8 Curriculum
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 and Social 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.
1
OUR AIMS 1.
To provide an exceptional educational experience, based on the traditions, ethos and practices of North London Collegiate School, UK.
2.
To provide an ambitious academic education and to enable each student to make the most of their gifts.
3.
To maintain a team of teachers to whom each student is important and who can inspire subject passion and enthusiasm.
4.
To enable all students to recognise academic excellence and realise that it is attainable.
5.
To create a home where individuals are nurtured and the whole personality can grow.
6.
To foster a caring and respectful community characterised by excellent relationships between staff and students and between the students themselves, of whatever age, culture and background.
7.
To encourage all students to take risks and try something new in an environment which embraces all aspects of educational challenge.
8.
To develop an outward looking, internationally minded, community of young people who have a clear understanding of the value of commitment and service to others.
2
THE CURRICULUM Year 8
3
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)
Detective Fiction: We start the year looking at Detective Fiction. We examine Sherlock Holmes and a range of detective short stories to look for clues about the genre and determine the who’s who of detective writers. We will delve into questions such as: ‘What elements determine that a text is Detective Fiction?’, ‘Where does Detective Fiction overlap with other forms of fiction?’ Media Studies: Our Media Studies focus is Advertising. We look at the language techniques as well as the visual techniques that allow advertisements to be so persuasive.
You may like to read:
Conflict Poetry: This half term we will be discovering conflict poetry through the ages and covering the big questions such as:‘How do I read poetry?’, and ‘What effects do experiences have on poetry?’
You might like to read:
Half Term 3 (Jan – Feb)
Novel: This term begins with analysing character construction and the common literary elements of the novel. We examine these through Of Mice and Men by John Steinbeck. We will look at how characters are created and how language choices contribute to the reading of the novel.
You may like to read:
Half Term 4 (Feb – Apr)
Dramatic Studies: This half term we will be undertaking Dramatic Studies. More specifically, we’ll be looking at the adaptation of written texts into film. We’ll be studying The Secret Life of Walter Mitty by James Thurber, and its adaptation directed by Ben Stiller. We will look at the changes between the original text and the adaptation and ask ourselves why these changes were made and what impact they have on the audience.
You may like to watch:
Summer Term (Apr – June)
Comedy: The summer term is dedicated to Comedies through the Ages: From Shakespeare onwards. We seek to define what it is that makes the great comedies successful by looking at extracts from some of the most popular comedies through history. We also look at the indubitable impact that Shakespeare has had on plays and playwrites since his life.
Further Reading: “Introducing Shakespeare: A Graphic Guide” By Nick Groom “Shakespeare on Toast” by Ben Crystal
Half Term 2 (Nov – Dec)
Examples of homework tasks
The Maltese Falcon by Dashiell Hammett The Moonstone by Wilkie Collins Murder on the Orient Express by Agatha Christie
Why Poetry by Matthew Zapruder Songs of Innocence and Experience by William Blake poetry.org
Lord of the Flies by William Golding To Kill a Mockingbird by Harper Lee The Outsiders by S.E. Hinton
The Lord of the Rings adapted by Peter Jackson The Life of Pi adapted by Ang Lee Sense and Sensibility adapted by Ang Lee
Equipment that students need
Currently the homework is extensive reading. We continue to use Accelerated Reader, which will enable students to reflect upon their reading and test themselves using specific software. Students are assesed though timed common assessment tasks, which occur once per half-term and the regular marking of ‘workbooks’ to check that classnotes are accurate and up-to-date. Workbooks, novels, sometimes iPads from the department iPad cart.
Parents / guardians can help their child by: Useful websites
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
Assessment tasks, methods and frequency
4
Co-curricular activities
The Islander, Creative Writing, Poetry slam
Who can I contact?
Head of English Teachers of Year 8 English
Mr Hall Please consult the Parent Portal to find the name of your child’s English teacher
5
MATHS 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)
Algebra: This term is algebra-heavy with students developing skills and confidence when dealing with algebraic expressions. They start to explore non-linear relationships and to manipulate expressions involving multiplication and factorisation using brackets. Solving quadratic equations using ICT tools help students to gain a deeper understanding.
Half Term 2 (Nov – Dec)
Algebra: Following on from work covered in year 7, the students formalise the process of generating coordinates from quadratic equations and plotting these to produce quadratic graphs. They then develop techniques for solving quadratic equations in different forms and relating these solutions to corresponding graph. The students' understanding of linear relationships is extended to include the solution of intersecting lines and solving simultaneous equations with two variables. 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.
Half Term 3 (Jan – Feb)
Geometry: Students classify and prove triangles congruent given information about their sides and angles and understand how proving triangles congruent can be used as part of a strategy in a proof. Modelling and solving geometric situations using algebraic properties and Pythagoras’ Theorem is at the centre of the half term 3.
Half Term 4 (Feb – Apr)
Geometry: Building upon the topic done in term 3, 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. Students find the surface area and volume for prisms, cylinders, pyramids, cones, and spheres given the formula.
Summer Term (Apr – June)
Algebra: The students are asked to model the buildings in NLCS Jeju using scale factors, scale diagrams and maps. Statistics and Probability: This course aims to provide an understanding of the basic concepts in probability theory and statistical analysis dealing with statistical concepts including measures of central tendency
Examples of homework tasks Assessment tasks, methods and frequency
6
All students receive accounts for https://www.myimaths.com and https://www.mangahigh.co m at the beginning of the year. 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 helpful tutorials. https://nrich.maths.org/ https://brilliant.org/ www.numberphile.com www.khanacademy.org www.mathisfun.com https://www.geogebra.org/ https://www.ukmt.org.uk/
Equipment that students need
Students are required to bring a calculator, a pair of compasses, a protractor and a ruler in addition to their regular equipment.
Parents / guardians can help their child by: Useful websites
Co-curricular activities
Who can I contact?
Head of Mathematics Teachers of year 8 Mathematics
Please consult the Parent Portal to find the name of your child’s Maths teacher
7
SCIENCE The aim of the Year 8 Science program is to engage students’ passion in the sciences by letting them explore their interests in all of the major topics in science: chemistry, biology, physics and astronomy. Students will explore these interests by developing inquiry and experimental skills and learning to conduct and design experiments and use data derived to generate knowledge through interpretation and reflection. Also, Year 8 will have more content focus to prepare them with the academic language and communication skills to prepare them for the IGCSE program.
Half Term 1 (Aug – Oct)
Curriculum Content
Suggested Reading or Extension Activities
Lab Skills and Data Interpretation – Sutdent will learn how to conduct experiments safely while exploring different steps of the scientific and engineering method. Students will learn to safely gather accurate and precise data and learn to interpret that data to generate knowledge.
Online resources (BBC Bitesize KS3, science daily.com) allow studentfs to engage in the curriculum and extend their knowledge by keeping track of current scientific ideas.
Chemistry and Chemical Reactions – Students will apply their lab safety skills and learn how chemical concepts have changed the modern world via our ability to manipulate the materials in the world around us. Half Term 2 (Nov – Dec)
Microbiology and Pathogens – Students will learn about the mechanisms of how microbes compete with us in our world for survival and we look at how we can can control microbes through our technology and natural mechanisms of our bodies. Focus will beon analysis of data, a nd evacluation of data depending on their source.
Sutdent will engage with real world data supplied by WHO and CDC websites. Focus will be on COVID-19 research and discussion of what is valid data and information.
Half Term 3 (Jan – Feb)
Physics: Electricity and Magnetism – Students will learn how the discovery of electricity and electromagnetism has been harnessed by kodern technology and its effects on our society. Focus will be on circuit construction and practical applications of electricity. Skill development will be on accurate diagram construction and being able to engineer real world models via circuits.
Students will be able to review concepts and ideas at home using simulations using simulation resources at the PHET and circuitlab websites.
Half Term 4 (Feb – Apr)
Space Science and Stellar Exploration – Students will look at the knowledge that we have accumulated about our solar system and beyond. We will also examine how we have explored outer space and the issues involved with developing technology to further our exploration and how it affects the future of manned mission into space. Skill development will focus on understanding scientific models and evaluating how they can be used to develop real world processes and technology.
Internet resources using real world data such as NASA, Hubble and Mars Rover data and will be looked at over the course of this unit. Students can dive deeper into these sites by visting these online reesources.
Summer Term (Apr – June)
STEM Project – This unit is a culmination of 2 years of science study in the key stage 3 science program.
CREST award website can provide ideas and resources for students to explore their own interests.
Examples of homework tasks Assessment tasks, methods and frequency
Reading; researching; reporting; preparing project presentation. Formative, Continuous Assessment: - Experimental skills (in lab): measurements; data processing; graphical analysis;
8
application of scientific concepts; explanations of phenomena. Lab reports and communication of findings in their lab books 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 experiement/poster/project with an accompanying rubric of standards of achievement Graph paper, exercise book, pencil & eraser, ruler, protractor, compass, calculator, black, blue and red pens. -
Equipment that students need Parents / guardians can help their child by: Useful websites Co curricular activities Who can I contact?
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. Chemistry Experiments and Design Crest Award KS3 Director of Science Teachers of Year 8 Science
Mr Patenaude Please consult the Parent Portal to find the name of your child’s Science teacher
9
COMPUTER SCIENCE The Computer Science department aims to develop computational thinking and problem-solving skills in each student. We aim to prepare students to understand the component parts of computer systems and how they interrelate, including software, data, hardware, communications and people. We will focus on skills necessary to apply understanding to solve computer-based problems using a high-level programming language. Suggested Reading or Extension Activities
Curriculum Content Half Term 1 (Aug – Oct)
Computational Thinking Students will be studying Boolean algebra and its uses in circuits, programming and expressions. Understanding of key algorithms that’s reflects computational thinking. Programming language Students will learn to use programming concepts to solve problems. Students will learn about conditional statements and looping in Python. This will enable them to solve problems quickly and efficiently.
Half Term 2 (Nov – Dec)
Students will be able to make use of appropriate data structures and data types to solve problems. Working on the creative project - using python Students will be assessed on Boolean Logic and Data structures.
Half Term 3 (Jan – Feb)
Project work Students will be working on designing and developing applications using programming skills developed last term. Edison Robots Students will continue to practice their programming skills using electronics and robotic hardware.
Half Term 4 (Feb – Apr)
Number Systems: Students will learn and understand simple Boolean logic and some of its uses in circuits and programming; understand how numbers can be represented in binary. Understand how numbers can be used to represent Binary and hex. They will also learn how computers store data. Website development Students will gain deep understanding of website design and how JavaScript is used in web page creation. Students will learn to develop dynamic web page and apply skills to develop a website.
Summer Term (Apr – June)
Students will apply web technology skills to create a website using HTML, CSS and JavaScript Assessment on Boolean and java script to show understanding the web designing and logics.
Python coding skills to develop a project and solve challenging problems on http://codingbat.com/python and as researching how to use Javascript. Design a website for your parents or friends to publish or manage their work using https://w3school.com and https://learnjavascript.online/
Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need
Class assignments, presentations, quizlet assignments. Project work and Computer Science log
Parents / guardians can help their child by: Useful websites Co-curricular activities
Help their children practice programming skills by helping them to register for online courses. https://learnjavascript.online/ Coding club, Hardware Bryant, programming and competitions, Fobisia, challenge ,
Laptops, reference books from library
10
Robotics club Who can I contact?
Head of Department
Mr Singh Please consult the Parent Portal to find the name of your child’s Computer Science teacher
11
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》、《就英
的特点。
法…》、《平庸之恶》 《春》、《济南的冬天》、《一个
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，了解这两类不同文章
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。
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。品味诗人蕴含
——诗歌的分类
与诗歌中的情感。
《水调歌头（明月几时有）》《赤
学生自己选择做诗歌配乐朗诵或诗歌创作。
壁》《杜甫诗三首》《诗四首》
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
《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 》《傅
和论据，并理清作者的论证思路。
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》、《短文两篇》、
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
——议论文写作
Half Term 4 (Feb – Apr)
Summer Term (Apr – June)
《小石潭记 》、《岳阳楼记》、
意赅, 它的朗朗上口。体会其语言美。
《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
——文言文的虚词与实词 ——写作：书信
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: Useful websites
Ensuring that pupils read and practise writing regularly.
Co curricular activities
Basic stiationery and exercise books
www.ehanzi.com http://www.ximalaya.com/dq/book/ http://news.qq.com/ Chinese calligraphy club/ Chinese paper cutting club/ Chinese magazine editing club
12
Who can I contact?
Head of Mandarin Teachers of Y8 Mandarin
Jenny Liu Please consult Parent Portal to find the names of your child’s Mandarin teacher
13
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.
Curriculum Content Half Term 1 (Aug – Oct)
Suggested Reading or Extension Activities
-
시적 화자, 소설 속 서술자
문학의 다양한 해석과 관련하여 한 작품에 대한
-
시점
다양한 비평문을 검색해서 읽어보기
-
문학작품으로 표현하기
-
읽기의 생활화
추가 활동 : 책 소개 영상 만들기, 독서 일지 만들기
Half Term 2 (Nov – Dec)
시의 운율 및 반어, 역설 파악하기
중학교 필독 도서 등을 검색하면 다양한 추천
소설과 사의 풍자 파악하기
도서 목록이 나옵니다. 가능한 많은 문학 작품을
글에 쓰인 다양한 표현과 그 효과 살펴보기
읽을 수 있도록 노력하기
Half Term 3 (Jan – Feb)
문학 작품의 재구성 및 원작과 비교하기
중학 문법 교재 등을 통해 유기적인 문법 공부
문학작품으로 표현하기
해보기
한글 창제의 원리
영화 및 드라마, 연극 등의 원작 소설 읽기
단어의 정확한 발음과 표기
Half Term 4 (Feb – Apr)
설명하는 글 쓰기
다양한 설명문을 읽어보기
글의 표현 방식
신문 기사 및 사설 읽어보기
Summer Term (Apr – June)
토론의 이론 및 실제
월간 중학 독서 평설, 월간 주니어 논술, 위즈키즈
비판하며 읽기
등 다양한 논술 잡지 등을 통해 다양한 종류의
글의 표현 방식
비평문을 접하려는 시도 해보기
매체 자료의 효과 파악하기
다양한 논증의 방법 공부해보기
Examples of homework tasks
매체를 활용하여 기행문 작성하기
Assessment tasks, methods and frequency
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.
Equipment that students need
교과서 : 천재교육(박영목) 2-1, 2-2
Parents / guardians can help their child by:
학생들이 보다 풍부한 어휘 사용을 할 수 있도록 다양한 글을 읽을 기회를 제공해주세요.
Useful websites Who can I contact?
Head of Korean Y8 Korean Teachers
Ms Kwon Please consult the Parent Portal to find the name of your child’s Korean teacher
14
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.
Curriculum Content
Suggested Reading or Extension Activities
Half Term 1 (Aug – Oct)
후삼국 시대와 고려의 성립 1. 통일신라의 동요와 후삼국의 성립 2. 후삼국 통일과 태조의 정책
- 태조 왕건의 통일 과정 카드 나열하기 - 태조 왕건의 선거 포스터 만들기 - 훈요 10 조를 통해 알아보는 태조 왕건의
Half Term 2 (Nov – Dec)
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
Half Term 3 (Jan – Feb)
고려의 성립과 변천 1. 무신 정권의 성립과 사회 질서의 동요
- 무신 정변에 대한 연극 발표 - 대몽항쟁과 원간섭기에 대한 개별 발표
Half Term 4 (Feb – Apr)
조선의 성립과 발전 1. 조선의 건국과 통치 체제의 정비 2. 민족문화의 발달
- 이성계 논평문 작성하기
Summer Term (Apr – June)
조선의 성립과 발전 1. 사림 세력의 성장
- 붕당 정치의 전개표 작성하기 - 일제의 식민사관에 대한 토론 하기
정책
2.
반원 자주화 노력과 새로운 세력의 성장
- 고려의 문화에 대한 역사 신문 만들기
- 식민사관 반박 에세이 작성하기 (정치 Part)
\ Examples of homework tasks
자료조사하기, 토론하기, 대본 작성하기, 그룹 프로젝트, 역사 신문 만들기 등
Assessment tasks, methods and frequency Equipment that students need
Pop-up Test, 학기 중간 중간의 수시 평가 및 Annual Exam
Parents / guardians can help their child by:
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
교재(중학교 역사 1 양호환) 및 학습지 학교 제공
되기도 합니다.
Useful websites
네이버 지식백과의 한국 역사/문화 카테고리 : http://terms.naver.com/list.nhn?cid=42919&categoryId=42919
Co curricular activities
역사신문만들기, Korean History Webtoon
Who can I contact?
Head of Korean Teachers of Year 8 Korean History
Ms Kwon Please consult the Parent Portal to find the name of your child’s Korean teacher
15
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 understand and express themselves and understand how language functions. Suggested Reading or Extension Activities
Curriculum Content Half Term 1 (Aug – Oct)
Unit 1 Greetings -greetings, name, age, numbers -classroom items and instructions -French geography and culture
Linguascope online: Beginners: -The Basics -Les nombres
Half Term 2 (Nov – Dec)
Unit 2 Where I live -alphabet, days of the week, months of the year -cities, countries -Quebec geography and culture
Linguascope online: Beginners: -Self and Family -Où j’habite -The World around Me -Les pays -Les nationalités
Half Term 3 (Jan – Feb)
Unit 3 Family and Home -family, home, location -possession
Linguascope online: Beginners: -Self and Family -Les membres de la famille
Half Term 4 (Feb – Apr)
Unit 4 Animals -animals espially pets -physical description including colours -preferences and opinions Unit 5 Festivals -festivals, birthday and other special days of the year -personality and physical descriptions of hair and eyes -clothing
Linguascope online: Beginners: -Self and Family -Mes animaux, -Les vêtements -Le corps -Description du visage - Description physiques -Les traits de personnalité
Summer Term (Apr – June)
Unit 6 Leisure -weather, temperature and seasons -sports (faire de, jouer à) -music (jouer de) -discuss leisure activities -during the week and weekend and family leisure activities
Linguascope online: Beginners: -The World Around Me -La météo -Leisure -Les sports d’intérieur -Les sport d’extérieur -Mes passe-temps -Les instruments de musique
Examples of homework tasks
Assessment tasks, methods and frequency
-Quizlet-Flashcards to listen and pronounce, Speller to listen and spell, Write and Learn to do transformational exercises to consolidate vocabulary or grammar structures. -Education Perfect-adaptable, scaffolded lessons in the 4 areas of skill development on thematic vocabulary, grammar and cultural notes give immediate feedback -formative assessments for learning in the four skill areas and end of unit summative assessments in listening and reading comprehension, speaking and/or writing
Equipment that students need
Tricolor Total 1 (provided for in class use) Computer access for online activities, notebook
Parents / guardians can help their child by:
-checking that the homework is completed. -encouraging regular review of vocabulary with Quizlet, Education Perfect, Linguascope https://quizlet.com https://www.linguascope.com https://www.educationperfect https://www.reverso.net/text_translation.aspx?lang=EN
Useful websites
16
Whom can I contact?
Head of European Languages Teachers of Year 8 European Language
Ms Choi Please consult the Parent Portal to find the name of your child’s French teacher
17
SPANISH In Spanish, we aim to foster a love of the language and culture of both Spain and Latin America. Through learning the language, 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. Curriculum Content
Suggested Reading or Extension Activities
Half Term 1 (Aug – Oct)
As Spanish beginners, students start the term by learning greetings and numbers. Students quickly progress by learning about family members, pets and personality traits. Grammatical constructions, which are unique to the language, are explored in terms of adjective agreements and sentence structures. Before the half-term break, students will learn about the Mexican tradition of El día de los muertos.
Students can use Quizlet, Education Perfect and other websites in order to build and consolidate their vocabulary.
Half Term 2 (Nov – Dec)
Students learn about free time activities and what they like to do after school and at weekends. Pupils will learn about the different types of weather and which free-time activities they do when it is raining/sunny etc, as well as studying the different sports, using the present tense. At the end of the term, students will study how Christmas is celebrated in the Spanish-speaking world and how that differs from what they are used to.
Half Term 3 (Jan – Feb)
This half term students will learn about schools and school subjects. Built in to this, pupils will be able to talk about their likes and dislikes in school and justify their answers. Students will learn about school facilities and draw comparisons between NLCS and schools in Spain and South America.
Half Term 4 (Feb – Apr)
In the fourth half term, students will begin to reflect on what they have covered since August and recap the theme of family in more depth. Added to this, pupils will be able to describe themselves and others using their physical traits, as well as talk about where and with whom they live. There will be a grammatical emphasis on present tense verbs and adjective agreement.
Summer Term (Apr – June)
The final topic of the year will be looking at the town or city that the pupils live in and talking about what there is to do there. At the end of the year, students will be conducting basic conversations, listening for gist, reading Spanish text and conducting written tasks. They will be able to apply an array of grammatical points to their spoken and written work in preparation for the following year.
Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need Parents / guardians can help their child by: Useful websites
Students will be encouraged to read the short story books available in the European Languages Library. Regular use of a vocabulary websites such as Pearson Active Learn and Educated Perfect are recommended. Pupils can make their own Quizlets to work on the vocabulary that they may be uncomfortable with. Students have mastered the basics and are able to create short to extended sentences. When completing tasks student should try to look for synonyms and cognates 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 connecting words. Regular vocabulary and grammar tests are completed throughout the term. Typically, there will be a marked written task once a fortnight and a speaking task every half term. Reading and listening activities are conducted in most lessons and are used in either a formative or summative way. Exercise books and vocabulary books Parents can help by checking that homework is completed. Revision of vocabulary are the main support the students will need. https://quizlet.com https://www.educationperfect.com/ Pearson Active Learn
18
Who can I contact?
Head of European Languages Teachers of Year 8 European Language
19
Ms Choi Please consult the Parent Portal to find the name of your child’s French or Spanish teacher
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. 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 Assessment tasks, methods and frequency Equipment students need
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.
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/ https://www.educationperfect.com/controlpanel/#/login
Who can I contact?
Head of Latin
Mrs Baird
Teachers of Year 7 Latin
Please consult the Parent Portal to find the name of your child’s Latin teacher
20
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 Half Term 1 (Aug – Oct)
Physical processes The development and features of river systems, the opportunities and hazards that they present for people
Half Term 2 (Nov – Dec)
Human processes Understanding the processes of population growth and the impacts of migration
Half Term 3 (Jan – Feb) Half Term 4 (Feb – Apr) Summer Term (Apr – June)
Suggested Reading or Extension Activities Read Journey to the River sea by Eva Ibbotson
Research your family history to understand how and why your country of origin has developed over time. Read: Tug of War” by Catherine Ford;
Restless Planet Plate boundaries, types of volcanoes, Perception and managing risk. 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. Extreme Environments 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
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?
HISTORY
Millions by Frank Cottrell Boyce; The Rain by Virginia Bergin Solving the puzzle under the sea Plate tectonics Escape from Pompeii by Jim Eldridge
Watch the Al Gore documentary “An Inconvenient Truth”
Watch the BBC documentaries: from the Human Planet series.
Independent research tasks such as a field report, 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
Ms Tuck Please consult Parent Portal to find the names of your child’s Geography teacher
21
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)
How accurate is the Greatest Showman? Students are introduced to the nineteenth century and a range of historical concepts (causation, change, perspectives and significance) through an exploration of the ‘man and myth’ that was PT Barnum The Trans-Atlantic Slave Trade Students will explore how drastic societal change can take place through an examination of the slave trade between Europe, Africa and the Unites States. An understanding of the historical concept of ‘Causation and Consequence’ will be developed.
Half Term 2 (Nov – Dec)
Abolitionism Students will gain a deeper understanding of how our notions of the past are constructed through an examination of the campaign to abolish slavery. An understanding of the historical concept of ‘Perspectives’ will be developed.
Half Term 3 (Jan – Feb)
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.
Half Term 4 (Feb – Apr)
The Peterloo Massacre Students focus on the historical concept of ‘Perpectives’ in this examination of how political change occurred in Britain.
Summer Term (Apr – June)
Why do historians disagree about the British Empire? Students gain an overview of the British Empire before focusing on a range of case studies that, when brought together, demonstrate whay there are a range of perspectives about the Birtish Empire among historians.
Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need
The History Society curates texts, useful web links and documentaries to accompany our units that are shared through the library, department book club and displays.
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 Loser Please consult Parent Portal to find the name of your child’s History teacher
22
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 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 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.
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
Ms DeMartino Please consult the Parent Portal to find the name of your child’s PE teacher
23
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. Curriculum Content Half Term 1 (Aug – Oct)
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.
Suggested Reading or Extension Activities 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
24
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 Half Term 1 (Aug – Oct)
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.
Half Term 2 (Nov – Dec)
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)
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’.
Summe r Term (Apr – June)
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?
Suggested Reading or Extension Activities The Bolshoi is the world’s most famous ballet company. Research the establishment of this institution and discover its founding principles. 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.
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
25
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 more informed, perspective. It provides students with the collaborative skills required to respond to stimulus within an ensemble to create, perform and evaluate devised and scripted pieces of theatre. Curriculum Content Term 1
Term 2
Term 3
Suggested Reading or Extension Activities
Ensemble Building and Group Devising It is vital that all of our students are able to work collaboratively and collectively share in the creative process so the initial sessions are focused on revisiting, reinforcing and developing the Drama Ensemble Skills. These are practiced through improvisation exercises and group activities where students are provided with a stimulus to explore of either a theme/issue/style. Performance Skills The focus of this unit looks at the Italian theatre tradition of commedia dell’arte as well as the role of the actor. From their knowledge and skill acquisition of this performance style, students will develop their understanding of how voice, physicality, the use of space and technical support can impact their performance. Students work towards a performance that will show their understanding and knowledge of this theatrical style. Performance Intentions In order to allow students to work independently, it is required that they are given the opportunities to make informed choices in response to a play text that they then bring to life on stage. They are asked to create a set of performance intentions and look to a range of staging techniques and technical elements to support their ideas. All students will work collaboratively and are required to offer, receive and act upon regular constructive teacher and peer feedback.
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?
● ● ●
● ● ●
● ● ● ●
Involvement in the Drama CCA and Bryant activities. Access relevant books and plays from the NLCS library. Watch live performances online.
Involvement in the Drama CCA and Bryant activities. Access relevant books and plays from the NLCS library. Watch live performances online.
Involvement in the Drama CCA and Bryant activities. Access relevant books and plays from the NLCS library. Watch live performances online. Involvement in drama opportunities for Arts Week.
Written tasks that captures the decisions and impact of their practical work, research, annotating scripts, evaluating performance work, developing theatre design ideas and line learning. Summative - Group and individual performance work and teacher responses to written tasks. Formative - regular teacher/student feedback and the setting of targets. None Encouraging their son/daughter to see live theatre performances and read plays. BBC Bitesize - drama resources. Imprology - Improvisation games and courses. Doolle.com - Free online guide to modern playwrights and theatre plays. KS3 Drama Production, Musical and Arts Festival Activities. Head of Department Teachers of Drama
Mr Peirson Please consult the Parent Portal to find the name of your child’s Drama teacher
26
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)
Music Fundamentals/Ensemble Skills: At the beginning of Y8, students will build on their common musical language as they support a strong foundation of music fundamentals including intermediate level note and rhythm reading skills. Throughout this term, students will also continue to develop ensemble skills which will translate well to all aspects of music performance.
By the end of this term, students should be reading and performing at ABRSM Level 2 performance standard. Practice of reading and performing intermediate level notation and rhythms to support lessons will help to reach this goal.
African Music: 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.
Half Term 3 (Jan – Feb)
Blues: This term, students are challenged to develop their improvisational techniques through exploration of the 12-bar blues structure, the blues scale, and blues song writing. During the course of this term, the students perform in small and large ensembles and perform their own improvisation sections.
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)
Film Music/Performance: This term, students study film music and create their own film scores, using music technology to compose for a scene from a famous film, while incorporating techniques such as ostinato, micky mousing, and creating character themes.
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?
In the performance unit, students will have the opportunity to develop their solo and small ensemble performance skills by choosing repertoire that suits their performance level, agreeing on targets, and following through with a live performance of their work.
Home practice of solo pieces at a challenging level for each student. Listen to recordings of their instrument and develop skills to interpret style and nuance of each piece. Attend live performances.
Half Term 2 (Nov – Dec)
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
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/
27
Co-curricular activities
Students can access a huge range of music ensembles and orchestras
Who can I contact?
Head of Music Teachers of Music
Ms Ruskovich Please consult the Parent Portal to find the name of your child’s Music teacher
28
PERSONAL AND SOCIAL 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)
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.
Half Term 3 (Jan – Feb)
Acceptance. What should we value about ourselves and others? Students will consider what is meant by self-acceptance. They will learn how to identify their own personal qualities. They will also learn about the concept of radical acceptance to help deal with problems they face. 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.
Half Term 4 (Feb – Apr)
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 continue with Relationships and Sex Education lessons. They will develop their knowledge of the physical and emotional changes that come during puberty and learn about positive body image. These lessons will build on knowledge gained in Year 7.
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
29
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
30
Year 8 Independent Project Description The Year 8 Independent Project is a task that allows students to develop their subject knowledge, their academic English and research skills in a subject area of their choice. The project takes the form of a 1000 word (+/- 10%) essay and is in a format similar to the IB extended essay. Students will be guided through each aspect of this project by the member of staff with responsibility for overseeing this project. The Independent project will take place in the first term of the year and a timeline for the project will be created and distributed by the Independent Project coordinator. Project title Students choose their essay title from a list of around 20 titles across a range of subjects. If a student wishes to create their own title then they are able to do so, but they must have it approved by the IP coordinator or their supervisor. Guidance and support The students will have assemblies and presentations during the project to support them in acquiring the academic skills required by the project. There will also be additional support sessions in the library and students who have EAL classes will be given additional guidance on the completion of this project from their EAL teacher. No additional homework will be set for the two weeks allowed for this piece of work and more details will be sent out to students and parents before the project starts.
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.
31
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.
32
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，再加上卓越的学生关怀体系，将为学生成为 独立和智慧的年轻人提供最好的平台。 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人; 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。我们的老师是学科专家，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（4: 含韩语 3 以及韩国史 1） 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。
33
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。
34
课程大纲 8 年级
35
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。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 半学期 1 (8 – 10 月)
半学期 2 (11– 12 月)
侦探小说：我们从今年开始关注侦探小说。 我们研 究了福尔摩斯和一系列侦探短篇小说，以寻找有关 该类型的线索，并确定谁是侦探作家。 我们将深入 探讨以下问题：“哪些元素确定文字是侦探小 说？”，“侦探小说与其他形式的小说在哪里重 叠？” 媒体研究：我们的媒体研究重点是广告。 我们着眼 于语言技术以及视觉技术，这些技术可以使广告具 有说服力。 冲突诗歌：这个半学期我们将在各个年龄段中发现 冲突诗歌，并涵盖一些重大问题，例如：“我如何 阅读诗歌？”和“体验对诗歌有什么影响？”
建议的阅读和扩展活动 The Maltese Falcon by Dashiell Hammett The Moonstone by Wilkie Collins Murder on the Orient Express by Agatha Christie
Why Poetry by Matthew Zapruder Songs of Innocence and Experience by William Blake poetry.org
半学期 3 (1 – 2 月)
小说：这个术语始于分析小说的人物结构和常见的 文学元素。 我们通过 John Steinbeck 的《老鼠与 男人》对这些进行了研究。 我们将研究人物的创作 方式以及语言选择如何促进小说的阅读。
Lord of the Flies by William Golding To Kill a Mockingbird by Harper Lee The Outsiders by S.E. Hinton
半学期 4 (2 – 4 月)
戏剧研究：这半学期我们将进行戏剧研究。 更具体 地说，我们将研究将书面文字改编成电影。 我们将 研究詹姆斯·瑟伯（James Thurber）的《沃尔 特·米蒂（Walter Mitty）的秘密生活》，以及 本·斯蒂勒（Ben Stiller）执导的改编本。 我们 将研究原始文本和改编之间的变化，并问自己为什 么要进行这些更改以及它们对受众有什么影响。 喜剧：夏季学期专门针对各个年龄段的喜剧：从莎 士比亚起。 我们试图通过回顾历史上一些最受欢迎 的喜剧的摘录，来定义使伟大喜剧成功的原因。 我 们还将看看莎士比亚自一生以来对戏剧和剧本产生 的不可估量的影响。
The Lord of the Rings adapted by Peter
夏季学期 (4 – 6 月)
Jackson
The Life of Pi adapted by Ang Lee Sense and Sensibility adapted by Ang Lee
拓展阅读： “Introducing Shakespeare: A Graphic Guide” By Nick Groom “Shakespeare on Toast” by Ben Crystal
家庭作业例子
我们设置广泛阅读作为家庭作业，学生需要完成阅读日志。将继续使用 Accelerated Reader，这将使学生能够反思自己的阅读并使用特定软件进行自我 测试。
考评任务、方法和频率
通过定时的常规评估任务对学生进行评估，该任务每学期进行一次，并定期标记 “工作簿”，以检查课堂笔记的准确性和最新性。
学生所需配备
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
和您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
英语部门负责人 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 请通过登录家长端 Parent Portal 来查找孩子的英语老师
36
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。 课程内容
建议的阅读和扩展活动
半学期 1 (8 – 10 月)
代数：这个术语是代数繁重的，学生在处理代数表达时会发展技巧和自 信心。 他们开始探索非线性关系，并使用方括号操纵涉及乘法和因式 分解的表达式。 使用 ICT 工具求解二次方程有助于学生加深理解。
半学期 2 (11– 12 月)
代数：从 7 年级的学习开始，学生们正式确定了从二次方程生成坐标并 将其绘制以产生二次图的过程。 然后，他们开发了各种形式的求解二 次方程的技术，并将这些解决方案与相应的图相关联。
半学期 3 (1 – 2 月)
学生对线性关系的理解已扩展到包括相交线的解和具有两个变量的联立 方程的求解。 学生将了解同时解决的线性方程组的图形和代数解决方 案之间的联系。 在某些情况下，需要确定解决方案的范围，而不是确 定特定的值。 几何：根据给定的边和角度信息，学生可以对三角形进行全分类，并证 明它们是一致的，并且了解如何将证明的全三角形用作证明中策略的一 部分。
半学期 4 (2 – 4 月)
使用代数性质和毕达哥拉斯定理对几何情况进行建模和求解这学期考试 的中心。 几何：在第 3 学期完成的主题的基础上，当学生引入三角比例（正弦， 余弦和切线）时，将扩展他们对相似三角形的理解。 他们在各种情况 下应用这些比率，并根据需要提高使用科学计算器的能力。
夏季学期 (4 – 6 月)
给定公式，学生可以找到棱柱，圆柱体，棱锥，圆锥体和球体的表面积 和体积。 代数：要求学生使用比例因子，比例图和地图对 NLCS 济州岛的建筑物 进行建模。
所有的学生将在学期开始 时收到 https://www.myimaths.c om 和 https://www.mangahigh. com 这些平台可用于访问 课程中每个主题的适当级 别的练习任务和教程。 此外，学生可以浏览以下 网站，获取有趣的文章， 挑战性问题，竞赛风格数 学和有用的教程。 https://nrich.maths.or g/ https://brilliant.org/ www.numberphile.com www.khanacademy.org www.mathisfun.com https://www.geogebra.o rg/ https://www.ukmt.org.u k/
统计与概率：本课程旨在提供对概率论和统计分析中涉及统计概念（包 括集中趋势测度）的基本概念的理解 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
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。 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。
37
Infographics CCA -信息图表 CCA - 通过信息图形表示世界。 联系人
数学部负责人 8 年级数学教师
Ms Bulut 请通过登录家长端 Parent Portal 来查找孩子的数学老师
38
科学 8 年级科学课程的目标是让学生探索对科学的所有主要主题的兴趣来激发他们对科学的热情：化学，生 物学，物理学和天文学。 学生将通过发展探究和实验技能，学习进行和设计实验，并使用衍生的数据 通过解释和反思产生知识来探索这些兴趣。 此外，8 年级将重点关注更多内容，以使其具备学术语言 和沟通技巧，为 IGCSE 计划做准备。 课程内容 半学期 1 (8 – 10 月)
半学期 2 (11– 12 月)
半学期 3 (1 – 2 月)
半学期 4 (2 – 4 月)
夏季学 期 (4 – 6 月)
实验室技能和数据解释– 学生将学习如何安 全地进行实验，同时探索科学和工程方法的不 同步骤。 学生将学习安全地收集准确而精确 的数据，并学习解释该数据以产生知识。 化学和化学反应–学生将运用他们的实验室安 全技能，并通过我们对周围世界材料的处理能 力，学习化学概念如何改变了现代世界。 微生物学和病原体–学生将学习微生物如何与 我们竞争生存的机制，以及我们如何通过我们 的技术和人体自然机制来控制微生物。 重点 将放在数据分析上，以及根据数据来源对数据 进行评估。 物理：电和磁学–学生将学习现代技术如何利 用电和电磁学的发现及其对我们社会的影响。 重点将放在电路构造和电力的实际应用上。 技能的开发将取决于准确的图表构建，并能够 通过电路设计实际模型。 太空科学和恒星探索–学生将了解我们积累的 有关太阳系及其以外的知识。 我们还将研究 我们如何探索外层空间以及与技术发展有关的 问题，以促进我们的探索，以及它如何影响载 人航天的未来。 技能开发将侧重于理解科学 模型并评估如何将其用于开发现实世界的过程 和技术。 STEM 项目–该单元是关键 3 期科学计划中 2 年科学研究的结晶。 学生团队选择自己的项 目进行研究，计划，调查和总结自己的工作。 通过创建会议风格的实验室海报和演示文稿， 最终形成了一个涵盖科学，数学和计算机科学 的独立项目。 在该项目结束时，学生还可以 选择合格并达到 CREST 铜奖的标准。。
家庭作业例子 考评任务、方法和频率
学生所需配备
建议的阅读和扩展活动 在线资源（BBC Bitesize KS3）阅读有关主题的内 容。 通过跟进当前的科学思想，使学生能够参与课程并 扩展知识。
学生将使用 WHO 和 CDC 网站提供的真实数据。 重 点将放在 COVID-19 的研究和有效数据和信息的讨 论上。
学生将能够使用 PHET 和 Circuitlab 网站上的仿真 资源，通过仿真在家中查看概念和想法。
使用真实世界数据的 Internet 资源，例如 NASA， Hubble 和 Mars Rover 数据，并将在本单元的过程 中进行研究。 通过访问这些在线资源，学生可以 更深入地研究这些站点。
CREST 奖励网站可以为学生提供探索自己兴趣的想 法和资源。
阅读、研究、报告、准备项目的演示文稿等 形成性、持续性评估： 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。 实验室报告和实验室书籍中的发现结果交流。 评估组织和数据及设定任务的解释（每两周一次） 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，包括实验/海报/项目以及相应的 成就标准。 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。
39
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
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. 化学实验与设计 Crest 奖 KS3 科学部负责人 8 年级科学教师
Mr Patenaude 请通过登录家长端 Parent Portal 来查找孩子的科学老师
40
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，发展解决基于计算机的问题的能力。 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 学生将使用上学期开发的编程技能来设计和开发应用程 月) 序。 Edison Robots 学生将继续使用电子设备和机器人硬件练习编程技能。 的 半学期 4 (2 – 4 月)
编号系统： 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 途;理解 数字如何用二进制表示。了解如何使用数字表示二进制和十 六进制。 他们还将学习计算机如何存储数据。
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。
网站开发 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
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。 https://www.kitronik.co.uk/blog/inventors-kit-experiment-11/
41
相关 CCA 活动
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。
联系人
计算机科学部门负责 人 8 年级计算机科学教 师
Mr Singh 请通过登录家长端 Parent Porta 来查找孩子的计算机科 学老师
42
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 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。
半学期 1 (8 – 10 月)
*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 4 (2 – 4 月)
夏季学期 (4 – 6 月)
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
中文部门负责人
Ms Liu
8 年级中文教师
请通过登录家长端 Parent Portal 来查找孩子的中文老师
43
韩语 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.
시적 화자, 소설 속 서술자
시점
문학작품으로 표현하기
읽기의 생활화
문학의 다양한 해석과 관련하여 한 작품에 대한 다양한 비평문을 검색해서 읽어보기
추가 활동 : 책 소개 영상 만들기, 독서 일지 만들기
중학교 필독 도서 등을 검색하면 다양한 추천 도서 목록이
시의 운율 및 반어, 역설 파악하기
소설과 사의 풍자 파악하기
나옵니다. 가능한 많은 문학 작품을 읽을 수 있도록
글에 쓰인 다양한 표현과 그 효과
노력하기
살펴보기
문학 작품의 재구성 및 원작과
중학 문법 교재 등을 통해 유기적인 문법 공부 해보기
비교하기
영화 및 드라마, 연극 등의 원작 소설 읽기
다양한 설명문을 읽어보기
월간 중학 독서 평설, 월간 주니어 논술, 위즈키즈 등 다양한
문학작품으로 표현하기
한글 창제의 원리
단어의 정확한 발음과 표기
설명하는 글 쓰기
글의 표현 방식
매체 자료의 효과 파악하기
토론의 이론 및 실제
비판하며 읽기
논술 잡지 등을 통해 다양한 종류의 비평문을 접하려는
글의 표현 방식
시도 해보기
신문 기사 및 사설 읽어보기
다양한 논증의 방법 공부해보기
功课任务范例
매체를 활용하여 기행문 작성하기
评量题型、方式与时间
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.
所需教具 교과서 : 천재교육(박영목) 2-1, 2-2
父母/监护者能提供之协助
학생들이 보다 풍부한 어휘 사용을 할 수 있도록 다양한 글을 읽을 기회를 제공해주세요.
实用网络资源 联系人
韩语部负责任人
8 年级韩语老师
请通过登录家长端 Parent Portal 来查找孩子的韩语老师
44
韩国历史 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.
Half Term 1 (Aug – Oct) Half Term 2 (Nov – Dec) Half Term 3 (Jan – Feb) Half Term 4 (Feb – Apr) Summer Term (Apr – June)
Curriculum Content
Suggested Reading or Extension Activities
후삼국 시대와 고려의 성립
- 태조 왕건의 통일 과정 카드 나열하기
1.
통일신라의 동요와 후삼국의 성립
- 태조 왕건의 선거 포스터 만들기
2.
후삼국 통일과 태조의 정책
- 훈요 10 조를 통해 알아보는 태조 왕건의 정책 - 광종과 성종의 업적 비교하기
고려의 성립과 변천 1.
통치 체제 정지
2.
고려의 10C~12C 대외 관계
- 고려시대의 과거제도의 특징 파악하기 (조사 활동) - 고려의 대외관계에 대한 팀프로젝트
고려의 성립과 변천
- 무신 정변에 대한 연극 발표
1.
무신 정권의 성립과 사회 질서의 동요
- 대몽항쟁과 원간섭기에 대한 개별 발표
2.
반원 자주화 노력과 새로운 세력의 성장
- 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 조선의 성립과 발전 1.
- 일제의 식민사관에 대한 토론 하기
사림 세력의 성장
- 식민사관 반박 에세이 작성하기 (정치 Part)
功课任务范例
자료조사하기, 토론하기, 대본 작성하기, 그룹 프로젝트, 역사 신문 만들기 등
评量题型、方式与时间
Pop-up Test, 학기 중간 중간의 수시 평가 및 Annual Exam
所需教具
교재(중학교 역사 1 양호환) 및 학습지 학교 제공
父母/监护者能提供之协助
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.
实用网络资源
네이버 지식백과의 한국 역사/문화 카테고리 : http://terms.naver.com/list.nhn?cid=42919&categoryId=42919
相关活动
联系人
역사신문만들기, Korean History Webtoon
韩语部负责人 8 年级韩国历史老师
Ms Kwon 请通过登录家长端 Parent Portal 来查找孩子的韩国历史 老师
45
法语 在法语部，我们希望能够培养学生对于语言的热情，并且提供机会让他们探索新的文化。培养听、说、 读、写这四种技能，将使学生能够理解和表达自己，并理解语言的功能。
半学期 1 （8 月 – 10 月） 半学期 2 （11 月 – 12 月）
课程内容
建议的阅读或扩展活动
第一单元 问候 - 问候、姓名、年龄、数字 - 教室内物品及说明 - 法国地理与文化
Linguascope 网站：初级： - 基础篇 -Les nombres
第二单元 我居住的地方 - 字母、星期、月份 - 城市、国家 - 魁北克地理与文化
Linguascope 网站：初级： -我和家庭 -Où j’habite - 我周围的世界 -Les pays
- Les nationalités 半学期 3 （1 月 – 2 月） 半学期 4 （2 月 – 4 月）
夏季学 期 （4 月 – 6 月）
第三单元 家庭与家 - 家庭、家、位置 - 私人物品
Linguascope 网站：初级： -我和家庭 -Les membres de la famille
第四单元 动物 - 以宠物为主的动物 - 包括颜色在内的外形描述 - 喜好与意见 第五单元 节日 - 节日、生日及其他纪念日 - 性格与对头发和眼睛的外形描述 - 服饰 第六单元 休闲 - 天气、温度和季节 - 运动 (faire de, jouer à) - 音乐 (jouer de) - 关于休闲活动的讨论 - 平日及周末进行的家庭休闲活动
Linguascope 网站：初级： -我和家庭 -Mes animaux,
家庭作业示例
评估任务、方法和频率 学生所需物品 家长/监护人可以通过以下 方式帮助孩子： 有用的网站
-
Les vêtements Le corps Description du visage Description physiques Les traits de personnalité
Linguascope 网站：初级： - 我周围的世界
- La météo - 休闲
- Les sports d’intérieur - Les sport d’extérieur - Mes passe-temps - Les instruments de musique
- Quizlet - 用教学卡片练习听力和发音；用 Speller 练习听力和拼写；为巩 固词汇和语法结构，进行写作和转换练习。 - Education Perfect - 基于适应性强的支架式教学，在主题词汇、语法和文化 解释等四大技能的学习过程中提供即时反馈。 - 对于听、说、读、写四大技能进行形成性评价，并在单元结束时进行终结性评 价 Tricolor Total 1（在教室内使用）电脑连接（用于网上活动）、笔记本电脑 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 https://www.linguascope.com https://www.educationperfect https://www.reverso.net/text_translation.aspx?lang=EN
46
联系人
欧洲语言负责人 8 年级法语老师
Ms L Choi 请通过登录 Engage 家长端 Parent Portal 来查找孩子的法 语或西班牙语老师
47
西班牙语 关于西班牙语课程，我们的目标是促使学生热爱西班牙及拉丁美洲的语言和文化。通过学习西班牙语， 我们希望学生提高语言能力，并理解语言机制。此外，还将介绍新文化，为 8 年级的语言学习赋予更 大目标。 课程内容 半学期 1 （8 月 – 10 月）
建议的阅读或扩展活动
作为西班牙语初学者，学生首先会学习问候语和数字。 通过学习家庭成员、宠物、性格特点，学生的语言能力 将得到快速提高。西班牙语独有的语法结构将通过形容 词规则和语句结构的学习得到扩展。在期中放假前，学 生将学习墨西哥传统“El día de los muertos”。
半学期 2 （11 月 – 12 月）
学生将学习业余活动和课后、周末喜欢的活动。学生将 学习不同的天气，以及在雨天/晴天时进行的业余活动， 并使用现在时学习各种运动项目。在期末，学生将学习 西班牙语国家庆祝圣诞节的方式，以及与通常过节方式 的不同之处。
半学期 3 （1 月 – 2 月）
在此学期，学生将学习有关学校和学习科目的知识。期 间，学生就是否喜欢学校进行讨论和辩论。学生将学习 学校设施方面的知识，并对 NLCS 和西班牙及南美学校 进行比较。
半学期 4 （2 月 – 4 月）
在第 4 个半学期，学生将复习从 8 月开始学习的内容， 并以家庭为主题进行深度复习。此外，学生可以根据身 体特征描述自己和其他人，并讲述他们的住处和家庭成 员。这将进一步巩固有关现在时动词和形容词规则的语 法学习内容。 本年度的最后主题是观察学生们生活的社区或城市，并 讨论在那里会做什么。年底，学生将进行基本会话、捕 捉要点的听力、西班牙语课本阅读、作文等课题。他们 将在会话和写作方面应用所学的语法知识，以便为下一 年度做好准备。
夏季学期 （4 月 – 6 月）
家庭作业示例 评估任务、方法和频率
学生可利用 Quizlet、Education Perfect 或其他网站学习和巩固词汇。
学校将鼓励学生阅读欧洲语言图书馆提 供的各种短篇故事书。 建议学生积极使用 Pearson Active Learn、Educated Perfect 等词汇网 站。为练习不熟悉的词汇，学生可以制 作属于自己的 Quizlet。 学生已掌握语言基础，并可以创作较短 的文章。完成课题后，学生将寻找同义 词和同源词，并与母语进行比较。
口语：使用形容词，准备关于自己和家庭成员的简短演讲 写作：使用连接词写一篇短文描述业余时间所做的事情。 学期中间将进行基本词汇和语法测试。通常，每两周将有作文作业，每半学期将 有一次口语作业。大部分课程中将进行形成或终结方式的阅读和听力评价。
学生所需物品
练习册与词汇册
父母/监护人可以通过以下 方式为子女提供帮助： 有用的网站
父母可以检查子女是否完成家庭作业。修改词汇是学生需要的主要帮助。
联系人
欧洲语言负责人 8 年级西班牙语老 师
https://quizlet.com https://www.educationperfect.com/ Pearson Active Learn Ms Choi 请通过登录家长端 Parent Portal 来查找孩子的法语或西 班牙语老师
48
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。通过学习拉丁文，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 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 3 (1 – 2 月)
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
与孩子讨论他们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/ https://www.educationperfect.com/controlpanel/#/logiin
联系人
拉丁语负责人 8 年级拉丁语老师
Mrs Baird 请通过登录家长端 Parent Portal 来查找孩子的拉丁语老 师
49
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 半学期 1 (8 – 10 月) 半学期 2 (11– 12 月)
物理过程 河流系统的发展和特点，给人们带来的机遇和危害
建议的阅读和扩展活动 阅读“Journey to the River sea by Eva Ibbotson”
人类过程 掌握人口增长的过程及迁徙带来的影响
调查你的家庭历史，了解你的国家起 源的发展方式和原因。 阅读：Tug of War” by Catherine Ford; Millions by Frank Cottrell Boyce; The Rain by Virginia Bergin
半学期 3 (1 – 2 月)
Solving the puzzle under the sea
悦动的星球 板块边界、火山种类、 预知和危机管理。
Plate tectonics
Escape from Pompeii by Jim Eldridge。
半学期 4 (2 – 4 月) 夏季学期 (4 – 6 月)
能源 了解不同类型的资源，并对其进行分类和评估。 针对济州岛使用的能源种类进行实地考察并撰写调 查报告。 极端环境 了解动植物是怎样适应炎热和寒冷的极端环境生存的。 探索在炎热和寒冷的环境中求发展的机会和挑战。
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
观看 Al Gore 纪录片“难以忽视的真 相”
观看 BBC 纪录片：“人类的星球”系 列。
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 地理负责人 8 年级地理教师
Ms Tuck 请通过登录家长端 Parent Portal 来查找孩子的地理老师
50
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 半学期 1 (8 – 10 月)
建议的阅读和扩展活动
最伟大的表演家有多准确？ 通过对巴纳姆的“人与神话”的探讨，学生们将了解十九世纪的一系 列历史概念（因果关系、变化、观念和意义） 横跨大西洋的奴隶贩卖 通过学习欧洲、非洲和美国之间的奴隶交易，学生们将了解社会的剧 烈变化，并形成“因果关系”的历史概念的认识。
半学期 2 (11– 12 月)
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)
工业革命 学生们通过关于工业革命对英国及其他地区产生的影响的案例学习掌 握“变化和连续性”的历史概念。
半学期 4 (2 – 4 月)
彼得卢屠杀 通过有关英国政治革命是如何发生的探讨，学生们将重点学习“观 念”这一历史概念。
夏季学期 (4 – 6 月)
为什么历史学家对大英帝国持有不同意见？ 学生们首先掌握对大英帝国的基本知识后，将通过集中研究一系列案 例，了解历史学家们对大英帝国的不同看法。
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
The History Society 将配 合本单元提供各种文本、有 用的网站和纪录片，并通过 图书馆、图书俱乐部和展览 和共享内容。
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 历史负责人 8 年级历史教师
Mr Loser 请通过登录家长端 Parent Portal 来查找孩子的历史老师
51
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 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 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。
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
体育负责人 体育老师
Ms DeMartino 请通过登录家长端 Parent Portal 来查找孩子的体育老师
52
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。 课程内容 半学期 1 (8 – 10 月)
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。
建议的阅读和扩展活动 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
艺术负责人 艺术教师
Ms Kennington 请通过登录家长端 Parent Portal 来查找 孩子的艺术老师
53
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 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。 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 1 (8 – 10 月) 半学期 2 (11– 12 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。
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。
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。
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
舞蹈部负责人 舞蹈教师
YouTube is a very useful resource to watch the extracts listed above 学校音乐剧，艺术周制作，舞蹈技巧，芭蕾，嘻哈 Mrs. Taylor 请通过登录家长端 Parent Portal 来查找孩子的舞蹈老师
54
戏剧 NLCS Jeju 的戏剧课程让学生能够冒险并进入新的世界，产生好奇心、激情和热情，从不同的、更明智 的角度来看世界。 它为学生提供了响应刺激所需的团队协作技能，并通过创建、执行和评估剧本设计 和编写剧本片段来实现。 课程内容 学期 1
建议的阅读和扩展活动
合演策划与集体设计 我们强调所有学生能够进行协作活动，共同分享创作过 程。因此初始课程将侧重于复习、巩固和发展戏剧合演 技能。通过即兴练习和小组活动，学生可以进行对主题/ 问题/风格方面的探讨。
学期 2
表演技巧 此单元的重点是了解意大利剧场传统“commedia dell’ arte”、以及演员的角色。通过学习这种表演风格的知 识和技能，学生将了解声音、身体、空间使用和技术支 持如何影响他们的表演。学生们将展现他们对此戏剧风 格的理解和知识。
学期 3
表演意图 为了培养学生的独立能力，促使学生可根据他们在舞 台上表演做出明智的选择。他们需要明确表演意图， 并通过一系列表演技巧和技术因素支持他们的想法。 所有学生将进行协作，并需要提供、接受和实践老师 和同伴的建设性意见。
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
参加 Drama CCA 及 Bryant 活动。 在 NLCS 图书馆查询相关书籍和表演。 在线观看现场表演。
参加 Drama CCA 及 Bryant 活动。 在 NLCS 图书馆查询相关书籍和表演。 在线观看现场表演。
参加 Drama CCA 及 Bryant 活动。 在 NLCS 图书馆查询相关书籍和表演。 在线观看现场表演。 参加“艺术周”戏剧表演。
通过书面作业来记录和捕捉其表演、研究、对剧本的解读、评估表演工作，开发 戏剧设计理念，记录学习进展。 总结性评估 - 小组和个人的戏剧表现，以及对书面作业情况。 形成性评估 - 定期的教师/学生反馈和目标设定。 没有 带着孩子去观看现场表演 BBC Bitesize - 戏剧资源。 Imprology - 即兴游戏和课程。 Doolle.com - 免费在线指南，了解现代剧作家和戏剧。 KS3 戏剧制作，音乐和艺术周表演 戏剧部负责人 8 年级戏剧教师
Mr Peirson 请通过登录家长端 Parent Portal 来查找孩子的戏剧老师
55
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)
音乐基础/合奏技能：在 8 年级学期初，通过包括中级水 平的音符和节奏阅读能力在内的音乐基础学习，学生们将 掌握共同的音乐语言。在整个学期中，学生们还将继续练 习合奏技能，并将其融入到音乐表演的各个方面。
半学期 2
非洲音乐：学生通过学习弹奏非洲鼓，创作属于自己的打 击乐表演，学习非洲音乐，提高切分音的应用、合奏及其 他表演和作曲等能力。
在学期结束前，学生们必须掌握 ABRSM Level 2 表演水平的阅读和表 演能力。通过阅读和表演中级水平的 乐谱和节奏，帮助学生达成上述目 标。 聆听“Graceland by Paul Simon”。 分析流行音乐及非洲音乐对你听到的 音乐带来的影响。
(11– 12 月) 半学期 3 (1 – 2 月)
蓝调：学期间，学生将学习 12 小节蓝调结构、蓝调音阶 和蓝调歌曲创作，并提升即兴演奏技能。这一学期，学生 们将以大小合奏的形式进行即兴演奏。
聆听著名蓝调音乐，例如：Sweet Home Chicago, Little Red Rooster and Walkin’ Blues。这些作品如何 表现出蓝调？
半学期 4 (2 – 4 月)
电影音乐/表演：学生们在本学期内将学习电影音乐并创作 自己的电影乐谱。他们将使用 ostinato、micky mousing、创建人物主题等音乐技巧，为一部著名电影的一 个场景作曲。
倾听并分析 John Williams、Hans Zimmer、Ennio Morricone 等著名作 曲家创作的电影插曲。这些音乐是怎 样加强电影效果的？
在表演单元，学生将选择符合自己表演水平的曲目，练习 独奏和小型合奏，并通过现场表演提高表演技能。
每个学生在家进行高水平的独奏练 习。听取演奏录音，培养解释每首音 乐的风格和差异的能力。参加现场表 演。 在家练习自己的表演部分。听取同一 合奏和同一音乐类型中的相似片段。
夏季学期 (4 – 6 月)
“艺术周”合奏项目：在激动人心的学校“艺术周”期 间，学生们将准备一场大型音乐会。“艺术周”音乐会将 包括歌唱表演及乐器演奏。
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 音乐部负责人 音乐教师
Ms Ruskovich 请通过登录家长端 Parent Portal 来查找孩子的音乐老师
56
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？ 学生将学习以下沟通领域：有效的团队合作；谈判；判断。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)
半学期 4 (2 – 4 月)
夏季学期 (4 – 6 月)
接受 我们应该如何评价自己和他人？ 学生将考虑什么是自我接纳。他们将学习如何确定个人素质。他们 还将学习接受的概念，有助于解决他们面临的问题。 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。坚韧的重要性是什么？ 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？ 学生将继续关系与性教育课程。他们将发展对青春期期间身体和情 绪变化的了解，并了解积极的身体形象。这些课程将基于 7 年级获 得的知识。
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 请通过登录家长端 Parent Portal 来查找孩子的 PSD 老师
57
8 年级独立项目 描述 8 年级独立项目是一项任务，允许学生在他们选择的学科领域发展他们的学科知识、他们的学术英语和 研究技能。该项目采用 1000 字（+/- 10％）的文章形式，格式类似于 IB 扩展文章。负责监督该项目的 工作人员将指导学生完成该项目的各个方面。 独立项目将在今年的第一个学期内进行，项目的时间表将由独立项目协调员创建和分发。 项目名称 学生从一系列科目的约 20 个标题列表中选择他们的论文题目。 如果学生希望创建自己的标题，他们可以这样做，但他们必须得到项目协调员或其主管的批准。 指导和支持 在项目期间有集会和演示，以支持学生获得项目所需的学术技能。图书馆还将有额外的支持活动环节， 有 EAL 课程的学生将从他们的 EAL 老师那里获得关于完成该项目的额外指导。 在这项工作允许的两周内不会设置额外的作业，更多细节将在项目开始前发送给学生和家长。
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。
58
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。 让您的孩子每天写下 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 确保您的孩子在有效时间内完成功课。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 岁的青少年应该睡 8 至 10 个小时。 获得最佳 睡眠量为您的孩子提供身体和精神发展的所需，保证他们可以在学校表现良好。
59