FOREWORD We are proud of the ambitious and academic education offered in the Senior School that is built on a tradition of subject expertise and passion. We are confident that the curriculum and wider opportunities for enrichment, combined with outstanding pastoral care, will provide the best possible platform for students to become independent and intellectually ambitious men and women. Our programme of intellectual challenge and support allows all students in the Senior School to flourish, no matter what stage they are at in their education or what path they have chosen. NLCS Jeju students leave us as bright and aspirational young men and women; often taking up places at the most prestigious universities in the world. Fundamental to our ethos is a belief in the importance of developing students’ enjoyment and excitement about their subjects by providing opportunities for them to discover their own interests and passions. Our teachers are subject specialists, who share their own intellectual passion with the students. Lessons are lively and varied, and the classroom atmosphere is relaxed, open and purposeful. We encourage students to try out their ideas and to be actively involved in discussions, presentations and debates. We hope that this curriculum overview provides useful information regarding the subjects that your child will be taught whilst at NLCS Jeju and give you some guidance as to how you can support your child’s learning at home. Year 8 Our curriculum is taught in 40 minute periods per day and Year 8 are taught the following number of periods in each subject per week: English (8) Maths (6) Science (5) Mandarin (4)* Korean (4: Korean Language 3 periods, Korean History 1 period) 2nd Language Choice (3)** Geography (2) History (2) Computer Science (2) Art (2) Physical Education (2) Music (1) Drama (1) Dance (1) Personal, Social and Emotional Development (1) *
For students with Mandarin as a First Language
**
Year 8 students have the choice of Latin, Spanish, French, or Mandarin as a second language. If a
student needs additional support for English acquisition, then this lesson will be spent with a specialist English teacher.
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OUR AIMS 1.
To provide an exceptional educational experience, based on the traditions, ethos and practices of North London Collegiate School, UK.
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To provide an ambitious academic education and to enable each student to make the most of their gifts.
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To maintain a team of teachers to whom each student is important and who can inspire subject passion and enthusiasm.
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To enable all students to recognise academic excellence and realise that it is attainable.
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To create a home where individuals are nurtured and the whole personality can grow.
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To foster a caring and respectful community characterised by excellent relationships between staff and students and between the students themselves, of whatever age, culture and background.
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To encourage all students to take risks and try something new in an environment which embraces all aspects of educational challenge.
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To develop an outward looking, internationally minded, community of young people who have a clear understanding of the value of commitment and service to others.
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THE CURRICULUM Year 8
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ENGLISH LANGUAGE & LITERATURE The English department aims to nurture a love of English Literature and Language in the students we teach. We encourage students to develop a love and passion for literature and language by incorporating many of the key skills needed in later years as creatively and engagingly as possible.
Suggested Reading or Extension Activities
Curriculum Content Half Term 1 (Aug – Oct)
Half Term 2 (Nov – Dec) Half Term 3 (Jan – Feb)
This term we will be learning about the genre novel through texts such as ‘Coraline’ by Neil Gaiman; ‘The Giver’ by Lois Lowry and The Woman in Black by Susan Hill; During the term, we will be discovering; ‘What do we mean by ‘genre’?’, ‘How does genre affect the structure of a text?’ and ‘What are the conventions of different Genres?’ This half term we will be discovering poetry through the ages and covering the big questions such as; ‘What is poetry?’, Is poetry still important today?’, ‘How do I read poetry?’ A selection of Sherlock Holmes stories will be studied this term with a view to analysing character construction and atmosphere. We will also be studying; ‘How is character created?’, ‘What is atmosphere? How does it build tension? Why do people love Sherlock Holmes stories?
You might also enjoy reading these books: “Jane Eyre” by Charlotte Bronte “Wuthering Heights”by Emily Bronte Short Stories by Edgar Allen Poe You might like to read; “Why Poetry” by Matthew Zapruder, “Songs of Innocence and Experience” by William Blake and further excellent poems on the website poetry.org Further reading: “A Study in Scarlet” by Sir Arthur Conan Doyle “Moriarty” by Anthony Horrowitz “Murders in the Rue Morgue” By Edgar Allen Poe
Half Term 4 (Feb – Apr)
This half term we will be studying advertising and Further Reading: persuasive non-fiction texts and answering the following Research famous speeches and letters and questions; ‘How does advertising work?’ ‘How do discover the effects that they have had on authors persuade people?’ and ‘What are the society. components of an advertisement?’ Summer Students will study one of the following Shakespeare Further Reading: Term texts: “The Tempest”, “Much Ado About Nothing” or “Introducing Shakespeare: A Graphic Guide” By (Apr – “The Merchant of Venice” and we will be studying; Nick Groom June) ‘What is verse structure?’ ‘How does Shakespeare use “Shakespeare on Toast” by Ben Crystal language to affect an audience?’ and ‘Is Shakespeare still relevant?’ Currently the homework is extensive reading.This is followed up by teacher-student Examples of homework tasks discussions about their reading, and ongoing written reflections. In 2018-19 the Accelerated Reader program will be used, which will enable students to reflect upon their reading and test themselves using specific software. Students are assesed though an onoing ‘processfolio’ which is taken in a graded once Assessment tasks, methods per half-term, a series of timed assessments, which occur once per half-term and the and frequency regular marking of ‘workbooks’ to check that classnotes are accurate and up-to-date. Equipment that students need
Workbooks, novels, sometimes iPads from the department iPad cart.
Parents / guardians can help their child by: Useful websites Co curricular activities
Talking with them about the current novel s/he is reading. Maybe the parent could read the same novel, in order to help them do this. Poetry.org, BBC GCSE Bitesize for consolidation The Islander, Creative Writing, Poetry slam
Who can I contact?
Head of English Teachers of Year 8 English
Mr G Hall Please consult the Parent Portal to find the name of your child’s English teacher
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MATHEMATICS The mathematics department aims to bring mathematics to life by framing the subject within the context of the real world. Many people mistakenly believe that mathematics is the process of repeatedly practising questions from a textbook and perhaps this because they did not receive the kind of teaching that enabled them to look at the world around them, to visualise their world as mathematical models and use their models to answer big questions such as ‘What will the world look like in 100 years?’ and ‘What is the maximum capacity of a structure?’ and ‘When will it rain?’.
Suggested Reading or Extension Activities
Curriculum Content Half Term 1 (Aug – Oct)
Half Term 2 (Nov – Dec)
Half Term 3 (Jan – Feb)
Half Term 4 (Feb – Apr) Summer Term (Apr – June)
Number 1 - Students come across very large and very small numbers in other subjects, such as science and geography. This half-term they build upon their understanding of place value and learn how to represent these numbers using standard index form. Algebra 1 - Following on from work covered in year 7, the students formalise the process of generating coordinates from linear equations and plotting these to produce linear graphs. They then develop techniques for solving linear equations in different forms and relating these solutions to corresponding graph. Geometry 1 - The students extend their understanding of the angle and side-length properties of triangles when exploring the mathematical similarity of enlarged triangles. This understanding forms the basis of the trigonometric ratios that they are introduced to in term 2. Number 2 - Calculations involving percentage increase and decrease can be presented in a number of different ways. Students explore these different contexts and identify effective methods for completing these calculations. They also consider repeated or chains of percentage increases and decreases and determine efficient techniques for solving these types of problem, including reverse calculations. Geometry 2 - Building upon the topic done in term 1, students extend their understanding of similar triangles when introduced to the trigonometric ratios: sine, cosine and tangent. They apply these ratios in a range of contexts and develop their proficiency in using a scientific calculator, as required. Algebra 2 - This term is algebra-heavy with students developing skills and confidence when dealing with algebraic expressions and graphing techniques. They start to explore non-linear relationships and to manipulate expressions involving multiplication and factorisation using brackets. Algebra 3 - The students' understanding of linear relationships is extended to include the solution of intersecting lines. Students develop understanding of the link between graphical and algebraic solutions to linear equations solved simultaneously. Within some contexts it is required to determine a range of solutions rather than specific values. Students learn this important concept with regards to linear relationships in the form of inequalities. Statistics 1 - There are elements of practicality during this term's learning. Students will likely see time-series graphs in their lessons in other subjects, particularly science and geography. Here they learn about them in depth and apply them when visualising and interpreting contexts involving such things as flow-rate and volume, displacement, velocity and acceleration. Statistics 2 - The students explore probabilities in more depth, using their skills in listing possible outcomes that they developed in year 7. The focus moves away from equally-likely outcomes and the students are introduced to the idea of bias, which may or may not be quantifiable in terms of theoretical probabilities.
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We recommend reading the books by the following authors: Martin Gardner & Alex Bellos such as: ‘Hexaflexagons and Other Mathematical Diversions by Alex Bellos Mathematical Investigations Book 2 by Randall Souviney Year 8 students may also like to try the ‘Extended Area Scale Factor’ task on myimaths.com.
Pupils are encouraged to extend their own learning by researching tasks on www.khanacademy.org. Pupils may like to try the ‘Rearranging 1’ and/or ‘Rearranging 2’ tasks. Year 8 students may like to try the ‘Plotting Graphs 4’ task on www.myimaths.com Pupils are encouraged to enjoy the diverse range of mathematics activities and CCAs that are on offer around the school. Such as the Infographics CCA, which combines graphic design, the data handling cycle and presentation skills.
Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need
Parents / guardians can help their child by:
Useful websites Co-curricular activities
Who can I contact?
Investigations, online worksheets, flipped classroom presentations, creating presentations of their own work such as completion of practice problems. Students will undertake 6 common assessed tasks in the year. 3 of these will be 60 minute exams and 3 will be in the form of written tasks. Students are required to bring a calculator, a pair of compasses, a protractor and a ruler in addition to their regular equipment. Our staff try to avoid setting routine and mechanical tasks for homework and this sometimes means that our students struggle with the demands of problem solving based homework tasks. Whilst the mathematics staff will try to give a variety of accessible tasks, it is always acceptable for students to choose a similar task from www.myimath.com and we would like parents to know that students have the freedom to increase or decrease the difficulty level so that they can be successful. www.myimath.com www.bbcbitesize.com Numberphile is an outstanding youtube channel. Competitions CCA - Preparing for international competitions. Friendly competitions CCA - competing with NLCS sister schools around the world. Infographics CCA - Representing the world through informative graphics. Head of Mathematics
Mr. J Kennedy
Teachers of year 8 Mathematics
Please consult the Parent Portal to find the name of your child’s Maths teacher
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SCIENCE The aim of the Year 8 Science program is to develop students’ experimental skills by investigating the scientific concept of energy in biology, chemistry and physics and applying them to solve real world problems.
Curriculum Content
Suggested Reading or Extension Activities
Half Term 1 (Aug – Oct)
Forensics - Exploring the potential of the Science laboratories through using scientific experiments and thinking skills to solve crimes. Energy - Investigating the physical nature of energy and its importance in our lives. Building and measuring the properties of electrical circuits. Reporting on how to generate electricity to sustain increasing tourism on Jeju.
Half Term 2 (Nov – Dec) Half Term 3 (Jan – Feb)
Fire - Risk assessing and managing fire safety. Developing an understanding of conservation of energy and mass in combustion reactions. Making, investigating and measuring the chemical potential energy stored in biofuels. STEM Projects - Teams of students select their own project to research, plan, investigate and conclude their own work. This culminates in an Independent Project across Science, Maths and Computer Science, with the top finalists selected to represent NLCS at the GEC STEM Fair. Reactions - Investigating the physical properties of materials, the chemical properties of elements and compounds, and carrying out common chemical reactions. Developing an understanding of the structure of the Periodic Table of elements and writing chemical formulae and equations. Ecology - Observing and researching the relationships between organisms within an ecosystem. Discussing feeding relationships and the origins of chemical energy in food webs. Researching and reporting on the adaptation and role of an organism within Jeju’s ecosystems. Students will also develop an understanding of microbes and their effects on human reproduction.
Students can read about the topics by using the departmental resources (Longman Physics 11-14 textbooks), using the school library (Dewey 530 Physics) or online resources (BBC Bitesize KS3). To design and practice STEM experiments at home, students can read STEM Kids, or use websites such as: stevespanglerscience.com or Students should research biofuels and their use in Korea.
Half Term 4 (Feb – Apr) Summer Term (Apr – June)
Examples of homework tasks Assessment tasks, methods and frequency
Equipment that students need Parents / guardians can help their child by: Useful websites Co curricular activities
Students will have ample opportunities for extension as they devise, research and develop their STEM project. Research the history of the periodic table – why was it constructed in its current form? Research the organisms that only operate within Jeju’s ecosystem. What conditions have contributed to their evolution?
Reading; researching; reporting; preparing project presentation. Assessments of experimental skills: measurements; data processing; graphical analysis; application of scientific concepts; explanations of phenomena. Assessments methods by: observations during practical experiments; written experiment reports; and research presentations. Assessments typically take 1-2 weeks at the end of a topic, once per half term. Graph paper, exercise book, pencil & eraser, ruler, protractor, compass, calculator, black, blue and red pens. Encouraging students to take an interest in Science and the world around them by reading scientific journals, magazines and books, and watching videos about Science. BBC Bitesize, sciencebuddies.org., IFL Science (online magazine) Youtube channels: AsapSCIENCE; MinuteEarth; Science Shorts; Veritasium; NRK Viten; Freesciencelessons; Bozeman Science; Sixty Symbols and minutephysics. STEM Fair Junior Scientist Bryant
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Who can I contact?
Director of Science Teachers of Year 7 and 8 Science
Ms J Quinn Please consult the Parent Portal to find the name of your child’s Science teacher
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MANDARIN (FIRST LANGUAGE) 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。
Half Term 1 (Aug – Oct)
Curriculum Content
Suggested Reading or Extension Activities
*写人叙事类文章：
《背影》、《藤野先生》、 《我的母亲》、《老王》、
同文章的特点。
《就英法…》、《平庸之恶》 《春》、《济南的冬天》、
Half Term 2 (Nov – Dec)
学习叙述顺序、描写方式及修辞手法，并能准确有效地运用 于自己的写作。
*写景类文章
引导学生通过学习写人叙事类和写景类文章，了解这两类不
写作训练：写人、叙事和写景，并能在阅读自己或其他学生 的作文时，认识到其优缺点，并进行修改。
《一个炎热的夏日》
进行课外中文书阅读，并完成阅读记录。
*诗歌：
引导学生体会诗歌的韵律感，及诗人丰富的想象力。品味诗
——诗歌的分类
人蕴含与诗歌中的情感。
《水调歌头（明月几时有）》
学生自己选择做诗歌配乐朗诵或诗歌创作。
《赤壁》《杜甫诗三首》《诗
进行课外中文书阅读，并完成阅读记录。
引导学生阅读议论文，了解议论文的特点，能快速找出文中
四首》《海燕》《雨说》《星 星变奏曲》 ——诗歌配乐朗诵或诗歌创作 Half Term 3 (Jan – Feb)
*议论文 《土地的誓言 》《谈骨气 》
的论点和论据，并理清作者的论证思路。
《傅雷家书两则》《谈读书》
议论文写作。
——论点、论据、论证
进行课外中文书阅读，并完成阅读记录
*文言文：
扫除文言文字词的障碍，读懂文章。
《桃花源记》、《短文两
反复朗诵文章， 感知文言词汇的魅力：它的遣词造句，它
——议论文写作 Half Term 4 (Feb – Apr)
Summer Term (Apr – June)
篇》、《小石潭记 》、《岳阳
的言简意赅, 它的朗朗上口。体会其语言美。
楼记》、《醉翁亭记》
进行课外中文书阅读，并完成阅读记录。
——古代文体知识介绍
写一封信给父母或好朋友，跟他/她分享你最近读过的一篇
——文言文的虚词与实词 ——写作：书信
文言文。
进行课外中文书阅读，并完成阅读记录。
*复习准备学年末考试 Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need
Essay writing / Worksheet / Reading text Mid- and end-of-unit assessments plus final exams.
Parents / guardians can help their child by:
Ensuring that pupils read and practise writing regularly.
Basic stiationery and exercise books
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Useful websites Co curricular activities
www.ehanzi.com http://www.ximalaya.com/dq/book/ http://news.qq.com/ Chinese calligraphy club/ Chinese paper cutting club/ Chinese magazine editing club
Who can I contact?
Head of Mandarin
Jenny Liu
Teachers of Y8 Mandarin
Please consult Parent Portal to find the names of your child’s Mandarin teacher
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KOREAN LANGUAGE 8 학년 국어는 말하기, 듣기, 읽기, 쓰기 및 문학과 문법 등 다양한 영역에 걸친 학생의 국어능력 향상에 목표를 둡니다. 교육부가 고시한 중학교 2 학년 국어교육과정을 NLCS Jeju 의 학사 일정에 따라 재구성하여 공부합니다.
Suggested Reading or Extension Activities
Curriculum Content Half Term 1 (Aug – Oct)
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설명문 이론 및 계획 세우기 설명문 쓰기 단어의 짜임
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Half Term 2 (Nov – Dec)
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토의하기 이론 및 실제 수필 비평문
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다양한 설명문을 읽어보기 여행지를 다녀와서 사진과 동영상을 활용하여 기행문을 쓴 유명 여행블로거들의 글을 통해 다양한 기행문의 구성을 접해보기 단어의 짜임과 관련하여 형태소 분석하는 활동 해보기 공동체의 문제에 대한 다양한 의견이 제시된 글을 찾아 읽어보기 중학교 필독 도서 등을 검색하면 다양한 추천 도서 목록이 나옵니다. 가능한 많은 문학 작품을 읽을 수 있도록 노력하기
Half Term 3 (Jan – Feb)
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Half Term 4 (Feb – Apr) Summer Term (Apr – June)
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음운의 변동 질문하며 읽기 문학 작품으로 표현하기
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중학 문법 교재 등을 통해 유기적인 문법 공부 해보기
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문학의 다양한 해석 주장하는 글 읽기 국어의 문장 구조 문학의 창작 의도 글의 표현 방식
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문학의 다양한 해석과 관련하여 한 작품에 대한 다양한 비평문을 검색해서 읽어보기 다양한 논증의 방법 공부해보기
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시적 화자, 소설 속 서술자 시점, 국어의 음운 문학 작품으로 표현하기
월간 중학 독서 평설, 월간 주니어 논술, 위즈키즈 등 다양한 논술 잡지 등을 통해 다양한 종류의 비평문을 접하려는 시도 해보기
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Examples of homework tasks Assessment tasks, methods and frequency
매체를 활용하여 기행문 작성하기,
Equipment that students need
교과서 : 천재교육(노미숙) 국어 2, 3, 4
Parents / guardians can help their child by: Useful websites
학생들이 보다 풍부한 어휘 사용을 할 수 있도록 다양한 글을 읽을 기회를 제공해주세요.
Who can I contact?
Head of Korean Y8 Korean Teachers
8 학년 학생들은 통상 half term 에 각 1~2 회의 평가를 진행합니다. 평가는 선다형 문제와 서술형 문제 등으로 다양화 되어 있고 학생들의 글쓰기 능력 신장에 많은 비중을 둡니다. 또한 각 term 에 1 회 (마지막 term 은 annual exam 으로 대체)의 general exam 을 통해 각 반별 성취수준을 파악하고 있습니다.
http://mid.ebs.co.kr/main/middle?mainTop Ms Park Please consult the Parent Portal to find the name of your child’s Korean teacher
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KOREAN HISTORY 8 학년은 후삼국 시대 및 고려의 성립부터 이성계가 조선을 건국하기 까지의 ‘고려사’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 Jeju 한국사 수업의 목표 입니다.
Suggested Reading or Extension Activities
Curriculum Content Half Term 1 (Aug – Oct) Half Term 2 (Nov – Dec) Half Term 3 (Jan – Feb) Half Term 4 (Feb – Apr) Summer Term (Apr – June)
- 태조 왕건의 통일 과정 카드 나열하기 - 태조 왕건의 선거 포스터 만들기
후삼국 시대와 고려의 성립 1. 통일신라의 동요와 후삼국의 성립 2.
- 훈요 10 조를 통해 알아보는 태조 왕건의 정책
후삼국 통일과 태조의 정책
고려의 성립과 변천 1. 통치 체제 정지 2. 고려의 10C~12C 대외 관계
- 광종과 성종의 업적 비교하기 - 고려시대의 과거제도의 특징 파악하기 (조사 활동) - 고려의 대외관계에 대한 팀프로젝트
고려의 성립과 변천
- 무신 정변에 대한 연극 발표
1. 2.
무신 정권의 성립과 사회 질서의 동요 반원 자주화 노력과 새로운 세력의 성장
- 대몽항쟁과 원간섭기에 대한 개별 발표 - 고려의 문화에 대한 역사 신문 만들기
조선의 성립과 발전 1. 조선의 건국과 통치 체제의 정비 2. 민족문화의 발달
- 이성계 논평문 작성하기
- 붕당 정치의 전개표 작성하기 - 일제의 식민사관에 대한 토론 하기 - 식민사관 반박 에세이 작성하기
조선의 성립과 발전 1. 사림 세력의 성장
(정치 Part)
\ Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need Parents / guardians can help their child by:
Useful websites Co curricular activities
Who can I contact?
자료조사하기, 토론하기, 대본 작성하기, 그룹 프로젝트, 역사 신문 만들기 등 Pop-up Test, 학기 중간 중간의 수시 평가 및 Annual Exam 교재(중학교 역사 1 양호환) 및 학습지 학교 제공 역사적 사건 및 역사적 인물에 대한 내용을 중심으로 역사에 대한 관심을 계속해서 가질 수 있도록 지지가 필요합니다. 가장 쉽게는 TV 프로그램이라든지 역사 소설, 사극 등을 쉽게 접할 수 있도록 하는 것 또한 한국사에 대한 관심을 갖게 하는 데 가장 좋은 유인기재가 되기도 합니다. 네이버 지식백과의 한국 역사/문화 카테고리 : http://terms.naver.com/list.nhn?cid=42919&categoryId=42919 역사신문만들기, Korean History Webtoon
Head of Korean Y8 Korean Teachers
Ms Park Please consult the Parent Portal to find the name of your child’s Korean teacher
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EUROPEAN LANGUAGES In French and Spanish, we aim to foster a love of the respective languages. Through learning French or Spanish, we hope that students will develop skills that will allow them to understand better how languages function. New cultures are also discovered, giving further purpose and focus to learning languages in Year 8.
Suggested Reading or Extension Activities
Curriculum Content Half Term 1 (Aug – Oct)
As French and Spanish beginners, students start the term by learning greetings and numbers. Students quickly progress by learning about family members and how to describe physical appearance. Grammatical constructions, which are unique to French and Spanish, are explored in terms of adjective agreements and sentence structures.
Half Term 2 (Nov – Dec)
Students learn to describe the world around them through geographical and physical descriptions of their house, neighbourhood and town. Cultural elements regarding address systems, city planning and leisure time activities are discussed to highlight these areas.
Half Term 3 (Jan – Feb)
This term students will learn to listen for gist and apply their knowledge of directions and places in town from the previous term. Reflexive verb constructions will be introduced through a range of daily activities and students are encouraged to use these patterns to describe their daily routine. Students will also learn opinion phrases and are encouraged to give and justify opinions about school subjects and teachers. During this half term students will expand on what they have learned previously and create sentences with two or three clauses. Particular attention is paid to irregular verbs and gender concerning professions and weather descriptions. Students will continue to make linguistic analyses between English and their chosen language. At the end of the year, students will be conducting basic conversations, listening for gist, reading and understanding short written tasks and they will be able to apply an array of grammatical points to their spoken and written work in preparation for the following year.
Half Term 4 (Feb – Apr) Summer Term (Apr – June)
Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need
Students can use Quizlet, Languages Online web sites in order to consolidate their vocabulary.
Students will be encouraged to read the short story books available in the European Languages Library. Regular use of a vocabulary web site such as Linguascope are recommended.
Students have mastered the basics and are able to create short to extended sentences. When completing tasks student should try to look for synonyms in order to vary their language.
Speaking: Preparing a short presentation of yourself and your family using adjectives. Writing: Writing a short paragraph describing what you do in your free time using linking words. Regular vocabulary and grammar tests are completed throughout the term. Each term there is a focus on the skill assessed. The focus being one of the 4 skills (Listening, Reading, Speaking or Writing) Exercise books and vocabulary books
Parents / guardians can help their child by: Useful websites
Parents can help by checking that homework is completed. Revision of vocabulary are the main support the students will need. https://quizlet.com Languages online https://www.linguascope.com
Who can I contact?
Head of European Languages
Ms L Choi Please consult the Parent Portal to find the name of your child’s French or Spanish teacher
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Latin As Latin teachers, we aim to foster a love of the Roman world and its language and literature. Through learning Latin, we hope that students will develop a facility with language, the capacity and inclination to analyse sources of information critically and a tolerant, flexible approach to ideas and customs which are different from their own. We focus on developing the ability to translate Latin into accurate English. Students also study aspects of Roman culture, and reflect on similarities and differences with modern cultures. Students will build up simple vocabulary based around the topic areas. They are encouraged to deduce meaning by noticing connections between English and Latin words.
Suggested Reading or Extension Activities
Curriculum Content Half Term 1 (Aug – Oct)
This course follows Cambridge Latin Course Book 1, stages 9-10: ● ●
Half Term 2 (Nov – Dec)
Half Term 3 (Jan – Feb) Half Term 4 (Feb – Apr) Summer Term (Apr – June)
Grammar covered includes: dative case of nouns; first and second person plural verbs in the present tense Key topics: Roman baths; education
This course follows Cambridge Latin Course Book 1, stages 11-12 ● Grammar covered includes: asking questions; first and second person plural verbs in the perfect and imperfect tenses ● Key topics: the eruption of Vesuvius and the excavation of Pompeii. ● An independent project related to European Languages This course is based on ‘Procedite’ chapter 1 ● Grammar covered includes: the ablative case, singular and plural ● Key topic: travel in the Roman empire ● Focus on Latin reading; school Latin Reading Competition This course is based on ‘Procedite’ chapter 2 ● Grammar covered includes: genitive case, singular and plural ● Key topic: Roman Britain This course is based on ‘Procedite’ chapters 3-4 ● Grammar covered includes: prepositions; compound verbs; irregular verbs; infinitives ● Key topic: Roman Britain; evaluating sources
Examples of homework tasks
Develop vocabulary; read Greek and Roman myths; read or watch the ‘Roman Mysteries’ (available in the school library); read or watch documentaries about Roman Pompeii or any other topic of interest; read or complete activities from the classroom extension box or library.
Equipment students need
Learning vocabulary, short translation passages, comprehension questions, language exercises, for example filling in the missing word from a sentence and translating. As well as informal assessment in lessons, there will be assessed homework, small vocabulary, grammar and translation tests throughout the year and an annual examination. Black, red, blue and green pens; scissors and glue
Parents / guardians can help their child by: Useful websites
Asking your child to talk about his/her work. Encouraging him/her to spend time learning Latin vocabulary for 10 minutes at least once a week. http://www.cscp.educ.cam.ac.uk https://quizlet.com/
Who can I contact?
Head of European Languages
Assessment tasks, methods and frequency
Ms L Choi Please consult the Parent Portal to find the name of your child’s Latin teacher
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GEOGRAPHY Geography in Year 8 focuses on developing an understanding of how development and extreme climates vary between the different regions of the world. Students begin to build an understanding of the complex factors that influence the level of economic development and the fragile relationship between extreme environments and humans. Students also build on their investigation skills through a local field trip focusing on energy on Jeju.
Curriculum Content
Suggested Reading or Extension Activities
Half Term 1 (Aug – Oct)
Regional Development – A comparison study between East Asia and West Africa Understanding the concept of development, how development is measured and factors that influence a country’s level of development
Read “The Boy who Harnessed the Wind” William Kamkwamba was born in Malawi, a country impacted by drought and hunger.
Half Term 2 (Nov – Dec)
Regional Development 2 Understanding the disparities of development between different regions of the world but also within countries
Research your family history to understand how and why your country of origin has developed over time.
Half Term 3 (Jan – Feb)
Extreme Environments 1 A comparison study between extreme hot environments of Africa compared to extreme cold environments of N. America we study; distribution, climate and how people have adapted to live in these environments. Extreme Environments 2 Understand how plants and animals adapt to live in hot and cold extreme environments Examine opportunities and challenges for development in cold and hot environments Energy Understand the variety of different types of resources and classify and evaluate them Field trip and investigation write-up of types of energy used on Jeju Island.
Read “Big Game” by Dan Smith an exciting story about survival in an extreme environment.
Half Term 4 (Feb – Apr) Summer Term (Apr – June)
Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need Parents / guardians can help their child by: Useful websites
Co-curricular activities Who can I contact?
Watch the BBC documentaries: from the Human Planet series.
Watch the Al Gore documentary “An Inconvenient Truth”
Independent research tasks such as a country study, human adaptation to extreme environments and animal adaptation to extreme environments. End of unit test for the development topic, independent research projects Summative and formative feedback provided for assessments. Basic stationery and clip board for field trips Encourage their child to keep up to date with news and apply current affairs. Watch documentaries on different regions of the world. Ensure your child is organised and up-to-date with homework. https://www.cia.gov/library/publications/the-world-factbook/geos/uk.html - CIA World Factbook https://www.worldwildlife.org/habitats - WWF Deserts & Arctic https://www.bbc.co.uk/education/topics/zwpg9j6 - BBC Bitesize - Resources and Energy Conservation Society & Model UN Head of Geography Teachers of Y8 Geography
Mrs Fowler Please consult Parent Portal to find the names of your child’s Geography teacher
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HISTORY History is a dynamic, contested evidence-based discipline that involves an exciting engagement with the past. It is a rigorous intellectual discipline, focused around key historical concepts such as change, causation and significance. Studying History develops an understanding of the past, which leads to a deeper understanding of the nature of humans and of the world today.
Suggested Reading or Extension Activities
Curriculum Content Half Term 1 (Aug – Oct)
Historical Detectives Students take on the challenge of unravelling a real ‘History Mystery’ using a range of primary sources and their critical faculties.
Half Term 2 (Nov – Dec)
The Abolition of Slavery Students will gain a deeper understanding of how our notions of the past are constructed through an examination of the impact of the development of the slave trade. An understanding of the historical concept of ‘Perspectives’ will be developed. The Abolition of Slavery continued Students will gain a deeper understanding of how our notions of the past are constructed through an examination of the impact of the development of the slave trade.
Half Term 3 (Jan – Feb)
The French Revolution Students will explore the historical concepts of ‘Causation and Consequence’ through a case study of the revolution that shook the western world to its foundations in 1789.
Half Term 4 (Feb – Apr)
The Industrial Revolution Students consider the historical concepts of ‘Change and Continuity’ through a case study of the impact of the industrial revolution on Great Britain and beyond.
Summer Term (Apr – June)
Assess the significance of the Nat Turner rebellion Students complete a research project that develops their understanding of the historical concept of ‘Significance’. In this substantial written assignment, students will develop crucial academic skills and independent critical thinking.
Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need
Each lesson, there will be extension materials posted on the History department website to accompany individual lessons.
Structured research, paragraphing, reading, project, extended writing, creative planning and design There will be one formal summative assessment per unit that could include an essay, source work, the significance project or an investigative report. Teachers will additionally give regular formative feedback to promote student progress. General stationery and texts / resources supplied by the school. Access to a computer.
Parents / guardians can help their child by: Useful websites Co-curricular activities
By discussing the topics being studied at home and ensuring that students read widely, especially historical fiction. nlcsjejuhistorian.com, activehistory.co.uk, YouTube documentaries, library databases Historical Fiction Reading Circle, Prize-winning Historians, Senior and Junior School Historical Society.
Who can I contact?
Head of History Teachers of Year 8 History
Mr Tipney Please consult Parent Portal to find the name of your child’s History teacher
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PHYSICAL EDUCATION The Physical Education Department at NLCS Jeju aims to teach an exciting range of physical activities. knowledge and skills designed to inspire lifelong health and wellness in every student.
Curriculum Content
Suggested Reading or Extension Activities
Half Term 1 (Aug – Oct)
Basketball: ● Develop a range of passing and dribbling skills that will enable them, and their team, to retain possession and progress into a scoring opportunity. ● Work on a variety of shooting skills and apply in game situations. ● Develop teamwork skills and the ability to evaluate peers’ performance as well as refereeing games.
Practice your basketball skills or watch an NBA playoff game. How do the very best teams set up for the three-point play?
Half Term 2 (Nov – Dec)
Rugby: ● Develop the accuracy and timing of passing and receiving skills & refine attacking patterns. ● Refine attacking patterns to outwit the opposition by drawing in the player to create space and learn how to be creative in doing so.
Watch a rugby sevens game and compare it with a fifteen-player game. What are the main comparisons and contrasts?
Half Term 3 (Jan – Feb)
Swimming/Lifesaving: ● Develop efficiency in the water using a full range of swimming strokes & how to survive in cold water. ● Practice survival strokes and develop an understanding of heat-saving positions. Badminton: ● Develop technical abilities with specific attention given to flick, long, short and drive serves, as well as serve returns.
Research the history of lifesaving. Where did it originate and how did the culture of lifesaving spread around the world?
Half Term 4 (Feb – Apr) Summer Term (Apr – June)
Athletics: ● Understand the term ‘pacing’ and be able to apply this concept to races over longer distances. ● Be able to use basic techniques in the long jump, triple jump, shot put and javelin throw.
Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need
Badminton is a dynamic sport that has lost and gained popularity over the past 50 years. What are the factors that have influenced the variation in participation? How does science play a part in athletic performance? Research a way in which science has made a significant improvement in the world of athletics.
Practicing skills learnt in lessons Continuous assessment throughout the sport unit including peer evaluations, teacher/student discussions and modeling, formative & summative skill assessment and game play. NLCS PE kit, white socks, trainers and other specific sport equipment such as swim suit, shin pads, football boots etc.
Parents / guardians can help their child by: Co curricular activities
Ensuring your child has correct PE kit for every lesson and encouraging your child to exercise daily, try out for sport teams and partake in sport CCA’s and Bryant. A large range of sport CCA’s are available for students to choose from.
Who can I contact?
Head of PE Teachers of PE
Tricia DeMartino Please consult the Parent Portal to find the name of your child’s PE teacher
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ART AND DESIGN In Year 8 students will build upon the skills and techniques learnt in year 7, and discover new and exciting ways of working within Art and Design.
Half Term 1 (Aug – Oct)
Curriculum Content
Suggested Reading or Extension Activities
Architecture This term, students will learn about the fundamental concepts of architecture. They will also study perspective, the relevant applications of Photoshop and study key architectural works.
1,2,3 Point Perspective in a minute: https://www.youtube.com/watch?v=ROlH ybuf7cs Circles in Perspective: https://www.youtube. com/watch?v=08E0IfhLfcQ Find video resources focusing on Frank Gehry and Zaha Hadid to establish their impact on design and architecture
Half Term 2 (Nov – Dec)
Design This half term, students will design their own architectural form responding to a brief, understanding design for a purpose. They will analyse and deconstruct the architecture of Frank Gehry and Zaha Hadid.
Half Term 3 (Jan – Feb)
Sculpture This term, students will construct and present their architectural work in three dimensions. They will make forms using paper, cardboard, and other materials. These will be photographed and displayed.
Research the work of Henry Moore. Why was his work so influential in the 20th Century?
Half Term 4 (Feb – Apr)
Artist-investigation and Printmaking This term, students will investigate the work of Stanley Donwood and learn the fundamental techniques of printmaking before designing their own prints and printing processes. Mask-making Students will study a range of different mask-making styles and constructions techniques from a range of cultures and will make their own masks which will be decorated and refined using a range of media and processes.
Research Stanley Donwood - what do you believe was his greatest contribution to the art world?
Summer Term (Apr – June)
Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need Parents/guardians can help their child by: Useful websites Co-curricular activities Who can I contact?
Masks often play an important role in drama. How can the artistic design of a mask have an impact on a dramatic performance?
Artist research, perspective drawing, architecture evaluation, research into architectural design, mask design. Tasks are assessed with written feedback and attainment grades, along with mid- and end-of-unit assessments. Basic drawing equipment but all other equipment is provided by the Art department. Drawing attention to and discussing the architecture around them. Visiting galleries and exhibitions. Encouraging students to look at online art galleries, books in the library and at home. http://www.tate.org.uk/ or https://www.nationalgallery.org.uk/ As provided by the Art department. Head of Art Teachers of Art
Ms Kennington Please consult the Parent Portal to find the name of your child’s Art teacher
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MUSIC In music, we aim to find enjoyment in exploring a range of musical genres through practical and theoretical tasks. Whilst the content is broad, we do ensure that the exceptional skills of our students are challenged through performance, composition and analytical tasks.
Suggested Reading or Extension Activities
Curriculum Content Half Term 1 (Aug – Oct) Half Term 2 (Nov – Dec) Half Term 3 (Jan – Feb)
Students learn about African music through learning to play the djembe and exploring and creating their own percussive performances using syncopation, polyrhythms and a variety of other performance and composition techniques.
Listen to ‘Graceland by Paul Simon. Analyse the popular and African influences you can hear.
This term, students are challenged to develop their improvisational techniques through exploration of the 12-bar blues structure, the blues scale blues song writing. During the course of this term, the students perform in small and large ensembles and perform their own improvisation sections. This term, students study film music and create their own film scores, using music technology to compose for a scene from a famous film.
Listen to some famous blues pieces, for example Sweet Home Chicago, Little Red Rooster and Walkin’ Blues. How do these pieces characterise the blues?
Half Term 4 (Feb – Apr)
Students will learn how to compose in theme and variations form. They appraise and evaluate masterpieces by Brahms, Mozart and Rachmaninoff and use some of their compositional devices to inspire help construct a Theme and Variations composition.
Summer Term (Apr – June)
This term, we study harmony and learn the importance of primary and secondary chords in rock music. During this term, students will perform and create their own rock songs.
Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need
Parents / guardians can help their child by: Useful websites Co-curricular activities Who can I contact?
Listen to and analyse film soundtracks by notable composers such as John Williams, Hans Zimmer and Ennio Morricone. How does this music enhance the film? If you child has instrumental lessons, ask their teacher to suggest a piece in the form of Theme and Variations for them to learn. Alternatively, students should listen to and the Enigma Variations by Elgar and identify three ways in which the theme is varied. Listen to ‘Rock around the clock’, ‘Smoke on the Water’ and ‘Rock you like a Hurricane’. How has rock music evolved over 50 years?
Preparing for performances or composition, Research about musical context, instruments or culture, Listening to and analysing music Solo or group performances, Solo or group compositions, Listening to and analysing music Musical instrument (if applicable), it is helpful if students have access to laptop with access to music software such as Sibelius, Garageband, Logic or Ableton equivalent at home. Supporting music practice, listening to a wide range of music and taking your child to live musical performances https://www.bbc.com/education/subjects/zpf3cdm https://www.allmusic.com/ Students can access a huge range of music ensembles and orchestras Head of Music Teachers of Music
Ms Ruskovich Please consult the Parent Portal to find the name of your child’s Music teacher
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DRAMA The Drama department aims to inspire students through drama and to equip them with the skills necessary to perform with confidence, whilst also providing a means for students to communicate effectively and in spoken English. Lessons are designed to allow students to work in pairs, groups or on their own to express themselves confidently and work collaboratively and creatively.
Half Term 1 and 2 (Aug – Oct)
Half Term 3 and 4 (Jan – Apr)
Summer Term (Apr – June)
Curriculum Content
Suggested Reading or Extension Activities
Commedia Del’Arte Commedia Del’Arte is a highly physical style of comedy created in Italy and passed down through generations. This term, the students learn how to perform in the style, which develops confident use of the body as a means of expression. In small groups, they put together tightly choreographed routines that show their learning and improvised pieces that show their ability to be able to create something spontaneously. ‘Us and Them’ By David Campton ‘Us and Them’ is an excellent scripted play that explores the theme of conflict. As a class, we explore the text in various practical ways and explore ways of interpreting this text. The students consider how best to bring out the powerful message of the play and then stage it in their own way, either using the script or devising their own piece of theatre that explores the themes of the play. Trestle Masks The Drama department have multiple sets of masks from world-leading mask theatre company Trestle. Having worked with the beginner’s masks in Year 7, we introduce them to the intermediate mask in Year 8. This work will hone the skills they developed in Year 7 and allow further exploration of the possibilities and use of the body in showing characterisation.
These are excellent plays to read at home: ‘Commedia Plays’ and ‘Playing Commedia’ by Barry Grantham Copies of both texts are in our library
Read ‘Us and Them’ by David Campton
Read a ‘History of Mask Theatre through the ages from Greek theatre to the present day’: https://www.bbc.com/education/guides/zyr7fg8/revision/3
Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need
Line learning, research tasks- resulting in informative posters Summative - Performances Formative - videoed rehearsals used No additional equipment needed
Parents / guardians can help their child by: Co-curricular activities
Asking to be read aloud any lines that need to be learnt and encouraging additional reading around the topics learnt in class. Whole School Production, Arts Festival Performances
Who can I contact?
Head of Department
Mr Pierson
Teachers of Drama
Please consult the Parent Portal to find the name of your child’s Drama teacher
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DANCE The Dance department aims to nurture a love of Dance in the students we teach. Dance offers many benefits to students as part of the NLCS curriculum, 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 judgements in the absence of rules, and higher-order thinking skills. Dance also helps students to develop physical fitness, appreciation of the body, concern for sound health practices. In year 8 we develop students to the concept of choreography, and begin to look at the application of the basic principals in different dance styles. Throughout the year we look at professional pieces of dance, undertake dance analysis, create choreography and perform in both groups and solos.
Curriculum Content
Suggested Reading or Extension Activities
Half Term 1 (Aug – Oct) Half Term 2 (Nov – Dec)
We start the year with revision and developing understanding of the basic principles of choreography; Action, Space, Dynamics and Relationships. This will be done through practical and theory tasks, using the alphabet as a stimulus.
The Bolshoi is the world’s most famous ballet company. Research the establishment of this institution and discover its founding principles.
We will watch and analyse an excerpt from Matthew Bourne’s Nutcracker, based on Tableaux. Following this we will perform a class dance based on an excerpt, with students devising the tableaux and transitions, also incorporating costume and lighting and demonstrating performance qualities.
Half Term 3 (Jan – Feb)
Street dance will be introduced as a dance style and students will begin to understand the content, context and background. They will experience it practically in workshops and watch the choreography: Emancipation of Expressionism. Students will cooperate with their partner to choreograph street dance inspired duets and evaluate their own and others’ performances.
Half Term 4 (Feb – Apr) Summ er Term (Apr – June)
Contemporary dance will be introduced and students will begin to understand the context and background of the style. They will explore the genre practically and analyse the piece ‘Shadows’.
Watch the full recording of Nutcracker. Rehearsing dances in the studio out with class time. Attending dance performances at school or professional pieces in theatres. YouTube has the full recording of Emancipation of Expressionism. YouTube had numerous tutorials on the various areas within this dance style. Rehearsing dances in the studio out with class time. Sending in recordings for feedback. How does contemporary dance mirror other art forms such as minimalism or expressionism? Research these concepts and be prepared to discuss in class. Rehearsing contemporary dances in the studio outside of class time in preparation for a final performance.
Students will be introduced to the work of Merce Cunningham, they will learn about the different influences Cunningham has had on dance and discuss in class the impact this has had on contemporary dance. They will practically explore his methods of choreography which incorporate chance.
Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need Parents / guardians can help their child by: Useful websites Co-curricular activities Who can I contact?
Researching stimuli, developing motifs, planning and choreographing dances, watching and analysing YouTube links, answering question sheets. Practical assessments will be taken once a half term. Leotard and leggings or PE kit and workbooks. Ensuring students bring dance kit to class. Taking them to watch live dance performances. YouTube is a very useful resource to watch the extracts listed above School musicals, Arts festival productions, Dance Technique, Ballet, Hip hop Head of Department Teachers of Dance
Mrs. Taylor Please consult the Parent Portal to find the name of your child’s Dance teacher
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PERSONAL SOCIAL AND EMOTIONAL DEVELOPMENT (PSD) The main aims of the PSD program at NLCS Jeju are to help students develop their personal attitudes and values, to teach students a full set of life-long social skills, and to ensure that students acquire a broad range of knowledge about personal and social issues. The content of the PSD curriculum is divided into six themes, each with a key inquiry question attached.
Suggested Reading or Extension Activities
Curriculum Content Half Term 1 (Aug – Oct)
Relationships. How can I live well with others? Students will learn about the following areas of communication: effective teamwork; negotiation; assertiveness. They will develop their social skills in these areas. Students will also complete a Bullying Awareness program and will learn about cyber-bullying and how to use technology responsibly.
Half Term 2 (Nov – Dec)
Half Term 4 (Feb – Apr)
Risk. Should I take risks? Students will learn about the issue of internet safety. They will study the topic of privacy regarding photos and videos, as well as identity theft. They will learn how to protect themselves online. They will also be taught about safeguarding and staying safe offline. Organisation. How can we organise ourselves? Students will learn about organisational skills, time management, using ‘graphic organisers’, concentration and the importance of sleep. Global Citizenship. What is my place in the world? Students will begin an introduction to organising finances and budgets. In lessons, they will consider issues such as: our spending habits and how these affect our happiness; how to be a critical consumer; what it means to be a global citizen. Resilience. What is the importance of resilience? Students will consider the question what is resilience? They will learn answers to this question by investigating the meaning of heroism and what it means to be a hero.
Summer Term (Apr – June)
Wellbeing. What is the importance of wellbeing? Students will learn knowledge and skills concerning the topic of puberty. They will learn about the physical changes that come during puberty, as well as the emotional changes that come during puberty.
Half Term 3 (Jan – Feb)
Extension activities: Students can prepare detailed, creative, and insightful responses to the key inquiry question for each PSD theme. These could be in a variety of forms including written essays, drama performances, musical songs, video diaries, debate speeches, newspaper or magazine articles, and graphic novels.
Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need
The students’ homework timetable does not include PSD. Students are assessed by their teacher during the lesson and are given verbal feedback on their contributions to discussions and positive participation. Provided by the school.
Parents / guardians can help their child by:
Discussion of the issues raised in class with your son or daughter. You could ask your child to explain the concepts, ideas, and questions they have learnt about in class and could offer your own views about them to begin a discussion. You could also encourage your son or daughter to be up-to-date with current affairs. Mental and Physical health (in English): https://www.nhs.uk/conditions/Pages/hub.aspx Emotional wellbeing (in Korean): http://www.hopeclick.or.kr/main/main.php Various student societies with connections to PSD are available for students to join, for example: Gender Studies, International Relations, Philosophy, North Korean Refugees, Debating and Public Speaking, Amnesty, Medical, and Economics societies.
Useful websites Co-curricular activities
Who can I contact?
PSD Coordinator
Mr. Carter-Stead
Teachers of PSD
Please consult the Parent Portal to find the name of your child’s PSD teacher
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YEAR 8 INDEPENDENT PROJECTS The Independent projects are an opportunity for students to engage in self-directed study, or independent learning, focusing on a single piece of work. Students must manage their time, solve problems as they arise, and submit their work by a specified time and date. All students’ in year 8 will complete 2 Independent projects in the course of a year Aims: To participate in a sustained, self-directed inquiry. To generate creative new insights and develop deeper understanding To demonstrate the skills, attitude and knowledge required to complete a project over an extended period of time. To appreciate the process of learning and take pride in their accomplishments. To show progress across the 2 projects. To provide grounding for the IB extended essay. The topic of the Independent Project changes annually – this is an example of a project: East meets West The aim of the project is for students to consider the use of language - this will be commented on in the form of analysis of poetry as well as their own use of language in a creative poetry task. i) Students for whom Korean is their first language need to choose from the following five poems:
천상병 – 귀천
김광섭 – 성북동 비둘기
기형도 – 엄마 걱정
김소월 – 먼 후일
김동명 – 내 마음은 호수요
ii) Students for whom English is their first language should choose from the following poems: The Tyger by William Blake The Best Thing in the World by Elizabeth Barrett Browning Remember by Christina Rossetti iii) Students for whom another language is their first language (e.g. Mandarin) may choose a poem from their own language, but there MUST be an English translation. 2. Analyse the poem Students choosing a Korean poem must research the poet and analyse the poem (considering poetic devices, use of language and the effect on the audience) in KOREAN. All other students must research the poet and analyse the poem (considering poetic devices, use of language and the effect on the audience) in ENGLISH. Students should present an annotated copy of the poem as part of their project. 3. Create a poem For the second part of the project all students will be required to write in English. Students should create a poem that is inspired by the poem they chose in the first part of the project. This could be similar theme or similar use of language/imagery. There should be clear links between the two poems.
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4. Explanation Each student needs to write a short explanation of how they have been inspired by the poem they chose and how they have used language to recreate the style of the original poem.
Project 2 – STEM project The second project is a science-based project based around an experiment devised by the student. Students will work in pairs to choose a question to investigate, then plan and carry out the experimental investigation during Science lessons. a. b. c.
After obtaining experimental data, working in pairs is optional. Students may analyse any data they obtain during Mathematics lessons. Students may use technology to enhance their investigation and presentation during Computer Science lessons.
For the Independent Project part of the STEM fair project, students are required to produce: a. b.
A large poster display of your process. This can either be done individually, or in pairs. An individual self-reflection sheet.
NB: The best projects will be put forward to represent NLCS at the tri-school STEM fair. How is the Project marked? Each project is marked out of 34 and given a grade of a Distinction, a Merit, a Pass of a Fail. Both grades are combined and reported home at the end of the year.
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HELPING YOUR CHILD AT HOME Homework Students are set homework for two or three subjects per evening and this should total about one and a half hours of homework per night. We do not believe that it is healthy for Year 7 students to be regularly spending more time than this working, especially if they feel under pressure to do so. In Yr8 their homework allocation increases to two hours per evening, with each student receiving 3 x 40 minute pieces of work. The students receive a homework timetable and write their specific homework tasks in their planners. English and Reading Students come to NLCS Jeju to learn the language of the school; English. Please ensure that your child has an English book that they enjoy reading, and that they read in English every day. This is extremely important 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 haven’t got in stock, we would always be happy to try to acquire it. Some helpful tips on how you can help support your child’s reading and development of English:
Use an e-reader, as unfamiliar words can be looked up immediately and your child has an almost unlimited number of books to choose from.
Get your child to keep a notebook and write down 3 new words of vocabulary every day.
Encourage your child to read newspapers and magazines online e.g. The Times magazine online.
If possible, read the same novel as your child so you can talk about it, or if you can’t read the same novel, you can still ask questions about why your child likes/dislikes the book, who the key characters are, what is the favourite part of the book etc.
In General Ensure that your child completes their homework, but doesn’t spend too much time doing it. About one and a half hours should be enough for most year 8 students. Allowing time to read in English is an incredibly valuable aspect of homework and should be encouraged. Please remember the importance of your child getting enough sleep. It is recommended by the Sleep Foundation that children up the age of 13 have between 9 and 11 hours of sleep per night and children between the ages of 14-17 should have 8 to 10 hours sleep. Getting the optimum amount of sleep gives your child the support they need to develop both physically and mentally so they can perform well at school.
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前言 我们为中学提供的雄心勃勃的学术教育感到自豪，这种教育建立在学科专业知识和学术热情的传统之上。 我们相信，丰富的课程和广泛的机会，再加上卓越的教牧护理，将为学生成为独立和智慧的年轻男女提 供最好的平台。 我们的课程既向学生提出了求知上的挑战，也给予了他们支持，因此使得中学的所有学生， 无论他们 处在教育的何种阶段或选择何种路径，都能蓬勃发展。 NLCS 济州的学生们在毕业离校的时候，成为聪 明和富有理想的年轻男女; 他们经常能在世界上最负盛名的那些大学里占据一席之地。 我们深信通过提供机会让学生发现自己的学术兴趣和热情，这对于培养学生对其学科的兴趣和热爱具有 重要作用；这也是我们教育理念的基础。我们的老师是专家，他们与学生分享自己的学术激情。课程活 泼多变，课堂气氛轻松、开放，有目的性。我们鼓励学生尝试他们的想法并积极参与讨论、演讲和辩论。 我们希望本课程概述能提供有关您的孩子在 NLCS 济州学习的科目的有用信息，并为您提供一些关于如 何支持您孩子在家学习的指导。 8 年级 我们的课程以每天 40 分钟一节课来计算，8 年级每周每门课的授课节数如下： 英语（8） 数学（6） 科学（5） 中文母语（4）* 韩语（3） 计算机科学（2） 韩国历史（2） 第二外语选项* *（3） 地理（2） 历史（2） 体育（2） 音乐（1） 艺术（2） 戏剧（1） 舞蹈（1） 个人和社会发展（1） *对于中文为第一语言的学生 **八年级中文母语的学生可以选择拉丁语、西班牙语或法语作为第二语言。如果学生需要额外的英语支 持，那么二语时段学生将跟随一位专业的英语老师一起学习。
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学校的目标： 1. 基于英国北伦敦本校的传统、校风和实践，提供优秀的教 育。 2. 提供高标准的学历教育，使每一个学生充分发挥他们的能 力。 3. 保持一支优秀的教师队伍，老师认为每名学生都是非常重 要的，老师能激发学生对学科的热爱和激情。 4. 所有的学生都认识到学术卓越的重要性，并相信可以做到 学术卓越。 5. 要创建一个家的氛围，在这里，个人得到培育，整个人格 可以增长。 6. 要树立互相关爱和互相尊重的社区大家庭，在这里，教职 员工和学生之间，以及学生自己之间都保持良好的关系，
而无论年龄、文化和背景如何。 7. 鼓励所有学生在包含了各种教育挑战的环境中，承担风 险，勇于尝试。 8. 要建立一个外向型、国际化思维的青年人的社区，青年人 对于责任、承诺、为他人服务的价值有清醒的认识。
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课程大纲 8 年级
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英语语言与文学 英语系旨在培养我们的学生对英语文学和语言的热爱。 七年级是 NLCS 济州学习文学的重要一年。 我 们鼓励学生培养对文学和英语的喜爱和热情，并将高年级所需的许多关键技能以尽可能创造性和吸引人 的方法介绍给学生。
课程内容
建议的阅读和扩展活动
这个学期我们将通过文本来学习不同类型的小说， 用到的文本诸如 Neil Gaiman 的“Coraline”， Lois Lowry 的“给予者 The Giver”和 Susan Hill 的“ The Woman in Black 黑衣女人”; 在学期 内，我们将去发现： “流派”是什么意思？， “流派”如何影响文本的结构？不同流派的惯例是 什么？ 这个半学期我们将了解各个时代的诗歌，并涵盖诸 如以下的重大问题; “什么是诗歌？”，诗歌在今 天仍然很重要吗？，我怎么读诗？
夏洛蒂 勃朗特的《简爱》、艾米莉 勃朗特 的《呼啸山庄》、埃德加 艾伦坡的短篇小 说
半学期 3 (1 – 2 月)
本学期将研究一系列夏洛克·福尔摩斯故事，以分 析人物建构和氛围。我们也将学习; “人物如何创 造？”，“什么是氛围？如何创造紧张？为什么人 们喜欢夏洛克·福尔摩斯的故事？
拓展阅读：亚瑟 柯南道尔爵士的《血色研 究》、Anthony Horrowitz 的《Moriarty》 、埃德加 艾伦坡的《莫尔格街谋杀案》
半学期 4 (2 – 4 月)
这半学期我们将学习广告和有说服力的非小说类文 本类型，并回答以下问题; “广告如何运作？” “作者如何说服人们？”和“广告的组成部分是什 么？”
拓展阅读：研究著名的演讲和信件，了解其 对社会的影响。
夏季学期 (4 – 6 月)
学生将学习以下莎士比亚文本之一：“The Tempest 暴风雨”，“ Much Ado About Nothing 无事生 非”或“威尼斯商人”，我们将学习：“什么是诗 歌结构？”“莎士比亚如何使用语言来影响观 众？”，“莎士比亚是否仍然和我们相关？”
拓展阅读： Nick Groom 的“莎士比亚介绍：图解指南” Ben Crystal 的“烤面包上的莎士比亚” “1599：威廉莎士比亚生平中的一年” 或“1606：莎士比亚与李尔年” 作者 James Shapiro
半学期 1 (8 – 10 月)
半学期 2 (11– 12 月)
家庭作业例子
考评任务、方法和频率
学生所需配备
马克·扎普鲁德的《为什么是诗歌》、威廉 布莱克的《纯真与经验之歌》以及网站 poetry 上的更多优秀诗歌
我们设置广泛阅读作为家庭作业，学生需要完成阅读日志。 通过师生讨论和持 续的书面反思写作来支持这一活动。在 2018 - 19 年，将使用 Accelerated Reader 计划，这将使学生能够反思他们的阅读并使用特定的软件进行自我测 试。 持续的“组合作业 processfolio”，每半个学期提交一次并进行一次评分；进 行一系列定期评估，每半个学期评估一次。并定期批改“workbooks”，以检查 课堂笔记的内容是否准确和及时。 作业本、小说、部门有时会在课堂上提供 iPad。
家长/监护人可以通过以下 方式帮助孩子： 有用的网站 相关 CCA 活动
和你的孩子谈论其正在阅读的当前小说， 和孩子阅读同一本小说等
联系人
英语系主任 8 年级英语教师
poetry.org，BBC GCSE Bitesize for consolidation The Islander 校刊, Creative Writing 创意写作, Poetry slam 诗社 Mr G Hall 请通过登录 Engge 家长端 Parent Portal 来查找孩子的英 语老师
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数学 数学系旨在通过在现实世界的背景下构建数学来使数学生动起来。 许多人错误地认为学习数学是反复 练习教科书中的问题的过程，也许这是因为他们没有受到过那种使他们能够看到周围世界并将其世界视 为数学模型的那种教学模式：将他们的世界想象成数学模型，并使用他们的模型来回答诸如“100 年后 世界将会是什么样子？”、“一个结构的最大容量是多少？”以及“什么时候下雨？”等重要问题。
建议的阅读和扩展活 动
课程内容 半学期 1 (8 – 10 月)
数 1 - 学生在其他科目中会接触极大和极小的数字，例如科学和地 理。这个半学期基于他们对位值的理解，学习如何使用标准形式来表示 这些数字。 代数 1 - 继续 7 年级的学习，学生们正式确定了从线性方程生成坐标 并绘制这些坐标以生成线性图的过程。然后，他们发展了以不同形式求 解线性方程的技能，并将这些解与相应的图相关联。
半学期 2 (11– 12 月)
几何 1 - 当探索放大三角形的数学相似性时，学生将扩展他们对三角 形的角度和边长属性的理解。这种理解将有助于形成第 2 学期中引入的 三角比率的基础。 数 2 - 涉及百分比增加和减少的计算可以以多种不同方式呈现。学生 探索不同的情景，并确定完成这些计算的有效的方法。他们还考虑百分 比的增加和减少的重复计算或链式计算，并确定解决这些类型问题的有 效技术，包括逆运算等。
半学期 3 (1 – 2 月)
几何 2 - 在第 1 学期完成主题的基础上，学生在引入三角比时扩展他 们对相似三角形的理解：正弦、余弦和正切。他们在一系列环境中应用 这些比率，并根据需要提高他们使用科学计算器的熟练程度。 代数 2 - 这个学期代数部分很多，学生在处理代数表达式和图形技术 时会发展技能和自信。他们开始探索非线性关系，并使用括号来处理涉 及乘法和因子分解的表达式。
半学期 4 (2 – 4 月)
代数 3 - 学生对线性关系的理解扩展到相交线的解。学生在线性方程 的图解和代数解之间建立联系，获得理解。在某些情况下，需要确定解 的范围而不是具体值。学生们以不等式的形式学习线性关系的这个重要 概念。
夏季学期 (4 – 6 月)
统计 1 - 在本学期学习期间，有一些该主题的实用性要素。学生可能 会在其他科目的课程中看到时间序列图，特别是科学和地理。在数学课 上，他们会深入了解它们，并在涉及流速和体积、位移、速度和加速度 等情境时进行统计应用、展示和解释。 统计 2 - 学生利用在 7 年级时学到的展示可能结果的技能来更深入地 探索概率概念。重点则不是相同概率，学生被引入偏差的概念，这可能 会，但也可能不会根据理论概率进行量化。
家庭作业例子 考评任务、方法和频率 学生所需配备
推荐阅读： Martin Gardner & Alex Bellos such as: ‘Hexaflexagons and Other Mathematical Diversions by Alex Bellos 推荐阅读：Mathematical Investigations Book 2 by Randall Souviney 8 年级的学生也可以尝试 该 网 站 中 的 内 容 ： the ‘Extended Area Scale Factor’ task on myimaths.com. 鼓励学生自我扩展以下网 站 的 内 容 ： www.khanacademy.org. 学生们可以尝试这些任 务： ‘Rearranging 1’ and/or ‘Rearranging 2’ tasks. 尝试该网站上的任务： ‘Plotting Graphs 4’ task on www.myimaths.com
鼓励学生利用学校提供的 各种数学活动和 CCA。 例如 Infographics CCA，它结合了图形设 计、数据处理周期和演示 技巧。
调查，在线作业，完成实践问题并进行陈述、展示、介绍。 学生们将在单元结束时考试，一年里有六次评估，其中 3 次是 60 分钟的考试， 另外 3 次是书面任务。 除了常规设备之外，还有计算器、指南针、量角器和尺子。
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家长/监护人可以通过以下 方式帮助孩子：
有用的网站
相关 CCA 活动
联系人
我们的老师尽量避免为家庭作业设置日常机械性的作业，这有时意味着我们的学 生在解决基于问题的家庭作业任务时会遇到困难。 数学老师会尝试提供各种可 利用的任务，同时学生也可以从 www.myimath.com 选择类似的任务，我们希望家 长了解，学生可以自由地选择增加或减少任务难度。 这样他们才能成功。 www.myimath.com www.bbcbitesize.com “Numberphile”是一个优秀的 YouTube 频道。 比赛 CCA - 为数学国际比赛做准备。友谊赛 CCA - 与全球 NLCS 姐妹学校开展数 学竞争。 Infographics CCA -信息图表 CCA - 通过信息图形表示世界。 数学系主任 8 年级数学教师
Mr Kennedy 请通过登录 Engge 家长端 Parent Portal 来查找孩子的数 学老师
.
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科学 8 年级科学课程的目标是通过调查生物能、化学和物理的基本构造块以及应用来解释现实生活中的现象并 培养学生的实验技能。
课程内容
建议的阅读和扩展活动
半学期 1 (8 – 10 月)
取证 - 通过科学实验和思考技巧来解决犯罪 问题，探索科学实验室的潜力。 能量 - 调查能量的物理性质及其在我们生活 中的重要性。 建立和测量电路的属性。 就如 何发电以维持济州旅游业的增长提供报告。
半学期 2 (11– 12 月) 半学期 3 (1 – 2 月)
火 - 评估和管理消防安全风险。 了解燃烧反 应中的能量和质量守恒。 制作、调查和测量 生物燃料中储存的化学势能。 STEM -学生团队选择自己的项目来研究、计 划、调查和完成自己的工作。这是整合了科 学、数学和计算机科学领域的独立项目，我校 的最佳项目入围者将参加 GEC STEM 教育城校 际科学项目展览会。 反应 -研究材料的物理性质、元素和化合物的 化学性质，以及进行常见的化学反应。 了解 元素周期表的结构，编写化学公式和方程式。
学生可以使用科学部门的资源（Longman Physics 11-14 教科书），使用学校图书馆（Dewey 530 Physics）或在线资源（BBC Bitesize KS3）阅读 有关主题的内容。 在家中设计和进行 STEM 实验，学生可以阅读 STEM Kids 或使用以下网站： stevespanglerscience.com 学生应该研究生物燃料及其在韩国的使用。
半学期 4 (2 – 4 月) 夏季学 期 (4 – 6 月)
生态学 - 观察和研究生态系统内生物之间的 关系。 讨论饲养关系和食物网中化学能的来 源。 研究和报告有机体在济州生态系统中的 适应性和作用。 学生还将了解微生物及其对 人类生殖的影响。
家庭作业例子 考评任务、方法和频率
学生所需配备
家长/监护人可以通过以下 方式帮助孩子： 有用的网站
相关 CCA 活动
联系人
学生在设计，研究和开发 STEM 项目时，将有充分 的机会进行扩展。
研究元素周期表的历史 - 为什么它以当前的形式 构建？
研究仅在济州生态系统内运作的生物。 什么条件 促成了它们的进化？
阅读、研究、报告、准备项目的演示文稿等 实验技能评估：测量、数据处理、图形分析、应用科学概念、现象的解释。 评估方法：在实际实验中观察、书写实验报告、对研究进行陈述性介绍。 评估通常在课题结束时用 1-2 周的时间来进行，每半个学期进行一次。 方格纸、练习本、铅笔和橡皮擦、尺子、量角器、指南针、计算器、黑色，蓝色 和红色笔。 鼓励学生通过阅读科学期刊、杂志和书籍以及观看有关科学的视频，对科学和周 围的世界产生兴趣。 BBC Bitesize，IFL Science（在线杂志） Youtube 频 道 ： AsapSCIENCE; MinuteEarth; Science Shorts; Veritasium; NRK Viten; Freesciencelessons; Bozeman Science; Sixty Symbols 和 minutephysics. STEM Fair "少年科学家"周六 Bryant 科学主任 8 年级科学教师
Ms J Quinn 请通过登录 Engge 家长端 Parent Portal 来查找孩子的科 学老师
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中文母语 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。
课程内容
建议的阅读和扩展活动
*写人叙事类文章： 《背影》、《藤野先生》、《我的 母亲》、《老王》、《就英 法…》、《平庸之恶》 *写景类文章 《春》、《济南的冬天》、《一个 炎热的夏日》
半学期 2 (11– 12 月)
*诗歌： ——诗歌的分类 《水调歌头（明月几时有）》《赤 壁》《杜甫诗三首》《诗四首》 《海燕》《雨说》《星星变奏曲》 ——诗歌配乐朗诵或诗歌创作
半学期 3 (1 – 2 月)
*议论文 《土地的誓言 》《谈骨气 》《傅 雷家书两则》《谈读书》 ——论点、论据、论证 ——议论文写作 *文言文： 《桃花源记》、《短文两篇》、 《小石潭记 》、《岳阳楼记》、 《醉翁亭记》
——古代文体知识介绍 ——文言文的虚词与实词 ——写作：书信 *复习准备学年末考试
半学期 1 (8 – 10 月)
半学期 4 (2 – 4 月)
夏季学期 (4 – 6 月)
引导学生通过学习写人叙事类和写景类文章，了解这 两类不同文章的特点。 学习叙述顺序、描写方式及修辞手法，并能准确有效 地运用于自己的写作。 写作训练：写人、叙事和写景，并能在阅读自己或其 他学生的作文时，认识到其优缺点，并进行修改。 进行课外中文书阅读，并完成阅读记录。 引导学生体会诗歌的韵律感，及诗人丰富的想象力。 品味诗人蕴含与诗歌中的情感。 学生自己选择做诗歌配乐朗诵或诗歌创作。 进行课外中文书阅读，并完成阅读记录。
引导学生阅读议论文，了解议论文的特点，能快速找 出文中的论点和论据，并理清作者的论证思路。 议论文写作。 进行课外中文书阅读，并完成阅读记录 扫除文言文字词的障碍，读懂文章。 反复朗诵文章， 感知文言词汇的魅力：它的遣词造 句，它的言简意赅, 它的朗朗上口。体会其语言美。 进行课外中文书阅读，并完成阅读记录。 写一封信给父母或好朋友，跟他/她分享你最近读过的 一篇文言文。 进行课外中文书阅读，并完成阅读记录。
家庭作业例子 考评任务、方法和频率 学生所需配备
短文写作/作业/阅读文本 单元中和单元末的评估以及年末考试。 基本的文具和练习册
家长/监护人可以通过以下 方式帮助孩子： 有用的网站
确保学生定期阅读和练习写作。
相关 CCA 活动
www.ehanzi.com http://www.ximalaya.com/dq/book/ http://news.qq.com/ 中文书法/剪纸/中文杂志
联系人
中文系主任
Ms Liu
8 年级中文教师
请通过登录 Engge 家长端 Parent Portal 来查找孩子的中 文老师
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欧洲语言 在法语和西班牙语学习中，我们的目标是培养对语言的热爱。通过学习法语或西班牙语，我们希望学生能 够培养出更好地理解语言功能的技能。8 年级学习语言进一步的目的和重点也包括发现新的文化。
课程内容 半学期 1 (8 – 10 月)
建议的阅读和扩展活动
作为法语和西班牙语的初学者，学生通过学习问候语和数 字开始学习。学生通过了解家庭成员以及如何描述外表来 快速进步。语法结构方面学习法语和西班牙语独有的、形 容词的一致性，以及探索句子结构。 学生可以使用 Quizlet，语言在线网
半学期 2 (11– 12 月)
学生通过学习如何对自己的住房、社区和城镇的地理和物 理特征进行描述来学习描述他们周围的世界。讨论了有关 地址系统、城市规划和休闲活动等文化元素。
半学期 3 (1 – 2 月)
这个学期学生将学习如何听取要点，并应用在上一学期学 到的对城镇方向和地点了解的描述上。将通过一系列日常 活动引入反身动词构造，并鼓励学生使用这些模式来描述 他们的日常生活。学生还将学习意见短语，并鼓励他们提 供有关学校科目和教师的意见。 在这半学期中，学生将扩展他们之前学到的知识并创建具 有两个或三个分句的句子。特别注意关于职业和天气描述 的不规则动词和性别。学生将继续在英语和他们选择的语 言之间进行语言分析。
半学期 4 (2 – 4 月) 夏季学期 (4 – 6 月)
在年底，学生将进行基本的对话、听力、阅读和理解简短 的书面任务，他们将能够在他们的口头和书面作业中应用 一系列语法点，为下一年做准备。
家庭作业例子 考评任务、方法和频率
站来巩固他们的词汇量。
我们鼓励学生阅读欧洲语言图书馆提 供的短篇故事书。 建议定期使用 Linguascope 等词汇网 站。
学生已经掌握了基础知识，并能够创 建短句和扩展句子。 完成写作任务 时，学生应该尝试寻找同义词以丰富 其语言。
说：用形容词准备一份关于你自己和家人的简短介绍。 写：写一个简短的段落，描述你在空闲时间做什么，使用链接词。 整个学期完成常规词汇和语法测试。 每个学期有不同的技能评估重点。四种重 点技能是；听力、阅读、口语、写作。
学生所需配备
练习册和词汇书
家长/监护人可以通过以下 方式帮助孩子： 有用的网站
家长可以通过检查完成家庭作业来提供帮助。 词汇的复习是学生需要的主要支 持。 https://quizlet.com Languages online https://www.linguascope.com
相关 CCA 活动 联系人
欧洲语言系主任
Ms L Choi 请通过登录 Engge 家长端 Parent Portal 来查找孩子的法 语或西班牙语老师
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拉丁语 身为拉丁文教师，我们的目标是培养学生对于古罗马世界、语言与文学的热情。透过学习拉丁文，我们希望 学生能够具备语言能力、以批判性思考的方式分析资讯来源的能力，以及以灵活包容的态度接受与其不同的 想法与习俗。我们的教学重点是培养将拉丁文正确地翻译成英文的能力。学生同时也会认识古罗马文化的不 同面向，分析古罗马文化与当代文化的相同和相异之处。学生也将会学习与本学期主题相关的拉丁词汇。我 们鼓励他们分析英文词汇与拉丁词汇之间的关联性。
课程内容
建议的阅读和扩展活动
半学期 1 (8 – 10 月)
本课程将以《剑桥拉丁课程 第一册》第九阶段至第十阶段的 内容为本 ．语法：名词的与格、第一、第二人生复数动词的现在时态 ．重点主题：罗马浴、教育
半学期 2 (11– 12 月)
本课程将以《剑桥拉丁课程 第一册》第十一阶段至第十二阶 段的内容为本 ．语法包括：问问题、第一和第二人称复数动词的完成与未完 成式 ．重点主题：维苏威火山喷发和庞贝城的撤离 ．关于欧洲语言之独立研究
半学期 3 (1 – 2 月)
本课程将以《Procedite》第一章的内容为本 ．语法包括：离格，单数与复数 ．重点主题：在罗马帝国旅行 ．学习重点：拉丁文阅读、校内拉丁文阅读比赛
半学期 4 (2 – 4 月)
本课程将以《Procedite》第二章的内容为本 ．语法包括：属格，单数与复数 ．重点主题：不列颠尼亚行省
夏季学期 (4 – 6 月)
本课程将以《Procedite》第三章、第四章的内容为本 ．语法包括：介词、复合动词、不规则动词、不定式 ．重点主题：不列颠尼亚行省、评价资源
发展词汇、阅读古希腊和罗马神 话、阅读或观赏“罗马秘闻”（学 校图书馆藏）、阅读或观赏罗马庞 贝城或是你有兴趣相关主题的书 籍、纪录片、阅读或完成课程相关 资源箱与图书馆中的相关信息和活 动。
家庭作业例子 考评任务、方法和频率 学生所需配备
学习生词、短篇段落翻译、理解问题、语言练习，例如：填空、翻译。 课堂中的非正式评量；功课；生词、语法和翻译小考；年度测验 黑笔、红笔、蓝笔和绿笔，剪刀、胶水
家长/监护人可以通过以下 方式帮助孩子： 有用的网站
让你的孩子与你说一说他在拉丁文课上做了什么，鼓励他每周至少复习拉丁文生 词十分钟。 http://www.cscp.educ.cam.ac.uk https://quizlet.com/
联系人
欧洲语言系主任
Ms L Choi 请通过登录 Engge 家长端 Parent Portal 来查找孩子的拉 丁语老师
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地理 8 年级的地理着重于了解世界不同地区的发展和极端气候如何变化。 学生开始了解影响经济发展水平、极 端环境与人类之间脆弱关系等的复杂因素。 学生还通过当地的实地考察建立他们的调查技能，重点关注济 州的能源。
课程内容
建议的阅读和扩展活动
半学期 1 (8 – 10 月)
区域发展 - 东亚与西非的比较研究 了解发展的概念，衡量发展的方式以及影响国家发展水平 的因素
阅读《掌握风的男孩》， William Kamkwamba 出生在受干旱和饥饿影响 的马拉维。
半学期 2 (11– 12 月)
区域发展 2 了解世界不同地区之间以及国家内部的发展差异
研究家族历史，了解原籍国随着时间 的推移如何以及怎样发展。
半学期 3 (1 – 2 月)
极端环境 1 非洲极端炎热环境与北美极端寒冷环境之间的比较研究; 分布、气候以及人们如何适应这些环境。
阅读丹·史密斯的“大游戏”，这是 一个关于极端环境中生存的令人兴奋 的故事。观看 BBC 纪录片：人类星球 系列。
半学期 4 (2 – 4 月)
极端环境 2 了解植物和动物如何适应在炎热和极冷等极端环境中生活 检视在寒冷和炎热环境中发展的机遇和挑战
观看 Al Gore 纪录片“难以忽视的真 相”
夏季学期 (4 – 6 月)
能源 了解各种不同类型的资源，并对其进行分类和评估 实地考察和调查济州岛使用的能源类型。
阅读《掌握风的男孩》， William Kamkwamba 出生在受干旱和饥饿影响 的马拉维。
家庭作业例子 考评任务、方法和频率 学生所需配备 家长/监护人可以通过以下 方式帮助孩子： 有用的网站
相关 CCA 活动 联系人
独立的研究任务，比如国家研究、人类适应极端环境、动物适应极端环境。 发展主题部分会有单元末测试，独立研究项目 老师对学生的任务完成情况提供总结性和形成性反馈。 用于实地考察的基本文具和夹板 鼓励孩子及时了解新闻时事。 观看世界不同地区的纪录片。 确保您的孩子有条 理，及时完成家庭作业。 https://www.cia.gov/library/publications/the-worldfactbook/geos/uk.html - CIA World Factbook https://www.worldwildlife.org/habitats - WWF Deserts & Arctic https://www.bbc.co.uk/education/topics/zwpg9j6 - BBC Bitesize Resources and Energy 保护协会， 模拟联合国 地理系主任 8 年级地理教师
Mrs Fowler 请通过登录 Engge 家长端 Parent Portal 来查找孩子的地 理老师
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历史 历史是一个动态的、以证据为基础来论证的学科，涉及与过去的激动人心的交流。 它是一门严谨的知识学 科，专注于关键的历史概念，如改变、因果关系和重要性等。 学习历史会发展对过去的理解，从而更深入 地理解人类和当今世界的本质。
课程内容
建议的阅读和扩展活动
半学期 1 (8 – 10 月)
历史侦探 学生们利用一系列一手资料及其关键能力，接受挑战，揭开一个真正 的“历史之谜”。
半学期 2 (11– 12 月)
废除奴隶制 通过考察奴隶贸易发展的影响，学生将更深入地了解我们对过去是如 何构建一些概念的。这将开发学生对“观点”这一历史概念的理解。 废除奴隶制-继续 通过考察奴隶贸易发展的影响，学生将更深入地了解我们对过去是如 何构建一些概念的。
半学期 3 (1 – 2 月)
法国大革命 学生将通过对 1789 年震撼西方世界的革命进行案例研究，探索“成 因和后果”的历史概念。
半学期 4 (2 – 4 月)
工业革命 通过一个关于工业革命对英国及其他地区的影响的案例研究来考虑 “变化与延续”的这一历史概念。
夏季学期 (4 – 6 月)
评估纳特纳反叛的重要性 学生完成一个研究项目，发展他们对“意义”这一历史概念的理解。 在这份实质性的书面作业中，学生将培养关键的学术技能和独立的批 判性思维。
家庭作业例子 考评任务、方法和频率
学生所需配备 家长/监护人可以通过以下 方式帮助孩子： 有用的网站 相关 CCA 活动 联系人
对应每一课，历史部门的网 站 都会显示提供课程的扩展材 料。
结构化研究、分段、阅读、项目、延伸写作、创意规划/设计等 每个单元将有一个正式的总结性评估，这些评估将在全年级范围内进行标准化 （写作、资料来源工作、重要性项目、调查报告）。 教师还会定期提供各种形 式的反馈以促进学生的进步。 一般文具和文本、学校提供的资源、电脑 可以在家讨论一下学习的主题并确保学生广泛阅读，尤其是历史小说文本。 nlcsjejuhistorian.com，activehistory.co.uk，youtube 纪录片，图书馆数据 库 历史小说阅读，获奖历史学家 CCA，中小学历史协会 历史系主任 8 年级历史教师
Mr Tipney 请通过登录 Engge 家长端 Parent Portal 来查找孩子的历 史老师
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体育 NLCS 济州体育部门的目标是提供激动人心的体育活动，旨在激发每位学生对终身体育和健康的追求。
课程内容
建议的阅读和扩展活动
半学期 1 (8 – 10 月)
篮球： 培养一系列传球和运球技巧，使队员和球队能够保持控 球，创造得分机会。 研究各种投篮技巧并应用于比赛。 培养团队合作技能，评估同伴的表现，以及培养裁判能 力。
练习你的篮球技巧或观看 NBA 季后 赛。 最好的球队如何配置三分球队阵 型？
半学期 2 (11– 12 月)
英式橄榄球： 我们开发传球和接球技术的准确性和时机；并改进进攻模 式，学习创造性地改进进攻模式来战胜对手。
观看橄榄球七人制比赛并将其与十五 人比赛进行比较。 主要的相似和不同 点各是什么？
半学期 3 (1 – 2 月)
游泳/救生： 我们利用各种游泳划水姿势来提高水中效率。我们练习水 中生存的划水，了解在水中什么样的姿势能节省体能，避 免身体热量散失，学习如何保持漂浮。
研究救生的历史。 它起源于哪里？救 生文化如何在全世界传播？
半学期 4 (2 – 4 月)
羽毛球： 发展技术能力，特别关注弹、长、短和发球，以及发球顺 序。
羽毛球是一项充满活力的运动，在过 去的 50 年里越来越受欢迎。 影响羽 毛球参与度和变化的因素有哪些？
夏季学期 (4 – 6 月)
田径： 理解术语“节奏/步速”并能够将这一概念应用于更长距离 的比赛。 能够在跳远、三级跳远、铅球和标枪投掷中使用基本技 术。
科学在运动表现中的作用是什么？ 研 究科学如何推动田径运动领域取得重 大进步。
家庭作业例子 考评任务、方法和频率 学生所需配备
练习在体育课中学到的技能。 在整个体育单元进行持续评估，包括同伴互评、教师/学生讨论、建模，形成性 和总结性技能评估以及比赛。 NLCS 体育套装、白袜子、运动鞋和其他特定运动装备，如泳衣、护胫垫、足球 鞋等。
家长/监护人可以通过以下 方式帮助孩子： 相关 CCA 活动
确保学生每节课都带有正确的体育套件，并鼓励孩子每天锻炼身体，尝试参加运 动队，参加 CCA 和 Bryant 体育比赛。 大量的体育 CCA 可供学生参与。
联系人
体育系主任 体育老师
Tricia DeMartino 请通过登录 Engge 家长端 Parent Portal 来查找孩子的体 育老师
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计算机科学 计算机科学系旨在培养学生计算思维和解决问题的能力。 我们的目标是让学生了解计算机系统的组成 部分以及它们之间的相互关系，包括软件、数据、硬件、通信和人员。 我们将专注于使用高级编程语 言，通过其应用和理解来解决基于计算机的问题，发展能力。
课程内容
建议的阅读和扩展活动
半学期 1 (8 – 10 月)
计算思维 学生将理解布尔代数及其在电路、编程和表达中的一些用 法。理解反映计算思维的关键算法。 编程语言 学生将学习使用编程概念来解决问题。学生将学习条件语 句和 Python 中的“循环”。这将使他们能够快速有效地解 决问题。 半学期 2 学生将学习使用编程概念来解决问题。学生将学习条件语 (11– 12 句和 Python 中的“循环”。这将使他们能够快速有效地解 月) 决问题。 学生将能够利用适当的数据结构和数据类型来解决问题。 使用 python 处理创意项目 了解数字如何用于表示十六进制和八进制。学生将接受布 尔代数和数据结构的考试。 半学期 3 项目工作 (1 – 2 学生将使用 Inventor 工具包，python 和 BBC Micro Bits 月) 方法和程序去设计和开发应用程序。项目将基于学生的兴 趣和创造力。这将在各种小工具、传感器和编程技能的帮 助下完成。 半学期 4 学习和理解简单的布尔逻辑及其在电路和编程中的一些用 (2 – 4 途;理解数字如何用二进制表示。 月) 编程语言
应用布尔代数和 Python 编码技能来开 发项目并解决该网站上 （http://codingbat.com/python ） 的具有挑战性的问题，并研究如何在 微位中使用传感器。 https://www.kitronik.co.uk/blog/i nventors-kit-experiment-11/ 。使 用 w3school.com 为你的父母或朋友 设计一个网站，以发布或管理他们的 工作。
学生将深入了解网站设计以及如何在网页创建中使用 Javascript。学生将学习开发动态网页并应用技能来 开发网站。 夏季学期 (4 – 6 月)
项目工作 学生将运用网络技术技能创建一个网站 使用 HTML，CSS 和 Javascript 评估 boolean 和 java 脚本以显示对 Web 设计和逻辑的理 解。
家庭作业例子 考评任务、方法和频率 学生所需配备
课堂作业、演示文稿、小型项目，Quizlets 和作业。 主题测试和项目工作评估。 笔记本电脑，图书馆参考书，软件 - Java
家长/监护人可以通过以下 方式帮助孩子： 有用的网站 相关 CCA 活动
确保您的孩子在休息时间通过注册在线课程来练习编程技巧。
联系人
计算机科学系主任 8 年级计算机科学 教师
https://www.kitronik.co.uk/blog/inventors-kit-experiment-11/ 编码俱乐部、科技硬件 Bryant、编程比赛、年度 Fobisia 编码挑战和机器人俱 乐部。 Tajvir Singh, tsingh@nlcsjeju.kr 请通过登录 Engge 家长端 Parent Portal 来查找孩子的计 算机科学老师
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艺术与设计 在 8 年级，学生将在 7 年级艺术中学到的技能和技巧的基础上，发掘艺术与设计领域中新的、令人兴奋 的从事方式。
半学期 1 (8 – 10 月)
课程内容
建议的阅读和扩展活动
建筑 这个学期，学生将学习建筑的基本概念。他们还将研究视 角、Photoshop 的相关应用、研究关键建筑作品。
1,2,3 Point Perspective in a minute: https://www.youtube.com/watch?v=RO lHybuf7cs Circles in Perspective: https://www.youtube. com/watch?v=08E0IfhLfcQ 查找关于 Frank Gehry 和 Zaha Hadid 的视频资源，了解其对设计和架构的影 响。
半学期 2 (11– 12 月)
设计 这个半学期，学生将设计自己的建筑形式，以达到一个简 洁的、可以理解的设计目的。他们将分析和解构 Frank Gehry 和 Zaha Hadid 的建筑。
半学期 3 (1 – 2 月)
雕塑 这个学期，学生将在三个维度上构建和展示他们的建筑作 品。他们将使用纸张、纸板和其他材料制作造型。这些将 被拍照并显示。
研究亨利摩尔的工作。 为什么他的作 品在 20 世纪如此有影响力？
半学期 4 (2 – 4 月)
艺术家调查和版画 这个学期，学生将研究 Stanley Donwood 的作品，并学习 印刷制作的基本技术，然后设计自己的印刷品和印刷工艺 过程。
研究 Stanley Donwood ——你认为他 对艺术界的最大贡献是什么？
夏季学期 (4 – 6 月)
面具制作 学生将学习一系列不同的面具制作风格，以及各种文化背 景下的建筑技术；制作自己的面具，并使用各种介质和工 艺对其进行装饰和精制。
面具经常在戏剧中扮演重要角色。 面 具的艺术设计如何影响戏剧表演？
家庭作业例子 考评任务、方法和频率 学生所需配备
艺术家研究、透视图、建筑评估、建筑设计研究、面具设计。 通过书面反馈和成绩评估来考评学生学习任务的完成情况，每个单元有中期和末 期考试。 基本绘图设备，所有其他设备由艺术系提供。
家长/监护人可以通过以下 方式帮助孩子： 有用的网站 相关 CCA 活动
提醒孩子注意自己周边的建筑结构并开展讨论。 参观画廊和展览。 鼓励学生查 看在线艺术画廊、图书馆和家中的书籍。 http://www.tate.org.uk/ or https://www.nationalgallery.org.uk/ 由艺术系提供
联系人
系主任 艺术教师
Ms Kennington 请通过登录 Engge 家长端 Parent Portal 来查找孩子的视觉艺术老师
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音乐 在音乐方面，我们通过实际的和理论的学习任务探索一系列新的音乐类型，因此非常有趣。 虽然内容广泛， 但我们确实确保许多学生的特殊技能通过表演、作曲和分析型的学习任务而得到挑战。
课程内容
建议的阅读和扩展活动
半学期 1 (8 – 10 月)
学生通过学习演奏非洲鼓并使用切分音、多节奏和各种其 他表演和构图技巧探索和创造他们自己的打击乐并进行表 演。
听 Paul Simon 的'Graceland'。 分析 所听到的流行乐以及非洲音乐的影 响。
半学期 2
这个学期，学生们通过探索蓝调歌曲创作、布鲁斯创作等 的结构来发展自己的即兴技巧。在这个学期的过程中，学 生们在小型和大型合奏中表演，并进行自己的即兴创作。
听一些著名的布鲁斯作品，例如 Sweet Home Chicago，Little Red Rooster 和 Walkin'Blues。 这些作品 如何描述蓝调？
半学期 3 (1 – 2 月)
这个学期，学生学习电影音乐并创作自己的电影配乐，用 音乐技术为一部知名电影中的某个场景谱曲。
听取和分析知名作曲家如约翰威廉姆 斯、汉斯齐默和恩尼奥莫里康内的电 影原声带。分析音乐如何增强电影的 效果。
半学期 4 (2 – 4 月)
学生将学习如何以主题和变奏形式谱曲。他们评估和欣赏 勃拉姆斯、莫扎特和拉赫玛尼诺夫的杰作，并使用他们的 一些创作来激发自己构建主题和变奏曲。
夏季学期 (4 – 6 月)
这个学期，我们研究和旋，并了解摇滚音乐中主次和弦的 重要性。在这学期，学生将演奏和创作自己的摇滚歌曲。
如果您的孩子有器乐课程，请让他们 的老师以主题和变奏的形式推荐一部 作品供他们练习。 另外，学生应该听 听 Elgar 的 Enigma Variations，并 确定主题变化的三种方式。 聆听‘Rock around the clock’, ‘Smoke on the Water’ 和 ‘Rock you like a Hurricane’。 摇滚乐在 50 年后中的演变如何？
(11– 12 月)
家庭作业例子 考评任务、方法和频率 学生所需配备
准备表演或作曲，研究音乐背景、乐器和文化，欣赏和分析音乐 独奏或小组表演，独奏或小组作曲，音乐分析。 乐器（如适用），带有 Sibelius，Garageband，Logic 或 Ableton 等音乐软件的 笔记本电脑。
家长/监护人可以通过以下 方式帮助孩子： 有用的网站
支持音乐练习，聆听上面提到的各种音乐，带您的孩子看一系列现场表演。
相关 CCA 活动 联系人
https://www.bbc.com/education/subjects/zpf3cdm https://www.allmusic.com/ 各种各样的乐队和乐团 系主任 音乐教师
Ms Ruskovich 请通过登录 Engge 家长端 Parent Portal 来查找孩子的音 乐老师
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戏剧 戏剧部旨在让学生掌握必要的表演技巧，从而能充分融入戏剧这门课，同时也为学生进行有效的沟通和 英语口语交流提供了一种手段。 各单元主题旨在让学生成对、分组或独立地工作，自信地表达自己的 想法，并开展协作和创造性的工作。
半学期 1 (8 – 10 月)
半学期 2 (11– 12 月)
半学期 3 (1 – 2 月)
课程内容
建议的阅读和扩展活动
Commedia Del'Arte Commedia Del'Artey 有着高度实 体化的意大利喜剧风格，在意大利 创作并传承下来。这个学期，学生 学习如何以这种风格进行表演，从 而开发出对身体作为表达手段的自 信使用。以小组形式，学生需要紧 密编排，展示出自己学习到的和即 兴的东西，展示自发创造的东西。 ‘Us and Them’ By David Campton “我们和他们” 大卫坎普顿 “我们和他们”是一部优秀的剧 本，探讨冲突的主题。作为一个班 级，我们以各种实际方式探索文 本、诠释文本。 学生们会考虑如何最好地展现戏剧 中最重要的信息，然后以自己的方 式进行演绎，要么使用现成的剧 本，要么探索戏剧的主题，设计自 己的剧本。 Trestle 面具 戏剧部门有来自世界领先的面具戏 剧公司 Trestle 的多套面具。在 7 年级使用了初学者面具后，我们将 介绍给 8 年级学生中级面具。这项 工作将磨练他们在 7 年级开发的技 能，并进一步探索身体语言在展示 人物性格方面的各种可能性和用 途。
可以在家读以下出色的剧本
家庭作业例子 考评任务、方法和频率 学生所需配备
‘Commedia Plays’ and ‘Playing Commedia’ by Barry Grantham 这些剧本在校图书馆可以借阅
读剧本 ‘Us and Them’ by David Campton
阅读 ‘History of Mask Theatre through the ages from Greek theatre to the present day’: https://www.bbc.com/education/guides/zyr7fg8/revision/3
台词学习、研究任务、制作信息量丰富的海报 总结性评估 - 表演 形成性评估 - 彩排视频 无需其他
家长/监护人可以通过以下 方式帮助孩子： 相关 CCA 活动
大声朗读需要学习的台词，就课堂上所学主题鼓励扩展阅读。
联系人
系主任 戏剧教师
全校戏剧大戏制作，艺术节表演 Mr Pierson 请通过登录 Engge 家长端 Parent Portal 来查找孩子的 戏剧老师
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舞蹈 舞蹈部门旨在培养学生对舞蹈的热爱。 舞蹈提供了许多好处，包括帮助发展智力审美情趣以及创造自 我表达和交流的机会。 舞蹈教授创造力、解决问题、冒险的价值观和技巧、在缺乏规则的情况下做出 判断的能力，以及高级思维技能。 舞蹈还可以帮助学生锻炼身体素质、欣赏身体美，关注良好的健康 习惯，也是有效的压力管理方法。 在 8 年级，我们培养学生编舞的概念，并开始研究不同舞蹈风格中基本原则的应用。 在整个一年中， 我们会看专业的舞蹈，进行舞蹈分析、创作舞蹈，并表演组舞和独舞。
课程内容
建议的阅读和扩展活动
半学期 1 (8 – 10 月)
我们复习并加深对编舞基本原则的了解; 动作、空间、动态和 关系。这一过程将通过实践和理论任务来完成。
莫斯科大剧院是世界上最著名的芭 蕾舞团。 研究该机构的建立并发 现其创立原则。
半学期 2 (11– 12 月)
我们将观看和分析 Matthew Bourne 的“胡桃夹子”的片段， 该片段基于 Tableaux。在此之后，我们将根据片段来表现课堂 舞蹈，学生们设计表演、过渡，同时结合服装和灯光来展现表 演的特性。
观看胡桃夹子的完整录像。 课外 在排练室排练舞蹈。 观看学校的 舞蹈表演或去剧院欣赏专业作品。
半学期 3 (1 – 2 月)
街舞将作为舞蹈风格引入，学生了解其内容和背景。他们将通 过工作坊来体验街舞和观看编舞：表现主义的解放。学生将与 他们的合作伙伴一起合作编排街舞激情二重奏，并评估自己和 他人的表演。
YouTube 完整记录了表现主义的解 放。 YouTube 上有这种舞蹈风格 的很多教程。 课外排练舞蹈。 发 送录像以获得反馈。
半学期 4 (2 – 4 月)
介绍当代舞蹈，学生开始了解各种风格舞蹈的内容和背景。他 们将实际探索舞蹈类型并分析作品“阴影”。
当代舞蹈如何反映其他艺术形式， 如极简主义或表现主义？ 研究这 些概念并准备在课堂上讨论。
夏季学 期 (4 – 6 月)
介绍 Merce Cunningham 的作品，他们将了解 Cunningham 对舞 蹈的不同影响，并在课堂上讨论其对当代舞蹈的影响。他们将 实际探索他的各种编舞方法。
在课堂时间之外在排练室排练当代 舞蹈，为最后的演出做准备。
家庭作业例子 考评任务、方法和频率
研究感官刺激，发展主题，编排和练习舞蹈。 实际评估，每半学期一次。
学生所需配备 家长/监护人可以通过以下 方式帮助孩子： 有用的网站 相关 CCA 活动
紧身连衣裤和绑腿或体育套装。练习簿。 确保学生将舞蹈套件带入课堂。 带他们观看现场舞蹈表演。
联系人
系主任 舞蹈教师
请利用YouTube 上的资源。 学校音乐剧，艺术周制作，舞蹈技巧，芭蕾，嘻哈 Mrs. Taylor 请通过登录 Engge 家长端 Parent Portal 来查找孩子的舞 蹈老师
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个人和社会发展 NLCS 济州学校的个人与社会发展课程（PSD）的主要目标是帮助学生培养个人的态度和价值观，教给学生 全套的终身社会化技能，并确保学生获得关于个人和社会问题的广泛知识。 PSD 课程的内容分为六个主题， 每个主题都附带一个重要的问题。
课程内容
建议的阅读和扩展活动
半学期 1 (8 – 10 月)
关系。我怎样才能与他人一起生活？ 学生将学习以下概念：移情、同情、多样性。他们会考虑这些 概念如何适用于自己的生活并发展这些领域的社交技巧。他们 还将完成一项提升校园欺凌意识的项目，并了解种族主义和种 族主义欺凌行为。学生将了解学校的反种族主义政策。
半学期 2 (11– 12 月)
风险。我应该冒险吗？ 学生将考虑“风险”是什么以及“好”和“坏”风险的例子。 他们会看到有关道路安全、儿童保护和保障的例子。
半学期 3 (1 – 2 月)
组织能力。我们如何自我组织？ 学生将学习以下领域的组织技能：时间管理;有效利用他们的学 校规划本;提高注意力;有效的学习习惯。学生将在本单元中完 成一项评估工作。
半学期 4 (2 – 4 月)
夏季学期 (4 – 6 月)
全球公民。我在这个世界上的位置是什么？ 学生将学习修复式实践和修复式正义。学生将了解有关这些概 念的信息以及在冲突发生时将其应用到自己生活中所需的技 能。 坚韧。韧性的重要性是什么？ 学生将学习以下问题并给出答案：什么是坚韧？什么是压力？ 什么是焦虑？然后，他们将学习技能、知识和技巧，以帮助应 对焦虑并提高他们的适应能力。
扩展活动：学生可以针对每个 PSD 主题的关键问题准备详细、 富有创意且富有洞察力的回答。 这可以有多种形式，包括书面写 作、戏剧表演、音乐歌曲、视频 日记、辩论演讲、报纸或杂志文 章以及漫画小说等。
身心健康。 身心健康的重要性是什么？ 学生将了解在个人卫生、积极的生活方式和健康饮食方面的保 持身心健康的重要性。
家庭作业例子 考评任务、方法和频率 学生所需配备
PSD 课没有作业。 老师对学生在讨论中和课堂参与方面的表现给予口头反馈。 由学校提供。
家长/监护人可以通过以下 方式帮助孩子：
与孩子讨论课堂上提出的问题。 请他们解释从课堂上学到的概念、想法和问 题，并且与孩子讨论他们自己的观点。 家长还应鼓励孩子及时了解时事，并与 他们一起观看/阅读新闻报道，以讨论提出的问题。 心理和身体健康（英文）：https：//www.nhs.uk/conditions/Pages/hub.aspx 情绪健康（韩语）：http：//www.hopeclick.or.kr/main/main.php 与学生有关的各种学生社团可供学生参加，例如：性别研究、国际关系、哲学、 朝鲜难民、辩论和公开演讲，国际特赦、医疗和经济学社团等。
有用的网站 相关 CCA 活动
联系人
PSD 协调员 PSD 教师
Mr. Carter-Stead 请通过登录 Engge 家长端 Parent Portal 来查找孩子的 PSD 老师
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8 年级独立项目 独立项目是学生进行自主学习或独立学习的机会，将所有的时间和精力集中在一个单一的工作上。 学 生必须管理他们的时间、解决问题，并在指定的时间和日期提交他们的工作。 所有 8 年级学生一学年 内需要完成 2 个独立项目。 目标：
开展一次持续的、自主的调查。 产生创造性的新见解，加深理解。 展示在一段时间内完成一个项目所需的技能、态度和知识。 享受学习的过程，并为自己的成就感到自豪。 在从事两次独立项目的过程中展现出进步。 为 IB 扩展论文打下基础。
独立项目的人文类主题每年都在变化 - 这里是项目的一个例子：
项目 1 东方遇到西方 该项目的目的是让学生考虑语言的使用 —— 考察学生使用语言进行诗歌分析和诗歌创作。 i）韩语学生需要从以下五首诗中选择： •천상병 - 귀천 •김광섭 - 성북동비둘기 •기형도 - 엄마걱정 •김소월 - 먼후일 •김동명 - 내마음은호수요 ii）英语母语的学生应从以下诗歌中选择： 威廉布莱克的“泰格” 伊丽莎白巴雷特勃朗宁 “世界上最好的事情” 克里斯蒂娜罗塞蒂 “请记住” iii）中文母语的学生可以从自己的母语中选择一首诗，但必须提供英语翻译。 2. 分析这首诗 选择韩国诗歌的学生以韩语来研究诗人并分析诗歌。 所有其他学生必须以英语研究诗人并分析诗歌。 学生应该将该诗的注释体作为其项目的一部分。 3.创作一首诗 对于项目的第二部分，要求所有学生用英语写作。 学生应该创作一首诗，灵感来自他们在项目第一部分中选择的诗。这可以是类似的主题或类似的语言和 意向的使用。两首诗之间应该有明确的联系。
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4.解释 每个学生都需要写一个简短的解释，说明他们如何受到自己所选择的诗的启发，以及他们如何使用语言 去塑造诗歌的风格。
项目 2 - 科学、技术、工程、数学综合性参展项目（STEM fair）: 第二个项目是一个基于科学、技术、工程、数学的综合性项目，学生需要自己设计实验来完成。 学生 将两人一组选择一个问题进行调查，然后在科学课程中设计并开展实验调查。 a. 获得实验数据后，是否结对工作是自选的。 b. 学生可以分析他们在数学课程中获得的任何数据。 c. 学生可以在计算机科学课期间使用技术手段来加强他们的调查和报告。 对于 STEM 展览这一独立项目，学生需要： a. 生成一个大的海报来展示项目过程。 这可以单独进行，也可以两人一组进行。 b. 建立一张自我反思表。 注：优秀的项目成果将在教育城校际 STEM 联合展会上代表我校展出。
项目如何评分? 每个项目总分都为 34，并按照杰出、优秀、通过、失败分级。两个项目的分数会在年底时合并告知家 长。
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如何在家里帮助孩子 家庭作业 学生每天晚上为两个或三个科目设置家庭作业，每天总共需要约一个半小时的家庭作业时间。 我们不 相信 7 年级学生经常花费更长的时间做作业是健康的，特别是如果他们感到这样做有压力的话。 在 Yr8，他们的家庭作业分配增加到每晚两个小时，每个学生的单项作业时间为 30-40 分钟。 学生有家庭作业时间表，并每天在他们的计划本上标注当天具体家庭作业的要求。 英语和阅读 来到英国北伦敦国际学校济州分校，学生们在学校学习的学习语言是英语。请确保您的孩子有一本他们 喜欢阅读的英语书，确保他们每天都用英语阅读。这有助于加强正确的语法、构建知识和学习新词汇。 我们的图书馆充满了有趣的书籍。如果你的孩子有喜欢阅读的书但是图书管没有，那么我们总是很高兴 去购买的。 帮助学生提高英语阅读和英语能力发展的一些有用的技巧：
使用电子阅读器，因为遇到不熟悉的单词可以立即查找，您的孩子有几乎无限量的书
可供选择。 让你的孩子保持一个笔记本，每天写下 3 个新词汇。 鼓励您的孩子在线阅读报纸和杂志，比如时代杂志在线。
如果可能，阅读与您的孩子相同的小说，以便您可以和孩子一起谈论。如果您不能阅 读相同的小说，您仍然可以提出问题，为什么您的孩子喜欢/不喜欢一本书，关键人物， 什么是书中最喜欢的部分等。
一般情况下 确保你的孩子完成功课，但不要花太多时间在这上。一至一个半小时应该足以完成大多数 8 年级学生的 作业。允许学生花时间阅读英文是一项有价值的作业内容，因此应当鼓励。请记住足够睡眠的重要性。 睡眠基金会建议，13 岁以下的儿童每晚睡眠 9 至 11 个小时，14-17 岁的儿童应该睡 8 至 10 个小时。 获得最佳睡眠量为您的孩子提供所需的支持，促进身体和精神发展，保证他们可以在学校表现良好。
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