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 35 minute periods per day and Year 8 are taught the following number of periods in each subject per week: English (9) Maths (7) Science (6) Mandarin (4)* Korean Language (4) Korean History (2) 2nd Language Choice (3)** Geography (2) History (2) Computer Science (2) Art (2) Physical Education (2) Music (2) Drama (2) Dance (2) 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.
THE CURRICULUM Year 8
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. Curriculum Content
Suggested Reading or Extension Activities
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 1 (Aug – Oct)
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:
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.
Assessment tasks, methods and frequency
Useful websites Co-curricular activities
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 Hall Please consult the Parent Portal to find the name of your child’s English teacher
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?’. 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.
Suggested Reading or Extension Activities 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/
Students find the surface area and volume for prisms, cylinders, pyramids, cones, and spheres given the formula. Summe r 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
Investigations, projects, open tasks, writing explorations on the given topics, online worksheets, creating presentations of their own work such as completion of practice problems and ‘Myimaths’ questions.
Assessment tasks, methods and frequency Equipment that students need
Students will undertake four standardised assessed tasks in the year.
Parents / guardians can help their child by:
Support your child whilst they are working on their homework, encourage their pursuit of the extension tasks above and then look for websites, books and articles to develop their interest. NRICH’s activities focus on developing problem solving and mathematical thinking. Please visit the website https://nrich.maths.org/ For the ICT tools that promote visualisation and exploration of concepts, please visit the websites https://www.geogebra.org/ and https://www.desmos.com/calculator UKMT Intermediate Preparation CCA UKMT Beginners CCA Exploring Mathematics CCA
Useful websites
Co-curricular activities
Who can I contact?
Students are required to bring a calculator, a pair of compasses, a protractor and a ruler in addition to their regular equipment.
Head of Mathematics Teachers of year 8 Mathematics
Ms Bulut Please consult the Parent Portal to find the name of your child’s Maths teacher
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. 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 creation of a conference style lab poster and presentation. Students will also have the option to qualify and meet the standards for the CREST Bronze Award at the end of this project.
CREST award website can provide ideas and resources for students to explore their own interests.
Examples of homework tasks
Reading; researching; reporting; preparing project presentation.
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?
Formative, Continuous Assessment: - Experimental skills (in lab): measurements; data processing; graphical analysis; 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. 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
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. Curriculum Content Half Term 1 (Aug – Oct)
Computational Thinking Students will be understanding Boolean algebra and some of its uses in circuits, programming and expressions. Understanding of key algorithms that reflects computational thinking.
Suggested Reading or Extension Activities
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 the application using programming skills developed in last term.
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.
Edison Robots Students will continue to practice their programming skills using electronics and robotic hardware.
Python coding skills to develop a project and solve challenging problems on http://codingbat.com/python and research on 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/
Website development Students will gain a deep understanding of website design and how Javascript is used in web page creation. Students will learn to develop dynamic web pages and apply skills to develop a website. Summe r Term (Apr – June)
Project work 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.
Examples of homework tasks
Class assignments, presentations, quizlet assignments.
Assessment tasks, methods and frequency Equipment that students need
Project work and Unit log
Parents / guardians can help their child by: Useful websites Co-curricular activities
Ensuring that students do practice programming skills during breaks by registering online courses. https://learnjavascript.online/ Coding Squad, ACSL/CCC coding competition cca, Tech Hardware Bryant, The annual Fobisia coding challenge and Robotics club.
Who can I contact?
Head of Department
Laptops, reference books from the library, software’s - Javascript, Python
Tajvir Singh, tsingh@nlcsjeju.kr Please consult the Parent Portal to find the name of your child’s Computer Science teacher
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。
Curriculum Content
Suggested Reading or Extension Activities
Half Term 1 (Aug – Oct)
⮚ *写人叙事类文章： ⮚ 《背影》、《藤野先生》、《我的母 亲》、《老王》、《就英法…》、《 ⮚ 之恶》 *写景类文章 《春》、《济南的冬天》、《一个炎热的 ⮚ 夏日》
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。
Half Term 2 (Nov – Dec)
*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》 ⮚ 说》《星星变奏曲》 ——诗歌配乐朗诵或诗歌创作
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。
Half Term 3 (Jan – Feb)
*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
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
Half Term 4 (Feb – Apr)
*文言文： ⮚ 《桃花源记》、《短文两篇》、《小石⮚ 潭记 》、《岳阳楼记》、《醉翁亭 记》 ⮚
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。
Summer Term (Apr – June)
——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
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。
⮚ ⮚
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 Who can I contact?
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 Head of Mandarin Teachers of Y8 Mandarin
Jenny Liu Please consult Parent Portal to find the names of your child’s Mandarin teacher
KOREAN LANGUAGE 8학년 국어는 말하기, 듣기, 읽기, 쓰기 및 문학과 문법 등 다양한 영역에 걸친 학생의 국어능력 향상에 목표를 둡니다. 교육부가 고시한 중학교 2학년 국어교육과정을 NLCS Jeju의 학사 일정에 따라 재구성하여 공부합니다. 따라서 다음의 교육과정은 학교의 사정에 따라 변동될 수 있습니다
Curriculum Content Half Term 1 (Aug – Oct)
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Suggested Reading or Extension Activities
시적 화자, 소설 속 서술자 시점 문학작품으로 표현하기 읽기의 생활화
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문학의 다양한 해석과 관련하여 한 작품에 대한 다양한 비평문을 검색해서 읽어보기 추가 활동 : 책 소개 영상 만들기, 독서 일지 만들기
Half Term 2 (Nov – Dec)
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시의 운율 및 반어, 역설 파악하기 소설과 사의 풍자 파악하기 글에 쓰인 다양한 표현과 그 효과 살펴보기
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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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문학 작품의 재구성 및 원작과 비교하기 문학작품으로 표현하기 한글 창제의 원리 단어의 정확한 발음과 표기
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중학 문법 교재 등을 통해 유기적인 문법 공부 해보기 영화 및 드라마, 연극 등의 원작 소설 읽기
Half Term 4 (Feb – Apr) Summer Term (Apr – June)
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설명하는 글 쓰기 글의 표현 방식 매체 자료의 효과 파악하기
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다양한 설명문을 읽어보기 신문 기사 및 사설 읽어보기
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토론의 이론 및 실제 비판하며 읽기 글의 표현 방식
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월간 중학 독서 평설, 월간 주니어 논술, 위즈키즈 등 다양한 논술 잡지 등을 통해 다양한 종류의 비평문을 접하려는 시도 해보기 다양한 논증의 방법 공부해보기
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Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need
매체를 활용하여 기행문 작성하기 8학년 학생들은 통상 half term에 각 1~2회의 평가를 진행합니다. 평가는 선다형 문제와 서술형 문제 등으로 다양화 되어 있고 학생들의 글쓰기 능력 신장에 많은 비중을 둡니다.
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
교과서 : 천재교육(박영목) 2-1, 2-2
http://mid.ebs.co.kr/main/middle?mainTop, https://reading.jje.go.kr/r/newReading/intro/readingNoticeForm.jsp.
Ms Kwon Please consult the Parent Portal to find the name of your child’s Korean teacher
KOREAN HISTORY 8학년은 ‘고려의 건국 부터 조선 전기’에 관한 전반적인 내용을 학습합니다. 한국사 수업을 통해 학생들이 올바른 ‘역사 인식’을 형성하고, 앞으로 당면할 문제에 있어 바른 선택을 할 수 있는 능력을 갖추게 하는 것이 NLCS Jeju한국사 수업의 목표 입니다. 다음 교육과정은 학사일정에 따라 변경하여 운영될 수 있습니다.
Curriculum Content Half Term 1 (Aug – Oct)
Suggested Reading or Extension Activities
고려 건국과 정치 변화 1. 후삼국 통일과 태조의 정책 2. 고려 초기 통치체제의 정비
- 태조 왕건의 통일 과정 카드 나열하기 - 태조 왕건의 선거 포스터 제작 - 훈요10조와 태조 왕건의 정책 연계 - 광종과 성종의 업적 비교
Half Term 2 (Nov – Dec)
문벌 귀족 사회의 모순과 고려의 대외 관계 1. 고려의 대외 관계 2. 무신 정변과 사회 질서의 동요
- 고려의 대외 관계에 대한 프로젝트 - 문벌 귀족 사회의 모순 및 무신 정변에 대한 비평 에세이
Half Term 3 (Jan – Feb)
1. 2.
대몽항쟁과 고려의 개혁 대몽 항쟁 및 몽골의 간섭 반원 자주화 노력과 새로운 세력의 성장
Half Term 4 (Feb – Apr)
조선의 성립과 발전 1. 조선의 건국과 통치 체제의 정비 2. 조선 전기 민족문화의 발달
Summer Term (Apr – June)
조선의 성립과 발전 1. 사림 세력의 성장, 사화 와 붕당 2. 왜란과 호란
- 대몽항쟁과 원간섭기에 대한 개별 발표 - 고려 후기 사회 및 문화에 대한 역사 신문 제작
- 조선 전기 통치자들에 대한 논평문 - 조선 전기 민족 문화 탐구 - 붕당 정치의 전개표 작성 - 식민사관에 대한 토론 및 반박 에세이 작성 - 모의 재판
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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 프로젝트
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 되기도 합니다.
Useful websites
네이버 지식백과의 한국 역사/문화 카테고리 : http://terms.naver.com/list.nhn?cid=42919&categoryId=42919
Co curricular activities
Korean History and Society with time machine
Who can I contact?
Head of Korean Teachers of Year 8 Korean History
교재(중학교 역사2 비상 교육) 및 학습지 제공
Ms Kwon Please consult the Parent Portal to find the name of your child’s Korean teacher
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. Curriculum Content
Suggested Reading or Extension Activities
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
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
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 Half Term 1 (Aug – Oct)
Suggested Reading or Extension Activities
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
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.
Equipment that students need
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 / guardians can help their child by:
Parents can help by checking that homework is completed. Revision of vocabulary are the main support the students will need.
Assessment tasks, methods and frequency
Useful websites
https://quizlet.com https://www.educationperfect.com/ Pearson Active Learn
Who 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 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. 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) Summe r Term (Apr – June)
Suggested Reading or Extension Activities
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
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 Read Journey to the River sea by Eva Ibbotson
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
Research your family history to understand how and why your country of origin has developed over time.
Half Term 3 (Jan – Feb) Half Term 4 (Feb – Apr)
Restless Planet ● Plate boundaries, types of volcanoes, Perception and managing risk.
Read: Tug of War” by Catherine Ford; Millions by Frank Cottrell Boyce; The Rain by Virginia Bergin Solving the puzzle under the sea Plate tectonics Escape from Pompeii by Jim Eldridge
Summer Term (Apr – June)
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?
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
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)
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
Mr Loser
Teachers of Year 8 History
Please consult Parent Portal to find the name of your child’s History teacher
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) Summe r 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
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. All students will develop their ICT skills through creating a digital sketchbook over the duration of the year. Curriculum Content Half Term 1 (Aug – Oct)
Architecture - Research and Drawing This term, students will learn about the fundamental concepts of Architecture. ● Analyse and deconstruct the architecture of Frank Gehry and Zaha Hadid. ● One and two point perspective.
Half Term 2 (Nov – Dec)
Architecture - Design ● Design their own architectural form responding to a brief, understanding design for a purpose. ● Use the relevant applications of Photoshop/CAD to complete a final architectural design. Architecture - Sculpture ● Students will construct and present their architectural work in three dimensions. ● Make forms using paper, cardboard, and other materials. ● Architectural photography, conclusion and written reflection. Printmaking - Lino Printing ● Investigate the work of various Lino Print artists. ● Learn the fundamental techniques of printmaking before designing their own prints.
Half Term 3 (Jan – Feb)
Half Term 4 (Feb – Apr) Summer Term (Apr – June)
Mask-making ● Students will study a range of different mask-making styles and constructions techniques from a range of cultures. ● Make their own masks which will be decorated and refined using a range of media and processes.
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 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. Research the work of Henry Moore. Why was his work so influential in the 20th Century?
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
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
Mrs. Taylor
Teachers of Dance
Please consult the Parent Portal to find the name of your child’s Dance teacher
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
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
Suggested Reading or Extension Activities ● ● ●
● ● ●
● ● ● ●
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.
Who can I contact?
Head of Department Teachers of Drama
Mr Peirson Please consult the Parent Portal to find the name of your child’s Drama teacher
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. Curriculum Content
Suggested Reading or Extension Activities
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.
Arts Week Ensemble Project: As the exciting weeks approach for our schoolwide Arts Week, students will prepare a mass musical performance to be performed at a large-scale concert during arts week. This may include singing or instrumental playing focused on the theme of Arts Week.
Home practice of the allocated pieces. Listening to similar pieces in the same ensemble and genre type.
Half Term 1 (Aug – Oct)
Half Term 2 (Nov – Dec)
Summer Term (Apr – June)
Examples of homework tasks Assessment tasks, methods and frequency Equipment that students need
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.
Parents / guardians can help their child by:
Supporting music practice, listening to a wide range of music and taking your child to live musical performances
Useful websites Co-curricular activities Who can I contact?
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
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. 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.
Suggested Reading or Extension Activities
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
Useful websites
Co-curricular activities
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.
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
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. After obtaining experimental data, working in pairs is optional. b. Students may analyse any data they obtain during Mathematics lessons. c. 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. A large poster display of your process. This can either be done individually, or in pairs. b. An individual self-reflection sheet. NB: The best projects will be put forward to represent NLCS at the tri-school STEM fair.
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.
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Get your child to keep a notebook and write down 3 new words of vocabulary every day.
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Encourage your child to read newspapers and magazines online e.g. The Times magazine online.
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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.