objectivestobecovered.

Studentswill

● beabletousebasicanglefacts, notationandterminology

● beabletofindandexplainangles onparallellines.

An excellent book to extend knowledge of ʻNumberʼ and ʻAlgebraʼ is Mathematical InvestigationsBook1byRandallSouviney

Skillstheylearninthisunitareparticularly usefultoextendtheirSTEMprojects

Half Term3 (Jan–Feb)

● beabletofindanglesintriangles.

● beabletofindanglesin quadrilaterals

● beabletoidentifyanduse propertiesofquadrilateralsand triangles(includingdiagonalsand symmetry)

● beabletofindinteriorandexterior anglesofpolygons

● beabletofindanglesinregular polygons.

● beabletofindanglesinmore complexdiagrams.

Unit7:Construction: Objectivestobecovered.

Studentswill

● beabletoconstructtriangleswith apairofcompassesanda protractor

● beabletoconstructquadrilaterals withapairofcompassesanda protractor

● beabletouseconstructionin contextualscenarios.

Unit8:EstimationandApproximation: Objectivestobecovered.

Studentswill

● beabletoroundtodifferentdecimal magnitudes

● beabletoroundtodifferent numbersofsignificantfigures

● beabletoestimatethroughtheuse ofappropriaterounding

● beabletouseestimationin contextualsituations

Pupilsareencouragedtoextendtheirown learninginthesetopicsbycompletingtaskson wwwmyimathscom Forexample,theymay liketotrytheʻEquationPairsʼtask

Half Term4 (Feb–Apr)

Unit9:DataRepresentation: Objectivestobecovered.

Studentswill

● beabletouseappropriatedata representationforbothsingleand bivariatedataindifferent contextualsituations

● beabletointerpretdata representationsandmake contextualconclusionsfromthem

Unit10:PerimeterandArea: Objectivestobecovered.

Studentswill

● beabletofindtheperimeterand theareaofatriangle.

TheʻExploringMathematicsʼCCAisanideal waytodevelopstudentsʼunderstandingofthe usesandapplicationsofnumberandstatistics

Summer Term (Apr–June)

● beabletofindtheperimeterand areaofdifferentquadrilaterals

● beabletofindthecircumference ofacircleanditsconnectiontopi

● beabletofindtheareaofcircles, semicirclesandquartercircles

● beabletofindtheareaand perimeterofcompoundshapes

Unit11:LinearFunctionsandGraphs: Objectivestobecovered.

Studentswill

● beabletousecartesian coordinatesandaxes.

● beabletoidentifyandplot equationsofhorizontaland verticallines

● beabletoplotlineargraphsfroma tableofvalues

● beabletofindthegradientofa lineargraph

● beabletousethey=mx+cformof theequationofalinetofind gradient,y-interceptandplotthe graph.

● beabletouseotherformsofthe equationofaline.

● beabletouselinearfunctionsin contextualsituationsincluding speed

● Understandthecontextual meaningofthegradientandthe y-interceptindifferentsituations

Unit12:NumberPatterns: Objectivestobecovered.

Studentswill

● beabletoidentifydifferenttypes ofpattern.

● beabletofindterm-to-termrules foranynumberpatterns includingFibonaccisequences

● beabletofindthe position-to-termruleforan arithmeticsequence

● beabletogeneratesequences fromdifferentrules

● beabletousenumberpatternsin contextualsituations.

Unit13:Pythagoras'Theorem: Objectivestobecovered.

Studentswill

● Beabletofollowaproofof Pythagorasʼtheorem

Year7studentsmightliketotrytheʻSwimming PoolʼprojectonMyimaths.com.Thiswill developtheirunderstandingofmultiple mathematicaltopicsandcrosscurriculartopics suchaseconomics;takingintoaccount geometry,statistics,algebraandbestvalue.

Examplesof homework tasks

● BeabletoapplyPythagorasʼ theorem

Unit14:SurfaceAreaandVolume: Objectivestobecovered. Studentswill

● beabletocreatenetsforprisms

● beabletofindthesurfaceareaof prismsandcylinders

● beabletofindthevolumeof prismsandcylinders.

● beabletofindthesurfacearea andvolumeofcompoundshapes madeofprisms.

Unit15:SingleEventProbability: Objectivestobecovered.

Studentswill

● beabletoformsimpletheoretical probabilities

● beabletoformexperimental probabilities

● beabletouseprobabilitiesinsingle eventsituationsandunderstandthe probabilityofmutuallyexclusive eventscanbeaddedtogether.

Assessment tasks

Investigations, online worksheets, creating presentations of their own work such as completionofpracticeproblemsandʻMyimathsʼ,ʻDrFrostʼquestions

Equipment thatstudents need

Studentswillundertakefourassessments, oneisinvestigationandthreestandardised assessments Standardised assessments follow a specific format with a balance of procedural, contextual and problem solving questions Unit check ups cover a comprehensiverangeofproceduralquestionsthataresplitbetweenlearningobjectives andaregivenattheendofeacunitandareonlyassessedformatively.

A calculator, a pair of compasses, a protractor and a rulerinadditiontotheirregular equipment

Parents/ guardians canhelp theirchild by:

Useful websites

Supportyourchildwhilsttheyareworkingontheirhomework,encouragetheirpursuitof theextensiontasksbeyondthecurriculumandthenlookforwebsites,booksandarticles todeveloptheirinterest.

“artofproblemsolvingcom”andʻNumberphileʼisanoutstandingyoutubechannels NRICHʼsactivitiesfocusondevelopingproblemsolvingandmathematicalthinking Pleasevisitthewebsitehttps://nrich.maths.org/

Co

curricular activities

FortheICTtoolsthatpromotevisualisationandexplorationofconcepts,pleasevisitthe websites https://wwwgeogebraorg/ and https://wwwdesmoscom/calculator

UKMTIntermediatePreparationCCA

UKMTBeginnersCCA

ExploringMathematicsCCA

PublicationsCCA

Project4usCCA

WhocanI contact?

HeadofMaths

Ks3Coordinator

TeachersofYear7

Mathematics

MrsBulut

MrWaterman-Wiggins

PleaseconsulttheParentPortaltofindthenameofyour childʼsMathsteacher

SCIENCE

The aim of the Year 7 Science program istodevelopstudentsʼexperimentalskillsandtheirproficiencyin conductingthescientificmethodaccuratelyandsafely.Wewilldeveloptheseskillsandexplorevariouscore concepts that form the building blocks of the major strands ofsciencewhiletryingtocreateconnections throughthevariousscientificdisciplines.

CurriculumContent

SuggestedReadingorExtension Activities

HalfTerm 1 (Aug–Oct)

LabSafety:WewilllearnhowtousetheSenior SchoolSciencelaboratoriessafelyandthenusea rangeofexperimentsacrossdisciplinestofamiliarize studentswithdifferentlabequipmentandscientific procedures.

ParticleTheory:Wewillinvestigateparticletheory andhowitleadstotheobservablepropertiesthat weseeineverydaylife.Focuswillbeonbasic principlesinchemistryandphysicsandbeingableto tietheobservableworldtotheoreticalconstructs

ScientificMethod/Skills:Wewilllookathowto constructhypotheses,makepredictionsandhowto plananddesignexperiments

OnlineresourcessuchasBBCBitesize, junioredumedia-sciencesand andKerboodle willprovideonlinesupportsothatstudents canreviseandextendtheirknowledgeinthis topicusingsimulationsandotherformsof texts

HalfTerm 2 (Nov–Dec)

Physics:Forcesandmotion:Wewillexplorecore ideasinNewtonianphysicsrelatingtotheforcesthat affecttheworldaroundussuchasgravity,friction, anddeformationforces Skillsfocuswillbeonhow tocontrolvariablesandaccuratelyrecordand interpretdatafromexperiments

ScientificMethod/Skills:Wewilllookathowto recordandanalysequalitativeandquantitativedata withafocusonusingandimplementingdifferent typesofgraphsandhowtoconstructthemusing googlesheetsorexcel.QWewillalsolearnhowto makeconclusionsandevaluateourexperiments

PHETsimulationsandBBCbitesizewillallow studentstoreviewthecurriculumand conductvirtualexperimentsathometo extendtheirlearning

HalfTerm 3 (Jan–Feb)

Biology:CellsandMicroscopy:Wewillexplorewhat itmeanstobealiveandthebasicunitofliving things:thecell.Skillsfocuswillbeontheproperuse oflaboratoryequipment(microscopes)andscientific drawingandlabeling.

ScientificMethod/Skills:Wewilllookathowtolook atdifferentwaystocommunicatescienceusing differenttexttypesrangingfrominfographicsto creativewriting

Studentscanusetheproteindatabank,and thecellimagelibrarytoexploredifferent formsofstructuresandmicroscopytypesto expandtheirknowledgeofthemicroscopic world

HalfTerm 4 (Feb–Apr)

STEM:Teamsofstudentsselecttheirownprojectto research,plan,investigateandconcludetheirown work.Thiswillbethestudentsʼchancetoexplore theirownscientificinterestsanddesigntheirown

TheCRESTwebsiteandnumerousonline resourceswillgivesuggestionsforstudents forwhatkindofscientifictopicsareavailable forthemtoexplore.Studentscantakethis

Summer Term (Apr–June)

experimentsusingexperimentalskillslearnedinthe firsttwounits Newskilldevelopmentwillfocuson thecommunicationofscientificinformationusing writtenandoralEnglish

ScientificMethod:Wewillletstudentsimplement theirfullrangeofskillslearnedtodeveloptheirown independentprojectandthenreflectontheresults andtheprocess

Waves:LightandSound: Asstudentsstartedthe yearlookingattheparticulatenatureoftheworld, theendofyear7willfocusonhowwavesare anotherkeycomponentofdescribingtheworld aroundus Studentswillexplorethistopicbylooking atthewavenatureoflightandsound Keyskill developmentwillbeonhowtointerpret observationsbyconnectingittotheoreticalmodels inscience.

ScientificMethod:Wewillletstudentsimplement thefullscientificmethodwithafocusonscientific modelsanddrawingstocommunicateinformation.

Biology:Reproduction: Studentswilllookat reproductionasoneofthefundamentalprocesses thatdefinehumansaslivingbeings Wewilllookat reproductiononacellularlevelandthenfocuson theprocessesandstructuresofthehumanbodythat allowourspeciestoreproduce Skilldevelopment willbeonhowtocommunicatescientificprocesses usingacademiclanguageinwrittenandoralforms.

ScientificMethod:Wewillletstudentsexploretheir artisticsideanddrawingskillsinaprojectthatlinks upwithartsweekwherehelearntodrawusing differentlensesorviewpoints(scientificandartistic)

experimentasfarastheirimaginationand skillscantakethem

PHETsimulations,physicsclassroomcom, edumedia-sciencescomallowstudentsto workwithsimulationstoexploreother practicalaspectsandinstanceswherewaves affecttheworldaroundus

Thistopichasexcellentopportunitiesfor extensionasstudentswillhaveample opportunitytoquestionteachersaboutthe intricaciesofhumanreproductionandhowit isreflectedinsocietalnorms.

Examplesofhomeworktasks Reading; data organization and interpretation; researching; reporting; experiment preparation;skillpracticeandreinforcement;preparingprojectpresentations

Assessmenttasks,methods andfrequency

Formative,ContinuousAssessment:

- Experimental skills (in lab): measurements; data processing; graphical analysis;applicationofscientificconcepts;explanationsofphenomena.

- Labreportsandcommunicationoffindingsintheirlabbooks

- Assessment of organization and interpretation of data and set tasks (biweekly)

Summative Assessments: 1-2 weeks at the end of a topic, consisting of an experiment/ poster/ project with an accompanying rubric of standards of achievement

Equipmentthatstudents need

Graph paper, exercise book, pencil & eraser, ruler, calculator, black, blue andred pens,computer

Parents/guardianscanhelp theirchildby:

EncouragingtheirchildtotakeaninterestinScienceandtheworldaroundthemby reading scientific journals, magazines and books, and watching videos about Science

Ifparentsfeelcomfortablewiththissuggestion:buySciencehomepracticalkitsand allowtheirchildrentoexperimentathome

Usefulwebsites BBCBitesize,IFLScience(onlinemagazine),sciencedaily.com,NLCSLucidity Youtubechannels:AsapSCIENCE;MinuteEarth;ScienceShorts;Veritasium;NRK Viten;Freesciencelessons;BozemanScience;SixtySymbolsandminutephysics; NLCSSTEMHub

Cocurricularactivities ChemistryExperimentsandDesign

STEMKS3

WhocanIcontact? Science Coordinator

TeachersofYear7 Science

MrHughKim

Please consult the Parent Portal to find the name of your childʼsScienceteacher

COMPUTERSCIENCE

The Computer Science department aims to develop computational thinkingandproblem-solvingskillsin eachstudent Weaimtopreparestudentstounderstandthecomponentpartsofcomputersystemsandhow they interrelate, including soware, 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.

SuggestedReadingorExtension Activities

Half Term1 (Aug–Oct)

CurriculumContent

Blockcoding/micro-python(microbit)

Students will gain a knowledge of computing hardware & coding by programming a micro-computer.Theywillbeusingmicro-bitsto develop different projects in block code before using micropython (a programming language specificallydesignedwiththemicro-bitinmind)

Students will also learn about the various soware and hardware in connection with the unitofstudy Anintroductiontomicrobits,usingdrag anddropandavirtualmicrobit.

Half Term2 (Nov–Dec)

Half Term3 (Jan–Feb)

NeoPixels

NeoPixels are fun strips of multi-coloured programmable LEDs. This module contains everything to plug them into a micro: bit and createfunkydisplays,artandgames

SmallBasic

Small Basic is the only programming language createdspeciallytohelpstudentstransitionfrom block-based coding to text-based coding By teaching the fundamental elements of syntax-based languages in an approachable manner,SmallBasicgivesstudentstheskillsand confidence to tackle more complex programminglanguagessuchasJavaandC#.

https://makecode.microbit.org/tutorials

Studentswillbeabletoresearchand practiceandextensiontasksforwebsite designhere: https://www.w3schools.com/html/ https://www.w3schools.com/css/

Half Term4 (Feb–Apr)

Outside the lesson time, Studentcan alsobuild applications for Kinect, Lego Mindstorm, Raspberry Pi, Arduino, Oculus Ri, and more using Small Basic. Studentsʼ with work on a projecttoevaluatetheirskillslearntinthisunit

Summer Term (Apr–June)

WebsiteDevelopment

ThisunitwillbestudiedwiththeirSTEMproject unit in collaboration with other sciences Students will develop theirworkingknowledge of web-design by learning how HTML and CSS contribute to web-design. Students will be introducedtokeytechniquesandthengiventhe opportunity to immediately implementthesein their own websiteprojects.Inmakingawebsite

of at least 4 pages,theywillmakeindependent useofCascadingStyleSheetsandothercomplex techniques to develop their site into a consistent, stylish, functional and informative site

Examplesof homeworktasks

Assessment tasks,methods andfrequency

Classassignments,presentations,projects,&Quizlets

Students will receive feedback on the dra of theirprojects,allowingthemtimeto thenmakesuitableimprovementsbeforethefinalsubmission.Theywillundertakea reflectionactivitybasedontheirfinalwork,interm2&term3assessment willinvolve peerandselfassessmenttodevelopasindependentlearners.

Equipmentthat studentsneed Microbits willbeprovidedbytheComputerSciencedepartment Allotherresources areavailableonline

Parents/guardianscan helptheirchildby:

Ensuringthatyourchilddoespracticeprogrammingskillsduringbreaksby registeringonlinecourses.

Usefulwebsites http://microbit.org/ https://www.w3schools.com/ Smallbasic-https://smallbasic-publicwebsite.azurewebsites.net/ Co-curricularactivities Coding Squad, ACSL, PCTC, CCC coding competition, KOI,CCA,CSBryant, TheannualFobisiacodingchallenge

WhocanI contact? HoD MrTajvirSingh

Please consult the Parent Portal to find the names of your childʼs Computer Scienceteacher

KOREANLANGUAGE

7학년 국어는 말하기, 듣기, 읽기, 쓰기 및 문학과 문법 등 다양한 영역에 걸친 학생의 국어능력 향상에

목표를 둡니다 교육부가 고시한 중학교 1학년 국어교육과정을 NLCS JEJU의 학사 일정에 따라 재구성하여

공부합니다 따라서 다음의 교육과정은 학교의 사정에 따라 변동될 수 있습니다

CurriculumContent

SuggestedReadingorExtension Activities

HalfTerm 1 (Aug–Oct)

국어 교과에서 배울 수 있는 다양한 장르를 소개하는

것에 초점이 맞춰져 있습니다 특히 비유와 상징을

중심으로 작품을 감상하고 표현하는 능력과

독자에게 감동이나 즐거움을 주는 글을 쓰는 능력을

기를 수 있습니다 또한 여러 가지 요약하는 방법을

익히고, 글의 성격에 따라 요약하기 전략을 다르게 사용함으로써 글에서 중요한 정보를 선별해내는

능력을 기를 수 있습니다

HalfTerm 2 (Nov–Dec)

낱말들을 분류하여 각각의 특성을 깊이 있게

이해함으로써, 실제 의사소통 상황에서 낱말을 더욱

효과적으로 사용할 수 있는 능력을 기를 것입니다.

또한 내용을 예측하면서 글을 능동적으로 읽는

능력과 토의를 통해 공동의 문제를 합리적으로

해결하는 능력을 신장시킬 수 있습니다

HalfTerm 3 (Jan–Feb)

책을 읽다가 이해하기 어렵거나 궁금한 것이 있으면

자료를 참고하며 책 한권을 끝까지 읽는 활동, 목적에

맞게 질문을 준비하여 면담하는 활동, 다양한

자료에서 내용을 선정하여 통일성을 갖춘 글을 쓰는

활동을 합니다 이런 활동을 하면서 능동적인 독서

습관을 형성하고, 자신의 진로를 탐색하게 됩니다

HalfTerm 4 (Feb–Apr)

시와 소설을 감상하고 자신의 삶을 성찰하는 능력을

길러 주기 위해 설정하였습니다 이를 위해 문학

작품을 감상하는 능력뿐만 아니라 문화 향유 역량과

자기 계발 역량도 키울 수 있을 것입니다

Summer Term (Apr–June)

연극 공연을 통하여 협력하는 태도와 자신을

성찰하는 태도를 기르고, 영상이나 인터넷 매체의

특성을 고려하여 생각이나 느낌, 경험을 표현하는

능력을 길러줄 수 있습니다

학습의 자료를 특정한 갈래에 한정할 필요는

없으며, 교과서에 수록된 작품 외에도 여러 갈래의 작품과 노랫말, 광고, 영화 등을 활용할 수 있습니다

추가 활동 : , 노랫말에서 비유 및 상징 찾기, 개성 있는 명함 만들기, 나만의 수업 공책 만들기

어려운 문법을 다양한 매체와 연결하여 흥미 있게 활동할 수 있습니다

추가 활동 : 이야기책 만들기, 이어서 말하기, 랩 만들기, 책 표지 보고 내용 예측하기

진로와 관련된 다양한 자료를 찾아보며 자신의 꿈을 생각해보는 기회를 가질 수 있습니다

추가 활동 : 진로 신문 만들기, 개인 진로 포트폴리오 만들기

잡지나 신문, 인터넷 등 다양한 매체의 글

이외에 요리법, 영화, 블로그 등 실생활에서

요약하는 사례를 찾습니다

추가 활동 : 독서 감상문 쓰기

영화의 원작소설 읽기를 추천합니다

추가 활동 : 미래에서 온 영상 편지 만들기, 시나리오를 단편 소설화 하기

Examplesofhomeworktasks 개인별로 모방시, 팀별로 모방시조 작성하기, 팀별 프로젝트로 구성 단계별 소설 분석하기, 품사송 만들기 Assessmenttasks,methods andfrequency 단원별 1개 이상의 평가를 하고 한 학기에 2~3개 이상의 평가를 합니다

Equipmentthatstudents need 교과서[천재교육(박영목) 1-1, 1-2], 공책과 관련 학습 자료, 필기구

Parents/guardianscanhelp theirchildby:

Usefulwebsites

http://midebscokr/main/middle

https://readingjjegokr/r/newReading/intro/readingNoticeFormjsp

WhocanIcontact?

HeadofKorean MrBrianKim

TeachersofYear7 Korean Please consult the Parent Portal to find the name of your childʼsKoreanLanguageteacher

KOREANHISTORY

7학년은 구석기 시대 및 고조선의 성립부터 삼국과 발해의 발전까지의 ‘삼국사’에 관한 전반적인 내용을

학습합니다 한국사 수업을 통해 학생들이 올바른 ‘역사 인식’을 형성하고, 앞으로 당면할 문제에 있어 바른

선택을 할 수 있는 능력을 갖추게 하는 것이 NLCS Jeju한국사 수업의 목표 입니다 다음 교육과정은

학사일정에 따라 변경하여 운영될 수 있습니다.

HalfTerm 1 (Aug–Oct)

HalfTerm 2 (Nov–Dec)

CurriculumContent

문명의 형성과 고조선의 성립

1 역사의 뜻과 역사를 공부하는 이유

2 선사시대의 생활과 도구의 변천

문명의 형성과 고조선의 성립

3 문명의 탄생과 역사 시대의 시작

4 고조선의 성립과 발전

5 철기의 보급과 여러나라의 성장

HalfTerm 3 (Jan–Feb)

삼국의 성립과 발전

1 삼국의 성립

2. 삼국의 변화와 발전

HalfTerm 4 (Feb–Apr)

Summer Term (Apr–June)

삼국의 성립과 발전

3 연맹 왕국 가야의 성립과 발전

4. 삼국 문화의 교류와 전파

통일 신라와 발해의 발전

1. 신라의 삼국 통일

2 통일 신라의 발전과 문화

3 발해의 발전과 문화

SuggestedReadingorExtensionActivities

● 나로부터 시작하는 역사연표 만들기

● 같은 인물에 대한 서로 다른 평가

● 신석기 시대와 구석기 시대 비교

● 단군신화의 해석을 통해 고조선의 모습 파악하기

● 고조선의 8조법 상상하여 채우기

● 사료를 통해 파악하는 철기시대를 배경으로한 여러나라의 모습

● 만화로 그리는 삼국의 건국 신화

● 중앙집권화를 위한 삼국의 공통 노력

● 광개토대왕릉비 해석하기

● 무령왕릉에 숨겨진 비밀

삼국과 가야의 정치적 차이점 탐구하기

역사신문 제작하기

: 삼국의 문화를 찾아서

신라의 삼국 통일 과정 뉴스 만들기

통일신라 시대와 남북국 시대 발해는 과연 누구의 역사인가? 탐구활동

Examplesofhomeworktasks 자료조사하기, 토론하기, 대본 작성하기, 그룹 프로젝트, 역사 신문 만들기 등 Assessmenttasks,methods andfrequency Pop-upTest, 학기 중간 중간의 수시 평가 및 AnnualExam

Equipmentthatstudents need 교재(중학교 역사2 비상교육) 및 학습지 학교 제공

Parents/guardianscanhelp theirchildby: 역사적 사건 및 역사적 인물에 대한 내용을 중심으로 역사에 대한 관심을 계속해서

가질

Cocurricularactivities

WhocanIcontact?

http://termsnavercom/listnhn?cid=42919&categoryId=42919

,KoreanHistoryWebtoon

HeadofKorean MrBrianKim

TeachersofYear7 KoreanHistory

Please consult the Parent Portal to find the name of your childʼsKoreanHistoryteacher

LATIN

As Latin teachers, we aim to foster a love of the Roman world and its language and literature Through learningLatin,wehopethatstudentswilldevelopafacilitywithlanguage,theabilitytoanalysesourcesof information critically andatolerant,flexibleapproachtoideasandcustomswhicharedifferentfromtheir own.

We focus on developingtheabilitytotranslateLatinintoaccurateEnglish. Studentsalsostudyaspectsof Roman culture, and reflect on similarities and differences with modern cultures. Students will build up vocabularybasedaroundthetopicareas. Theyareencouragedtodeducemeaningbynoticingconnections betweenEnglishandLatinwords.

CurriculumContent

SuggestedReadingorExtension Activities

HalfTerm1 (Aug–Oct)

ThiscourseisbasedonCambridgeLatinCourse Book1,stages1-2:Thegrammarcoveredincludes: articles,wordorder,nominatives,accusativesandwe learntoreadandpronounceLatinwords Wealso learnhowtolearnvocabularyanddiscoverthelinks betweenLatinrootsandEnglishderivatives. Thekey topicsinthistermareRomanfamilyandhouses.

HalfTerm2 (Nov–Dec)

ThiscourseisbasedonCambridgeLatinCourse Book1,stages3-4:Thegrammarcoveredincludes: declensions,personalendingsofpresenttense verbs,nominativepluralsandthekeytopicareais thetownofPompeii

HalfTerm3 (Jan–Feb)

ThiscourseisbasedonCambridgeLatinCourse Book1,stage5:Thegrammarcoveredincludes: nominativesingularsandpluralsandthekeytopic areaistheRomantheatre. WealsofocusonLatin readinginpreparationfortheschoolLatinReading Competition

Developandlearnvocabulary;readGreek andRomanmyths;readorwatchthe ʻRomanMysteriesʼ(availableintheschool library);readorwatchdocumentaries aboutRomanPompeiioranyothertopicof interest;readorcompleteactivitiesfrom theclassroomextensionboxorlibrary.

HalfTerm4 (Feb–Apr)

Summer Term (Apr–June)

ThiscourseisbasedonCambridgeLatinCourse Book1,stage6:Thegrammarcoveredincludes: perfectandimperfecttensesandthekeytopicareais Romanslavery

ThiscourseisbasedonCambridgeLatinCourse Book1,stage7-8:Grammarcoveredincludes: accusativeplurals;subjectsexpressedintheverband thekeytopicareasaregladiators;funeralsand beliefsaboutdeath

Examplesofhomeworktasks Learning vocabulary, short translation passages, comprehension questions, language exercises, for example filling in the missing word from a sentence and translating.

Assessmenttasks,methods andfrequency

Equipmentstudentsneed

Aswellasinformalassessmentinlessons,therewillbeassessedhomework,small vocabulary, grammar and translation tests throughout the year and an annual examination

Black,red,blueandgreenpens;scissorsandglue

Parents/guardianscanhelp theirchildby:

Usefulwebsites

WhocanIcontact?

Asking your child to talk about his/herwork. Encouraginghim/hertospendtime learningLatinvocabularyfor10minutesatleastonceaweek

https://wwwclccambridgescpcom/online-activities

https://wwweducationperfectcom/controlpanel/#/login

HeadofLatin MrsBaird

TeachersofYear7 Latin

Please consult the Parent Portal to find the name of your childʼsLatinteacher

MANDARINASAFIRSTLANGUAGE

中文母语教育在KS3阶段，我们参考中国国内中学的教材，选取适合国际学校此年龄段学生的各种文体篇目

，并根据IGCSE及IB课程的需要，培养学生除了基本的国学基础知识以外，更具备独立思考、创造力及赏析、 辩证的能力。

HalfTerm

1

CurriculumContent SuggestedReadingorExtensionActivities

(Aug–Oct) 散文 写景状物

现当代诗歌 古文 短篇 写作

扩展阅读

散文方面，从短小精悍、写景状物的名家散文开始，体会语言风格和 写作手法。学习借物抒情、托物言志、以小见大的写作方法。

诗歌方面，整体感知和领悟诗文意境，掌握“对比”和“象征”等文学表 现手法，体会诗歌的艺术表现效果和感染力。

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

HalfTerm 2 (Nov–Dec)

记叙文 写人叙事 经典小说 写作 扩展阅读

记叙文方面，掌握记叙文不同的叙事结构。了解叙事的结构以及倒 叙、插叙等手法的运用；掌握通过心理描写刻画人物和推动情节的方 法。

经典小说方面，掌握著名作家、作品的相关文学常识。通过小说阅读 掌握人物塑造的多种手法，以及前后呼应、点名题旨、暗藏伏笔等各 种叙事技巧。

古文方面，进 步积累常见文言词语；学习借助注释和工具书理解内 容。延长阅读内容。了解相关文学常识和典故。

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

HalfTerm 3 (Jan–Feb)

古文 长篇 写作 扩展阅读

Summer Term (Apr–June)

纪实报道／新闻稿 写作

扩展阅读

说明文 写作／扩展阅读

Examplesofhomeworktasks

Assessmenttasks,methods andfrequency

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

古文方面，进 步积累常见文言词语；学习借助注释和工具书理解内 容。延长阅读内容。了解相关文学常识和典故。 写作方面， 练习写人叙事，做到完整地叙述事情并对重点人物进行详 细描写。练习叙事的顺序：正序、倒叙、插叙。练习安排开头和结尾的 呼应，练习文章结构，做到有清晰的脉络、连贯的情节和突出的重 点。扩展阅读以小说为主。 HalfTerm 4 (Feb–Apr)

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

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

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

Essaywriting/Worksheet/Readingtext

Mid-andend-of-unitassessmentsplusfinalexams.

Equipmentthatstudents need

Parents/guardianscanhelp theirchildby:

Usefulwebsites

Basicstationeryandexercisebooks

Ensuringthatpupilsreadandpractisewritingregularly

www.ehanzi.com

http://www.ximalaya.com/dq/book/

http://news.qq.com/

Cocurricularactivities Chinese calligraphy club / Chinese paper cutting club / Chinesemagazineediting club

WhocanIcontact?

HeadofMandarin MsLiu

TeachersofYear7

Mandarin Please consult Parent Portaltofindthenameofyourchildʼs Mandarinteacher

MANDARINASAFOREIGNLANGUAGE

In Mandarin, we teach students to develop theirlistening,speaking,readingandwritingskills,usingboth pinyin and simplified characters Students learn to express themselves with increasing confidence, independenceandcreativitybothorallyandinwriting.Asaninternationalschool,weexplorethesimilarities anddifferencesbetweenChinese,thestudentsʼnativelanguagesandEnglish.

CurriculumContent

SuggestedReadingorExtension Activities

HalfTerm 1 (Aug–Oct)

HalfTerm 2 (Nov–Dec)

HalfTerm 3 (Jan–Feb)

Pinyin,Basicstroke/Numbers/Greeting/Dates, Age/Telephonenumbers: Studentsstudythe basicsofMandaringrammar,thewritingsystemof thecharactersandwilllearntogreetpeopleat differenttimesoftheday.

FamilyMembers/Self-introduction/Nationality Studentslearntointroducethemselves,theirfamily membersandtheirnationalities.Wealsodiscuss careersandouraspirationsforthefuture

Occupation/TimeDailyRoutine/Meansof Transportation:

Studentswilllearntoexpresswhattheydoduring theirschooldayandintroducedifferentmeansof transportation.

Studentscanextendtheirknowledgeand skillsbywatchingthevideoseriesthatis availableon

https://wwwyoutubecom/watch?v=63l48Rw Rqyg

Tryyournewlyacquiredskillsoutatashopor restaurantrunbyafluentChinese-speaker.

ReadsomeMandarinbookswrittenforvery youngchildrenandgraduallyincreasethe difficulty;youʼllfindthepicturesreallyhelp you.

HalfTerm 4 (Feb–Apr)

Summer Term (Apr–June)

Colours/Clothing/Partsofthebody: Studentslearnbody-parts,thekindsofclothes peoplewearandcolours

Consolidation: Studentsrevisealltopicsaboveandpracticewith furtherspeaking,writingandreadingactivities.

ResearchChineseclothingculture Howdoes itdifferfromKoreanorWesternstyles?

Studentsshouldtakeopportunitiestoengage inconversationswithChinesefirstlanguage speakingstudents,staff,restaurantownersetc toconsolidatetheirknowledge.

Examplesofhomeworktasks Creating sentences, essay writing, reading texts, creating dialogue and learning Chinesesongs.

Assessmenttasks,methods andfrequency

Equipmentthatstudents need

Parents/guardianscanhelp theirchildby:

Usefulwebsites

Mid-andend-of-unitassessmentsplusfinalexams

Basicstationeryandexercisebooks

Ensuringthatpupilsreadandpracticewritingregularly

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

http://www.archchinese.com

https://www.youtube.com/watch?v=uc7qd9xPpDY

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

WhocanIcontact?

HeadofMandarin MsLiu

Please consult the Parent Portal to find the name of your childʼsMandarinteacher

FRENCH

In French, we aim to foster a love of language and to provide the opportunity to discover new cultures Developing the 4 skills of listening, speaking, reading and writing, will allow students to understandand expressthemselvesandunderstandhowlanguagefunctions

CurriculumContent

HalfTerm 1 (Aug–Oct)

Unit1Larentrée:Introduction

-LearningtopronouncekeyFrenchsounds

-Greetings

-Sayingyournameandlearningnumbers

-Talkingaboutbrothers,sistersandage

GrammarandSkillsDevelopment:

-Learningnumbers

-PronunciationofbasicFrenchsounds

-Usingtheverb“Avoir”and“Etre”

SuggestedReadingor ExtensionActivities

LinguascopeonlineBeginners:

Thebasics(includingtellingyourname, greetings,numbers)

EducationPerfectbeginners:

GettingstartedwithFrench-PreA1

Activelearning

Dynamo1module1

HalfTerm 2 (Nov–Dec)

Unit2Larentrée:Classroomandbeyond

-Describingaclassroom

-Talkingaboutlikesanddislikes

-Describingyourselfandothersusingadjectives

-Sayingwhatyoudoandwhatyouliketodo

LinguascopeonlineBeginners:

Lavieauquotidien

GrammarandSkillsDevelopment:

-Usingthedefiniteandindefinitearticles

-Usingtheverbaimer+thedefinitearticle

-Usingadjectiveagreements

EducationPerfectBeginners:

GettinfstartedwithFrench-PreA1

Activelearning

Dynamo1module1

HalfTerm 3 (Jan–Feb)

-Understandinginfinitivesandregular-erverbs

Unit3Schoollife:Enclasse

-Talkingaboutcolours

-Tellingthetime

-Expressingopinionsaboutschoolsubjects

GrammarandSkillsDevelopment:

-Using“er”verbstotalkaboutlikesanddislikes

-Usingadjectivesaernounswithagreements

-Revisingnumberstobeabletotelltime

LinguascopeonlineBeginners:

-Lavieauquotidien

EducationPerfectbeginners:

Classroom

Activelearning

Dynamo1module2

HalfTerm 4 (Feb–Apr)

Unit4Schoollife:Enclasse(continued)

-Talkingaboutwhatyouweartoschool

-TalkingaboutatypicalFrenchschool

-Uncollègesupercool:talkingaboutadreamschool

EducationPerfectbeginners:

-Schoolsubjects

-Classroom

GrammarandSkillsDevelopment:

-Usingnew“er”verbs

-Readingandlisteningforagist

-Usingilyaandilnʼypastodescribewhatisandisnʼt

-Agreeinganddisagreeing

Conjuguemos

Presenttenseof“er”verbs

Activelearning

Dynamo1module2

Summer Term (Apr–June)

Unit5Freetime:Montempslibre

-Talkingaboutweatherandseasons

-Talkingaboutdifferentsports

-Talkingaboutdifferentactivities

-Sportsinfrancophonecountries

GrammarandSkillsDevelopment:

LinguascopeonlineBeginners:

Lesloisirs

Lamétéo

Educationperfectbeginners:

Leisureactivities

-Using“jouerà”and“fairede”

-Usingcognatesandcontext

-Usingaimer+infinitive

Examplesofhomeworktasks

Assessmenttasks,methods andfrequency

Activelearning

Dynamo2Module3

-Quizlet-Flashcardstolistenandpronounce,Spellertolistenandspell,Writeand Learntodotransformationalexercisestoconsolidatevocabularyorgrammar structures.

-EducationPerfect-adaptable,scaffoldedlessonsinthe4areasofskilldevelopment onthematicvocabulary,grammarandculturalnotesgiveimmediatefeedback

-formativeassessmentsforlearninginthefourskillareasandendofunit summativeassessmentsinlisteningandreadingcomprehension,speakingand/or writing

Equipmentthatstudents need Dynamo 1,2and3 (providedforinclassuse)Activelearnonlineactivities, notebook

Parents/guardianscanhelp theirchildby:

-Checkingthatthehomeworkiscompleted.

-EncouragingregularreviewofvocabularywithQuizlet,EducationPerfect, Linguascope

Usefulwebsites

https://quizlet.com

https://www.linguascope.com

https://www.educationperfect

https://www.reverso.net/text translation.aspx?lang=EN

WhomcanIcontact?

TeachersofYear8

SPANISH

Through learning Spanish, we hope that students will enjoy discovering the Hispanic world, and start mastering the basics of the Spanish language We will also look at the Spanish culture though different topics

Wefocusondevelopingtheabilitytoretainbasicvocabularyandformsimplesentences Studentswillbuild up simple vocabulary based aroundthetopicareas Theyareencouragedtodeducemeaningbynoticing connectionsbetweenEnglishandSpanishwords

CurriculumContent

Half Term1 (Aug–Oct)

● LearnwheresomeplacesareinSpainandSA

● Greetandsaygoodbye

SuggestedReadingor ExtensionActivities

● Tellsomeoneyournameandageandasktheirnameandage

● Saywhenyourbirthdayisandasksomeonewhentheirsis

● Asksomeonehowtheyareandtellthemhowyouare

● Talkaboutpersonalitytraits

● Talkaboutage,brothersandsisters

● Talkaboutpets

Half Term2 (Nov–Dec)

Half Term3 (Jan–Feb)

Half Term4 (Feb–Apr)

● Talkaboutfree-timeactivities

● Understandsimplequestionsaboutsparetime

● Usevocabularytocreateextendedsentencesusingcuando

● Understandpeopletalkingaboutwhattheylikeanddislike

● Useanumberofsportsactivities,kindsofmusicandhobbies

● Saywhatyoulikeanddonʼtliketodo

● Learnthevocabularyofdifferentsubjectsandopinionsaboutsubjects.

● Learnthevocabularyforthedifferentspacearoundtheschool

● Learnvocabularyoffoodanddrink*duringbreaktime.

● Usevocabularyofadjectivestodescribeyourschool.

● Describepreferencestodescribesubjectsandareasaroundtheschool

● Talkaboutfamilymembers

● Talkaboutphysicaldescription

● Talkaboutwhatpeoplelikeinthethirdperson

● Learnvocabularyofdifferenthousesandareas.

● Useʻestarʼforlocation.

● LearnaboutsomedifferentregionsofSpain/SAandthetypesofhouses.

Summer Term (Apr–June)

● Describeyourtownorvillage

● Tellingthetime

● Orderinginacafé.

● Talkaboutwhatyouaregoingtodoattheweekend

● Revisionofallunits(TeTocaATi)..

Consolidatethe vocabularyand grammar coveredinclass Studentswillbe givenallthe necessary supportinclass.

Examplesofhomeworktasks Learning vocabulary, language exercises, for example filling in the missing word fromasentenceandreadingashortpassageandansweringquestions

Assessmenttasks,methods andfrequency

Aswellasinformalassessmentinlessons,therewillbeassessedhomework,small vocabulary,grammarteststhroughouttheyear.

Equipmentstudentsneed Black,red,blueandgreenpens;scissorsandglue

Parents/guardianscanhelp theirchildby:

Usefulwebsites

Asking your child to talk about his/herwork Encouraginghim/hertospendtime learningSpanishvocabularyfor10minutesatleastonceaweek

Educationperfect/Linguascope

WhocanIcontact? HeadofEuropean Languages MrsChoi Teachers of Year 7 Spanish

PleaseconsulttheParentPortaltofindthenameofyour childʼsSpanishteacher

GEOGRAPHY

Geography in Year 7 focuses on developing a broad overview of the geographical concepts of place, locational knowledge, human and physical geography processes and building key skills of mapping and investigation.WefocusonexploringhumanandphysicalGeographicaltopicsbycomparingtheGeography of Jeju to that of London and the other NLCSlocations Studentsbegintobuildanunderstandingofthe worldaroundusanddevelopanawarenessofthecharacteristicsofaselectionofcontrastingphysicaland humanenvironments

HalfTerm 1 (Aug–Oct)

CurriculumContent

WhatisGeography

Welearnaboutthedifferenttypesofgeography, physical,humanandenvironmental UnderstandingmapsinGeography:Welearnabout 4&6figuregridreferences,compass,direction,scale andcontours

SuggestedReadingorExtension Activities

Explorethefollowingwebsite https://www.ordnancesurvey.co.uk/mapzone/ map-skillstobuildfurtherskillsrelatingto maps ReadTreasureIslandbyRobertLouis Stevenson

HalfTerm 2 (Nov–Dec)

HalfTerm 3 (Jan–Feb)

AgeographicalcomparisonstudybetweenJeju, London,DubaiandSingaporeInthisunitwe explorelocation,population,platetectonics volcanoes&geologyinthelocations

Africa-Inthisunitwediscoverthephysical landscape,climatebiomes,peopleandhistoryof thisamazingcontinent.

VisitthelocalvolcaniclandformssitesofJeju Islandandlearnabouttheirformation. LocationssuchastheJungmanlavacolumns, theManjanggullavatubesandJeojioreum ReadMissionLondon:AScavengerHuntby CatherineAragon

ReadIllegalbyEoinColfer

HalfTerm 4 (Feb–Apr)

Summer Term (Apr–June)

WeatherandClimateInvestigatingthedifference betweenclimateandweather.

MicroclimateInvestigation“Whereisthebestplace forthenewschoolpavilion/bench?”

AroundtheWorldin80Days–Tourism

Attractionsaroundtheworld,whyandtowheredo peopletravel?

GotjawalForestinvestigationintothelocalforest ecosystemanditsuniquecharacter.

InvestigatetyphoonsthathaveimpactedJeju Islandandwriteashortessayontheireffects onthelocalgeography.

ReadChildrenoftheworldbyDonataMontari

Examplesofhomeworktasks Treasure map and story task, researching and investigating geographicalfeatures foundinLondonandJeju Creatinggraphsmapsanddiagramsandwritingreports

Assessmenttasks,methods andfrequency

Equipmentthatstudents need

Parents/guardianscanhelp theirchildby:

Usefulwebsites

Each term students will complete end of unit tests and either write a report or develop extended writing skills as well as be involved in group discussion and presentationactivities

Basicstationery,especiallyarulerandprotractor.

Explore the local area of Jeju and read the news to keep uptodatewithcurrent affairs

https://www.ordnancesurvey.co.uk/mapzone/map-skills-Exploremapskills

https://www.bbc.com/education/subjects/zrw76sg-BBCGeographyBitesizeKS3

Cocurricularactivities The Conservation Society and Model United Nations and CriticalThinkersAward (Bronze)

WhocanIcontact?

HeadofGeography MrBrown

TeachersofYear7 Geography

Please consult Parent Portaltofindthenameofyourchildʼs Geographyteacher

HISTORY

History is a dynamic, contested evidence-based discipline that involves an exciting engagement withthe past Itisarigorousintellectualdiscipline,focusedaroundkeyhistoricalconceptssuchaschange,causation and significance. Studying History develops an understanding of the past, which leads to a deeper understandingofthenatureofhumansandoftheworldtoday.

CurriculumContent

SuggestedReadingorExtension Activities

HalfTerm 1 (Aug–Oct)

HalfTerm 2 (Nov–Dec)

HalfTerm 3 (Jan–Feb)

HalfTerm 4 (Feb–Apr)

HistoricalDetectives:Studentstakeonthe challengeofunravellingarealʻHistoryMysteryʼusing arangeofprimarysourcesandtheircriticalfaculties

TheBlackDeath:Studentswillexplorethehistorical conceptsofʻCausationandConsequenceʼthrougha casestudyofthearrivaloftheplaguein14th Century Europe

GenghisKhan:Studentswillexplorethehistorical conceptofʻʼSignificanceʼthroughanevaluationof theimpactandachievementsofGenghisKhanand hisMongolEmpire.

TheSilkRoads:Studentswillbeintroducedtothe historicalconceptsofʻChangeandContinuityʼinthe mini-unitontheimportanceofCentralAsiatoworld history

TheRenaissance:Studentswillexplorethe historicalconceptsofʻChangeandContinuityʼ throughanassessmentoftheimpactofthe Renaissanceonsociety.

TheHistorySocietycuratestexts,usefulweb linksanddocumentariestoaccompanyour unitsthataresharedthroughthelibrary, departmentbookclubanddisplays

Summer Term (Apr–June)

TheEuropeanWitchHunt:Studentsfurther considerthehistoricalconceptsofʻCausationʼand ʻPerspectivesʼthroughacasestudyofthe persecutionofwomeninearly-modernEurope

TheAgeofExploration:Was1492agoodyear? Studentswillgainadeeperunderstandingofhow ournotionsofthepastareconstructedthroughan examinationoftheimpactofthediscoveryofthe Americas.Anunderstandingofthehistoricalconcept ofʻPerspectivesʼwillbedeveloped.

Examplesofhomeworktasks

Assessmenttasks,methods andfrequency

Equipmentthatstudents need

Parents/guardianscanhelp theirchildby:

Structured research, paragraphing, reading, project, extended writing, creative planning/design

There willbeoneformalsummativeassessmentperunitthatwillbestandardised acrosstheyeargroup(essay,sourcework,significanceproject,investigativereport). Teachers will additionally give regular formative feedback to promote student progress.

General stationery and texts, resources supplied by the school, access to a computer

By discussing the topics being studied at home and ensuring that students read widely,especiallyhistoricalfictiontexts.

Usefulwebsites

nlcsjejuhistorian.com,activehistory.co.uk,youtubedocumentaries,library databases

Cocurricularactivities HistoricalFictionReadingCirlce,Prize-winningHistoriansCCA,Senior-JuniorSchool HistoricalSociety

WhocanIcontact? HeadofHistory MrLöser

TeachersofYear7 History Please consult the Parent Portal to find the name of your childʼsHistoryteacher

ARTANDDESIGN

InYear7studentswillbuildupontheskillsandtechniqueslearntintheJuniorSchoolart,anddiscovernew andexcitingwaysofworkingwithinArtandDesign AllstudentswilldeveloptheirICTskillsthroughcreating adigitalsketchbookoverthedurationoftheyear

HalfTerm 1 (Aug–Oct)

CurriculumContent

ExploringOrganicForms:

● Studentsbeginwithanintroductiontotheformal elementsofArtandDesign Theyexploredifferent waysofdrawing,consideringtoneandshade.They investigatecolourmixingusinginksandpaint, gaininganunderstandingoftints,tonesandshade.

● Studentsdeveloptheirartworkbyresearchingand investigatinganartistthatusesOrganicFormintheir work.

SuggestedReadingor ExtensionActivities

HalfTerm 2 (Nov–Dec)

HalfTerm 3 (Jan–Feb)

Printmaking-Monoprinting

● Studentsareintroducedtothemonoprinting process

● Experimentswithcolourandline.

● Createacollagefinaloutcomeusingtheirprints.

Ceramics-ExploringBuddhistDesign:

● InvestigateBuddhistcultureandartefacts,making studiesofthedesignsandsymbolsused

● Learnhowtodeveloptheirownpatternsand designs

● StudentsformulatetheirowndesignintoaMandala sectionwhichisthenrecreatedonaceramictile.

Therearemanyopportunitiesfor studentstoextendtheirskillswith expertguidanceinoneoftheArt cocurricularactivities

Studentswhowishtobuildontheir art-makingskillsareencouragedto keepapersonalsketchbookand experimentwithsubjectmatterand materials

Attheendofeachproject,students areencouragedtoextendtheirideas iftheywish,thisworkcanbeadded tothestudentʼsdigitalsketchbook.

HalfTerm 4 (Feb–Apr)

Summer Term (Apr–June)

GraphicDesign:

● Studentswillinvestigatethefundamentalsof GraphicDesign

● Investigateprominentgraphicdesigners

● RespondtoadesignbriefusingPhotoshop

ArtHistoryProject:

● StudentsexploretheHistoryofArtbyan introductoryprojectthatfocusesonArtMovements.

Examplesofhomeworktasks Complete sketchbooks studies from samples, primary source organic form and Buddhistpattern.

Assessmenttasks,methods andfrequency Tasks are assessed with written feedback and attainment grades, along withmid andendofunitassessments

Equipmentthatstudents need

Basicdrawingequipment,allotherequipmentisprovidedbytheArtdepartment.

Parents/guardianscanhelp theirchildby:

Taking students to temples and gardens.Supervisingandencouraginghomework tasks Encouragingstudentstolookatonlineartgalleries,booksinthelibraryand athome

Usefulwebsites wwwtateorguk wwwnationalgalleryorguk Co-curricularactivities AsprovidedbytheArtdepartment.

WhocanIcontact?

HeadofVisualArt MsKennington

TeachersofYear7

VisualArt

Please consult the Parent Portal to find the name of your childʼsArtteacher

DANCE

The Dance department aims to nurture a love of Dance in the students we teach Dance offers many benefits, including aiding the development of kinaesthetic intelligence and creating opportunities for self-expression and communication. Dance teaches the values and skills of creativity, problem solving, risk-taking, making judgments in the absence of rules, and higher-order thinkingskills. Dancealsohelps studentsdevelopphysicalfitness,appreciationofthebody,concernforsoundhealthpractices,andeffective stressmanagementapproaches.

InYear7weintroducestudentstotheconceptofchoreography,learningaboutthefundamentalprinciples through theoretical and practical lessons. Throughout the year we explore professional piecesofdance, undertakedanceanalysis,createchoreographyandperformindividualandensembleperformances

CurriculumContent

SuggestedReadingorExtension Activities

HalfTerm 1 (Aug–Oct)

HalfTerm 2 (Nov–Dec)

HalfTerm 3 (Jan–Feb)

HalfTerm 4 (Feb–Apr)

Summer Term (Apr–June)

ActionSpaceDynamicsandRelationships: Inthis half-term,thereisanintroductiontothebasic principlesofchoreography,followedbymotif creationusingthebasicprinciples.

Nutcracker:IceSkatingScene. WewillwatchandanalyseanexcerptfromMatthew Bourneʼsclassicworkbeforeperformingadance basedonanexcerpt,creatingmotifsand incorporatingtheatrearts(costumeandlighting) intotheperformance.

Developingatheme1:Therewillbeanintroduction tothemeandstimulusthroughideationalstimuli Thiswilltaketheformofworkshoptasks,usingideas andsonglyricsasstartingpointsforpractical exploration

Developingatheme2:Inthishalfterm,we continuetheexplorationofstimuli:auditory andvisual,throughsolochoreographictasks andclassworkperformances

StillLifeatThePenguinCafé:Thistermwillbe continuingtheexplorationofstimuli:kinaesthetic, throughananalysisofStillLifeatThePenguinCafé beforecreatinggroupchoreographiesdemonstrating theirknowledgeandunderstandingofthebasic principalsofdancedevelopedovertheyear.

Attendingdanceperformances.

Youtubehasthefullrecordingof Nutcracker Rehearsingdancesinthe studiooutwithclasstime.

Departmentalresources;handouts, DVDʼs,powerpoints,books,etc Followinglinkstovideosintheresources inclass

Rehearsedancesoutsideofclasstime. Recordyourselfdancingandsendto yourteacherforfeedback.

WatchthefullrecordingofʻStillLifeʼand comparewithotherinterpretations

Examplesofhomeworktasks

Researchingstimuli,developingmotifs,planningandchoreographingdances Assessmenttasks,methods andfrequency Practicalassessments,onceahalfterm.

Equipmentthatstudents need

LeotardandleggingsorPEkit. Workbooks.

Ensuring students bring kit to class Taking them to watch live dance performances Ensuringtheydotheirhomeworkontimeandhanditin Usefulwebsites Youtube

Parents/guardianscanhelp theirchildby:

Cocurricularactivities

Schoolmusical,artsweekproductions,DanceTechnique,Ballet,Hiphop

WhocanIcontact?

HeadofDance MrsTaylor

TeachersofYear7 Dance PleaseconsulttheParentPortaltofindthenameofyour childʼsDanceteacher

DRAMA

The Drama curriculum at NLCS Jeju allows students to take-risks and enter new worlds, generating a curiosity, passion and enthusiasm to view the world from a different, and moreinformed,perspective It providesstudentswiththecollaborativeskillsrequiredtorespondtostimuluswithinanensembletocreate, performandevaluatedevisedandscriptedpiecesoftheatre.

CurriculumContent

Term1 EnsembleBuildingandGroupDevising

It is vital that all of our students are able to work collaboratively and collectively share the creative process andtheprimaryfocusisondevelopingand strengthening the Drama EnsembleSkillswhichare practiced through group activities. Students are provided with a narrative stimulus which becomes the focus of group devising. Through research, practical exploration and application of newly acquired techniques, students will structure their ideas into a performance with clear intentions and outcomes.

● SpaceExploration

Term2 PerformanceSkills

The focusofthisunitisontheroleoftheactorand designer. Students develop their understanding of voice, physicality, and use of space and work towardsagroupperformancethatillustrateshowan actor can shape and communicate a role in performance Fromthisexperience,studentswillbe required to reflect and apply specific drama vocabularytotheirwrittenresponses.

● GreekTheatre–JasonandtheArgonauts

Term3 PerformanceIntentions

In ordertoallowstudentstoworkindependently,it is required that they are given theopportunitiesto make informed choices in response to a play text that theythenbringtolifeonstage.Theyareasked tocreateasetofperformanceintentionsandlookto arangeofstagingtechniquesandtechnicalelements tosupporttheirimpactontheaudience Allstudents will work collaboratively and are required to offer,

SuggestedReadingorExtension Activities

● InvolvementintheDramaCCAand Bryantactivities.

● JointheDramaSociety-Unmasked

● AccesstheplaysfromtheNLCS library.

● Watchliveperformancesonline.

● InvolvementintheDramaCCAand Bryantactivities

● JointheDramaSociety-Unmasked

● AccesstheplaysfromtheNLCS library

● Watchliveperformancesonline

● InvolvementintheDramaCCAand Bryantactivities

● JointheDramaSociety-Unmasked

● AccesstheplaysfromtheNLCS library

● Watchliveperformancesonline.

● Involvementindramaopportunities forArtsWeek.

receive and act upon regular constructive teacher andpeerfeedback.

● TheGruffalo

Examplesofhomeworktasks

Writtentasksthatcapturethedecisionsandimpactoftheirpracticalwork,research, annotating scripts, evaluating performance work, developingtheatredesignideas andlinelearning.

Assessmenttasks,methods andfrequency

Summative - Group and individual performance work and teacher responses to writtentasks.

Formative-regularteacher/studentfeedbackandthesettingoftargets

Parents/guardianscanhelp theirchildby:

Encouragingtheirson/daughtertoseelivetheatreperformancesandreadplays.

Usefulwebsites BBCBitesize-dramaresources.

Imprology-Improvisationgamesandcourses.

Doolle.com-Freeonlineguidetomodernplaywrightsandtheatreplays.

Cocurricularactivities KS3DramaProduction,Musicaland ArtsWeekActivities.

WhocanIcontact?

HeadofDrama MrPeirson

TeachersofYear7 Drama

Please consult the Parent Portal to find the name of your childʼsDramateacher

MUSIC

Inmusic,wehavegreatfunexploringarangeofnewgenresthroughpracticalandtheoreticaltasks. Whilst thecontentisbroad,wedoensurethattheexceptionalskillsofmanyofourstudentsarechallengedthrough performance,compositionandanalyticaltasks.

HalfTerm 1 (Aug–Oct)

MusicFundamentals/EnsembleSkillsAtthe beginningofY7,studentswillgainacommon musicallanguageastheybuildastrongfoundation ofmusicfundamentalsincludingnoteandrhythm reading Throughoutthisterm,studentswillbe introducedtoensembleskillswhichwilltranslate welltoallaspectsofmusicperformance

Bytheendofthisterm,studentsshouldbe readingandperformingatABRSMLevel1 performancestandardiftheyenteredwithno othermusicalexperience Practiceofreading andperformingbasicnotationandrhythmsto supportlessonswillhelptoreachthisgoal

HalfTerm 2 (Nov–Dec)

PopularMusicisagenrewhichenablessubcultures toexpressthemesbothlyricallyandmusically,with whichtheyidentify.Studentswillarrangeand performapopsongoftheirchoice. Beginningwith anoverviewofPopMusictheywilldevelopanaural awarenessofPopMusicInstruments,structureand conventions Learningthebasicsofguitar/bass guitar/keyboards/drumkittheywillperformtheir owncoverversionofagivenpopsongingroups

Listentoandanalysethemusicalelementsof: ArangeofmusicalstylessuchasAlternative Rock,Blues,Pop,RnB,Electronicaorany popularmusicstyle.Extensionworkwill includethecreationofacoverversionofone ofthepiecesstudied

HalfTerm 3 (Jan–Feb)

HalfTerm 4 (Feb–Apr)

LatinBeatStudentswillreceiveapracticalandaural approachtocommonmusicalgenresfromLatin Americaincludingsalsa,tangoandsamba.Therewill beakeyfocusonrhythms,harmony,andcontext.

Performance/ProgrammeandRomanticMusicIn theperformanceunit,studentswillhavethe opportunitytodeveloptheirsoloandsmall ensembleperformanceskillsbychoosingrepertoire thatsuitstheirperformancelevel,agreeingon targets,andfollowingthroughwithalive performanceoftheirwork.

ThroughoutthestudyofProgrammeandRomantic Music,studentswilldrawconnectionsbetween storylines,charactersandthemusicandhavethe opportunitytomanipulatesounds,toevoke differentatmospheresandemotionswhilealso examiningthedifferencebetweenprogrammemusic andabsolutemusic

ListentoToquinho,BenitodePaula,Elizabeth Cardoso,ChicoBuarqueandViniciusde Moraesandcomparetherangeofrhythmic devicesused.

Homepracticeofsolopiecesatachallenging levelforeachstudent Listentorecordingsof theirinstrumentanddevelopskillsto interpretstyleandnuanceofeachpiece. Attendliveperformances.

Listento:PeterandtheWolf(Prokofiev),The Planets(Holst)andCarnivaloftheAnimals (Saint-Saëns)andcomparethedifferentways inwhichthecharactersaredepicted.

Summer Term (Apr–June)

ArtsWeekCompositionProjectAstheexciting approachforourschoolwideArtsWeekunfolds, studentswillprepareamusicalcomposition potentiallytobeperformedatalarge-scaleconcert duringartsweek. Thismayincludesingingor instrumentalplayingfocusedonthethemeofArts Week

Examplesofhomeworktasks

Assessmenttasks,methods andfrequency

Equipmentthatstudents need

Parents/guardianscanhelp theirchildby:

Homepracticeoftheallocatedpieces. Listeningtosimilarpiecesinthesame ensembleandgenretype.

Preparing for performances or composition, researching musical context, instrumentsandculture

Soloorgroupperformances,soloorgroupcompositions,musicanalysis.

Musical instrument (if applicable), Laptop with access to music soware such as Sibelius, Garageband, Logic or Ableton equivalent, drumsticks size 5A. A midi keyboardisoenuseful.

Supporting music practice, listening to the wide rangeofmusicsuggestedabove, takeyourchildtoseearangeofliveperformances.

Usefulwebsites

https://www.bbc.com/education/subjects/zpf3cdm

https://wwwallmusiccom/

Cocurricularactivities HistoricalFictionReadingCircle,Prize-winningHistoriansCCA,Senior-JuniorSchool HistoricalSociety

WhocanIcontact? HeadofMusic MrThorrington

TeachersofYear7 Music

Please consult Parent Portaltofindthenameofyourchildʼs Musicteacher

PHYSICALEDUCATION

The aim of the Physical Education Department at NLCS Jeju is to provide an exciting range of physical activitiesdesignedtoinspirelifelonghealthandwellbeingineverystudent

CurriculumContent

SuggestedReadingorExtension Activities

HalfTerm 1 (Aug–Oct)

Football:Werefinecontroloftheball,using differentpartsofthebody,wedevelopsafepassing skillsintospaceanddribblingskillsinsmallgame situationsanddeveloptheabilitytoknowwhenand wheretoplacetheballandresponsibilitiesasa playerindefenseandattack

JointhefootballsquadorFobisiatrainingto extendyourskillsinthisarea

HalfTerm 2 (Nov–Dec)

Netball:Wedeveloparangeofpassingskills,along withwhenandhowtousethemeffectivelyingames.

Rugby:Wedeveloptheaccuracyandtimingof passingandreceivingskills&refineattacking patterns

WatchaSixNationsrugbymatchoraclassic NewZealand/Australianetballfixtureto analysetheskillsandtacticsusedatthe highestlevel.

HalfTerm 3 (Jan–Feb)

HalfTerm 4 (Feb–Apr)

Swimming/Lifesaving: Wedevelopefficiencyinthe waterusingafullrangeofswimmingstrokes.We practicesurvivalstrokes,developanunderstanding ofheat-savingpositionsandlearnhowtostayafloat.

Squash/TableTennis: Wepracticethecoreskills neededtoplaybothsports Onefocuswillbeonthe knowledgeofsinglesrulesandwedevelopbasic bat/racquetskillprinciplesofplayusingvariationsof service,backhand,forehandandspins

Researchthemostcommoncircumstancesin whichyouaremostlikelytousetheseskills. Jointheswimmingco-curricularactivityto developyourproficiency.

ReadʻYouareawesomeʼbyMatthewSyedto gainanunderstandingofwhatittakestobe successfulatanything,notjusttabletennis!

Summer Term (Apr–June)

Athletics: Weunderstandthetermʻpacingʼand learntoapplypacingtoracesoverlongerdistances Wealsolearntousebasictechniquesinthelong jump,triplejump,shotputandjavelinthrow

Examplesofhomeworktasks

Assessmenttasks,methods andfrequency

Equipmentthatstudents need

Parents/guardianscanhelp theirchildby:

Researchtrainingprogrammesthataim increaserunningperformance Howdoelite athletesmaintaintheirexceptionalfitness?

Exerciseonadailybasispracticinganenjoyablesportorphysicalactivity.

Continuous assessment throughout the sport unit including peer evaluations, teacher/studentdiscussionsandmodeling,formative&summativeskillassessment andgameplay

NLCSPEkit,whitesocks,trainersandotherspecificsportequipmentsuchasswim suit,shinpads,footballbootsetc.

EnsuringtheirchildhascorrectPEkitforeverylessonandencouragingtheirchildto exercisedaily,tryoutforsportteamsandpartakeinsportCCAʼsandBryant

Usefulwebsites Sportsscientistscom,wwwjssmcom

Cocurricularactivities

WhocanIcontact?

AhugerangeofsportCCAʼsareavailableforstudentstoparticipatein.

HeadofPE MrTan

Please consult Parent Portaltofindthenameofyourchildʼs PEteacher

PERSONALANDSOCIALDEVELOPMENT

The main aimsofthePSDprogramatNLCSJejuaretohelpstudentsdeveloptheirpersonalattitudesand values,toteachstudentsafullsetoflife-longsocialskills,andtoensurethatstudentsacquireabroadrange ofknowledgeaboutpersonalandsocialissues.ThecontentofthePSDcurriculumisdividedintosixthemes, each with a key inquiry question attached. Each year group completes lesson activities to approach the inquiryquestioninadifferentmannerinordertobuildonknowledgegainedduringthepreviousyear.

CurriculumContent

SuggestedReadingorExtension Activities

HalfTerm 1 (Aug–Oct)

Relationships HowcanIlivewellwithothers?

Studentswilllearnaboutthefollowingconcepts: empathy;sympathy;diversity Theywillconsiderhow theseconceptsapplytotheirownlivesanddevelop socialskillsintheseareas Theywillalsocompletea BullyingAwarenessprogramandwilllearnabout racismandracistbullying.Studentswilllearnabout theschoolʼsanti-racismpolicy.

HalfTerm 2 (Nov–Dec)

HalfTerm 3 (Jan–Feb)

Risk ShouldItakerisks?

Studentswillconsiderwhataʻriskʼisandexamplesof ʻgoodʼandʻbadʼrisks Theywilllookatexamples concerningroadsafety,safeguardingandchild protection

Acceptance.Whatshouldwevalueaboutourselvesand others?

Studentswilllearnhowfamiliesareconstitutedand aboutthemanydifferentfamilystructures.Theywill developtheirabilitytofindvalueinpeoplewhoare differenttothemselvesandwilllearnhowtoaccept othersinapositiveway

GlobalCitizenship Whatismyplaceintheworld? Studentswilllearnaboutrestorativepracticesand restorativejustice Studentswilllearninformation abouttheseideasandtheskillsnecessarytoapply themtotheirownliveswhenconflictsarise.

Extensionactivities:Studentscanprepare detailed,creative,andinsightfulresponses tothekeyinquiryquestionforeachPSD theme.Thesecouldbeinavarietyofforms includingwrittenessays,drama performances,musicalsongs,videodiaries, debatespeeches,newspaperormagazine articles,andgraphicnovels.

HalfTerm 4 (Feb–Apr)

Resilience.Whatistheimportanceofresilience?

Studentswilllearnanswerstothefollowingquestions: whatisresilience?Whatisstress?Whatisanxiety? Theywillthenlearnskills,information,andtechniques inordertohelpdealwithanxietyandtoimprovetheir resilience

Summer Term (Apr–June)

Wellbeing.Whatistheimportanceofwellbeing?

Studentswilllearnabouttheimportanceofwellbeing inregardtopersonalhygiene.Theywillalsobegin RelationshipsandSexEducationlessonsbylearning aboutpuberty Theywilllearnaboutthechangesthat comeduringpubertyandhowtomaintainwellbeing duringthistime

Assessmenttasks,methods andfrequency

Equipmentthatstudents need

Parents/guardianscanhelp theirchildby:

Students are given verbal feedback on their contributions to discussions and positiveparticipation

Providedbytheschool

Discussion of the issues raised in class with their child. Ask them to explain the concepts,ideasandquestionstheyhavelearntaboutinclassandshouldoffertheir own views about them to beginadiscussion.Parentsshouldalsoencouragetheir childtobeup-to-datewithcurrentaffairsandtowatch/readnewsstorieswiththem inordertodiscusstheissuesraised

Usefulwebsites

Cocurricularactivities

Mental and Physical health (in English): https://www.nhs.uk/conditions/Pages/hub.aspx

Emotionalwellbeing(inKorean):http://www.hopeclick.or.kr/main/main.php

VariousstudentsocietieswithconnectionstoPSDareavailableforstudentstojoin, for example: Gender Studies, International Relations, Philosophy, North Korean Refugees, Debating and Public Speaking, Amnesty, Medical, and Economics societies

WhocanIcontact? PSDCoordinator MrCarter-Stead

TeachersofYear7 PSD

Please consult Parent Portaltofindthenameofyourchildʼs PSDteacher

AcademicExt i andSuppo

HELPINGYOURCHILDATHOME

HOMEWORK

Studentsaresethomeworkfortwoorthreesubjectspereveningandthisshouldtotalaboutoneandahalf hoursworthofhomeworkpernight WedonotbelievethatitishealthyforYear7studentstoberegularly spendingmoretimethanthisworking,especiallyiftheyfeelunderpressuretodoso.InYear8,their homeworkallocationincreasestotwohoursperevening,witheachstudentreceiving3x40minutespieces ofwork.

ThestudentsreceiveahomeworktimetableandshoulduseGoogleClassroomtokeepabreastoftheir homeworkassignments.

INGENERAL

Ensurethatyourchildcompletestheirhomework,butdoesnʼtspendtoomuchtimedoingit Aboutoneand a half hours should be enough for most Year 7 students. AllowingtimetoreadinEnglishisanincredibly valuable aspect of homework and should be encouraged. Please remember the importanceofyourchild getting enough sleep. It is recommended by the Sleep Foundation that children up the age of 13 have between9and11hoursofsleeppernightandchildrenbetweentheagesof14-17shouldhave8to10hours sleep Getting the optimum amount of sleep gives your child the support they need to develop both physicallyandmentallysotheycanperformwellatschool

ENGLISHANDREADING

StudentscometoNLCSJejutolearnthelanguageoftheschool;English. PleaseEnsurethatyourchildhas anEnglishbookthattheyenjoyreading,andthattheyreadinEnglisheveryday. Thisisextremelyimportant in reinforcing correct grammar, building knowledge and learning new vocabulary. Our library is full of interesting books and if your child has a book in mind that we havenʼt gotinstock,wewouldalwaysbe happytotrytoacquireit

SomehelpfultipsonhowyoucanhelpsupportyourchildʼsreadinganddevelopmentofEnglish:

● Useane-reader,asunfamiliarwordscanbelookedupimmediatelyandyourchildhasanalmost unlimitednumberofbookstochoosefrom

● Getyourchildtokeepanotebookandwritedown3newwordsofvocabularyeveryday

● Encourageyourchildtoreadnewspapersandmagazinesonlineeg TheTimesmagazineonline

● Ifpossible,readthesamenovelasyourchildsoyoucantalkaboutit,orifyoucanʼtreadthesame novel,youcanstillaskquestionsaboutwhyyourchildlikes/dislikesthebook,whothekey charactersare,whatisthefavouritepartofthebooketc.