year 5 curriculum guide 5 curriculum... · reader to do something or accept a point of view....

Curriculum Guide Year 5

WHO CAN HELP?

ROLE NAME E-MAIL

Head of Junior School Ms. Hannah Cunningham [email protected]

Assistant Head (Teaching and Learning)

Mr. Stewart Smith [email protected]

Assistant Head (Pastoral)

Mr. Richard Swingler [email protected]

Head of UKS2 Ms. Megan Hardy [email protected]

5HG Tutors Ms. Gillian Hawkins Mr. John Gilbertson

[email protected] [email protected]

5WH Tutors Mr. Dien Wooler Ms. Megan Hardy


5BF Tutors Ms. Vivienne Brooks Ms. Jennifer Freeman


NLCS JEJU CURRICULUM SUBJECTS Art Computer Science English Humanities

• Geography • History

Korean • Korean Language (Korean speakers only) • Korean Social Studies (Korean speakers only) • Korean Second Language (non-native speakers only)

Mandarin • Mandarin Language (Mandarin speakers only) • Mandarin Social Studies (Mandarin speakers only) • Mandarin Second Language (non-native speakers only)

Mathematics Music Personal, Social, Economic and Health Education (PSHE) Physical Education (PE), Swimming and Dance Science Throughout this curriculum guide, we suggest additional reading to broaden your child’s understanding and deepen their love for each subject. Where possible, these books are currently available in the Junior School library. Where any books are not stocked in the library or easily accessible to purchase, your child’s teachers will be able to recommend alternatives. We are also continuously reviewing our library provision in order to better support our curriculum.

ART Children will be taught to create and respond to art. They learn as artists by creating art that communicates to audiences. They learn as audiences by responding critically to the arts. In their art lessons, children will imagine, design and create art works. They will learn to use and manage the materials, instruments and skills of the art form to prepare, develop, produce and present art. Children will respond to art through their senses, thoughts and emotions. They will come to understand and appreciate works of art through critical study.

Curriculum Content

Creating

Children will explore, develop and express their ideas using visual arts. They will be taught to: • become increasingly independent in the creative process; • use sketchbooks as an everyday tool to reflect, to discover and to develop personal

interests, and as a source of ongoing information; • use a variety of materials, tools, and techniques to determine solutions to design

challenges and to explore and express ideas in 2D and 3D artworks; • demonstrate observation skills; • continue to develop, skill and understanding of the elements and principles of art and

design and use them in appropriate ways when producing and responding to works of art;

• focus on proportion, emphasis and movement.

Responding

Children will be taught to: • understand how the elements and principles of design inform basic composition and

work to communicate ideas; • use artistic vocabulary to discuss styles, materials, processes, and techniques in

artwork; • view and discuss artwork by artists from different cultures, times and locations; • evaluate and reflect on the characteristics of their work that are most successful and

identify areas to improve.

Further reading

Art for Kids by Kathryn Temple Art Lab for Kids by Susan Schwake Creative Form Drawing by Angel Lord The Arts: a visual encyclopedia by DK

Useful websites www.tate.org.uk/kids

Co-curricular activities Illustration Club, Woodwork, Art History, Cross-stitch, Sewing, Sketching Skills, Candle Craft, Pottery.

Who can I contact? Head of Art Ms. Krista Merrill [email protected]

COMPUTER SCIENCE

Curriculum Content

Suggested Reading or Extension Activities

Autumn Term

E-safety Children will create a short video to explain the potential dangers of being online and what to do if they ever feel uncomfortable. They will be taught various movie-making techniques and editing skills in order to produce a high quality video. Flowcharts Children will develop their understanding of flowcharts. A flowchart is a type of diagram that represents an algorithm or process which shows the steps as different boxes showing their order with arrows.

www.thinkuknow.co.uk kids.kiddle.co (Search: ‘Flowchart’)

Spring Term

Augmented Reality Children will be learning to create an augmented reality game. They will use their prior knowledge about flowcharts and block coding in order to create an augmented reality experience from an open source program. This experience will teach them how to systematically plan and it will really test their critical thinking and problem solving skills.

HP Reveal (available in App Store and Google Play) www.quivervision.com (apps available in App Store and Google Play)

Summer Term

Website Design Children will be taught how to design a website. They will be creating their own website with different pages focusing on different topics. They will be in full control of how the website looks and the editing. A QR code will then be generated to allow other people to visit their website. Children will also revisit email etiquette and safety.

Please see the online safety websites listed below.

How to help at home

Advice for parents on how to help children stay safe online can be found on the childnet and thinkuknow websites (see below). Childnet is a UK charity working to make the Internet a safe place for children and young people. Thinkuknow is run by CEOP, a command of the UK National Crime Agency. Further advice can be found on the parentinfo and parentzone websites.

Useful websites

www.childnet.com/parents-and-carers www.thinkuknow.co.uk parentinfo.org parentzone.org.uk

Co-curricular activities Computer Logic, Drone Club, Movie Shooting

Who can I contact? Head of Computer Science Mr. David Smithson [email protected]

ENGLISH

Curriculum Content


Autumn Term

Fiction: Traditional Tales - Legends Non-fiction: Recounts – A piece of writing which retells events that have previously occurred. Examples include diaries, newspapers reports and letters. Non-chronological Reports – A non-fiction text which gives information about a particular subject. It reports information without referring to the order in which things happen. Poetry: Kenn Nesbitt Spoken Word/Raps

Beowulf by Kevin Crossley-Holland Sir Gawain and the Loathly Lady by Selina Hastings Arthur: The Seeing Stone by Kevin Crossley-Holland The Story of Robin Hood by R. Leeson Myths and Legends by Anthony Horowitz Arthur, High King of Britain by Michael Morpurgo The Armpit of Doom by Kenn Nesbitt The Biggest Burp Ever by Kenn Nesbitt www.childrenspoetryarchive.org www.poetry4kids.com

Spring Term

Fiction: Stories from our Literary Heritage Non-fiction: Persuasive Writing – A type of non-fiction writing which gives arguments in favour of a subject in order to persuade the reader to do something or accept a point of view. Adverts and travel brochures are examples. Instructions – a non-fiction text which gives instructions on how to complete a task. It may have organisational devices such as bullet points or numbers, diagrams or pictures. Poetry: Cinquain Poetic Style

The Chronicles of Narnia by C.S. Lewis The Harry Potter Series by J.K. Rowling Billy the Kid by Michael Morpurgo Stig of the Dump by Clive King The Wolves of Willoughby Chase by Joan Aiken Alice’s Adventures in Wonderland by Lewis Carroll Macbeth (A Shakespeare Story) by Andrew Matthews and William Shakespeare Hamlet (A Shakespeare Story) by Andrew Matthews and William Shakespeare The Tempest (A Shakespeare Story) by Andrew Matthews and William Shakespeare www.childrenspoetryarchive.org www.poetry4kids.com (Search the website for ‘How to Write a Cinquain’)

Summer Term

Fiction: Suspense and Mystery Stories Non-fiction: Explanation Texts – A piece of non-fiction writing which describes a process, such as how something works. It is usually written in the present tense and may have bullet points, numbers and/or pictures or diagrams. Discussion Texts – A text where the writer is either ‘for’ or ‘against’ an issue or subject, or presents the case for both sides.

Snow Horse and Other Stories by Joan Aiken Room 13 by Robert Swindells The London Eye Mystery by Siobhan Dowd No Such Thing As Dragons by Philip Reeve Cosmic by Frank Cottrell Boyce Flood Child by Emily Diamand

Recommended extra reading

Who Let The Gods Out by Maz Evans Beetle Boy by MG Leonard Boy in The Tower by Polly Ho-Yen Heidi by Johanna Spyri

Artemis Fowl by Eoin Colfer The Wonder Garden by Jenny Bloom and Kristjana Williams The Butterfly Lion by Michael Morpurgo Charlotte’s Web by E.B. White Clockwork by Philip Pullman Danny Champion of the World by Roald Dahl The What on Earth? Wallbook Timeline of Big History by Christopher Lloyd Dragon Rider by Cornelia Funke I Know What You Did Last Wednesday by Anthony Horowitz The Ghost of Thomas Kempe by Penelope Lively Harry Potter by J.K. Rowling Heard it in the Playground by Allan Ahlberg The Hundred and One Dalmatians by Dodie Smith The Iron Man by Ted Hughes Scribbleboy by Philip Ridley Stig of the Dump by Clive King Hacker by Malorie Blackman When Hitler Stole Pink Rabbit by Judith Kerr Moondial by Helen Cresswell The Demon Headmaster by Gillian Cross The Witches by Roald Dahl Bill’s New Frock by Anne Fine The Mouse and his Child by Russell Hoban The Sheep-Pig by Dick King Smith King of the Forest Clouds by Michael Morpurgo The Phoenix and the Carpet by E. Nesbit A Series of Unfortunate Events by Lemony Snicket Woof! by Allan Ahlberg The Factory Made Boy by Christine Nostlinger Aquila by Andrew Norriss The Miraculous Journey of Edward Tulane by Kate DiCamillo

How to help at home

Reading for pleasure helps children broaden their vocabulary, develop their imagination, increase their general knowledge and is an important factor in future academic success. You can help instill a love of books by reading regularly with your child.

• Make reading part of your family life. Have books around you so that your child is ready to read whenever there’s a chance.

• Follow your child’s reading interests. It doesn’t matter whether it’s fiction, poetry, comics, non-fiction or magazines. It’s all worthwhile.

• Encourage your child’s reading choices – maybe a familiar book for re-reading as well as something new. If you are stuck for something to catch your child’s imagination ask their teacher or see our list of recommended reading.

• Get comfortable! Find somewhere cosy and comfy to read with your child.

• Ask questions to keep your child interested in the story. You might like to ask questions such as, ‘What has happened so far?’ ‘Is it what you expected to happen?’ ‘What might happen next?’ ‘How do you think the story might end?’ ‘What sort of character is….? Is he/she friendly/ mean/ nice…?’

• Read whenever you get the chance. Bring along a book or magazine for any time your child has to wait, such as at a doctor’s surgery.

• Read again and again. Encourage your child to re-read their favourite books and poems. Re-reading helps to build up fluency and confidence.

• Books and poems which include rhyme and repetition are great for encouraging your child or children to join in and remember the words.

Useful websites www.booktrust.org.uk has lots of recommendations of high quality books for children of all ages. Try the ‘bookfinder’ tool for inspiration on what to read

next. Look online and in app stores for appropriate word and spelling games. Search ‘Oxford Owl advice for parents’ for ideas to help support your child’s learning outside school.

Co-curricular activities Jeju Players, Library, Penpals, We Love Reading, Creative Writing, Poetry Society, Dear Diary, Word Games and Puzzles

Who can I contact?

Head of English Ms. Jennifer Freeman [email protected]

English Teachers Ms. Jennifer Freeman and Ms. Jane Rouson

HUMANITIES GEOGRAPHY

Curriculum Content


Autumn Term

Brazil Through the study of Brazil, children will be taught to:

• use maps and atlases to locate the continent of South America and the country Brazil. Children will identify the countries bordering Brazil and concentrate on Brazil’s environmental regions, key physical and human features, and major cities;

• describe and understand the key aspects of physical geography, such as biomes and vegetation belts, rivers and mountains, climate zones;

• use climate data to create climate graphs; • identify types of settlement and land use, services,

economic activity, and the distribution of natural resources, including energy, food, minerals and water. Children will examine human and physical push and pull factors related to urbanisation.

• compare and contrast two areas of a city (Barra de Tijuca and the Rocinha favela);

• conduct independent research into the Amazon rainforest and the Awa tribe.

Journey to the River Sea by Eva Ibbotson The Great Kapok Tree by Lynne Cherry The History Detective Investigates: Mayan Civilisation by Clare Hibbert Skills from Brazil (Jamie Johnson) by Dan Freedman Neymar (Sporting Heroes) by Roy Apps www.oddizzi.com kids.nationalgeographic.com The Big Earth Book (Lonely Planet Kids) by Mark Brake The Travel Book: Mind-blowing stuff on every country in the world by Lonely Planet Kids Atlas of Adventures by Lucy Letherland www.primaryhomeworkhelp.co.uk (Search: ‘Brazil’)

Spring Term

Earthquakes and Volcanoes Children will be taught to:

• read contour lines on a map; • locate the ‘Ring of Fire’ in the Pacific Ocean; • understand how plate tectonics affect our world; • identify the layers of the Earth; • recognise the structure of a composite volcano; • understand Alfred Wegener’s theory on

continental drift; • use geographical vocabulary to describe key

features of a volcanic landscape; • understand why volcanoes and earthquakes

primarily occur along plate boundaries; • recognise the impact natural disasters have on

human life.

The Secrets of Vesuvius: Book 2 by Caroline Lawrence Kidnap in the Caribbean by Lauren St John 100 Facts: Volcanoes by Chris Oxlade Everything: Volcanoes and Earthquakes by National Geographic Kids www.projectbritain.com www.oddizzi.com kids.nationalgeographic.com brainpopjr.com

Summer Term

India Through the study of India, children will be taught to:

• locate India and Pakistan on a world map; • challenge stereotypes about places; • understand how climate has affected the lives of

people in the Punjab; • investigate the relationship between Britain and

the Punjab; • understand the main events and historical figures

in the lead up to the partition of India in 1947; • explore the ways in which the past has helped

shape identities, shared cultures, values and attitudes in India today.

www.oddizzi.com kids.nationalgeographic.com brainpopjr.com Atlas of Adventures by Lucy Letherland www.primaryhomeworkhelp.co.uk (Search: ‘India’)

Assessment tasks, methods and frequency Ongoing assessment and termly reviews

How to help at home Encourage your child to read around the topic using the suggested reading and websites.

Useful websites

www.oddizzi.com www.brainpopjr.com (NLCS Jeju login details available on Seesaw) geoguessr.com world-geography-games.com

Co-curricular activities Globetrotter Magazine, Around the World

Who can I contact? Head of Humanities Ms. Gillian Hawkins [email protected]

HUMANITIES HISTORY

Curriculum Content


Autumn Term

Ancient Maya Children will be taught to:

• appreciate the range of Mayan achievements; • make links with other ancient civilisations; • offer valid reasons to explain the growth of the

Mayan empire; • understand that Mayan society was hierarchical; • use a range of sources to make inferences about

Mayan civilization; • examine factors in the decline of the Mayan

civilization.

Middleworld (Jaguar Stones) by J&P Voelkel Awesome Ancient Ancestors: Mound Builders, Maya and More by Elizabeth Cevy The Ancient Maya by Jackie Maloy Mayan Civilization by Clare Hibbert Rain Player by David Wisniewsk Search: ‘BBC Bitesize Maya’ Search: ‘kidspast Mayans’ Search: ‘teachinghistory100 maize god’

Spring Term

Victorian Britain Children will be taught to:

• know the key dates in Queen Victoria’s reign; • identify a range of problems that children faced

when working in factories in Victorian Britain; • use primary sources to find out about school life

in Victorian Britain; • understand the importance of Charles Dickens; • explain why people moved from the countryside

to the towns in the nineteenth century; • investigate the development of the Victorian

railway network; • appreciate different perspectives on the past –

was the Victorian era a ‘golden age’?

Hetty Feather by Jacqueline Wilson Dodger by Terry Pratchett The Secret Diary of Jane Pinny Victorian House Maid by Philp Ardagh Gaslight by Eloise Williams Street Child by Berlie Doherty Rose Campion by Lyn Gardner The Victorians (History of Britain) by Ruth Brocklehurst www.victorianchildren.org www.projectbritain.com (Search: ‘Victorians’) Search: ‘BBC Bitesize Victorians’ Search: ‘teachinghistory100 jubilee badge’

Summer Term

Early Islamic Civilisation Children will be taught to:

• use primary sources to learn about the importance of the early Islamic civilisation’s contributions to modern mathematics, science, literature, geography, art, architecture, astronomy and medicine;

• know that Baghdad was a major centre of learning and printing;

• explain the origins and development of the Islamic Empire;

• understand the importance of trade in the early Islamic civilisation;

• appreciate the unprecedented luxury of the Caliph’s court and the services (running water, clean streets, libraries) available to rich people in cities such as Baghdad and Cordoba.

www.ducksters.com/history/islam www.primaryhomeworkhelp.co.uk (Search: ‘Islam’) Crusade by Elizabeth Laird Search: ‘theschoolrun Baghdad’


How to help at home Encourage your child to read around the topic using the suggested reading and websites.

Useful websites

www.primaryhomeworkhelp.co.uk www.brainpopjr.com (NLCS Jeju login details available on Seesaw) www.kidspast.com www.history-for-kids.com

Co-curricular activities Historical Fiction, Art History, Horrible Histories

Who can I contact? Head of Humanities Ms. Gillian Hawkins [email protected]

KOREAN KOREAN LANGUAGE

Curriculum Content


Autumn Term

4 학년 2 학기 일부

5 단원-문장의 짜임을 생각하며 의견을 제시하는

글쓰기

6 단원-전기문을 읽고 인물의 삶을 이해해 보기

7 단원-책을 읽고 자신의 생각이나 느낌이 잘

나타나도록 글쓰기

8 단원-글쓴이의 의견이 적절한지 생각하며 글 읽고

써보기

9 단원-작품에 대한 생각이나 느낌을 여러 가지

방법으로 표현해 보기

5 학년 1 학기

1 단원-작품 속에 나타난 인물의 생각을 평가해 보기

2 단원-토의를 하고 주제에 대해 제안하는 글을

써보기

3 단원-다의어에 대해 알아보고 이를 활용하여

자신의 생각을 효과적으로 표현해 보기

4 단원-자신이 좋아하는 작품에 대하여 소개하는

글쓰기

5 단원-대상의 특성에 따라 적절하게 설명하는

글쓰기

6 단원-듣는 이를 고려하여 신중하게 말하는 방법

알기

자신이 존경하는 인물에 대한

자서전을 읽기

책을 읽고 다양한 방식으로

독후감 써보기(독서만화, 일기

등 )

자신이 좋아하는 작품을 친구에게

소개하거나 책을 바꾸어 읽기

가정에서 다양한 주제를 가지고

토의해보기

스무고개 놀이하기

Spring Term

7 단원-낱말의 뜻을 짐작하는 방법을 알고, 글을

읽어보기

8 단원-문장 성분과 문장 성분간의 호응 관계에 대해

알기

9 단원-내용을 추론하여 글을 읽고, 내용에 대한

토의하기

10 단원-올바른 방법으로 글의 내용을 조직하고

글쓰기

11 단원-목적에 맞게 글을 찾아 읽고 책을 소개하는

글쓰기

12 단원-말하는 이의 관점을 생각하며 글을 읽어

보기

5 학년 2 학기

1 단원-시나 이야기를 읽은 후 독서 감상문을 써보기

2 단원-견문과 감상이 드러나는 글을 쓰는 방법 알기

3 단원-토론의 특성, 절차와 방법에 대해 알고

토론하기

4 단원-글을 읽고 짜임을 생각하며 내용을 요약해

다양한 장르의 책을 읽고 모르는

단어는 스스로 찾아보는 활동

도서관에서 자신이 좋아하는 책을

찾아 읽기

여러 여행지를 소개하는 책자를

읽고 스스로 방학 여행지를

정하여 보기

다양한 주제로 가족회의 해 보기

보기

5 단원-매체에 따른 의사소통의 특성에 대해

알아보기

Summer Term

6단원-틀리기 쉬운 낱말을 바르게 발음하고 표기하는

방법에 대해 알아보기

7단원-이야기를 읽고 인물이 추구하는 삶에 대해

알기

8단원-자신의 언어예절을 돌아보고, 이에 맞게

대화하기

9단원-매체에 따라 글을 효과적으로 읽기

10단원-글의 짜임을 알고, 읽은 내용을 요약해 보기

11단원-시와 이야기를 다른 관점으로 바꾸어 써보기

자신이 세운 바른 언어사용계획을

꾸준히 실천하기

예전 이야기를 새로운 관점으로

쓴 책 읽어보기

좋은 동시 암송해 보기

Examples of homework tasks 수업시간 완성하지 못한 글쓰기, 자료조사, 면담, 연극 등 프로젝트 수업에 따른

활동

How to help at home 과제가 있을 경우 챙겨갈 수 있도록 부탁드립니다.

한국작가가 쓴 문학작품을 통해 풍부한 표현력을 익히도록 지도 부탁드립니다.

Useful websites http://primary.ebs.co.kr/main/primary

Co-curricular activities Korean History

Who can I contact?

Head of Korean Mr. DongKwang Lee [email protected]

Korean Teachers Mr. Seong-Il Lee

Further reading

가끔씩�� 비오는�� 날(이가을)��

걸리버�� 여행기(조나단�� 스위프트)��

고마워,�� 미안해,�� 사랑해(양신애)��

구주맨�� 할아버지의�� 비밀�� 극장(오도�� 허쉬)��

꼬불꼬불�� 문자�� 이야기(수잔�� 뷔키에)��

나와�� 조금�� 다를�� 뿐이야(이금이)��

날아라�� 동서남북(김자환)��

너도�� 하늘말나리아(이금이)��

누나와�� 징검다리(장문식)��

달님은�� 알지요(김향이)��

딱친구�� 강만기(문선이)��

마사코의�� 질문(손연자)��

마음을�� 감동시키는�� 이야기(김완기)��

맨발의�� 아이들(이금이)��

못나도�� 울엄마(이주홍)��

문제아에서�� 천재가�� 된�� 딥스(엑슬린)��

바람으로�� 남은�� 엄마(박상률)��

발명,�� 신화를�� 만나다(유다정)��

밥데기�� 죽데기(권정생)��

벌거벗은�� 수박도둑(김택근)��

비밀의�� 화원(프랜시스�� 로즈슨�� 윌슨)��

새똥�� 맞은�� 날(소년�� 조선일보)��

생명이�� 들려준�� 이야기(위기철)��

수학�� 비타민(박경미)��

수학귀신(엔첸�� 스베르거)��

아름다운�� 바보(김원식)��

아주�� 특별한�� 우리형(고정욱)��

아홉살�� 인생(위기철)��

안내견�� 탄실이(고정욱)��

어린왕자(생떽쥐베리)��

어린이를�� 위한�� 초승달과�� 밤배(정채봉)��

얼씨구�� 국악�� 이야기�� 들어�� 보세(김태균)��

용돈�� 좀�� 올려주세요(석혜원)��

우리들의�� 일그러진�� 영웅(이문열)��

좋은�� 엄마�� 학원(김녹두)��

지긋지긋�� 이사(마리안네�� 엡니어)��

천재�� 돼지�� 프란시스�� 베이컨(스티븐�� 미즈데이)��

초등학생이�� 가장�� 궁금해하는�� 신나는�� 첨단과학��

이야기(장수하늘소)��

잘가라�� 내동생(빌리�� 슈에즈만)��

조각보�� 이불(최지현)��

행복은�� 항상�� 눈�� 앞에�� 있어요(브리지뜨�� 라에)��

화산�� 마그마에서�� 화산암까지(사브리나�� 리스)��

KOREAN KOREAN SOCIAL STUDIES

Curriculum Content


Autumn Term

1. 살기 좋은 우리 국토(5 학년 1 학기)

가. 소중하고 아름다운 우리 국토

나. 변화하는 우리 국토

2. 환경과 조화를 이루는 국토

가. 우리를 둘러싼 환경/인간과 환경의 조화로운

삶

나. 모두를 위한 지속 가능한 발전

3. 우리 경제의 성장과 발전

가. 우리 경제의 특징과 성장과정

나. 우리 경제의 성장을 위해 노력한 사람들

세계 속의 우리 경제

제주도가 아닌 지역을 방문해보고

우리나라 영토의 특징 알아보기

환경관련 책이나 기사문을 일고

내가 할 수 있는 일을 실천하기

환경 문제를 해결하기 위해서

삶에서 실천할 수 있는 활동을

하기

해외에 수출되는 우리나라 물건을

본 경험을 기억하기

Spring Term

4. 우리 사회의 과제와 문화의 발전

가. 경제 성장의 그림자와 우리 사회의 오늘과

내일

나. 새로운 매체와 문화의 발전

1. 우리 역사의 시작과 발전(5 학년 2 학기)

가. 선사시대의 생활 모습 / 최초의 국가 고조선

나. 고구려, 백제, 신라의 건국과 발전

다. 삼국통일과 발해의 건국

2. 세계와 활발하게 교류한 고려

가. 후삼국 통일 / 세계 속의 고려

나. 북방 민족의 침입과 극복

경제와 관련된 사회 문제를 다룬

신문기사를 읽기

제주도 선사유적지나 국립박물관

관람하기

역사를 다룬 만화나 글을

읽으면서 역사에 흥미를 키우기

국립중앙박물관이나 유적을

방문하여 한국의 역사와 관련된

경험하기

Summer Term

다. 고려 문화의 발전

3. 유교 문화가 발달한 조선

가. 조선의 건국

나. 조선의 문화와 과학의 발전

다. 유교의 전통과 생활

라. 임진왜란과 병자호란

Examples of homework tasks 수업 시간에 못한 레포트 완성, 자료 조사, 학습지 완성

How to help at home 교과서와 학습지 철을 가지고 다니는 것과 과제가 있을 경우 챙겨갈 수 있도록

부탁드립니다. 또한 학생이 역사관련 도서를 읽도록 하는 것도 많은 도움이

됩니다.

Useful websites http://primary.ebs.co.kr/main/primary

Co-curricular activities Korean History

Who can I contact?


Korean Teacher Mr. Seungmo Chung

Further reading

깨돌이와�� 발바리의�� 세계문화유산�� 답사(서관순)��

대한국인�� 안중근(강석하)��

미래는�� 어떻게�� 시작될까?(엔더니�� 윌슨)��

살아있는�� 역사�� 재미있는�� 논술(모난돌역사모임)��

한국사�� 대모험(설민석)��

술술�� 넘어가는�� 우리�� 역사��

(한우리�� 역사�� 독서연구회)��

세계의�� 대통령(우리누리)��

역사와�� 나오너라!�� (이은홍)��

옛날�� 사람들은�� 어떻게�� 살았을까(조은수)��

오리가�� 농사를�� 지어요(어린이�� 문화�� 진흥회��

통일을�� 이루는�� 교육(강순원)��

용선생�� 만화�� 한국사(이홍석)��

지리를�� 알면�� 세계가�� 보인다(홍석민)��

KOREAN KOREAN SECOND LANGAUGE

Curriculum Content


Autumn Term

Spoken Language Children will be taught to:

• speak basic statements which provide personal information on a limited range of general topics;

• practise communication-oriented sentences related to money;

• take turns when speaking with others in a growing range of short, basic exchanges.

Hangeul Children will be taught to:

• learn 14 consonants, 10 vowels and 11 compound vowels in order;

• learn the words that begin with the basic letters of Hangeul;

• read aloud to familiarize with the basic Korean alphabet.

Vocabulary (about 50 words and 30 sentences) Children will be taught to:

• know sentences related to information of ourselves;

• learn words related to ordering food and shopping;

• learn sentences related to daily life.

Practise the language that children learn each lesson: Hello, Nice to meet you. What is your name? Are you a teacher? What would you like to order? Excuse me, Can I get some more kimchi? How much is this shirt? It is too expensive. Please, give me a discount. What are you doing, now? Where are you going? Do you like juice? Daily life expressions. What time is it? What day is it today? What do you do on Sundays?

Spring Term


• practise speaking sentences related to dates, directions;

• acquire sentences related to places; • speak on the phone.

Grammar Children will be taught to:

• learn 14 consonants, 10 vowels and 11 compound vowels in order;

• use sentences in the past tense; • ask directions; • make telephone calls.


• know words related to dates, locations. • know sentences related to making appointment. • learn sentences related to making phone calls.

Practise the language that children learn each lesson: What is the date today? What did you do yesterday? I do not have time tomorrow. Let’s meet at 2 on Sunday. How about in front of the bookshop? Where is the book? Is there a bookshop near here? Go straight ahead. How long does it take? What floor is the restaurant on? Hello, Is this _____’s house? Excuse me, but may I ask who is calling?

Summer Term


• practise speaking sentences with adverbial phrases;

• give explanations and reasons for choices. Grammar

Practise the language that children learn each lesson: What jobs do your parents do? Where are you getting off? Why did you buy cake? Is it warm today?

Children will be taught to: • learn 14 consonants, 10 vowels and 11 compound

vowels in order; • learn sentences with adverbial phrases; • learn conditional clauses.


• know words related to family and transportation; • learn practical sentences giving explanations and

reasons for choices.

If I am tired, I go to sleep early.

Assessment tasks, methods and frequency Termly reviews of all content.

How to help at home Please encourage your child to use the language when they are outside school.

Useful websites duolingo.com www.i-scream.co.kr

Who can I contact?


Korean Teacher Ms. Grace Son

MANDARIN MANDARIN LANGUAGE

Curriculum Content


All year

Listening Children will be taught to:

• pay attention, be focus and quiet when listening; • comprehend the meaning of a speech; • determine the purpose of a speech; • summarise the key point(s) of a speech.

Word study Children will be taught to:

• actively accumulate new words; • learn 600 widely used Chinese characters; • infer from the group of words on the meaning of

a Chinese character. Writing Children will be taught to:

• appreciate a given text with teacher's guidance • use appropriate characters, words, and

mechanical conventions in writing; • produce a writing with paragraphs properly • apply descriptive methods in non-fiction writing

(raising examples, giving numbers, comparison and contrast);

• apply the narrative and descriptive writing style with teacher's guidance;

• apply the learned punctuation appropriately in writing;

• generate idea and plan writing focus on a topic; • focus on a topic to organise the writing content ; • do brief editing and enrich the content of writing

by rereading and peer-reading; • apply metaphor, personification, parallelism and

quotes in writing. Reading Children will be taught to:

• choose level-appropriate readers within and out of curriculum, and expand the amount of reading independently;

• comprehend selected fiction and non-fiction readers;

• choose appropriate comprehension strategies to identify information and ideas from the texts (inferencing, problem-solving, distinguishing between fact and opinion);

• attempt to connect personal experience and background information with a given text for comprehension;

• predict the content of a given text independently, analyse, identify the main ideas, and presume the development of the text with teacher's guidance.

www.yes-chinese.com/reading ABC of Sound Meters in Chinese Poetry 声律启蒙 Chinese books at the Junior School Library

Speaking Children will be taught to:

• speak with appropriate vocabulary to express their thoughts;

• produce complete sentences on topic to express thoughts;

• ask and answer questions on topic for discussion; • retell content from a text.

Co-curricular activities Hanjia club

Who can I contact?

Head of Mandarin Ms. Jade Chen [email protected]

Mandarin Teacher Ms. Jade Chen

MANDARIN MANDARIN SOCIAL STUDIES

Curriculum Content

Autumn Term

1. 传统文化：七夕 2. 传统文化：书的历史 3. 国学经典：和秋天有关的唐诗 4. 历史人物：爱国华侨陈嘉庚 5. 自然科学：中国珍稀野生动物 6. 建筑：中国的摩天大楼 7. 传统文化：礼与君子 8. 传统文化：中国的布匹 9. 文字知识：遨游汉字王国

Spring Term

1. 传统文化：张衡与地震仪 2. 传统文化：中国的慈母 3. 名著阅读：梁实秋和他的《雅舍小品》 4. 历史人物：胡适 5. 文化建筑：圆明园 6. 中国历史：近代史上的烈士 7. 名著阅读：鲁迅和藤野先生 8. 历史人物：毛泽东

Summer Term

1. 自然地理：中国的瀑布 2. 传统文化：雨伞和斗笠 3. 航天科学：中国的火箭和卫星 4. 历史人物：幽默的邓小平 5. 社会与文化：中国人的蔬菜 6. 传统文化：口技 7. 成语故事：滥竽充数 8. 名著阅读：老舍《趵突泉》

Co-curricular activities Hanjia club

Who can I contact?

Head of Mandarin Ms. Jade Chen [email protected]

Mandarin Teacher Ms. Jade Chen

MANDARIN MANDARIN SECOND LANGUAGE

Curriculum Content


All year

Listening Children will be taught to:

• recognise question words and understand the question;

• recognise key words in a sentence and understand the sentence;

• understand a couple of sentences related to one learnt topic.

Speaking Children will be taught to:

• speak previously learnt sentences clearly; • use simply sentence to ask and answer questions,

making discussion; • express their own preferences (likes/dislikes)

clearly; • describe a few characteristics of one item.

Reading Children will be taught to:

• read under the help of PINYIN; • read the key words and guess the meaning of the

expressions; • read dialogue/conversation under related topics

with good understanding. Writing Children will be taught to:

• copy and form the Mandarin characters in the right order;

• write some characters out without looking; • use simple sentences to describe pictures; • use the same pattern to write a short paragraph.

General communication skills Children will be taught to:

• describe personal hobbies and future jobs confidently;

• express personal opinions about the weather and clothes;

• talk about schedules; • describe the location of a place and how to get

there by giving clear directions; • communicate under different real life situations

(bank, airport, hotel, restaurant, and hospitals).

Look online and in app stores for appropriate word and spelling games. For example, Search app stores for ‘YCT Better Chinese’ Search the Internet for ‘BBC Schools Mandarin’ www.chineasy.com www.snowflakebooks.co.uk

How to help at home Please try to practise new phrases at home with your child.

Useful websites BBC Bitesize (Search: ‘KS2 Mandarin’)

Who can I contact? Head of Mandarin Ms. Jade Chen [email protected]

Mandarin Teacher Ms. Jade Chen and Ms. Jenny Hill

MATHEMATICS

Curriculum Content Suggested Reading or Extension Activities

Autumn Term

Whole Numbers Fractions Area of a triangle Ratio Decimals

Inspire Maths Home Activities (attached separately): 1. Doubling whole numbers 2. Order of operations with whole numbers 3. Working with fractions 4. Fraction multiplication 5. Area of a triangle 6. Paint pot ratios 7. Decimal prices

Spring Term

Measurement Mean Percentage Angles Properties of triangles and four sided shapes

Inspire Maths Home Activities (attached separately): 8. Converting and measuring 9. Mean temperature 10. Percentage discounts 12. Shape properties flowchart

Summer Term

Geometrical Construction Volume of Cubes and Cuboids

Inspire Maths Home Activities (attached separately): 13. Geometrical instructions 14. Volume


How to help at home The Inspire Maths Home Activities

Useful websites nrich.maths.org, www.sumdog.co.uk, www.youcubed.org, www.arcademics.com, www.oxfordowl.co.uk (Oxford Owl for Home), www.bbc.com/bitesize (Choose Primary, KS1)

Co-curricular activities Maths Logic Puzzles, Maths Art

Who can I contact?

Head of Maths Mr. Simon Downes [email protected]

Maths Teachers Mr Simon Downes and Ms. Vivienne Brooks

MUSIC At the Upper Key Stage 2 level, the music curriculum aims to develop a love of music, coupled with a solid understanding of the musical elements and music history, alongside vocal and instrumental performance skills. Half-termly projects, completed at home, enable students to develop their experience of music beyond the timetabled classroom lessons. The curriculum is designed to accomodate students of all skill levels, including those who have accessed instrumental or vocal tuition. All students are challenged to develop their skills in listening, singing, composing, and playing music, in order to become well-rounded musicians. Music in Year 5 and 6 is delivered in weekly lessons of 60 minutes for Year 5, and twice weekly lessons of 30 minutes each for Year 6. All lessons are taught by a specialist music teacher and draw on a variety of music education methodologies. The most prominent of these is Zoltan Kodaly's approach to developing music literacy through singing, although elements of Emile Jacques-Dalcroze and Carl Orff's approaches to eurhythmics and classroom percussion are used as appropriate. Thus, every lesson includes singing or playing, listening with understanding, and composing or improvising. Lessons are structured so that the principles of regular, effective, practise are shown and taught. In addition to the timetabled music curriculum, there are a variety of performance, ensemble, and development opportunities available to all students. All students are encouraged to perform in weekly assemblies and special events. Ensemble opportunities are a feature of the Co-curricular Music program, including Bryant and Co-Curricular Activities. This includes orchestras, choir, small ensemble, and the Saturday Conservatory program. Individual tuition is available through the Peripatetic Program delivered by our team of highly skilled and experienced vocal and instrumental teachers, several of whom have studied and performed around the world. Students also have the opportunity to enter ABRSM theory and practical exams, as well as take part in FOBISIA and GEC festivals.

Curriculum Content


Autumn Term

English Folk Songs English Folk songs of the British Isles, including well known children's songs, are the focus of this half term, which emphasises ensemble, small group, and solo singing. This half term's project features solo singing, incorporating Kodaly hand signs, conducting, and clapped ostinato rhythms.

Sing Practise singing at home, including solo pieces for project. Listen List available through Google Classroom. Play Continue practising your instrument, if applicable.

English Folk Songs We continue to develop the students' repertoire of songs, building a solid basis for theoretical knowledge of notation and harmony. Through their individual projects, students will develop their own composition and encouraged to perform it vocally or instrumentally for their peers.

Sing Practise singing at home, including own composition. Listen Complete list available through Google Classroom, including a range of early recordings of English Folk Songs. Play Continue practising your instrument, focusing on playing known songs from class, as well as the pentatonic and minor scales.

Spring Term

Music of the Victorian Period We focus on the history of all musical genres of the Victorian Period, not only classical but also popular and world genres. Students sing, listen, and play music including from composers including Beethoven, Chopin, and Saint Saens. The project this half term is an instrumental performance of one of the pieces studied in class. All students will develop skills on the keyboard while continuing to sing a variety of songs.

Sing Sing the songs learnt in class. Listen Complete list available through Google Classroom, including music by Beethoven, Chopin, and Saint Saens. Play Practise keyboard skills, including

solo pieces for project. Read Use relevant resources to read about topics covered in class. List available through Google Classroom.

Music of the Victorian Period We focus on the history of all musical genres of the Victorian Period, not only classical but also popular and world genres. Students sing, listen, and play music including from composers including Beethoven, Chopin, and Saint Saens. Students prepare to perform vocally and/or instrumentally, in the April Showcase.

Sing Sing the songs learnt in class. Listen Complete list available through Google Classroom, including music by Beethoven, Chopin, and Saint Saens. Play Practise keyboard skills, and/or material for the April Showcase. Read Use relevant resources to read about topics covered in class. List available through Google Classroom.

Summer Term

Movies Students will encounter a variety of musical genres drawn from nearly a century of music on screen. Students take part in a final classroom presentation, researching a relevant topic and performing a keyboard solo, with optional singing or instrumental performance.

Sing Students should practise material covered in class. Listen Film scores from a variety of genres, films, and composers, including Henry Mancini (The Pink Panther), John Williams (Star Wars, ET).

Examples of homework tasks Preparing for performances or composition, researching musical context, instruments and culture

Assessment tasks, methods and frequency

Every half term, each student will complete a project. The project will involve preparing for a presenting or performing task. Presenting tasks include composing or research, while performing tasks include solo or group singing and playing of instruments.

Equipment that students need Musical instrument - parents will be informed when children need to bring these to school.

How to help at home

Supporting music practice at home, including singing and/or playing instruments; listening to the wide range of music suggested above; taking your child to see a range of live performances. There are also further learning opportunities provided through various websites as listed below, but all information is also available through the children's Google Classroom account.

Useful websites Children will be encouraged to access a variety of optional activities through the Google Classroom. These will include links to Noteflight music notation, Auralia aural skills, and Musition theory skills.

Co-curricular activities Sanbangsan Symphony, Small Music Ensemble, Choir

Who can I contact? Head of Music Mr. Justin Hockey [email protected]

PSHE Personal, social, health and economic education (PSHE) covers a range of issues that are vital for the wellbeing of our children. PSHE lessons provide opportunities to develop skills such as perseverance, conflict resolution, emotional intelligence, self-respect, teamwork, time management, and stress management. These are important life skills and all have a direct and positive effect on children’s learning.

Curriculum Content

Autumn Term

Looking after me Children will consider issues surrounding physical, emotional and mental health. They will be taught strategies for coping with stress and how to make healthy food choices. Children will identify their strengths and weaknesses and set goals for themselves while learning the skills and techniques to develop their resilience in the face of setbacks. Children will be taught how to stay safe online and in the real world. They will discuss how their bodies are growing and changing.

Spring Term

Relationships Children will be taught the importance of communication in building positive relationships. They will discuss the issue of bullying and how to prevent it. Children will consider similarities and differences between people including culture, religion, race, and gender. Children will discuss the support family and friendships can offer and they will consider how to deal with peer pressure.

Summer Term

Living in the wider world Children will be taught about their rights and responsibilities as global citizens. They will consider discrimination and diversity by covering issues such as gender stereotypes and racism. Children will be given an introduction to financial and career education.

Useful websites www.gogivers.org

Who can I contact? Head of PSHE Ms. Maxine Brewster [email protected]

PHYSICAL EDUCATION, SWIMMING & DANCE

Curriculum Content – Physical Education

Autumn Term

Orienteering Children will be taught to:

• orientate a map; • understand the symbols on a map and use them to locate markers indoors; • understand how to use the features on a map in an outdoor environment to pinpoint

markers. Children will take part in a competition to locate markers around the school site. Invasion Games Children will be taught a small-sided approach to invasion games, widening their range of passing and receiving skills, and concepts of play. Children will be taught attacking and defending roles and the skills associated with each pattern of play. They will learn the formal rules of major sports such as basketball, netball and handball in an adapted game situation. They will have the opportunity to develop new games, analysing the game and reflecting on any problems with the rules.

Spring Term

Gymnastics Children continue to develop their flexibility, strength, technique, control and balance through gymnastics. They are given an introduction to group balances and paired balances. They perform handstands and vaulting. Children are taught how to refine inversions and transitions. They develop group sequences with specific themes including pathways, skills and directions. Net Games Children refine sport specific skills and the rules of the games to develop consistent skills and tactical awareness. They play short tennis, practising the forehand drive, backhand drive and the serve.

Summer Term

Athletics In the summer term, all children in the junior school will be taught athletics. Children will develop their running, jumping and throwing skills. They will be taught to:

• sustain pace over shorter and longer distances; • jump for height and distance with control and balance; • throw with power and to apply an appropriate force.

Curriculum Content - Swimming

All year

NLCS Jeju provides swimming instruction throughout the Junior School. Children are taught to:

• swim competently, confidently and proficiently; • use a range of strokes effectively (front crawl, backstroke, breaststroke); • perform safe self-rescue in different water-based situations.

Curriculum Content - Dance

All year

Children are taught dance through performance, appreciation and choreography. In year 5, children are taught to:

• perform a dance in front of others; • link dance phrases together; • discuss differences between musical pieces (e.g. tempo, rhythm, beat, style); • explain specific aspects of a dance which were effective and to use technical vocabulary; • use an idea or theme to create a short dance sequence.


Equipment that students need

Children should wear their P.E. kit on days when they have P.E. or dance lessons. Children should bring their swimming kit on days when they have swimming lessons.

How to help at home

Encourage your children to be as active as possible and participate in team sports outside school. Watch sports with your children on television or at live events. Watch senior school dance performances and other live shows. Encourage your child to rehearse dances outside of school.

Co-curricular activities Basketball, Dodgeball, K-Pop Dance, Squash, Table Tennis, Badminton, Golf, Recreation Football, Skateboarding, Swim Squad

Who can I contact?

Head of P.E. Mr. Dien Wooler [email protected]

P.E. Teachers Mr. Dien Wooler and Mr. Dan Hook

Swimming Coaches Mr. Dien Wooler, Ms. Nicola Long, Mr. Dan Hook and Ms. Minsun Kang

Dance Teacher Ms. Nicola Long

SCIENCE

Curriculum Content


Autumn Term

Life cycles Children will be taught to:

• describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird;

• describe the life process of reproduction in some plants and animals.

Earth and Space Children will be taught to:

• describe the movement of the Earth, and other planets, relative to the Sun in the solar system;

• describe the movement of the Moon relative to the Earth. describe the Sun, Earth and Moon as approximately spherical bodies;

• use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.

Science Squad by Robert Winston www.sciencebob.com www.primaryhomeworkhelp.co.uk (Click: ‘Science’) Cosmic by Frank Cottrell Boyce The Jamie Drake Equation by Christopher Edge The Skies Above My Eyes by Charlotte Guillain and Yuval Zommer George’s Secret Key to the Universe by Lucy and Stephen Hawking Beyond the Sky: You and the Universe by Dara O’Briain Curiosity: The Story of a Mars Rover by Markus Motum The War of the Worlds by Russell Punter (based on the novel by H.G. Wells) Space, Black Holes and Stuff by Glenn Murphy

Spring Term

Solutions Children will be taught to:

• understand that a solution is made from a solute and a solvent;

• separate an insoluble solid from a liquid; • separate different-sized solids from each other; • investigate factors that change the rate of

solubility; • explain the uses of decanting and evaporation; • explain how to speed up and slow down

solubility. Adaptations Children will be taught to:

• identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution;

• recognise that different habitats exist and understand the conditions that would be found in them;

• understand how at least one animal and one plant have adapted to suit their particular environment (focusing especially on size, shape, colour, feeding and defense mechanisms);

• understand that migration and hibernation are methods of adaptation for several organisms.

The Element in the Room: Investigating the atomic ingredients that make up your home by Mike Barfield

All About Chemistry by Robert Winston

All About Evolution by Robert Winston

The Variety of Life by Nicola Davies and Lorna Scobie The White Giraffe by Lauren St John

The World in Infographics: Animal Kingdom by Jon Richards

Book of Bones: 10 record-breaking animals by Gabrielle Balkan www.primaryhomeworkhelp.co.uk (Click: ‘Science’)

Summer Term

Cooking Chemistry Children will be taught to:

• compare and group materials together, according to whether they are solids, liquids or gases;

• observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens

www.primaryhomeworkhelp.co.uk (Click: ‘Science’) www.chem4kids.com www.stevespanglerscience.com All About Chemistry by Robert Winston 100 Scientists Who Made History (DK Science) by Andrea Mills

in degrees Celsius (°C); • identify the part played by evaporation and

condensation in the water cycle and associate the rate of evaporation with temperature.

Assessment tasks, methods and frequency

Termly unit reviews

Further reading

Home Lab by Robert Winston Women in Science: 50 Fearless Pioneers Who Changed the World by Rachel Ignotofsky Beetle Boy by M.G.Leonard Frank Einstein and the Antimatter Motor by Jon Scieszka and Brian Biggs Seeing Science: An Illustrated Guide to the Wonders of the Universe by Iris Gottlieb This Book Thinks You’re a Scientist by Harriet Russell The Usborne Science Encyclopedia by Kirsteen Robson Corpse Talk: Ground-Breaking Scientists by Adam and Lisa Murphy

Useful websites www.sciencebob.com www.brainpop.com (NLCS Jeju login details available on Seesaw) www.primaryhomeworkhelp.co.uk

Co-curricular activities Engineering, Mad Scientists, Genius Magazine

Who can I contact? Head of Science Mr. John Gilbertson [email protected]

year 5 curriculum guide 5 curriculum... · reader to do something or accept a point of view....

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