english/korean ib diploma handbook · 2019-05-01 · 모든 ib 프로그램은 인간성과...

IB DiplomaHandbook

START HERE, GO ANYWHERE

EN

GLI

SH/K

OR

EA

N

OUR AIMS1. To provide an exceptional educational experience, based on the traditions,

ethos and practices of North London Collegiate School, UK.

2. To provide an ambitious academic education and to enable each student to

make the most of their gifts.

3. To maintain a team of teachers to whom each student is important and who

can inspire subject passion and enthusiasm.

4. To enable all students to recognise academic excellence and realise that it is

attainable.

5. To create a home where individuals are nurtured and the whole personality

can grow.

6. To foster a caring and respectful community characterised by excellent

relationships between staff and students and between the students themselves,

of whatever age, culture and background.

7. To encourage all students to take risks and try something new in an environment

which embraces all aspects of educational challenge.

8. To develop an outward looking, internationally minded, community of young

people who have a clear understanding of the value of commitment and service

to others.

Our Learning Community & Environment학습 공동체 & 환경Library Our excellent Library provides the hub of learning for the IB Diploma programme. Not only do students spend time here studying they can also access a range of academic texts as well as three databases that should contain the reference material to support their extended academic studies.

Learning technologies We aim to maintain the school’s physical environment to a very high standard including an accessible, fast wifi network. Sixth form students are encouraged to make use of learning technologies for research, self-management and learning enrichment.

Community The NLCS Jeju community values open-mindedness and internationalism. The following statement reflects our commitment to international-mindedness:

“At NLCS Jeju, we believe that our British style of education can serve as a platform to promote international-mindedness. We want to develop an outward-looking community of young people. International-mindedness should be embedded in all elements of our school, so that it becomes part of our daily lives. All members of the community should be able to show pride in their own nationality, as well as being able to connect with other nationalities and cultures. “Furthermore, we aim to foster a caring and respectful community characterised by excellent relationships between staff and students, as well as between the students themselves, of whatever age, culture and background. All students should have the freedom to explore who they are and where they come from. At the same time, they should be respectful of the heritage and customs of others, in a way that celebrates variety and welcomes differences.”

도서관 우리 학교의 훌륭한 도서관 시설은 배움의 중심지가 되어 학생들의 학습을 돕는 중대한 역할을 합니다. 학생들은 다양한 자료의 접근이 용이한 이곳에서 공부를 할 뿐 아니라 폭넓은 학업 관련 문서들, 그리고 다양한 데이터베이스를 활용하여 학업적 열정을 키워나갑니다.

발전된 기술 우리는 빠른 인터넷 속도와 더불어 학교의 다양한 학습시설을 우수한 기술력으로 제공하고 있습니다. 식스폼 학생들은 이러한 학습환경을 적극 활용하여 학업적 호기심을 채워가는 동시에 끊임없이 탐구하고 자립성을 키워가기 때문에 자기관리의 중요성도 함께 깨닫습니다.

공동체 NLCS 제주 공동체는 열린 사고와 국제주의를 가치있게 여깁니다. 아래는 국제적 마인드에 대한 우리의 가치관을 대변합니다:

“NLCS 제주의 영국식 교육 방식은 학생들이 국제적인 마인드를 키울 수 있도록 격려합니다. 저희는 이 같은 교육을 받은 학생들이 학교내의 공동체 뿐만 아니라 국제 사회를 생각할 줄 아는 청소년으로 성장하기를 희망합니다. 또한, 학습 공동체 속에서 살아가는 모든 이들의 일상생활에서도 국제적인 마인드를 잃지 않도록 학교생활의 모든 면에 존재해야 한다고 믿습니다. NLCS 제주 공동체의 모든 일원이 자신의 국적에 자부심을 가지고 생활해야 하며, 다른 문화와 민족을 이해하고 존중해야 합니다.”

“나아가, 우리 학교는 서로를 배려하고 공경하는 공동체를 형성하려고 노력합니다. 이는 학생들 사이의 관계 외에도 나이, 문화, 배경을 초월한 학생과 교사 간의 친밀한 관계에서 나타납니다. 모든 학생은 스스로를 알아갈 수 있는 환경에서 타인과의 다름을 인정하고 수용하며, 그들의 배경과 문화 또한 존중하는 법을 배웁니다.”

봉사활동 학교에서의 시간 동안, 학생들은 봉사활동 외에도 자신의 학업적 열정을 보여주는 일종의 포트폴리오를 만들어야 합니다.

“일부 공동체는 학생들에게 학문적 자원과 기회를 충분히 제공하지 않습니다. 다른 공동체에서는 학문적으로 높은 수준을 유지하여 학생들이 선별적인 명문 대학에 진학하도록 과한

The NLCS Jeju DiplomaNLCS Jeju 디프로마The IB Diploma, which is explained in detail throughout this booklet, provides our Sixth Form curriculum and is the primary qualification towards which students work in Years 12 and 13. It is an externally assessed, internationally recognised programme that is recognised by universities and employers across the globe.

In addition, students who complete their Sixth Form study at NLCS Jeju may qualify for an NLCS Jeju Diploma. Thanks to our Council of International Schoiols (CIS) accreditation, this is equivalent to a US High School Diploma and may be used to apply for university courses in the US.

The NLCS Jeju Diploma is granted by the school upon completion of Year 13, subject to the following qualification criteria:

External examination gradesStudents joining before or during Year 10 must attain passing grades in at least five subjects at IGCSE. All students must attain passing grades in at least five IBDP SL and/or HL courses.

Academic honestyStudents who have been found to have engaged in academic dishonesty in any internally or externally assessed work may have their eligibility for an NLCS Diploma revoked at the discretion of the Head of Senior School and the Principal.

Effort & BehaviourStudents must attain satisfactory Attitude to Learning grades in all Y10-13 reports. Their files must show fewer than 5 days’ suspension from school during Years 10-13 and no more than 2 days in any one academic year.

AttendanceStudents’ attendance records must show no more than 10% unauthorised absence from school.

Extra Curricular ParticipationStudents must achieve full and satisfactory participation in the CCA, Bryant and CAS programmes in Years 10-13.

NLCS Jeju 식스폼 (12학년 13학년) 커리큘럼인 IB 디프로마 프로그램에 관해 본 안내 책자에서 상세히 다룰 것입니다. IB 디프로마는 교외에서 평가되는 프로그램으로 전세계 대학과 기업에서 국제적으로 인정 받고 있는 공신력있는 프로그램입니다. 또한 NLCS Jeju 에서 식스폼을 이수한 학생은 NLCs Jeju 디프로마를 수여 받게 됩니다. 본교 (NLCS Jeju)가 국제학교 위원회 (CIS) 인가를 받았기에 NLCS jeju 를 졸업한 학생들은 미국 고등학교 학력과 동등하게 인정 받아서 미국에 소재한 대학에 지원이 가능합니다.

하기 제시된 사항에 따라 13학년과정을 수료하면서 NLCS Jeju 디프로마를 수여받게 됩니다:

교외시험 성적10학년 전 또는 10학년 과정 중도에 입학하게 되는 학생의 경우 IGCSE 에서 5교과목은 반드시 이수(pass) 해야 합니다. 모든 학생들은 IBDP (표준 단계 과정SL & 심화 단계 과정HL)에서 최소한 5과목 코스를 합격이수 점수를 받아야합니다.

아카데믹 어니스티 (학업의 윤리성)교내 또는 교외 시험에서 부정행위를 한 학생은 NLCS Jeju 시니어 스쿨 교장과 총교장의 재량으로 NLCS Jeju 디프로마 자격이 취소 될 수 있다.

노력 & 행동 (태도)10학년과정 부터 13학년과정까지 학생들은 학교가 요구하는 학습 태도 접수를 취득하여야 합니다. 학생 각자의 기록부 상에, 10학년 -13학년 동안 정학일 수가 5일이상이 되어서는 안되며 학년도 이내에 2일 이상의 정학을 받아서는 안됩니다.

출석학교로 부터 허가받지 않은 결석 (unauthorised absence) 으로 총 등교일의 10% 를 결석을 한 기록이 있어서는 안됩니다.

CCA 활동 참여10학년 - 13학년 과정 학생들은 반드시 CCA 와 브라이언트 활동을 참여해야 합니다.

Introduction to the IB DiplomaIB 디플로마 소개Candidates studying for the diploma select six subjects from the subject groups. Normally three subjects are studied at higher level (courses representing 240 teaching hours), and the remaining three subjects are studied at standard level (courses representing 150 teaching hours).

All three parts of the core—extended essay, theory of knowledge and creativity, activity, service—are compulsory and are central to the philosophy of the Diploma Programme.

At the end of the two-year programme, candidates are assessed both internally and externally in ways that measure individual performance against stated curriculum and assessment objectives for each subject.

In nearly all subjects at least some of the assessment is carried out internally by teachers, who mark individual pieces of work produced as part of a course of study. Examples include oral exercises in language subjects, projects, student portfolios, reports, class presentations, practical laboratory work, mathematical investigations and artistic performances.

Some assessment tasks are conducted and overseen by teachers, but are then marked externally by examiners. Examples include written assignments or tasks for language subjects in groups 1 and 2, the essay for theory of knowledge and the extended essay.

Because of the greater degree of objectivity and reliability provided by the standard examination environment, externally marked examinations form the larger share of the assessment for most subjects.

The grading system is criterion-related (results are determined by performance against set standards, and not in relation to the performance of other students); validity, reliability and fairness are principles of the Diploma Programme’s assessment strategy.

IB 디플로마를 공부하는 학생들은 총 여섯 개의 과목을 각 과목 그룹에서 선택할 수 있는데, 보통 세 개의 과목을 상급(Higher) 레벨로 (교과이수시간 240시간), 다른 3개의 과목을 기본(Standard) 레벨로 (교과이수시간 150시간) 공부하게 됩니다.

Extended essay (소논문), theory of knowledge (지식론) 그리고 CAS – Creativity(창의성), Action(활동), Service(봉사)는 IB 디플로마의 코어 조건을 충족시키기 위해 필수적인 요소로, IB의 근본적인 철학을 반영한다고 볼 수 있습니다.

2년간의 교육과정을 이수한 후 학생들은 대내외적으로 개개인의 능력을 평가받게 되는데, 이를 통해 학생들이 전체적인 교육과정과 과목별 평가 목적을 얼만큼 달성했는지를 확인할 수 있습니다.

거의 모든 교과과정의 특정 부분은 교내 선생님에 의해 평가되며 최종 IB 점수에 포함a됩니다. 예시로는 구술 시험, 개인 프로젝트 혹은 포트폴리오, 레포트, 수업 내 프레젠테이션, 실험 보고서, 수학 탐구와 예술 공연 등이 있습니다.

몇몇 평가는 선생님들의 지도 및 검사 아래 작성된 후 학교 외부적으로 채점됩니다. 예시로는 그룹 1과 2에 포함되는 언어 과목에서의 작문 과제, theory of knowledge 에세이와 extended essay가 있습니다.

그러나 표준적인 시험환경에서 보장되는 객관성과 신뢰도로 인해 외부적으로 채점된 시험 결과가 대체적으로 실제 점수의 상당한 부분을 차지합니다.

등급 체계는 (다른 학생들의 성과에 비교되는 상대평가가 아닌) 절대적인 기준에 의거해 결정되며, IB 디플로마의 원칙상 타당성, 신뢰도, 공정성을 중심으로 평가가 이루어집니다.

IB 학생으로서 갖춰야 할 덕목모든 IB 프로그램은 인간성과 책임감, 그리고 국제적인 마인드를 가진 인재를 양성해 더욱 평화롭고 살기 좋은 세상을 만들어가는 것을 목표로 합니다.

이처럼 IB learner profile은 전 세계 모든 IB 학교에서 중요시되는 열 개의 속성으로, 우리는 이러한 특질을 바탕으로 학생들을 지역적, 국가적 그리고 국제적 차원에서 더욱 책임감 있는 사회의 일원으로 성장시키고자 합니다.

Inquirers (탐구적인) 학생들은 자신의 궁금증을 키우며 질문하고 연구하는 능력을 발전시키게 됩니다. 학습에 대한 사랑과 열정을 지속적으로 유지할 수 있도록 자기 주도적인 동시에 타인과 함께 학습하는 방법을 배웁니다.

Knowledgeable (지적인) 학생들은 개념의 이해를 통해 광범위한 분야를 아우르는 지식을 탐구하고 학습합니다. 지역적인 사안에 그치지 않고 세계로 나아가 국제 규모의 일에 관심을 가지게 됩니다.

Thinkers (생각하는) 학생들은 어떠한 문제에 직면했을 때 비판적이고 창의적인 사고를 통해 그것을 분석한 후 책임감 있는 행동을 취합니다. 이러한 진취성과 자주성은 타당하고 윤리적인 결정을 내리는 데 도움이 됩니다.

Communicators (소통하는) 학생들은 스스로를 다양한 언어와 방법을 사용해 자신있고 창의적으로 표현합니다. 다른 개개인 혹은 그룹과 효과적으로 협력하여 다양한 관점자서 생각할 수 있습니다.

Principled (규율있는) 학생들은 공정성과 정의감을 가지고 성실하고 진실되게 행동하며, 모든 사람의 존엄성과 권리를 존중하는 자세를 가집니다. 그리고 자신의 행동과 그에 따른 결과에 책임감을 가집니다.

Open-minded (사고가 열린) 학생들은 고유의 문화와 개인의 역사를 이해함과 동시에 다른 사람들의 가치와 문화를 수용하는 것을 배웁니다. 그들은 폭넓은 관점을 추구하고 고려하며, 경험을 통한 배움을 거리낌 없이 받아들입니다.

Caring (배려하는) 학생들은 공감하고 연민을 느낄 줄 알며 존중하는 태도를 가집니다. 헌신적으로 봉사하며 다른 사람들과 주변 사회에 긍정적인 변화를 이끌어내기 위해 노력합니다.

Risk-Takers (도전적인) 학생들은 사전 숙고와 투지를 가지고 불확실성에 접근하며, 독자적으로 그리고 협조적으로 새로운 아이디어와 혁신적인 전략을 찾기 위해 노력합니다. 그들은 뛰어난 지략과 회복력으로 도전이나 변화에 대처할 수 있게 됩니다.

Balanced (균형 잡힌) 학생들은 자신과 타인의 안녕과 행복을 위해 지적, 신체적, 감정적 등 삶의 여러 방면에서 균형을 유지합니다. 학생들은 타인과 더불어 살아가는 사회적 구조 속에서 타인과의 상호 의존성을 배웁니다.

Reflective (성찰하는) 학생들은 세계에 대해, 또 자신의 생각과 경험에 대해 깊이 숙고하며, 강·약점의 인지는 학습과 자기 계발의 초석이 됩니다.

Structure of the IB DiplomaIB 디프로마 구조Subject Choices In the IB Diploma Programme, subjects are split into six groups:

1. Studies in Language & Literature2. Language Acquisition3. Individuals & Societies4. Sciences5. Mathematics6. The Arts

To qualify for the IB Diploma, students must study at least three subjects at Higher Level (HL) and three subjects at Standard Level (SL). Their subject portfolio must consist of:

One subject from Group 1

One subject from Group 2 or a second subject from Group 1



Mathematics HL or SL

One subject from Group 6 or an additional subject from Groups 1-4

The IBDP CoreIn addition to the above, students must complete:

A 4,000 word, independently researched Extended Essay in the style of an academic paper (assessed by an external examiner).

A course in the Theory of Knowledge (TOK), studying both areas of knowledge and ways of knowing (assessed via a presentation marked by a teacher in school, and an essay marked by an external examiner).

Pursuits in Creativity, Activity and Service over a period of at least 18 months.

The Diploma ScoreEach subject is graded on a 1-7 scale, with the Extended Essay and Theory of Knowledge combined worth an additional 3 points. As such, the maximum total score for the IB Diploma is 45.

교과목 선택IB 디프로마 프로그램에서, 교과목은 6가지 구룹으로 분류 됩니다.:

1. 언어와 문학2. 언어습득3. 개인과 사회4. 과학5. 수학6. 예술

IB 디프로마를 취득하기 위하여, 학생들은 최소한 세 교과목을 심화단계 과정 (HL) 으로 이수하고, 세 교과목을 표준 단계 과정(SL) 으로 이수해야 합니다. 교과목 포트폴리오는 다음과 같습니다.

그룹 1에서 1교과목 선택

그룹 2 에서 1교과목 선택또는 그룹 2에서 교과목을 선택하는 대신 그룹 1에서 한과목 더 선택(즉, 그룹 2에서 교과목을 선택하지 않는 대신 그룹 1 에서 2과목 선택)

그룹 3에서 1 교과목 선택

그룹 4 에서 1 교과목 선택

수학(그룹 5) HL 또는 SL 중 선택

그룹 6에서 1 교과목 선택또는 그룹 6에서 교과목을 선택하지 않는 대신 그룹 1~4 중에있는 교과목에서

한과목 더 선택

IB디프로마 코어상기 설명한 교과목 이외에, 학생들은 반드시 IB 디프로마 코어를 이수해야 합니다.

4,000 단어 분량의 학술 논문 스타일의 소논문 (Extended Essay) 작성 (교외에서 평가)

지식의 내용에 대한 영역과 해당 지식을 아는 방법에 대한 내용을 다루는 지식이론 (ToK) 과정을 이수해야 합니다. (프리젠테이션과 에세이를 통해 평가되는데, 프리젠테이션은 학교 담당 교원에 의해 평가되고; 에세이는 교외에서 평가됩니다.)

18개월 기간동안 학생들은 CAS 활동 (창의성

활동, 신체활동, 봉사활동)을 이수해야합니다.

디프로마 점수각 교과목 마다 1점부터 7점까지 취득 가능하며, 소논문(EE) 과 지식이론 (ToK) 에서 3점이 취득가능합니다. 따라서, IB 디프로마 총점은 45점 입니다.

Subjects currently available for study at NLCS Jeju are as follows:

Group 1: Studies in Language & LiteratureKorean LiteratureKorean Language & LiteratureChinese LiteratureEnglish LiteratureEnglish Language & Literature

English Literature & Performance*

Group 2: Language AcquisitionEnglish BKorean BFrench B & Ab Initio*Spanish B & Ab Initio*Mandarin B & Ab Initio*Latin

Group 3: Individuals & SocietiesEconomicsGeographyGlobal PoliticsHistoryPhilosophyPsychology

Group 4: SciencesBiologyChemistryPhysicsComputer ScienceSports, Exercise & Health Science*

Group 5: MathematicsMathematics

Group 6: The ArtsDanceMusicTheatre StudiesVisual Arts

*Available at Standard Level only

NLCS Jeju 에서 제공하는 교과목은 다음과 같습니다. :

그룹 1: 언어와 문학한국문학한국어와 문학중국문학영문학영어와 문학영문학과 공연 *

그룹 2: 언어습득영어 B한국어 B프랑스어 B & Ab Initio*스페인어 B & Ab Initio*중국어 B & Ab Initio*라틴

그룹 3: 개인과 사회경제학지리학글로벌 정치학역사학철학심리학

그룹 4: 과학생물화학물리학컴퓨터 과학스포츠, 운동, 건강학*

그룹 5: 수학수학

그룹 6: 예술무용음악연극예술비쥬얼 아트

*표준단계 과정 (SL) 만 가능

The IB Diploma CoreIB 디프로마 코어(Core)Extended Essay (EE)The extended essay is an in-depth study of a focused topic chosen from the list of available Diploma Programme subjects for the session in question. This is normally one of the student’s six chosen subjects. It is intended to promote academic research and writing skills, providing students with an opportunity to engage in personal research in a topic of their own choice, under the guidance of a supervisor. This leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject chosen. It is mandatory that all students undertake three reflection sessions with their supervisor, which includes a short, concluding interview, or viva voce, with their supervisor following the completion of the extended essay.

Assessment of the Extended Essay varies according to the subject in which it is completed, but is always based upon five criteria with a maximum mark of 34 overall:

A. Focus and method (6 marks)

B. Knowledge and understanding (6 marks)

C. Critical thinking (12 marks)

D. Presentation (4 marks)

E. Engagement (6 marks)

Theory of Knowledge (TOK)TOK is a course about critical thinking and inquiring into the process of knowing, rather than about learning a specific body of knowledge. It is a core element which all Diploma Programme students undertake and to which all schools are required to devote at least 100 hours of class time. TOK and the Diploma Programme subjects should support each other in the sense that they reference each other and share some common goals. The TOK course examines how we know what we claim to know. It does this by encouraging students to analyse knowledge claims and explore knowledge questions. A knowledge claim is the assertion that “I/we know X” or “I/we know how to Y”, or a statement about knowledge; a knowledge question is an open question

소논문 (EE)소논문(EE) 은 학생이 선택한 주제에 관해 집중적으로 심도깊게 연구하여 작성하게 됩니다. 일반적으로 학생이 선택한 6개의 IB 교과목 중에 한 교과목과 연관된 주제를 선정합니다. 소논문을 통해 학생들은 지도교사의 감독 하에 학생 각자 개별적 연구 및 리서치를 하게 되는 하게 되며, 또한 아카데믹 연구조사 능력과 아카데믹 작문 능력을 배양하게 됩니다.

학생들의 선택한 주제에 대한 본인의 생각을 합리적이고 일관된 방식으로 형식에 맞게 전달되어야 합니다. 소논문작업이 완료된 이후 모든 학생들은 지도교사와 의무적으로 3차례 세션을 갖게 됩니다. 본 세션 때 소논문에 관한 간단한 결론 인터뷰 또는 비바 보체(구두 평가, viva voce) 를 받게 됩니다.

소논문 평가는 주제에 따라 상이할 수 있지만, 최대 34점의 5가지 기준을 토대로 평가 받습니다.:

A. 주제의 초점과 방법 (6 점)

B. 주제에 대한 지식과 이해 (6 점)

C. 비평적 사고 (12 점)

D. 주제를 제시/설명하는 방식 (4 점)

E. 주제를 연구하는 적극성 (6 점)

지식이론 (TOK)지식이론(TOK) 은 지식 내용에 관한 구체적인 학습이 아니라 지식 과정에 대한 비평적인 사고와 탐구에 관한 연구 입니다. 지식이론은 모든 IB 디프로마 프로그램 학생들이 반드시 이수해야하며, 학교는 학생들에게 100 시간 정도의 수업 시간을 할애해야 합니다. 지식이론(TOK)과 디프로마 프로그램 교과목은 공동된 목표를 지니고 있으며 두 분야가 서로 서로 참조하고 있기에, 두 분야간 상호 지원과 도움이 반드시 있어야 합니다. 지식이론(TOK) 은 우리가 인지하고 있다고 주장하는 지식의 내용에 관해 어떻게 알수 있는지 살펴보는 과정입니다. 학생들이 지식내용을 분석하고 지식 문제를 탐구하도록 유도합니다. 즉, 지식에 대한 주장은 “나는/우리는 X 를 알고 있다.” 또는 “나는/우리는 어떻게 Y를 하는지 알고있다” 같은 지식에 관한 기술이며; 지식에 관한 질문은 지식에 관한 의견의 자유로운 표명을 구하는 질문을 말한다. 공유된 지식과 개인적인 지식에 관한 구분은 지식이론 (TOK) 가이드에

about knowledge. A distinction between shared knowledge and personal knowledge is made in the TOK guide. This distinction is intended as a device to help teachers construct their TOK course and to help students explore the nature of knowledge.

There are two assessment tasks in the TOK course: an essay and a presentation. The essay is externally assessed by the IB, and must be on any one of the six prescribed titles issued by the IB for each examination session. The maximum word limit for the essay is 1,600 words.

Creativity, Activity and Service (CAS)CAS is at the heart of the Diploma Programme. With its holistic approach, CAS is designed to strengthen and extend students’ personal and interpersonal learning.

CAS is organized around the three strands of creativity, activity and service defined as follows:

Creativity—exploring and extending ideas leading to an original or interpretive product or performance

Activity—physical exertion contributing to a healthy lifestyle

Service—collaborative and reciprocal engagement with the community in response to an authentic need

As a shining beacon of he IB’s values, CAS enables students to demonstrate attributes of the IB learner profile in real and practical ways, to grow as unique individuals and to recognize their role in relation to others. Students develop skills, attitudes and dispositions through a variety of individual and group experiences that provide students with opportunities to explore their interests and express their passions, personalitiesand perspectives. CAS complements a challenging academic programme in a holistic way, providingopportunities for self-determination, collaboration, accomplishment and enjoyment.

나와있습니다. 본 구분(구별)을 통해 지도 교사가 지식이론 (TOK) 과정을 구성하고 학생들이 지식의 본질을 탐구하도록 도울 수 있는 도구로 제공됩니다.

지식이로 (TOK) 평가는 에세이 작성과 프리젠테이션으로 평가됩니다. 에세이는 교외 평가이며, IBO 에서 평가합니다. 각 시험 세션 마다 IB 가 발행한 여섯 개의 정해진 주제(제목) 중에 하나를 선택하여 작성해야 합니다. 1,600 단어를 넘지 않아야 합니다.

창의성 활동, 신체 활동, 봉사활동CAS 활동은 IB 디프로마 과정에 있어 가장 중요한 부분중 하나입니다. 전인교육을 지향하기 위하여, CAS 는 학생의 개인 및 대인 관계 학습을 강화하도록 설계 되었습니다.

CAS 는 아래와 같이 큰 세 줄기 (창의성 활동, 신체 활동, 봉사 활동)으로 고안되었습니다.

창의성 활동—(제품 또는 공연의) 독창적이거나 해석적인 아이디어 탐구 및 확장

신체 활동—건강한 라이프 스타일을 포함한 신체 활동 운동

봉사 활동—다른 사람의 필요에 반응하여 공동체 구성원들과 함께 상호 협동적인 참여

IB 프로그램의 참 가치를 밝혀주는 CAS 활동을 통해, 학생들은 IB 학습자가 갖추어야 될 덕목을 보다 더 실제적으로 가능하게 해줍니다. 뿐만 아니라, 학생 본인의 고유한 독특성을 기르고, 다른 사람들과의 관계에서 본인의 역할을 인식 하게 됩니다. 학생들은 본인의 관심사, 열정, 생각(관점)을 탐구할 수 있는 다양한 개별또는 그룹 활동 기회를 통해, 각자에게 필요한 능력, 태도, 성향, 기질을 기르게 됩니다. CAS는 학생들이 ‘자기 결정‘. ‘협동’, ‘성취’ 및 ‘기쁨’을 길러주는 활동을 통해 도전적이고 어려운 IB 프로그램의 학문 분야에 부족한 부분을 채워주는 전인교육 방식을 가능하게 해줍니다.

Lessons and Homework in the Sixth Form식스폼에서의 수업 및 과제Subject LessonsSixth Form lessons have a different feel to those students will have experienced in lower years. They will spend more time on each subject (7 lessons per week for HL subjects, 5 lessons per week for SL subjects) and class time will be more discursive in nature thanks to smaller class sizes. IB Diploma lessons are designed to encourage development of the IB Learner Profile attributes and Approaches to Learning explained earlier in this handbook. As such, students may need to adapt to different learning styles as dictated by the nature of the subjects they are studying.

IB Time and UGC TimeIn addition to normal classroom lessons, Sixth Form students attend sessions as a whole year group designed to support the other elements of their studies. IB Time sessions (one double lesson per week) allow the IBDP, EE, TOK and CAS coordinators to support students in the completion of studies related to the IBDO Core. This programme includes sessions on research skills and academic honesty for the EE, lectures and workshops for TOK and support in the completion of activities and reflections for CAS.

UGC Time (one lesson per week, led by the University Guidance Counsellors) is focussed on supporting Sixth Form students in preparing their university applications. These sessions include presentations from visiting university admissions staff, guidance on how to build a portfolio and workshops to support writing of college essays and personal statements.

HomeworkSixth Formers do not have a set homework timetable, as the nature of work set for the IBDP usually means it is set over a longer period. In general, IBDP students can expect to spend around three hours per HL subject and two hours per SL subject on homework each week, on average. In addition, there wioll be work to do on extended essays, TOK presentations and CAS activities, so it is essential that students manage their time carefully and work hard.

교과수업저학년에서 경험한 수업과는 다른 느낌을 받게 될것입니다. 학생들이 선택한 각 교과에 더많은 시간을 할애하게 됩니다. (HL심층단계 과정 수업은 주당 7시간 수업을 받게 되며; SL 표준단계 과정 수업은 주당 5시간 수업을 받게 됩니다.) 반 사이즈가 소규모인 덕분에 수업 시간은 좀 더 많은 토론이 가능합니다. IB 디플로마 수업은 학생들이 IB 학습자 자질(덕목)을 갖출 수잇도록 고안되었습니다. IB 학습자 덕목은 본 핸드북 앞부분에 기재되어있습니다. 따라서 학생들은 공부하는 교과목에 따라 다른 학습 스타일에 적응을 해야 할 수도 있습니다.

IB 타임 & UGC 타임정규 교과 수업 시간 이외에도 식스폼 학생들은 해당 학년 전체 학생 대상으로 고안된 세션에 참여해야 합니다. IB 타임 세션 (주당 한번의 더블 레슨)을 통해, IBDP, 소논문, 지식이론, CAS 코디네이터 교사들이 학생들의 IBDP 코어 영역에 도움을 주게 됩니다. 본 프로그램은 소논문 작성에 연관된 리서치 스킬과 아카데믹 어니스티(학업적 정직도)에 관한 세션, 지식이론(TOK) 의 이해를 돕기위한 강연과 워크샵, CAS 활동 수행에 관한 서포트를 제공해주는 세션이 제공됩니다.

UGC 타임 (주당 한번의 레슨) 은 대학 진학상담부서 교사들에 의해 진행되며, 식스폼 학생들의 대학 지원서 작성 준비에 초점을 두고 준비되는 세션입니다. 대학진학 상담 교사들이 대학에 방문하여 입학담당자로 부터 받은 정보에 관한 프레젠테이션, 포트폴리오 작성에 관한 안내, 칼리지 에세이 및 자기 소개서 (personal statements)에 관한 워크샵을 제공해줍니다.

과제식스폼 학생들은 학교에서 과제 시한을 지정하지 않고 있습니다. 이는 IBDP 학업과제의 특성상 다른 학년에서 교과 숙제를 완수하는데 소요되는 시간 보다 더 장기간의 노력이 요구되기 때문입니다. 일반적으로 IB 디프로마 학생들은 심층단계 (HL) 과정 교과목에서 한 과목당 3시간의 시간을 소요하고; 표준단계 (SL) 과정 교과목은 교과목당 2시간 정도 소요하여 숙제를 합니다. 게다가, 소논문, 지식이론 프리젠테이션, CAS 활동 등등 식스폼 학생들에게 이수해야할 내용들이 있기에 학생들은 지혜롭게 시간 관리를 하고 학업에 전념하여야 합니다.

Assessment in the IB DiplomaIB 디플로마 평가ExaminationsThough proportions vary by subject (see the IBDP Curriculum Supplement for details), the majority of assessment in the IB Diploma Programme comes in the form of examinations, which are taken in school in May of Year 13 and marked externally by the IB’s examiners.

Though past examination papers are available online and via departments in school, it is important to note that simply working through large numbers of them will not be sufficient to ensure that the student is adequately prepared for the real thing. Ultimately, IB Diploma exams are designed so that only thorough understanding of the course material, gained through lessons and effective revision, will ensure success.

Internally Assessed Coursework (IAs)All IBDP subjects, including Theory of Knowledge, are partly assessed through work produced during the course of study. IAs are marked by teaching staff, then moderated internally. This process involves teachers marking the work of each other’s students students for a second time, then the scores given by different teachers are compared with each other. If they are consistent, the original mark stands. If there are differences, a meeting will happen in which a final mark is agreed to ensure that there is consistency and integrity of the marks we award.

Following internal moderation, the final marks are submitted to the IB, who will choose a sample of students to be externally moderated. These students’ IAs will be uploaded to the IB, whose examiners will check that the marks given by the school fit with the IB’s standards and criteria.

Externally Assessed Coursework (EAs)As with IAs, EAs are completed during the course of study. However, they are not marked in school. Instead, all EAs are uploaded to the IB and marked by their examiners. EAs include the Extended Essay and Theory of Knowledge essay, as well as much of the work done for the Group 6 arts subjects.

시험(Examinations)교과목별로 비중은 다르지만 (상세 정보는 IBDP 커리큘럼 부록 참고), IB 디플로마 프로그램의 평가는 시험 형식으로 진행되며 13학년 5월중에 실시됩니다. 본 시험은 교외에서 평가되며 IBO 시험관에 의해 채점, 평가됩니다.

기존 시험지는 온라인 상으로 찾을 수 있고, 또는 교내 해당 교과 부서로 방문하시면 확인 하실 수 있습니다. 하지만, 학생이 기존 시험내용만 학습하는 것은 IB 디프로마를 준비하는데 충분하지 않습니다. 궁극적으로, IB 디플로마 시험은 교과 과정의 학습 자료의 철저한 이해, 수업과 효과적인 시험공부를 통해 얻은 철저한 이해만으로 본 과정을 성공적으로 이수 하도록 설계되어 있습니다.

교내 평가 코스워크 (IAs)지식이론 (TOK) 를 포함하여 모든 IB 디플로마 교과는 일부 교과 과정중에 평가되는 부분이 있습니다. 교내 평가 코스워크 (IA)는 해당 교과목 교사에 의해 채점되며, 교내에서 조정된다. 본 과정에서 다른 교사의 채점과 비교하여 점수가 부여됩니다. 해당 점수에 일관성이 있으면 최초 획득한 점수가 사용됩니다. 점수가 상이하면, 학교에서 부여하는 점수의 일관성과 완정성이 있도록 미팅을 하여 최종 합의된 점수를 부여합니다.

교내에서 점수를 검토한 이후, 최종 점수를 IBO 에 제출합니다. IBO 에서 샘플을 선택하여, 교외에서 조정합니다. 학생들의 교태 평가 코스워크 (IA) 가 IB에 업로드를 하면, 시험 검토관들이 학교에서 평가, 채점한 점수가 IB의 기준에 합한지 확인합니다.

교외평가 코스워크 (EAs)교내평가 코스워크(IA)와 마찬가지로, 교외평가 코스 워크(EA) 또한 본 과정이 진행되는 도중에 작성하게 된다. 하지만 EA 는 교내에서 채점 되지 않는다. IB 에 EA 를 업로드 하면, 교외 채점관들이 학생의 EA 를 채점하게 된다. EA 에는 소논문(EE)과 지식이론 (TOK) 에세이가 포함된다. 그룹 6에 포함된 작품/과제도 동일하게 적용됩니다.

Approaches to Teaching and Learning [ATL]가르침과 배움에 대한 접근 [ATL]Also at the centre of the IB Diploma programme are the Approaches to Teaching and Learning. The following is a rationale for the approach to learning in the IBDP:

“The development of skills such as thinking skills and communication skills is frequently identified as a crucial element in preparing students effectively for life beyond school. A 2007 survey of 400 hiring executives of major US corporations identified their top four requirements of new recruits as being oral and written communication skills, critical-thinking and problem-solving skills, professionalism and work ethic, and teamwork and collaboration skills (Trilling and Fadel 2009) . . . Yet many students struggle with some of the basic skills of effective learning. For example, good note-making has been positively correlated with academic achievement, yet research suggests that many university students have difficulty even with the fundamental skill of making notes from lectures or texts (Kiewra 1985, O’Donnell and Dansereau 1993).

“Developing students’ ATL skills is about more than simply developing their cognitive skills. It is also about developing affective and metacognitive skills, and about encouraging students to view learning as something that they “do for themselves in a proactive way, rather than as a covert event that happens to them in reaction to teaching” (Zimmerman 2000: 65). By developing ATL skills and the attributes of the learner profile, DP students can become “self-regulated learners” (Kaplan 1998). Self-regulated learners have learned how to set learning goals, ask good questions, self-interrogate as they learn, generate motivation and perseverance, try out different learning processes, self-monitor the effectiveness of their learning, reflect on achievement, and make changes to their learning processes where necessary (Zimmerman and Schunk 1989, de Bruin et al. 2011, Wolters 2011).

“The term “skill” is therefore used in a broad sense in the DP to encompass cognitive, metacognitive and affective skills. Cognitive skills include all the information-processing and thinking skills, often called “study skills” in a school environment.

또한, IB 디플로마 과정(이하 IBDP)의 중심에는 ‘가르침과 배움의 접근방법’이 있습니다. 아래 내용은 IBDP에서 가져야 할 적합한 배움의 태도를 담고 있습니다.

“생각과 소통을 비롯한 능력의 발전은 학생이 학교 외에서의 삶을 준비하는 과정에서 중대한 요소로 빈번히 강조되고 있습니다. 2007년에 이루어진 한 연구에 의하면, 몇몇 주요 미국 기업에서 400명의 인사과 간부들이 신입모집에 있어 가장 중요시하는 네 가지 요소는 구두 및 서면 소통, 비판적 사고와 문제 해결 능력, 전문성과 직업 의식, 그리고 단체 정신 및 협업입니다 (Trilling and Fadel 2009) . . . 그러나 많은 학생은 효과적인 학습의 기본적인 기술에 있어 어려움을 겪습니다. 예를 들어, 정돈된 필기와 성적 사이의 상관 관계는 알려져 있던 사실이지만, 어느 연구 결과에 따르면 다수의 대학생이 수업을 듣고 필기를 하는 근본적인 부분에서조차 어려움을 느낀다고 합니다 (Kiewra 1985, O’ Donnell and Dansereau 1993).

학생의 ‘배움의 접근’을 향상시키는 것은 단순한 인지 능력의 발달에 그치지 않고 정서적, 초인지적 기술을 발전시킵니다. 또한 학생들이 배움을 “누군가의 가르침에 소극적으로 응답하는 것이 아닌, 스스로를 위해 주도하는 것”으로 보도록 장려합니다 (Zimmerman 2000; 65). ‘배움의 접근’과 IB learner profile을 이해함으로써 “자율적인 학생”으로 거듭나게 됩니다 (Kaplan 1998). 이처럼 자율적 학습이 가능한 학생들은 배움의 목표를 세우고 질문하며 스스로를 끊임없이 추궁하고 동기부여하며, 다양한 배움의 방식을 시도합니다. 나아가, 자신의 학업적 효율과 성취도를 검토하여 스스로에게 걸맞는 방식을 찾아가는 것을 배웁니다 (Zimmer and Schunk 1989, de Bruin et al. 2011, Wolters 2011).

“그러므로 이 커리큘럼에서의 “능력”은 인식적, 초인지적 그리고 감정적 영역을 아울러 폭넓은 의미를 지닙니다. 인식적 능력은 흔히 학교에서 “학습 능력”이라 불리우는 정보 처리력과 사고력을 포함합니다. 감정적 능력은 행동 및 태도와, 회복력, 끈기와 자아 동기부여와 같은 정서의 토대가 되는 요인을 일컫는데, 이는 교육적 성취에 있어 큰 역할을 한다고 볼 수 있습니다. 초인지적 혹은 메타인지적 능력은 학생들이 배움을 이해하고 감정하기 위해 학습 방법의 유효성을 스스로 모니터링하는 능력을

Affective skills are the skills of behaviour and emotional management underpinning attitudinal factors such as resilience, perseverance and self-motivation, which often have a large role to play in educational achievement. Metacognitive skills are the skills that students can use to monitor the effectiveness of their learning skills and processes, to better understand and evaluate their learning. Although these skills may be in use when manifesting a certain natural ability or talent, they are different to both of these because proficiency in any skill can be increased through the deliberate use of techniques and strategies, feedback and challenge. Skills are therefore highly teachable.”

말합니다. 이러한 능력은 어떠한 타고난 재능을 드러내는 데 사용될 수 있으나, 기술과 전략의 신중한 활용, 피드백 그리고 도전을 통해 숙달 가능하며, 충분히 배울 수 있습니다.”

IBO. 2015. Approaches to Teaching and Learning. [ONLINE]Available at: https://xmltwo.ibo.org/publications/DP/

Group0/d_0_dpatl_gui_1502_1/static/dpatl/guide-apr-to-learn.html

Self-Management The IB Diploma programme is a demanding course and students need to develop effective strategies to help them manage their work. Personal organisation is the foundation of self-management; to support this all students receive a Planner in which to record assignments and deadlines although some individuals decide to use online apps to help plan their time.

Communication The art of communication is an increasingly significant strategy for twenty-first century learners. The IBDP require students to develop the ability to share their ideas formally with others through the ToK presentation and the Individual Oral Commentaries in the Language and Literature programmes.

Social Learning is no longer an individual pursuit. The ability and willingness to collaborate with others to co-construct learning is an essential feature of the contemporary classroom and further embedded in the IBDP through the Group 4 Science project.

Thinking The Theory of Knowledge course is embedded in all IBDP subjects; its aim is to encourage students to think critically by considering how the eight Ways of Knowing integrate to produce or serve as receptors in eight Areas of Knowledge.

자기 관리 IB 디플로마는 쉽지 않은 과정으로, 학생들은 공부에 대한 효율적인 접근 방법을 계발해 나가야 합니다. 자기 관리는 주어진 시간과 할 일의 체계적인 배분을 기반으로 하는데, 이를 돕기 위해 학생들은 플래너를 제공받고, 직접 각자의 숙제와 마감일자를 적습니다.

사 소통 소통은 21세기 학습에 있어서 점점 더 중요시되는 전략 중 하나입니다. IBDP는 학생들이 ToK 프레젠테이션과 언어/문학 영역에서의 Individual Oral Commentaries (개인 구술 논평 시험)를 통해 각자의 의견을 공유하는 능력을 발전시킬 기회를 제공합니다.

사회성 배움과 학습은 더 이상 개인의 탐구에서 그치지 않습니다. 타인과 협력하여 배움을 지속할 의향과 능력은 현대의 학급 내에서 필수적인 요소이며, IBDP의 그룹 4 과학 프로젝트에서 추가로 포함되어 있습니다.

사고방식 ToK(지식론)는 IBDP의 모든 과목에 내장되어 있는데, 여덟 가지의 Ways of Knowing (앎의 수단)이 여덟 가지의 Areas of Knowledge (지식의 분야)를 통합적으로 생산하고 제공하는 수용체로 작용하여 학생들이 비판적으로 생각하도록 장려합니다.

Critical thinking is not only about analytical, convergent thinking; it

can also be expressed as divergent thinking that seeks to produce a

diverse range of answers.

Research The ability to generate dynamic research strategies and process their findings whilst practising academically honest practice is a key skill in the IB Diploma. It is essential for the Extended Essay and integral to a number of internally assessed components. Students are taught how to adapt their writing style to suit the demands of concept-based synthesis and evaluation. A range of research methods are modelled in order to support investigations for the Extended Essay from comprehensive literature reviews to questionnaires, surveys and experiments.

Motivation Intrinsic & extrinsic The level of extrinsic or external motivation for our students is generally very high e.g. family expectations, aspirational achievement, high regard for education.

In order to be most effective at performing at a conceptual level, students need to develop their own internal motivators, or intrinsic motivation. Sometimes this is difficult to manage for young people and they need the ongoing support of their teachers, Tutors and boarding staff to talk through key motivating factors. All our teachers are trained in coaching and can help support students who may be struggling with motivation and purpose.

비판적 사고는 분석적, 집중적 사고만을 의미하지 않고 확산적 사고를 통해 다양한 정답에 도달하는 것으로 이해될 수 있습니다.

연구 IB 디플로마를 이수하기 위해 학생들은 학업적 지식에 대한 역동적 탐구와 그것을 사용하는 데 정직함을 필요로 합니다. 이것은 EE를 포함한 다수의 교내 채점될 에세이 작성에 극히 중요하며, 학생들은 학술 논문, 설문조사, 실험 등 다양한 연구 방법을 포괄적으로 이해하고 받아들여 개념에 입각한 종합적 평가를 내리고 학구적인 문체의 사용을 배웁니다.

동기 부여 본질적 동기와 외적 동기 전반적으로, 우리 학교 학생들에게 가해지는 외적 동기 부여는 상당히 높은 편입니다 (가족으로부터의 기대, 출세지향적 태도, 높은 교육열 등).

최대의 효율로 심도 있는 학업을 지속하기 위해 학생들은 그들의 내적 혹은 본질적 동기 요인을 발달시켜야 합니다. 어린 학생들에게 이 과정은 어려울 수 있는데, 가까이 있는 지원군인 선생님, 튜터, 또는 하우스 스태프와 주요 동기 요인에 대해 이야기하는 것이 좋습니다. 우리 학교의 모든 선생님은 학생과의 상담에 숙달되어 있으며, 따라서 동기와 목적의 상실로부터 비롯된 고민 해결에 도움이 될 수 있을 것입니다.

Cognitive [Intellectual]인식적 [지적]

Motivation [Personal]동기 부여 [개인적]

Knowledgeable (지적인) Inquirers (탐구적인)

Thinkers (사고력) Principled (원칙적인)

Reflective (성찰하는)

Affective [Emotional]감정적 [정서적]

Environment & Community [Social]주위 환경과 공동체 [사회적]

Caring (배려하는) Communicators (소통하는)

Risk-Takers (도전 정신) Open-minded (사고가 열린)

Balanced (균형 잡힌)

BULLOCK, K. IB Learner Profile: Literature Review (IBO, 2011)에서 발췌

The type of higher-level, conceptual learning that is at the heart of the IBDP can be a complex and layered process, an interaction between different aspects of learning. In order to articulate this process within the IBDP Bullock (2011) sub-divided the Learner Profile into four key domains of learning. These aspects of learning help students and teachers focus on the skills and capacities students need for success in the IBDP.

고도의 개념적 학습이 바로 IBDP의 핵심으로, 배움의 다양한 양상을 종합시키는 복합적인 과정으로 생각될 수 있습니다. 아래는 IBDP Bullock (2011)에 제시된 배움의 네 가지 갈래로, 앞서 설명한 Learner Profile의 속성이 분류되어 있습니다. 이러한 배움의 양상은 학생과 교사 모두에게 성공적인 IBDP 이수를 위한 좋은 발판을 마련해 줍니다.

Cognitive Higher order thinking skills Bloom’s Taxonomy of Learning was created in 1956 under the leadership of educational psychologist Dr. Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning). Lorin Anderson, a former student of Bloom, and David Krathwohl revisited the model in the mid-nineties and made some adjustments to accommodate progressions in pedagogy (Ander-son, Krathwohl et al 2000).

Bloom’s Taxonomy can help teachers to plan lessons and activities that challenge students to think beyond the lower order thinking skills and move towards more conceptually based higher order thinking that is valued in IBDP assessments. Through their time in the sixth form, students should be increasingly able to operate in the top three skill levels.

인식적 능력 고차사고력 학습 블룸의 신교육목표분류(Bloom’s taxonomy of Learning)는 1956년 교육심리학 박사 Benjamin Bloom에 의해 창시되었습니다. 그는 학생들이 단순히 지식을 암기하는 것이 아닌 개념, 과정, 절차, 이론 등에 대한 분석과 검토로 대표되는 고차원적 사고를 하게끔 장려하는 것에 목적을 두었습니다. 블룸의 학생이었던 Lorin Anderson과 David Krathwohl은 90년대 중엽의 교육학 모델을 검토했고, 그 모델을 기반으로 현대 교육학의 발전을 도모했습니다 (Anderson, Krathwohl et al 2000).

블룸의 신교육목표분류는 선생님이 학생으로 하여금 저차원적 사고에서 벗어난, IBDP에서 고무되는 고차원적 사고를 하도록 유도하고, 효과적인 수업과 활동을 계획할 수 있도록 도와줍니다. 이를 통해 식스폼 학생들은 2년간 점진적인 학습 능력의 향상을 경험할 것입니다.

The Four Domains of Learning배움의 네 가지 갈래

The graph (above) demonstrates the six aspects of learning, Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating, in combination with a brief explanation of the process, and (examples of) verbs teachers can use to get students to think on these levels. Here, Bloom’s Taxonomy is situated in the four types of knowledge, Factual Knowledge of terminology and details, Conceptual Knowledge of relationships among pieces of concepts or theories, Procedural Knowledge of processes and methods of theories and problems, and Metacognitive Knowledge of learning strategies and processes. This chart starts with factual knowledge and remembering and builds in complexity as it moves clockwise. A comprehensive lesson will require students to apply multiple types of knowledge and cognitive skills.

위 그래프는 학습의 여섯 가지 양상: 기억, 이해, 적용, 분석, 검토, 창출을 나타냅니다. 블룸의 신교육목표분류에 의하면, 이것은 전문 용어와 디테일을 다루는 사실적 지식, 특정 개념과 이론간의 관계를 다루는 개념적 지식, 이론과 문제에 대한 접근 과정과 방식을 다루는 절차적 지식, 그리고 학습 계획과 과정을 다루는 초인지적 지식으로 나누어집니다. 이 차트는 사실적 지식에서부터 시작해 시계 방향으로 갈수록 심층적인 지식으로 나아가는 과정을 보여줍니다. 포괄적인 수업은 학생들이 다양한 분류의 지식과 인식 능력의 활용을 촉진시킵니다.

Affective Wellbeing, Resilience & Perseverance We aim to place the student at the centre of everything we do as a school. As such we have established systems that maintain a pastoral overview of all students’ wellbeing through a coordinated Tutor programme and House system. Students’ welfare is continuously monitored and students regularly have focused conversations with their Tutor, Houseparent, WorkSmart counsellor, emotional counsellor or the Head of Sixth Form.

정서 안녕감, 회복력 그리고 끈기 우리 학교는 학생을 우선으로 생각합니다. 체계적이고 화목한 튜터 프로그램과 하우스 시스템으로 학생들의 전반적인 학교생활을 관리하며, 그들의 행복과 학교생활에 대한 만족감이 항시 보장될 수 있도록 튜터, 하우스 스태프, 워크스마트 카운슬러, 심리상담 카운슬러, 그리고 식스폼 헤드 선생님과의 정기적인 대화를 이끌어갑니다.

Supported by this network of professional staff and parents, our students receive the guidance and advice to support their wellbeing, develop their resilience, build positive relationships and establish strategies to persevere based on a growth mindset.

전문적인 선생님과 학부모님로 이루어진 학교 네트워크는 학생들의 행복과 회복력을 발달시키며, 우호적인 인간관계를 만들고 유지할 수 있도록 도와줍니다. 이처럼 학교로부터 끊임없는 지도와 지원을 받은 우리 학생들은 한걸음 더 성장하며 성공 마인드를 배우게 됩니다.

Report Attainment Grades (R Grades)Attainment grades in academic reports in the Sixth Form are awarded according to the same descriptors as the rest of the Senior School. This is a scale of 7-1, with 7 being the highest and 1 being the lowest. Further details, including grade descriptors, can be found in the parent guide to assessment and reporting.

R grades will not be based on one test, but will include review of a range of assessments, homework, class work, written work, verbal work and practical activities.

The performance indicators are not an exhaustive list and not all performance indicators apply in every subject. Students do not have to meet every single performance indicator in each subject to be awarded that grade. Teachers will award the grade that most accurately describes the student’s attainment when taken as a whole over the

reporting period.

Transcript GradesAt the end of each academic year of IGCSE and IBDP study, departments will be asked to award Transcript Grades for all students. Unlike R grades, these are reported to universities in the US and some other countries as part of the application process.

Transcript Grades represent a holistic judgement of each student’s academic performance in each subject over the year and are not determined by any individual assessment. To ensure consistency, fairness and accuracy, Transcript Grades are moderated by Heads of Department before being submitted and after that point cannot be changed.

Though they are not determined by the exact same criteria, Year 12 Transcript Grades may also be taken as an indication of the Predicted Grades that students are likely to be awarded in September if their current academic performance, attitude to learning and effort outside the classroom are maintained at the same standard.

리포트 – 성취 성적 (학기별 성적- R 성적)성취 성적 (Attainment grades)은 다른 시니어 스쿨의 학년과 동일한 방식으로 제공됩니다. 점수는 최고 7점 부터 최저 1점으로, 7점~1점으로 분류가 됩니다. 리포트 성적 관련하여 좀 더 세부적인 내용은 학업 평가 및 성적에 관한 학부모님 가이드 북 내용을 참고해 주십시오.

R 성적은 단순히 하나의 시험에 의해 평가된것이 아닙니다. 다양한 평가와 숙제, 클래스 워크, 작문, 구두 평가, 실습 활동 등등이 모두 포괄적으로 적용되어 구성된 점수입니다.

성과 지표는 모든 평가 요목을 총망라한 내용이 아니며, 성과 지표가 모든 교과에 일률적으로 적용이 되는 것도 아니다. 학생들은 각 교과목에서 성적 지표를 모두 충족 시켜야 할 필요는 없습니다. 교사들은 해당 리포트 기간 동안에 학생을 잘 관찰, 파악하여 가장 정확한 점수를 줍니다.

트랜스크립트(내신 성적, Transcript Grades)IGCSE 그리고 IBDP 과정을 받는 동안 해당 학사년도가 종료가되면, 모든 교과목 부서에서 학생들에게 ‘트랜스크립트 (내신 성적,Transcript) 성적을 부여합니다. 학기별 성적 (R – 성적) 과는 달리 트랜스크립트 성적은 미국 대학 및 몇몇 다른 국가의 대학에 지원시 사용을 하게 되는 성적입니다.

트랜스크립트 성적 (내신 성적, Transcript Grades)은 하나의 평가로 이루어진 성적이 아니라 해당 학사년도동안 학생의 학업 성취 능력을 총 망라한 성적을 보여 줍니다. 본 성적의 일관성, 공정성, 정확성을 보장하기 위하여 트랜스크립트 성적은 본 성적을 대학에 제출하기 전에 각 해당 교과목 부서장 교사에 의해 검토 됩니다. 즉, 본 성적의 수정및 정정이 불가능해지기 전에 해당 교과 부서장 교사가 최종 확인 하게 됩니다.

정확하게 동일한 기준으로 결정, 처리되는 것은 아니지만, 12학년의 트랜스크립트 성적 (내신성적, Transcript Grades) 이 IB 디플로마 예상 점수 (Predicted Grade) 의 근거 자료로 사용이 됩니다. 학생의 학업 성취도와, 학습 태도, 그리고 교실 밖에서도 학생이 해당 교과에 대하여 지속적인 노력을 하게 될 경우 IB 예상 점수 (Predicted grades) 를 9월에 받게 됩니다. IB 예상 점수도 학생의 학업 성취를 다각적인 전체적으로 측면을 모두 고려하여 평가한 점수입니다.

Attainment, Transcript and Predicted Grades리포트(Report), IB 예상 점수(Predicted Grades),트랜스크립트 (내신성적, Transcript)

IBDP Predicted GradesAround a month into Year 13, departments will issue students with Predicted Grades, which give an optimistic but realistic estimate of the score we expect each student to achieve in each of their subjects at the end of the course. Like Transcript Grades, these take a holistic view of the student’s academic performance and are never based on one or a small number of specific assessments. They are also reported to universities and are particularly important for applications to the UK, Canada and Hong Kong.

Many students will have worked hard over the summer to improve and therefore deserve Predicted Grades that are higher than their Year 12 Transcript Grades. To accommodate this, there will be a Prediction Review Period at the beginning of the first term of Year 13. During this time, students will have the opportunity to go through the summer work they have done with their teachers. They may also sit additional assessments to demonstrate sufficient improvement in their knowledge and application of Year 12 content. Those who do so whilst maintaining good marks in their ongoing Year 13 work may be awarded Predicted Grades that are higher than their Transcript Grades. Similarly, students who have not done sufficient work over the summer to maintain their performance may find that they are awarded Predicted Grades that are lower than their Year 12 Transcript Grades.

After the Prediction Review Period, Predicted Grades will be entered by departments and there will be no more additional assessments on previously studied material with the sole aim of improving them. Predicted Grades can still go up or down right up to the point at which the student’s application is sent, but only in response to improvement or deterioration in the work they do in the normal course of study. This means that students still have the chance to improve their Predicted Grades, but may only do so by focussing on their studies and getting better marks in homework, coursework and other assessments that are part of the Year 13 course.

IB 디플로마 예상 성적(Predicted Grades)13학년이 된지 한달 정도의 시간이 경과한 시점에, 각 교과 부서에서는 학생들에게 IB 예상 점수를 안내할 것입니다. IB 예상 점수는 학생이 성취하게 될 점수를 예측한 점수인데 , 낙관적 이면서도 현실적으로 예측하여 제공하는 점수입니다. 트랜스크립트 (내신 성적, Transcript grades) 성적과 마찬가지로, 학생의 학업 성취를 다각적인 전체적인 측면을 모두 고려하여 평가한 점수 입니다. 즉, 한가지 특정 평가에만 의존하여 결정된 점수가 아닙니다. IB 디프로마 예상 점수는 대학 지원시 제출하게 되는 성적이고, 특히, 영국, 캐나다, 홍콩에 소재한 대학에 지원시 매우 중요한 점수입니다.

학생들은 본인의 12학년 트랜스크립트 (Transcript) 성적 보다 더 높은 IB 예상 점수를 받을 수있도록 여름 방학 기간을 적극 활용하여 공부하게 됩니다. 학교에서는 13학년 첫 번째 학기 초에’IB 예상 점수 리뷰기간 (Prediction Review Period)’ 를 제공하고 있습니다. 이 기간 동안 학생들은 본인이 여름방학동안 하였던 Task 를 해당 교과목 선생님과 함께 살펴 보게 됩니다. 또한 학생들은 본인들의 학업적 향상을 증명하고, 도한 12학년 교과 내용에 대한 지식과 적용이 충분히 향상되었음을 입증하기 위해 추가 평가를 받게 될 수도 있습니다. 13학년 학습 평가에 좋은 성적을 보인 학생들은 트랜스크립트 (Transcript) 성적 보다 더 높은 IB 예상 점수를 받을 수도 있습니다. 마찬가지로, 여름 방학 동안 열심히 공부하지 않은 학생은 트랜스크립트(Transcript) 성적 보다 IB 예상 점수가 더 낮게 나올 수도 있습니다.

IB 예상 점수 리뷰 기간 (Prediction Review Period)이 끝나면, IB 예상 점수가 입력이 되고 그 이후로는 IB 예상 점수를 올리기 위한 추가적인 평가는 하지 않게 됩니다. 즉, IB 예상 점수는 학생의 지원서가 제출 되기 전까지 올라 갈 수도있고 내려 갈 수도있지만, 정규 학습 과정안에서 학생의 학업 능력이 지속적으로 ‘향상’ 또는 ‘퇴보’ 되는 경우 변경이 되는 것이지, 예상 점수 입력이 완료가 되고 나면, IB 예상 점수를 올리기 위한 별도의 다른 테스트는 이제 더이상 없습니다. 앞서 말씀드렸지만, 학생들은 여전히 ‘IB 예상 점수’를 올리는 것이 가능하기는 하지만 숙제, 코스워크, 다른 평가에 더 좋은 점수를 받을 수 있도록 집중해야 합니다.

NLCS Jeju expects its students to behave honestly and with integrity in an academic environment. The school actively promotes respect for scholarship through its academic programmes and all students are given training in the study and research skills necessary to ensure academic honesty. This is also essential to success in the IB Diploma Programme, as the IB take academic honesty extremely seriously.

Academic honesty requires students to ensure that the work they submit is:

• authentic• wholly their own• based on their own ideas• expressed in their own language.

Where the work and ideas of others is used, its source must be identified and acknowledged. Where the language of others is used, it must be clearly quoted and its source referenced. Acknowledgement of source means identifying at least the author or person who owns the work, and the place from which the work or part of the work was sourced.

Authenticity applies equally to work done under test or examination conditions. The responses of students on a test or examination must be their own and must have been produced whilst abiding by the rules and guidelines set out by the teacher or examining authority.

Plagiarism is defined as presenting another person’s work as one’s own by presenting, copying or reproducing it without acknowledgement of the source. This applies whether the work is copied in full or in part, and even where it is edited or reworded. Plagiarism can be negligent (accidental) or dishonest (deliberate).

Cases of academic dishonesty are dealt with according to the school’s Academic Honesty Policy and Behaviour for Learning Policy. Ultimately, cheating in an exam or plagiarising work for an IA or EA may result in the student being disqualified from the IB Diploma and the NLCS Jeju Diploma.

NLCS Jeju 는 학생들의 학문에 임하는 정직한 태도에 대해 기대, 요구도가 높습니다. 학교는 아카데믹 프로그램을 통해 학문을 적극적으로 장려하며, 학생들이 학문적 정직성을 갖추도록 지도합니다. IB 에서는 아카데믹 어니스티(학업의 윤리성)를 매우 중요하게 생각하고 있기에 IB 디프로마 프로그램을 성공적으로 이수하기위해서도 반드시 지켜야하는 사항입니다.

아카데믹 어니스티 (학업의 윤리성) 사항을 충족 하기 위해 학생들이 제출하는 과제는 다음과 같은 사항을 잘 준수해야 합니다.:

• 진정성 (authentic)• 전적으로 학생 자신이 작성한 (wholly

their own)• 학생 본인의 아이디어에 기반한 (based

on their own ideas)• 본인의 언어적 표현으로 (expressed in

their own language)

다른 사람의 과제나 아이디어를 사용하였을 경우, 해당 자료의 출처를 반드시 표기 하여야 합니다. 다른 사람의 표현을 사용하게 되는 경우에도 어디에서 인용하였는지 출처를 밝혀야합니다. 출처를 표기한다는 것은 저자 또는 해당 문서의 소유자를 밝히고, 사용된 부분을 밝히는 것을 의미 합니다.

학업적 진정성은 시험을 치르는 상황에도 동일하게 적용됩니다. 학생의 답안은 학생이 직접 작성한것이어야 하며, 지도교사 또는 시험 당국에서 규정한 규칙과 지침 사항에 준거하여 작성되어야 합니다.

표절은 다른 사람이 창작한 내용을 도용하여 자신의 창작물인 것 처럼 사용하는 행위나; 또는 출처를 밝히지 않고 다른 사람의 내용을 사용한것을 말합니다. 즉, 다른 사람의 저작물의 일부 또는 전부를 출처에 대한 명확한 표시 없이 재사용되는 행위; 다른 사람이 창작한 저작물의 일부 또는 전부를 도용하여 사용하여 자신의 창작물인것 처럼 사용하는 것을 말합니다. 다른 사람의 저작물의 전부 또는 일부를 사용하는 경우, 그리고 편집 또는 어구를 바꾸어 사용한 경우에도 표절이 적용이 됩니다. 표절은 과실 (실수)로 인해 발생할 수도있고 부정직 (고의)으로 인해 발생할 수도 있습니다.

학업적 정직도에 위반된 케이스는 학교 ‘학업 윤리 정책 및 학생 행동 규정’ 에 따라 처리 됩니다. 궁극적으로, 시험에서의 부정행위, IA / EA 의 표절은 IB 디플로마 이수와 NLCS Jeju 디프로마를 받지 못하게 되는 결과를 초래 할 수도 있다.

Academic Honesty아카데믹 어니스티 (학업의 윤리성)

Building a university portfolio대학 포트폴리오Service Whilst at school students need to build a portfolio that demonstrates their commitment to learning through developing their subject passion as well as to commit to service.

“In some communities students suffer from a lack of academic resources and opportunities. In other communities pervasive pressure to perform academically at high levels and to enter selective colleges takes an emotional toll on students and often squeezes out the time and energy students have to consider and contribute to others.”

Making Caring Common (p. 1; Harvard Graduate School of Education, 2014)

In 2016 Harvard University published a paper called Turning the Tide created by the MAKING CARING COMMON PROJECT from the Harvard Graduate School of Education highlighting some recommendations for potential applicants to US colleges:

• Engage in meaningful, sustained community service

• Initiate collective action that takes on community challenges

• Get involved in authentic, meaningful experiences with diversity

• ‘Doing with’ rather than ‘doing for’

• Take part in service that develops gratitude and a sense of responsibility for the future

• Prioritise the Quality – not Quantity – of your activities

Report available from www.makingcaringcommon.org

봉사활동 학교에서의 시간 동안, 학생들은 봉사활동 외에도 자신의 학업적 열정을 보여주는 일종의 포트폴리오를 만들어야 합니다.

“일부 공동체는 학생들에게 학문적 자원과 기회를 충분히 제공하지 않습니다. 다른 공동체에서는 학문적으로 높은 수준을 유지하여 학생들이 선별적인 명문 대학에 진학하도록 과한 압박을 줍니다. 이러한 압박은 학생들에게 정서적으로 좋지 않을 뿐 아니라 서로를 도와주고 배려하는 데 쓰여야 할 시간과 에너지를 낭비하게 됩니다.”

Making Caring Common (p. 1; Harvard Graduate School of Education, 2014)

올해 하버드 교육 대학원에서 주최된 MAKING CARING COMMON PROJECT는 미국 대학 진학을 희망하는 학생들에게 추천하는 활동을 Turning the Tide 라는 제목의 논문에 명시하였습니다.

• 의미있는 봉사활동에 지속적인 참여

• 사회에 긍정적인 변화를 불러올 공동 프로젝트의 개시

• 문화적 다양성과 관련된 진정성 있는 경험

• ‘무언가를 위해서’ 보다는 ‘무언가와 함께’

• 감사하는 마음과 미래에 대한 책임감을 기를 수 있는 봉사에 참여

• 활동의 양보다 질을 우선시하는 태도

논문 열람: www.makingcaringcommon.org

Developing subject passion Students are encouraged to enrol in an Academic Society through which they can explore and deepen their passion for a particular subject area. In addition to the activities the society members initiate students have the opportunity to nominate themselves to the role of Chair, Secretary or Publicity Officer.

Trying yourself out Sixth Form students are encouraged to take an active part in a number of co-curricular activities (CCAs) each afternoon and the Bryant programme on Saturday mornings. This commitment can be endorsed by their personalised Creativity, Activity & Service projects, an integral feature of their Diploma programme experience.

In order to place some of this advice into context, here are some questions that UCLA have asked their applicants to discuss:

• Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes, or contributed to group efforts over time.

• Describe your favorite academic subject and explain how it has influenced you.

• What have you done to make your school or community a better place?

업적 열정 기르기 우리 학교는 학생들이 학업적 동아리에 가입하여 학문의 깊이있는 탐구와 이에 대한 열정을 기를 수 있도록 격려합니다. 또한 체어, 서기, 홍보 담당과 같이 리더로서 자신을 발전시킬 기회가 주어집니다.

새로운 도전 우리 학교는 식스폼 학생들이 오후와 주말 교과 외 활동에 참여하도록 격려합니다. 교과 외 활동은 CAS 프로젝트나 IBDP에서 얻을 수 있는 중요한 요소 중 하나입니다.

다음은 UCLA 대학이 지원 학생들에게 요구하는 입시 에세이 질문 중 일부로, 교외활동의 중요성을 잘 보여줍니다:

• 자신이 긍정적인 영향을 끼치거나, 논쟁을 해결하거나, 공동체를 위해 노력한 리더십 경험의 예시를 서술하시오.

• 자신이 가장 좋아하는 과목과 그것이 자신에게 미친 영향을 서술하시오.

• 자신의 학교나 지역 사회를 발전시키기 위해 어떤 공헌을 했는지 서술하시오.

KOREAN LITERATURE (Year 12) The course is built on the assumption that literature is concerned with our conceptions, interpretations and experiences of the world. The study of literature can therefore be seen as an exploration of the way it represents the complex pursuits, anxieties, joys and fears to which human beings are exposed in the daily business of living. It enables an exploration of one of the more enduring fields of human creativity, and provides opportunities for encouraging independent, original, critical and clear thinking. It also promotes respect for the imagination and a perceptive approach to the understanding and interpretation of literary works.

Curriculum Content Suggested Reading or Extension Activities

Half Term 1 (Aug – Oct)

Part4: Options (1)-Short story In this part of the course, three printed works of different genres will be chosen freely and studied. Students will be assessed on their literary understanding as well as their ability to produce an effective oral presentation.

윤흥길의 기억속의 들꽃 외 작품

Half Term 2 (Nov – Dec)

Part 4: Options (2)-Poetry Individual oral presentation (15%: 10–15 minutes) The presentation is based on works studied in part 4. It is internally assessed and externally moderated through the part 2 internal assessment task. (30 marks)

서정주의 견우의 노래 외 작품

Half Term 3 (Jan – Feb)

Part2: Detailed Study (1)- Short stories In part 2 the focus is on detailed analysis of a work, both in terms of content and technique. The detailed study is best achieved through approaches that ensure close reading and in-depth analysis of the significant elements of the works involved.

김승옥의 중,단편5작품

Half Term 4 (Feb – Apr)

Part2: Detailed Study (2)- Short stories / Poetry This internally assessed activity is based on part 2 of the course (detailed study) and forms the basis for the moderation of the teacher’s assessment.

고은의 시15작품 ONLY HL: 엄현옥 수필5편 작품

Summer Term (Apr – June)

Part2: Detailed Study (3)- Poetry Individual oral commentary (15%) • SL: Students present a formal oral commentary and answer subsequent questions on an extract from a work studied in part 2. (30 marks) • HL: Formal oral commentary on poetry studied in part 2 with subsequent questions (10 minutes) followed by a discussion based on one of the other part 2 works (10 minutes). (30 marks)

고은의 시15작품 ONLY HL: 엄현옥 수필5편 작품

Examples of homework tasks <시간적 배경과 공간적 배경>

Ø 이 작품의 시간적/공간적 배경은 무엇이며, 주제와 관련하여 어떠한 역할을 하고 있는가?

Assessment tasks, methods and frequency

IB DP Korean Literature Criteria

Equipment that students need Literature texts

Parents / guardians can help their child by:

Ensuring that pupils read regularly and widely, both fiction and dissertation texts.

Useful websites EBSCO, DBPIA, KISS Co curricular activities Korean Script Reading,

Who can I contact?

Head of Korean Ms Mi-Sun Park(e-mail: [email protected]) Teacher of Year 12 Korean

Mr Byung Gyu Kang(e-mail: [email protected])

KOREAN LITERATURE (Year 13) The course is built on the assumption that literature is concerned with our conceptions, interpretations and experiences of the world. The study of literature can therefore be seen as an exploration of the way it represents the complex pursuits, anxieties, joys and fears to which human beings are exposed in the daily business of living. It enables an exploration of one of the more enduring fields of human creativity, and provides opportunities for encouraging independent, original, critical and clear thinking. It also promotes respect for the imagination and a perceptive approach to the understanding and interpretation of literary works.



Part1: Works in translation(1) This part of the course is a literary study of works in translation, based on close reading of the works themselves. Students are encouraged to appreciate the different perspectives of people from other cultures and to consider the role that culture plays in making sense of literary works.

요시모토 바나나의 키친


Part1: Works in translation(2) Written assignment (25%) • Students submit a reflective statement and literary essay on one work studied in part 1. (25 marks) • The reflective statement must be 300–400 words in length. The essay must be 1,200–1,500 words in length.

카프카의 변신 외 중,단편 5작품 ONLY HL: 파트리크 쥐스킨트의 향수


Part3: Literary Genres(1) – Novel In part 3, a group of works selected from the same literary genre is studied in depth. Each genre has recognizable techniques, referred to as literary conventions, and writers use these conventions, along with other literary features, in order to achieve particular artistic ends.

춘향전


Part3: Literary Genres(2) – Novel Written examination paper 2 (essay) The grouping of works by genre is intended to provide a framework for the comparative study of the selected works through an exploration of the literary conventions and features associated with that genre.

이문열의 선택


Part3: Literary Genres(3) – Novel Paper 2: Essay (1 hour 30 minutes) • The paper consists of three questions for each literary genre. • In response to one question students write an essay based on at least two works studied in part 3. (25 marks)

은희경의 새의 선물 ONLY HL:황순원의 나무들 비탈에 서다.

Examples of homework tasks 장편소설

1. 공부했던 적어도 두 작품의 장편소설을 예로 들어, 두 가지 이상의 이야기가 전개되는 복합적인 구성의 의도와 그 효과는 무엇인지 비교, 대조하시오.


Ensuring that pupils read regularly and widely, both fiction and dissertation texts.

Useful websites EBSCO, DBPIA, KISS Co curricular activities Korean Script Reading,

Who can I contact?

Head of Korean Ms Mi-Sun Park(e-mail: [email protected]) Teacher of Year 13 Korean

Mr Byung Gyu Kang(e-mail: [email protected])

KOREAN LANGUAGE & LITERATURE (Year 12) The language A: language and literature course aims to develop students’ skills of textual analysis and the understanding that texts, both literary and non-literary, can be seen as autonomous yet simultaneously related to culturally determined reading practices. An understanding of the ways in which formal elements are used to create meaning in a text is combined with an exploration of how that meaning is affected by reading practices that are culturally defined and by the circumstances of production and reception.

Curriculum Content Suggested Reading or Extension Activities Half Term 1 (Aug – Oct)

Part 1 : Language in cultural context (two topics) In this part of the course students are given the opportunity to explore how language develops in specific cultural contexts, how it impacts on the world, and how language shapes both individual and group identity. Students studying this part of the course should pay particular attention to the role of language in relation to the many areas involved in the construction of meaning and understanding of particular issues in the world.

Written Tasks : HL and SL students are required to submit one written task, 800–1,000 words in length, exploring an aspect of the material studied in the course.


Part 2 : Language and mass communication In part 2 students consider the way language is used in the media. This section also addresses the issue of how the production and reception of texts is influenced by the medium through which they are delivered.

Written Tasks : A written task demonstrates the student’s ability to choose an imaginative way of exploring an aspect of the material studied in the course.


Part 4 : Literature - critical study (One work is coverd) Students are required to engage in a critical examination of a particular extract drawn from a work that has been studied in part 4 of the language A: language and literature course.

Poetry of Dong Ju Yoon ‘Gwanchon Supil’ by MunKu Lee or Short stories by SoonWon Hwang


Part 4 : Literature - critical study (One work is coverd)

Novella of ‘Mun Yeol Lee’ (HL only)


Part 4 : Literature - critical study (One work is coverd)

IOC (Individual Oral Commentary) : Students comment on an extract from a literary text studied in part 4 of the course followed by a discussion and subsequent questioning.

Examples of homework tasks Creative writings (formal/informal letter, interview, diaries), Analysis of poems or novels, Oral

presentations


Written tasks plus full year group mock exams.

Equipment that students need Literature texts : Gwanchon Supil by Lee Moon Ku, Poetry by Dong Ju Yoon, Our Twisted Hero by Moon Yeol Lee


Ensuring that pupils read regularly and widely, both fiction and non-fiction texts.

Useful websites JSTOR, EBSCO, DBPIA, KISS Co curricular activities

Who can I contact?

Head of Korean Misun Park : [email protected] IB Korean Teacher Sangduk Park : [email protected]

KOREAN LANGUAGE & LITERATURE (Year 13) The language A: language and literature course aims to develop students’ skills of textual analysis and the understanding that texts, both literary and non-literary, can be seen as autonomous yet simultaneously related to culturally determined reading practices. An understanding of the ways in which formal elements are used to create meaning in a text is combined with an exploration of how that meaning is affected by reading practices that are culturally defined and by the circumstances of production and reception.


Part 1 : Language in cultural context (two topics are covered)

Written Tasks : Task 2 takes the form of a critical response and is a requirement of the HL course only. Task 2 is a critical response to one of these six questions. The prescribed questions are designed to be as open as possible and are intended to highlight broad areas within which students can explore and develop their responses to the texts.


Part 2 : Language and mass communication (two topics are covered)


Part 3 : Literature – texts and contexts Meaning in a text is shaped by culture and by the contexts of the circumstances of its production. It is also shaped by what the reader brings to it. Literary texts are not created in a vacuum but are influenced by social context, cultural heritage and historical change.

‘Kite Runner’ by Khaled Hoseini


Part 3 : Literature – texts and contexts Through the close reading of literary texts, students are able to consider the relationship between literature and issues at large, such as gender, power and identity. Students should be encouraged to consider how texts build upon and transform the inherited literary and cultural traditions

Short stories by Yoojung Kim Paper 2 (External) : In response to one of six questions students write an essay based on both the literary texts studied in part 3. The questions are the same at HL but the assessment criteria are different.


Part 3 : Literature – texts and contexts

Graphical Novel by Art Spiegelman (HL only)

Examples of homework tasks Creative writings (formal/informal letter, interview, diaries), Analysis of poems or novels, Oral

presentations


Written tasks plus full year group mock exams.

Equipment that students need Literature texts : Gwan Chon Essay by Lee Moon Ku, Poetry by Dong Ju Yoon, Our Twisted Hero by Moon Yeol Lee)


Ensuring that pupils read regularly and widely, both fiction and non-fiction texts.

Useful websites JSTOR, EBSCO, DBPIA, KISS Co curricular activities

Who can I contact?

Head of Korean IB Korean Teacher Sangduk Park : [email protected]

ENGLISH LANGUAGE AND LITERATURE (Year 12) Language A: language and literature comprises four parts—two relate to the study of language and two to the study of literature. Specifically: Part 1 – Language in Cultural Context; Part 2 – Language and Mass Communication; Part 3 – Texts and Contexts; Part 4 – Literature: Critical Study.

Curriculum Content Assessments Year 12 Term 1 (Aug – Dec)

Study Part 2 (Language and Mass Communication) Both SL and HL classes study various forms of communication such as news coverage, blogs, advertising and opinion columns, and how these forms are used to inform, persuade or entertain their audiences Begin the study of Part 3 (Texts and Contexts) SL classes will study one text in detail; HL classes will study two texts in detail. During Year 12 both SL and HL classes will read the following texts: ‘A Doll’s House’ by Henrik Ibsen – drama ‘The Great Gatsby’ by F Scott Fitzgerald – prose A third text – this will be read by HL classes only and teachers will ensure students are aware of the text before term 2.

A formal IB assessment will take place – an FOA (Further Oral Activity). This carries 15% of the total marks. Students will also produce a Written Task (1a) based on Part 2 which carries 20% of the total marks. These assessments are completed by both SL and HL classes.

Year 12 Term 2 (Jan – Mar)

Study of Part 1 (Language and Cultural Context) SL and HL classes will learn how audience and purpose affect the content and structure of texts. An analysis of the impact of changes in language will be studied along with how language and meaning are shaped by culture and context. Continue the study of Part 3 (Texts and Contexts) SL classes will read a second text in Term 2; HL classes will be asked to read a third text during the summer vacation between Year 12 and Year 13. This will be followed by essay writing in preparation for the internal end-of-year examinations. Textual Analysis/Comparative Textual Analysis (Paper 1) SL and HL classes will analyse with care varied unseen texts which may include texts such as articles, blogs, advertisements, brochures and so forth. SL classes will produce textual analyses with two guiding questions offered; HL classes will produce comparative textual analyses. This work will be in preparation for the internal end-of-year examinations.

SL classes only will produce a second Written Task (1b) based on Part 1. HL classes only will produce a Written Task 2 specifically based on a given question and it will be an essay in the form of a critical response and related to one of the texts read in Part 3. Both SL and HL students will produce practice essays. Production of practice textual analyses (SL) or comparative textual analyses (HL).

Year 12 Term 3 (Apr – Jun)

Continue with the study of Part 1 (Language in Cultural Context) The study of this part will be concluded.

Both SL and HL classes will prepare and present a second FOA (Further Oral Activity). HL classes only will produce the first draft of the second Written Task 1(b).


Encouraging their child to follow the reading programme that this course requires in a timely manner, using vacation time to read texts in advance and to review texts read.

Useful websites Teachers will offer advice regarding useful websites throughout the delivery of the course. Students should also independently use search engines such as Safari and Google to look for material that would supplement their knowledge of the texts studied, particularly critical essays, as well as further information about the cultural groundings of the texts.

Who can I contact? Head of English Mr G Hall

ENGLISH LANGUAGE AND LITERATURE (Year 13) Language A: language and literature comprises four parts—two relate to the study of language and two to the study of literature. Specifically: Part 1 – Language in Cultural Context; Part 2 – Language and Mass Communication; Part 3 – Texts and Contexts; Part 4 – Literature: Critical Study.


Study Part 4 (Literature: Critical Study) Both SL and HL classes read texts in preparation for the IOC (Individual Oral Commentary). Each class teacher will decide upon the selection of poetry and the drama text to be studied – these may be different for every class. Teachers will inform students of precisely which two texts (drama and poetry) will be studied before the students leave at the end of Year 12 for their summer vacation. Examples of texts are ‘Macbeth’; ‘Othello’; ‘All My Sons’’; selection of poetry possibly by Ted Hughes, Seamus Heaney, Sylvia Plath. It is very important that students check with their Year 12 class teachers exactly which texts will be studied. HL students only will read a third text: ‘The Great Gatsby’ by F Scott Fitzgerald. Each text is read with rigour to ensure a deep understanding is acquired and students are well prepared for the IOC. Revision will be undertaken in preparation for the mock examinations.

For both SL and HL classes a formal IB assessment will take place – an IOC (Individual Oral Commentary). This carries 15% of the total marks. For SL classes the IOC is based on one of the two texts. For HL classes the IOC is based on one of the three texts. The IOC takes place in November/December. All classes produce a final Written Task (1c).


Post mock examination study Following the completion of the mock examinations a full review of the Part 3 texts will take place. These texts include ‘A Doll’s House’ for both SL and HL and ‘Dracula’ for HL students only. The fine-tuning of analytical skills will be undertaken to ensure students are well prepared for their final examinations. Revision and review will occupy the majority of this term with opportunities available to practice past examination papers. Areas where knowledge is still lacking will be addressed with rigour.

Production of practice essays (Paper 2) and SL students will complete textual analyses (Paper 2) while HL students focus on comparative textual analyses (Paper 2).


Encouraging their child to follow the reading programme that this course requires in a timely manner, using vacation time to read texts in advance and to review texts read.

Useful websites Teachers will offer advice regarding useful websites throughout the delivery of the course. Students should also independently use search engines such as Safari and Google to look for material that would supplement their knowledge of the texts studied, particularly critical essays, as well as further information about the cultural groundings of the texts.

Who can I contact?

Head of English Mr G Hall

ENGLISH LITERATURE A (Year 12) Language A: literature is a flexible course that allows teachers to choose works from prescribed lists of authors and to construct a course that suits the particular needs and interests of their students. It is divided into four parts, each with a particular focus. Part 1 – Works in Translation; Part 2 – Detailed Study; Part 3 – Literary Genres; Part 4 – Options.


Study Part 4 (Options) SL and HL read three texts, which could be a combination of a play, a selection of poetry and a novel. Each text is read with rigour to ensure a deep understanding of literary terminology is acquired. The SL class will read the following texts: ‘The Importance of Being Earnest’ by Oscar Wilde – drama ‘Things Fall Apart’ by Chinua Achebe - prose ‘The World’s Wife’ by Carol Ann Duffy – poetry The HL class will read the following texts: ‘A Streetcar Named Desire’ by Tennessee Williams – drama ‘I Know Why the Caged Bird Sings’ by Maya Angelou –prose (non fiction) A selection of poetry by John Donne - poetry Begin the study of Part 1 (Works in Translation) At least one translated text will be read during this term. It may be the translation of a novel or a play. Teachers will ensure students are aware of the texts before the study of Part 4 of the course is complete.

For both SL and HL classes a formal IB assessment will take place – an IOP (Individual Oral Presentation). This carries 15% of the total marks. The IOP is based on one of these three texts. The IOP takes place in November/December. Interactive oral; reflective statement; supervised writing – both SL and HL classes.


Continue with the study of Part 1 SL students will read a second text in translation; HL students will read a second and third text in translation. Study Part 3 (Literary Genres) SL students will read one novel; HL students will read two novels. This will be followed by essay writing in preparation for the internal end-of-year examinations (Paper 2). Teachers will ensure students are aware of the texts before the study of Part 1 is complete. The choice of texts is likely to include ‘Jane Eyre’ and ‘Wuthering Heights’. Literary Analysis (SL)/Literary Commentary (HL) (Paper 1) SL and HL students will analyse with care unseen poems and passages. SL students will produce literary analyses with two guiding questions offered; HL students will produce literary commentaries.

Reflective statement; interactive oral; supervised writing. The first draft of the Written Assignment will be produced. This is an externally assessed piece of work and carries 25% of the total marks. This applies to both SL and HL. Production of practice essays (Paper 2). Production of practice literary analyses (SL) – Paper 1. Production of practice literary commentaries (HL) – Paper 1.


Continue with the study of Part 3 (Literary Genres) SL students will read two further novels. HL students will also read two further novels.

Production of practice comparative essays.


Encouraging their child to follow the intense reading programme that this course requires in a timely manner, using vacation time to read texts in advance and to review texts read.

Useful websites Teachers will offer advice regarding useful websites throughout the delivery of the course. Students should also independently use search engines such as Safari and Google to look for material that would supplement their knowledge of the texts studied, particularly critical essays.

ENGLISH LITERATURE A (Year 13) Language A: literature is a flexible course that allows teachers to choose works from prescribed lists of authors and to construct a course that suits the particular needs and interests of their students. It is divided into four parts, each with a particular focus. Part 1 – Works in Translation; Part 2 – Detailed Study; Part 3 – Literary Genres; Part 4 – Options.


Study Part 2 (Detailed Study) SL students will read two texts and HL will read three texts in preparation for the IOC (Individual Oral Commentary) SL students only will read: ‘Richard III’; a selection of poetry by John Keats HL students only will read: ‘Hamlet’; a selection of poetry by John Donne; a selection of essays by George Orwell Each text is read with rigour to ensure a deep understanding is acquired and students are well prepared for the IOC. Revision will be undertaken in preparation for the mock examinations.

For both SL and HL classes a formal IB assessment will take place – an IOC (Individual Oral Commentary). This carries 15% of the total marks. For SL classes the IOC is based on one of the two texts. For HL classes the IOC is based on two of the three texts. The IOC takes place in November/December.


Post mock examination study Following the completion of the mock examinations a full review of the Part 3 texts will take place. These texts include ‘Jane Eyre’, ‘Wuthering Heights’ and ‘Cry, the Beloved Country’. The fine-tuning of analytical skills will be undertaken to ensure students are well prepared for their final examinations. Revision and review will occupy the majority of this term with opportunities available to practice past examination papers. Areas where knowledge is still lacking will be addressed with rigour.

Production of practice essays (Paper 2) for both SL and HL students. SL students will complete literary analyses (Paper 2) while HL students focus on literary commentaries (Paper 2).


Completion of final examinations.


Encouraging their child to follow the intense reading programme that this course requires in a timely manner, using vacation time to read texts in advance and to review texts read.

Useful websites Teachers will offer advice regarding useful websites throughout the delivery of the course. Students should also independently use search engines such as Safari and Google to look for material that would supplement their knowledge of the texts studied, particularly critical essays.

Who can I contact?

Head of English Mr G Hall

KOREAN B (Year 12) Korean B is an additional language-learning course designed for students with some previous learning of Korean. The main focus of the course is on language acquisition and development of language skills. Students study a variety of topics such as the environment, famous people, current and historical events, immigration, music, art, cuisine, fashion and film to develop their skills in listening, reading, writing, speaking and cultural interaction. Types of texts studied include: news stories, short stories, brochures, advertisements, poems, informal and formal letters, excerpts from plays, editorials, debates, reviews and interviews.


Core: This part of the course looks at Global issues, with a particular emphasis on the pressing issue of Global warming. Option: Customs and traditions: Celebrations, social and religious events with a particular focus on significant Korean events. (Chusoek and Hangeul day)

http://www.sejonghakdang.org/sjcu/home/main.do Yonsei Korean 3,4, 5 and 6 Ewha Korean 3, 4, and 5 6 Korean for foreigners 5 and 6 News articles in Korean


Option: This part of the course looks at developing language and understanding around the topics of leisure, hobbies, recreations and sports. Core: Students will look at and develop language and understanding around the themes of Communication and media, which will extend into the Internet and smartphones.



Core: By this point in the course students will have moved onto looking at social relationships.



Option: Students now move into the field of Science and Technology and Ethics and Science, with a focus on Artificial Intelligence.



Option: Customs and traditions: Celebrations, social and religious events (Parents Day, Teachers day and other holidays in Korea)


Examples of homework tasks Writing (Essay, news report, letter, blog, diary and speech); research projects, presentation and

independent wider reading. Assessment tasks, methods and frequency

Mid- and end-of-unit assessments and annual exam

Equipment that students need Topic book and worksheet (supplied by the school):; pen; highlighter.


Ensuring that pupils read Korean books regularly and widely and watch and listen news in Korean and use Korean in real life and write diary in Korean and watch Korean movie or Korean TV drama.

Useful websites http://www.sejonghakdang.org/sjcu/home/main.do http://talktomeinkorean.com/ http://www.hani.co.kr/

Co curricular activities Korean newspaper, Korean culture club, Korean history webtune, Korean media club

Teacher of Korean B HyeHyang Kim, [email protected]

KOREAN B (YEAR 13) Korean B is an additional language-learning course designed for students with some previous learning of Korean. The main focus of the course is on language acquisition and development of language skills. Students study a variety of topics such as the environment, famous people, current and historical events, immigration, music, art, cuisine, fashion, and film to develop their skills in listening, reading, writing, speaking and cultural interaction. Types of texts studied include: news stories, short stories, brochures, advertisements, poems, informal and formal letters, excerpts from plays, editorials, debates, reviews and interviews.


Core: Within this element of the course social relationship are re-visited within the curriculum, with a focus on taboos versus what is socially acceptable within a society. Core: Following on from the global issues studied in the first year, this element of the course is re-visited with a focus on food this time.

http://www.sejonghakdang.org/sjcu/home/main.do Yonsei Korean 3,4, 5 and 6 Ewha Korean 3, 4, and 5 Korean for foreigners 5 and 6 News articles in Korean


Option: This part of the course focuses on developing understanding in the area of Health, which encompasses a variety of contemporary issues including stress, diet and plastic surgery.



Core: Following on from the global issues studied in the first term, this element of the course is re-visited with a focus on racism. The second half of this term focuses on cultural diversity and migration



Core: Students will look at and develop language and understanding around the themes of Communication and media, which will look at television. Options: Science and technology and renewable energy



Option: This final element of the course focuses on cultural diversity and migration.


Examples of homework tasks Writing (Essay, letter, blog, diary, news report and speech); research projects, presentation and

independent wider reading. Assessment tasks, methods and frequency

Mid- and end-of-unit assessments and mock exam

Equipment that students need Topic book and worksheet (supplied by the school):; pen; highlighter.


Ensuring that pupils read Korean books regularly and widely and watch and listen news in Korean and use Korean in real life and write diary in Korean and watch Korean movie or Korean TV drama.

Useful websites http://www.sejonghakdang.org/sjcu/home/main.do http://talktomeinkorean.com/ http://www.hani.co.kr/

Co curricular activities Korean newspaper, Korean culture club, Korean history webtune, Korean media club

Teacher of Korean B HyeHyang Kim, [email protected]

IB MANDARIN AB INITIO (YEAR 12) These courses are available at Standard Level only and are open to students with minimal or no knowledge of Mandarin. Learning a new language teaches students how other people live, and allows learning about the world through others’ eyes. Students will find out more about different countries and their languages.

Curriculum Content

Suggested Reading or Extension Activities


Education, employment and neighborhoods This part of the course focuses on language acquisition, which will be achieved through the development of receptive, productive and interactive skills and competencies. Receptive skills are the ability to comprehend straightforward written and spoken language, while productive skills focus on the ability to write and speak the target language effectively. The final aspect is interactive skills, which is the ability to understand and respond effectively to written and spoken language.


Physical Geography and Town& services This part of the course will be looking at physical Geography by taking the basic language acquisition from the first term developing further language skills through a range of individual and group tasks. From this point on students will be introduced to the full range of types of texts appropriate to the course.


Food & drink, Physical health and Sport

This part of the course is an extension of the material covered and skills developed in term 2 This term focuses on practising the language through a wide variety of pair and group activities with a focus on developing language around the topics of foods and drink, physical health and sport.


Daily routine, Personal details and Relationships

By this stage students’ should be able to effectively communicate in an environment that promotes the use of the target language in the classroom. Being able to communicate in the desired target language prepares the students to communicate in a variety of everyday situations and contexts; authentic materials for study that, although they may have been edited or simplified, have originally been produced for everyday users of the target language.


Weather, Transport, Entertainment and Shopping & Holidays By this stage language developed is at the point within the course that encourages students to practise receptive, interactive and productive skills; interact in the target language through active participation in oral exchanges, by both listening and speaking, or responding to a piece of reading material in either a written or spoken way.


Ensuring that pupils read and practise writing regularly.

Useful websites https://www.youtube.com/watch?v=iyUX2toWaOo www.ehanzi.com http://www.archchinese.com https://www.youtube.com/watch?v=uc7qd9xPpDY

Co curricular activities Chinese calligraphy club/ Chinese paper cutting club/ Chinese magazine editing club

IB MANDAIN AB INITIO (YEAR 13) These courses are available at Standard Level only and are open to students with minimal or no knowledge of Mandarin. Learning a new language teaches students how other people live, and allows learning about the world through others’ eyes. Students will find out more about different countries and their languages.



Media & modern communication and technology This part of the course focuses on studying media and modern communication, whilst continuing to develop general language acquisition, which will be achieved through the development of receptive, productive and interactive skills and competencies. Elements of language include vocabulary, grammatical structures, register, pronunciation and intonation.


Environment concerns This part of the course will be looking at environmental concerns by taking the basic language acquisition from the first term developing further language skills through a range of individual and group tasks.


Global issues By this stage language developed is at the point with the course allows students to interact in the target language through active participation in oral exchanges, by both listening and speaking, or responding to a piece of reading material in either a written or spoken way. This final part of the course will look at global issues.


Revising for the Examination Ø Teachers should ensure that students are familiar with the exam type and skills.


IB Examination Ø To revise for the IB Exam

Examples of homework tasks Essay writing / Worksheet / Reading text


Mid- and end-of-unit assessments plus final exams.

Equipment that students need Basic stiationery and exercise books



Useful websites https://www.youtube.com/watch?v=iyUX2toWaOo www.ehanzi.com http://www.archchinese.com https://www.youtube.com/watch?v=uc7qd9xPpDY


IB CHINESE B SL (YEAR 12) All Language B courses meet the needs of students with substantial previous knowledge of a second (or foreign) language in Mandarin. The intention is to provide students with the linguistic skills necessary for further study in the language and to promote an understanding of the culture of the countries where the language is spoken as well as to promote the ability to cope with the language demands of day-to-day transactional and social contacts. The course also provides an efficient tool for the study of other subjects.

Curriculum Content



Social behaviours and stance, relationships and cultural identity.

This topic will focus on social behaviours, relationships and cultural identity. By this stage in the course students will learn how to write a description and factual essay and be able to write a formal letter to their pen-pal. Students will be able to discuss with peers and debate on relationships, social behaviours and stance using appropriate persuasive techniques and open to views from different perspectives


Celebrations, social and religious events, national costumes and Arts.

Students will learn how to write a description and factual essay of China Town in Chinese. Following on from this students will know how to write a formal letter to their friend inviting him/her to China during the Chinese New Year month. Students will extend and refine their comprehension skills through reading different styles of texts, such as an article about the experience of an exchange student in China, an interview, descriptive and informative articles.


Festivals, etiquette and protocols food

Students will learn and research taboo and festival language of targeted and other cultures, analyze the different perspectives presented and debate their viewpoint in a given dissertation essay and acquire strategies and techniques to deal with an individual oral. Students will also learn how to write an advertising pamphlet and email giving compliments by using appropriate vocabulary and structural knowledge.


Energy reserves, food and water and global warning, climate change, natural disasters

Students will learn how to write an argumentative and factual essay of current global issues. Students will know how to write a speech to campaign the global warming and raise the awareness of global issues.


The effect of man on nature

Students will learn and research wider issues in China and global, analyze the different perspectives presented and debate their viewpoint in a given dissertation essay and acquire strategies and techniques to deal with an individual oral. Students will learn how to solve problem by using abstracting and induction reasoning and decision-making, discuss strategies that will improve the global issues.



Useful websites https://www.thechairmansbao.com www.ehanzi.com http://www.archchinese.com https://www.youtube.com/watch?v=uc7qd9xPpDY

IB CHINESE B SL (YEAR 13) All Language B courses meet the needs of students with substantial previous knowledge of a second (or foreign) language in Mandarin. The intention is to provide students with the linguistic skills necessary for further study in the language and to promote an understanding of the culture of the countries where the language is spoken as well as to promote the ability to cope with the language demands of day-to-day transactional and social contacts. The course also provides an efficient tool for the study of other subjects.

Curriculum Content



Communication and media Bias in media

Students will learn how to write an argumentative and factual essay on the subject of media. Students will know how to write a speech to campaign and raise the awareness of effects and raise the awareness of various media might have on society and individuals. Students will also learn how to write a pamphlet, debate their viewpoint in a given dissertation essay and acquire strategies and techniques to deal with an individual oral.


Science and technology

Students will learn how to write an argumentative and factual essay of current global issues, focusing on Science and technology. Students will know how to write a speech to campaign raise the awareness of effects and raise the awareness of impact of information technology might have on society and individuals.


Science and technology

Students will also learn how to write a pamphlet, debate their viewpoint in a given dissertation essay and acquire strategies and techniques to deal with an individual oral.

Examples of homework tasks Making sentences / Essay writing / Worksheet / Reading text / Making dialogue / Singing Chinese songs


Mid- and end-of-unit assessments plus final exams.

Equipment that students need Basic stiationery and exercise books



Useful websites https://www.thechairmansbao.com www.ehanzi.com http://www.archchinese.com


Who can I contact?

Head of Mandarin

Jenny Liu

Teachers of Y13 Mandarin

EUROPEAN LANGUAGES FRENCH & SPANISH AB INITIO (YEAR 12) In French and Spanish, we aim to foster a love of the language. Through learning French or Spanish, we hope that students will develop skills that will allow them to understand better how languages functions. New cultures are also discovered, putting a purpose to their learning.



Students will have no knowledge of the language or culture so students are encouraged to learn about France/Spain and other Francophone/ Spanish speaking countries. Many aspects of grammar will be covered throughout the term as well as cultural aspects such as greeting etiquette, traditional cuisine, clothing and eating habits and geographical aspects such as where the countries and cities are located and the different areas in town will be studied.

Students are encouraged to read various magazines that exists in the European Languages department in order to reinforce what they are learning in class.


Students will have learned how to use the present tense by this point so will look at the past tenses to describe a past holiday. They will also enhance their vocabulary by learning about the weather, accommodation and holiday activities.


All aspects of school life will be covered this term as well as learning about the different ‘fêtes’ which take place throughout the year in France/Spain and other speaking countries.

Regular use of the vocabulary web sites is recommended. Students should make sure that written tasks are reviewed and improved. Half Term

4 (Feb – Apr)

To complete the first year of the course, students will look at healthy lifestyles and reflect on their own eating and exercise habits in order to live a healthy life. Their role as young people in society in general will play a big part of this term, including prejudices, rights and friendships using a range of grammatical structures and topical vocabulary.


To finish, they will look at how shopping has changed over recent years with the introduction of online shopping and the changes to town centers with another look at the wider French/ Spanish speaking world.

Regular reading and listening is encouraged through books and movies.

Examples of homework tasks Students prepare a 2 minutes description of a picture covering a topic done in class. Students

are able to answer various questions. Assessment tasks, methods and frequency

Regular speaking, writing, reading and listening assessments are happening throughout the year.

Equipment that students need Exercise book/Vocabulary book/ Folder


Parents can help by checking that the homework is done. Revision of vocabulary are the main support the students will need.

Useful websites https://quizlet.com languages online https://www.linguascope.com

Co curricular activities

EUROPEAN LANGUAGES FRENCH & SPANISH AB INITIO (YEAR 13) In French and Spanish, we aim to foster a love of the language. Through learning French or Spanish, we hope that students will develop skills that will allow them to understand better how languages functions. New cultures are also discovered, putting a purpose to their learning.



Students will learn about activities that they can do during the holidays. This chapter will also be an opportunity to learn about habits and traditions of the target language’s country. Through the unit of holidays students will be capable of talking about the different places they can stay, weather, transports and travels. A variety of tenses will be covered, especially the past tense.

Students are encouraged to read various articles according to the topic being covered in class. Preparation for the Written Assignment and the oral exam is needed. Half Term

2 (Nov – Dec)

In the communication and media topic the different genre of media will be looked at and the different support you can have to get the news such as the radio, TV, internet. Social media will be studied and also advertisement. In the section of Education, the education system will be studied and compared to the student’s own country. The idea of having the right to education will be discussed. Future plans are important, what are they planning to do and what career will they go for?


This term students will look at the different artistic forms. The importance of reading cinema, theatre, music and the folkloric events will be looked at and compared with their own country. For the world of work section, the different jobs will be looked at with their advantages and disadvantages. For the healthy lifestyle section students will look at what is important for them to do to keep fit, with a focus on the importance of sport, leisure activities, eating, and your sleeping time.

Regular use of the vocabulary web sites is recommended. Students should make sure that written tasks are reviewed and improved.


This term we will cover the topic of the environment. We will look at global issues how our world is in danger, what we can do to protect the earth. New technologies are going to be looked at and students will be able to see how it changed over the years.


Students will also get prepared for their IB exams.

Regular reading and writing tasks need to be done.






Parents can help by checking that the homework is done.



EUROPEAN LANGUAGES FRENCH AND SPANISH B (YEAR 12) In French and Spanish, we aim to foster a love of the language. Through learning French or Spanish, we hope that students will develop skills that will allow them to understand better how languages functions. New cultures are also discovered, putting a purpose to their learning.



During the first term, these different themes: the change of the role of parents; changing models of family and parenting; attitudes of young people towards other family members; conflicts will be looked at. Characteristics and roles of friends; importance of friends; conflict with friends; friendship compared with love will also be studied. Finally, changing attitudes towards marriage or cohabitation; changing roles within the home; separation and divorce; benefits and drawbacks of staying single will be studied.

Students are encouraged to read various articles according to the topic being covered in class. Preparation for the Written Assignment and the oral exam is needed.


Students will discuss different types of film and personal preferences towards films. They will also discuss the role of the cinema and trends, including fashion and its influences, changes of images, consumerism, shopping as a leisure activity.


This term we will talk about how you and others use the internet, its popularity, giving details about access, frequency and purpose. Students should be able to describe and discuss current and potential risks and dangers of the internet and consider strategies for avoiding the dangers.



This part of the course looks at the purpose of advertising and potential advertising techniques.


For the final component of year 12 students should be able to talk about different types, causes and effect of pollution. This should extend to exploring ways to reduce pollution, discussing individual and collective action that can be taken and finally transport issues related to pollution.

Regular reading and writing tasks need to be done.






Parents can help by checking that the homework is done.



EUROPEAN LANGUAGES FRENCH & SPANISH B (YEAR 13) In French and Spanish, we aim to foster a love of the language. Through learning French or Spanish, we hope that students will develop skills that will allow them to understand better how languages functions. New cultures are also discovered, putting a purpose to their learning.



For this term the students are going to look at these topics and study/analyse these key questions:

Where do we find discrimination and what is Positive discrimination? What are National Stereotypes and how valid are they? The reasons behind stereotypes and the associated consequences that result from them.

Finally countries with minorities will be considered.

Students are encouraged to read various articles according to the topic being covered in class. Preparation for the Written Assignment and the oral exam is needed.


Introduction to the topic of cultural diversity, leading into geographical and historical aspects of a culture including Colonialisme et identity. Finally the course moves towards international culture and being able to define what it is using specific vocabularly.


An Introduction to the topic of human rights with a view to assessing the historical and contemporary aspects within it. This will develop into an overview of the organisations dedicated to human rights.

This is an area within the curriculum where TOK is embedded into the curriculum, ideas and concepts considered include

• absolute freedom = anarchy? • When is it acceptable to limit one’s freedom for someone else’s? • Should there be different privileges to support some specific groups? • Why is there a negative terminology in an official text defending an ideal?



The final term looks at war and peace, with a consideration of the origins and consequences of any war. The course then explores the notion of “is the World moving toward international peace”. Within this unit a number of explorative questions are considered, examples of these include: • Can we ask for the ultimate sacrifice in the name of peace? • What would you do if your country was under war? • What would you fight for?

Examples of homework tasks Students prepare a 4 minutes description of a picture covering a topic done in class. Students are able to answer various questions.




Useful websites https://quizlet.com

languages online https://www.linguascope.com

ECONOMICS (YEAR 12) The IB course in Economics aims to develop intellectual curiosity and independent enquiry about the subject built on the acquisition of strong subject knowledge, application of theory in a variety of relevant contexts and the analysis of arguments from a variety of stakeholder perspectives to reach a supported and justified evaluation of ideas, propositions and concepts.


Common to both HL and SL: • Introduction to economics. • Demand, supply, the market mechanism and elasticity. • Government intervention in markets.

HL students, in addition, will consider the basic mathematical modelling of demand and supply curves. as well as investigating the market failures associated with asymmetric information and monopoly.

Textbook chapters 1, 2 and 3. Regular reading of quality newspaper articles particularly relating to the workings of individual markets such as agriculture, housing or consumer goods. Wheeler Chapters 1 and 2.


Common to both HL and SL: • Market failure – public goods, externalities. • Policies to deal with market failures.

HL students, in addition, will consider the market failures associated with asymmetric information and monopoly.

Textbook chapters 4 and 5. Regular reading of quality newspaper articles particularly relating to the consumption of tobacco, alcohol and food; education and health services around the world. Wheeler Chapters 3, 4 and 5.


At the start of the term all students will complete an Internal Assessment on a microeconomic topic based on their newspaper reading. HL and SL students will study:

• Introduction to macroeconomics and the circular flow of income model.

• Calculation of GDP figures and an assessment of the standard of living and quality of life in a country of their choice.

• Aggregate demand and supply model of the economy from the perspectives of both the neo-classical and Keynesian viewpoints.

All students will be required to independently research a country of their choice from a macroeconomic perspective. HL students will, in addition, study the methods of calculating GDP.

Textbook chapters 8 and 9. Regular reading of quality newspaper articles particularly relating to the macroeconomic environment of the country they have chosen to research. Wheeler Chapters 8 and 9.


Common to both HL and SL: • Continue to investigate the theoretical perspectives on

aggregate demand and supply. • Unemployment. • Inflation.

Hl students will, in addition, study mathematical calculations relating to unemployment and inflation, whether there is a trade-off between unemployment and inflation and the multiplier.

Textbook chapter 10. Regular reading of quality newspaper articles particularly relating to unemployment and inflation of the chosen country to research. Wheeler chapter 10.


Common to both HL and SL: • Year-end examinations. • Growth. • Equity. • Demand side solutions to macroeconomic problems. • Supply side solutions to macroeconomic problems.

HL students will, in addition, study the mathematical calculations relating to growth and equity. Over the course of the summer break students will be expected to use their research to write up their macroeconomic analysis of the country they have chosen.

Textbook chapters 11 and 12. Regular reading of quality newspaper articles particularly relating to growth, equity and policy prescriptions of the chosen country to research.

Examples of homework tasks Data response and essay-based work; investigative work culminating in newspaper articles,

research papers and debate topics, poster creation, mind maps and notes taking. HL students may be asked to perform calculation and graphing exercises.


Students will undertake a common assessed piece once per half term (except in the Summer term where the internal examinations will form the common assessed piece). This may take the form of a piece of homework.

Equipment that students need School provides Economics for the IB Diploma 2nd edition by Ellie Tragakes as the main textbook and a copy of Naked Economics, Undressing the Dismal Science by Charles Wheeler as the reading book. Students will need a highlighter, purple pen for adding comments to their work to demonstrate their progress and a ruler. HL students will, in addition, need a calculator.


Ensuring students read widely around the subject on a regular basis; discussing appropriate economic examples, drawn from local general knowledge, with students with a view to encouraging them to come to a supported conclusion and stating reasons.

Useful websites The website of any quality newspaper from around the world, preferably the freely provided ones. The library portal has access to The Economic Review, Short Introduction to Economics and a range of printed books and magazines, including The Economist.

Co curricular activities Islander and Equilibrium magazines; the 2020 Vision Economics Competition; IFS Student Investor competition; Business CCA, developing a business idea. In addition, the department regularly circulates essay competition titles from a range of organizations outside of school including FOBISA and leading universities around the world. Membership and active participation in the Economics and Business Management Society presenting short presentations on areas of interest to the Society membership.

Who can I contact?

Head of Economics

Raymond Maher

Teachers of Year 12 Economics

Arunima Paliwal Ian Grout Rob Earl Please communicate with the appropriate teacher through the Engage portal.

ECONOMICS (YEAR 13) The IB course in Economics aims to develop intellectual curiosity and independent enquiry about the subject built on the acquisition of strong subject knowledge, application of theory in a variety of relevant contexts and the analysis of arguments from a variety of stakeholder perspectives to reach a supported and justified evaluation of ideas, propositions and concepts.


Half Term 1

(Aug – Oct)

Common to both HL and SL:

• All students will complete an Internal Assessment on a macroeconomic topic based on their newspaper reading.

HL students will consider:

• Cost structures of firms in the short and long run, revenue curves and profit maximization.

• Market structures of perfect competition, monopoly, monopolistic competition and oligopoly.

• Comparisons of the forms of market competition and the regulation of firms.

SL students will consider:

• International trade, protectionism and methods of protectionism. • Determination of exchange rates and the implications of changes in

exchange rates for business, consumers and the workings of the economy.

Textbook chapters 6 and 7 for HL students and chapters 13 and 14 for SL.

Regular reading of quality newspaper articles particularly relating to the behavior of firms for HL students and international trade and protectionism for SL students.

Half Term 2

(Nov – Dec)


• International trade, protectionism and methods of protectionism. • Determination of exchange rates and the implications of changes in

exchange rates for business, consumers and the workings of the economy.

• Comparison of fixed and floating exchange rates. • The component parts of the Balance of Payments. • Solutions to balance of payments deficits. • Economic integration between countries. • Terms of trade.

SL students will consider:

• A comparison of fixed and floating exchange rate regimes. • Policies to make countries internationally competitive. • Economic integration between countries. • Introduction to development economics and measures of

development.

Textbook chapters 13, 14 and 15 for HL students and chapters 14, 15 and 16 for SL students.

Regular reading of quality newspaper articles particularly relating to international trade for HL students and both international trade and development for SL students.

Students will be provided with a copy of Economics in a Nutshell towards the end of the term to help in their individual preparation for the internal examinations.

Half Term 3

(Jan – Feb)

Common to both HL and SL students:

• Internal examinations. • All students will complete an Internal Assessment on an International

topic based on their newspaper reading. HL students will consider:

Textbook chapters 16 and 17 for both HL and SL students.

Regular reading of quality newspaper articles on development for both HL and SL students. An appropriate website

• Introduction to development and measures of development. • Domestic and international factors responsible for underdevelopment

and what policy responses governments have. SL students will consider:

• Domestic and international factors responsible for underdevelopment and what policy responses governments have.

• How more economically developed countries help those less well off.

is given below.

Economics in a Nutshell to help with individual revision of relevant topics.

Past paper booklet.

Half Term 4

(Feb – Apr)


• An opportunity, only if required, to complete a further Internal assessment as a replacement for a low scoring earlier attempt.


• Domestic and international factors responsible for underdevelopment and what policy responses governments have.

• How more economically developed countries help those less well off. • Whether the governments of developing countries should adopt

interventionist or market-based policies. SL students will consider:

• Whether the governments of developing countries should adopt interventionist or market-based policies.

Textbook chapters 16, 17 and 18 for HL students and chapters 17and 18 for SL students.

Economics in a Nutshell for guidance on individual topics for revision.

Past paper booklet.

Summer Term

(Apr – June)


• Revision of topics appropriate to individual student needs using a variety of individually directed revision strategies.

• Completion of a range of appropriate exam style questions with individual appropriate feedback to students provided.

Both the textbook and Economics in a Nutshell along with a printed booklet of all past papers.

Examples of homework tasks Data response and essay-based work; investigative work culminating in newspaper articles,

research papers and debate topics, poster creation, mind maps and notes taking. HL students may be asked to perform calculation and graphing exercises.


Students will undertake a common assessed piece once per half term (except in Half Term 3 where the internal examinations will form the common assessed piece). This may take the form of a piece of homework.

Equipment that students need School provides Economics for the IB Diploma 2nd edition by Ellie Tragakes as the main textbook. A copy of Economics in a Nutshell, also by Ellie Tragakes, will be provided prior to the internal examinations at the start of Term 2. Students will need a highlighter, purple pen for adding comments to their work to demonstrate their progress and a ruler. HL students will, in addition, need a calculator.


Ensuring students read widely around the subject on a regular basis; discussing appropriate economic examples, drawn from local general knowledge, with students with a view to encouraging them to come to a supported conclusion and stating reasons.

Useful websites The website of any quality newspaper from around the world, preferably the freely provided ones. The library portal has access to The Economic Review, Short Introduction to Economics and a range of printed books and magazines, including The Economist., www. allafrica.com is a web portal for access to a range of newspapers in English from Africa.

Co curricular activities Islander and Equilibrium magazines; the 2020 Vision Economics Competition; IFS Student Investor competition; Business CCA, developing a business idea.

GEOGRAPHY SL (YEAR 12) The aims of the IB geography course are to enable students to develop an understanding of the dynamic interrelationships between people, places, and the environment and understand the need for planning sustainable development through the management of resources.



Field trip and IA –worth 25% of their final IB geography mark. Introduction to the core concepts and themes of IB Geography Population Change

• Understanding distribution of population, economic development and factors that influence population structure

Read “Geography in Profile” by Danny Dorling and Carl Lee


Population Change continued • Evaluating population policies related to ageing societies, pro-

natalists, anti-natalists and gender equality. • Understanding the concept of the demographic dividend

Global climate—vulnerability and resilience • How natural and human processes affect the global energy

balance and the impacts on places, societies and environmental systems.

Read “The Bottom Billion” by Paul Collier


Global climate—vulnerability and resilience continued • Possibilities for responding to climate change and power over

the decision-making process

Explore the Guardian Environment website https://www.theguardian.com/uk/environment


Global resource consumption and security • How pressure on resources affects the future security of places

and the importance and interconnections of food, energy and water security.

Read James Lovelock series of books “Gaia: The Theory of the Living Planet” & “Gaia: A New Look at Life on Earth


Global resource consumption and security continued • Understanding resource stewardship and the role the

Sustainable Development Goals

Compare the Millennium Development Goals and Sustainable Development Goals

Examples of homework tasks Case study research, presentation preparation and discursive essays Assessment tasks, methods and frequency

End of unit tests, essays and formative and summative assessments Mock Y12 Exam

Equipment that students need Basic stationery


Ensure students to keep to coursework deadline, purchase the online text book, encourage students to keep up to date with the news and apply current affairs to the syllabus

Useful websites Subscription to geographyalltheway http://www.geographyalltheway.com/ib_geography_2019.htm Regularly check the Guardian Environment website – https://www.theguardian.com/uk/environment

Co curricular activities Conservation Society and MUN

Who can I contact?

Head of Department

Kate Fowler

GEOGRAPHY SL (YEAR 13) The aims of the IB geography course are to enable students to develop an understanding of the dynamic interrelationships between people, places, and the environment and understand the need for planning sustainable development through the management of resources.



Geophysical hazards • Geological processes that result in the hazards of earthquakes,

volcanoes and mass movement • How these geophysical hazards affect people in different areas

of the world

Research the lives of the volcanologists of Maurice and Katia Kraft


Geophysical Geography • Possibilities of reducing human vulnerability to geophysical

hazards Food & Health

• Ways of measuring disparities in food and health • How physical and human processes influence food production

and consumption, and incidence and spread of disease.

“Climate change will increase people’s vulnerability to geophysical hazards” Research and discuss this statement Regularly check the BBC Health website http://www.bbc.com/news/health to understand modern issues in health and disease


Food & Health continued • The power of different stakeholders in relation to influence over

diets and health • Future possibilities for sustainable agriculture and improved

health

Explore the World Health Organisation website http://www.who.int/en/


Review of key concepts of place, processes, power and possibilities in IB Geography Infographics Review

Mind map the interconnections of the syllabus in terms of concepts and places studied.


Exam Preparation








Who can I contact?

Head of Department

Kate Fowler

Teachers of Year 13 Geography

Please consult Parent Portal to find the name of your child’s teacher

GEOGRAPHY HL (YEAR 12) The aims of the IB geography course are to enable students to develop an understanding of the dynamic interrelationships between people, places, and the environment and understand the need for planning sustainable development through the management of resources.



Field trip and IA –worth 25% of their final IB geography mark. Introduction to the core concepts and themes of IB Geography Population Change

• Understanding distribution of population, economic development and factors that influence population structure

Read “The Bottom Billion” by Paul Collier Read “Geography in Profie” by Danny Dorling and Carl Lee


Global resource consumption and security • How pressure on resources affects the future security of places

and the importance and interconnections of food, energy and water security. Understanding resource stewardship.

Read James Lovelock series of books “Gaia: The Theory of the Living Planet” & “Gaia: A New Look at Life on Earth”


Global climate—vulnerability and resilience • How natural and human processes affect the global energy

balance and the impacts on places, societies and environmental systems.

• Possibilities for responding to climate change and power over the decision-making process

Explore the Guardian Environment website https://www.theguardian.com/uk/environment


Oceans and coastal margins • Understanding of the importance of oceans in terms of physical

processes, influence on climate, current and potential resources and geopolitical conflict.

• Managing the issues of overfishing and ocean pollution

Watch the film “End of the Line – Where have all the fish gone?


Oceans and coastal margins continued • Understanding of the physical characteristics and processes of

coastlines, their landforms, potential value and management. • Understanding the coastal eco-systems of coral reefs and

mangroves.

Explore the WWF website http://wwf.panda.org/about_our_earth/blue_planet/coasts/coral_reefs/ http://wwf.panda.org/about_our_earth/blue_planet/coasts/mangroves/






Useful websites Subscription to geographyalltheway http://www.geographyalltheway.com/ib_geography_2019.htm Regulkarly check the Guardian Environment website – https://www.theguardian.com/uk/environment

Co curricular activities Conservation Socirty and MUN

Who can I contact?

Head of Department

Kate Fowler

Teachers of Year 12 Geography


GEOGRAPHY HL (YEAR 13) The aims of the IB geography course are to enable students to develop an understanding of the dynamic interrelationships between people, places, and the environment and understand the need for planning sustainable development through the management of resources.



Geophysical hazards • Geological processes that result in the hazards of earthquakes,

volcanoes and mass movement • How these geophysical hazards affect people in different areas

of the world and the possibilities of reducing human vulnerability to geophysical hazards.

Research the lives of the volcanologist of Maurice and Katia Kraft “Climate change will increase people’s vulnerability to geophysical hazards” Research and discuss this statement


Power, places and networks • How global power and influence varies spatially • How different places become interconnected by global

interactions Human development and diversity

• Ways of supporting the processes of human development • How global interactions bring cultural changes to places • Anti globalisation

Keep up to date with global politics and the global economy – subscribe to “The Economist” and “The Week”


Global risks and resilience • How globalization processes create new geopolitical, economic

and environmental risks to people and places • New and emerging possibilities for managing global risks

Food Health • Ways of measuring disparities in food and health • How physical and human processes influence food production

and consumption, and the incidence and spread of disease.

Read “Who Rules the World?” Noam Chomsky Regularly check the BBC Health website http://www.bbc.com/news/health to understand modern issues in health and disease


Food Health • The power of different stakeholders in relation to influence over

diets and health • Future possibilities for sustainable agriculture and improved

health

Explore the World Health Organisation website http://www.who.int/en/


Exam preparation Mind map the interconnections of the syllabus in terms of concepts and places studied.





Ensure students use key revision questions to focus their revision, purchase the online text book and keep up to date with the news and apply current affairs to the syllabus



PHILOSOPHY (YEAR 12) The IB course in Philosophy aims to build independent enquiry, intellectual curiosity, analytical thinking and argumentative skills, and robust knowledge of competing philosophical ideas to enable students to consider a variety of viewpoints in formulating a critical analysis and evaluation of philosophical problems.



• All students will be introduced to critical reasoning and argumentation skills.

• Students learn what is an argument is and complete analysis of different types of claims found in arguments.

• Students learn how to construct logically structured and convincing arguments.

In addition, HL students will: • Study the Philosophy of Religion. • Examination of the nature of God.

There will be one timed assessment.

HL/SL • Finn, J. et al The Philosophy

Skills Book HL only

• Davies, B. The Philosophy of Religion

• Dawkins, R. The God Delusion


• All students will study the Core Theme enquiry question: what does it mean to be human?

• They will study the philosophical issues of: Human Nature, Mind and Body, and Personhood.

In addition, HL students will: • Continue their study of the Philosophy of Religion. • Study arguments for and against God’s existence.

There will be one timed assessment.

HL/SL • Descartes, R. Meditations • Flynn, T. Existentialism: A

Very Short Introduction HL only

• Talliaferro, C. (ed.) A Companion to Philosophy of Religion


• All students will continue their study of the Core Theme enquiry question. They will examine the philosophical issue of Identity.

In addition, HL students will: • Continue their study of the Philosophy of Religion. • Examine the issues arising from a philosophical analysis of

religious language. There will be one timed assessment.

HL/SL • Parfit, D. Reasons and Persons

HL only • Ayer, A.J. Language, Truth

and Logic


• All students will complete their study of the Core Theme enquiry question. They will examine the philosophical issues of the Self and the Other and Freedom.

In addition, HL students will: • Continue their study of the Philosophy of Religion. • Examine the issues arising from a philosophical analysis of

religious language. There will be one timed assessment.

HL/SL • de Beauvoir, S. The Second

Sex HL only

• Mitchell, B. (ed.) The Philosophy of Religion


All students will complete the Summer examination at the start of the term.

• All students will begin an in-depth study of Plato’s Republic. • They will read the text and examine the issues raised such as the

nature of justice and the nature of reality and knowledge. • All students will begin work on their Internal Assessment. They

will choose a non-philosophical stimulus with which to apply the philosophy they have learnt.

In addition, HL students will: • Complete their study of the Philosophy of Religion. • Examine the issues arising from a philosophical analysis of

religious experience and behavior.

HL/SL • Sandel, M. Justice

HL only • James, W. The Will to Believe

Examples of homework tasks

Essays, preparation for discussions, reading of philosophical texts, note taking and formulating questions, considering the relevance of a wide range of media to philosophical problems and enquiries.


One written assessment per half term and end of year examinations. The assessments may take the form of a homework assignment.

Equipment that students need

All equipment is provided by the school.


Discussion of the issues raised in class with their son or daughter. They can ask them to explain the concepts, ideas, and questions they have learnt about in class and should offer their own views about them to begin a discussion. Parents should also encourage their son or daughter to be up-to-date with current affairs and to watch/read news stories with them in order to discuss the issues raised.

Useful websites http://closertotruth.com Contains a series of video interviews with contemporary philosophers who are currently working on all of the inquiry questions studied during the IB course. http://www.bbc.co.uk/programmes/articles/3vVjcY47k2p5Wsnj3ZFHV5W/a-history-of-ideas Contains a series of brief and informative videos, which introduce the main areas of philosophy and their accompanying questions. https://essentialthinking.wordpress.com/ Contains information and exercises for students to complete. These lessons teach students critical thinking skills as well as how to read a philosophical text.

Co curricular activities There is an established and active Philosophy Society. The department encourages participation in a range of external essay competitions.

Who can I contact?

Head of Philosophy Thom Carter-Stead Please contact staff through the Engage portal.

PHILOSOPHY (YEAR 13) The IB course in Philosophy aims to build independent enquiry, intellectual curiosity, analytical thinking and argumentative skills, and robust knowledge of competing philosophical ideas to enable students to consider a variety of viewpoints in formulating a critical analysis and evaluation of philosophical problems.



• All students will conclude their study of Plato’s Republic focusing on writing effective examination responses.

• All students will have an opportunity to write a second Internal Assessment focusing on applying the philosophy they have learnt to a wider range of stimuli.

In addition, HL students will: • Begin to prepare for the Nature of Philosophical Activity

examination paper. There will be one timed assessment.

HL/SL • Annas, J. An Introduction to

Plato’s Republic HL only

• Craig, E. Philosophy: A Very Short Introduction


• All students will begin their study of Ethics. Students will learn about and analyse normative ethical theories.

In addition, HL students will: • Prepare for the Nature of Philosophical Activity exam paper by

comparing their own experience of philosophical activity with the views of various philosophers.

The Internal Assessment will finish in this half-term. There will be one timed assessment.

HL/SL • Mill, J.S. Utilitarianism

HL only

• Russell, B. The Problems of Philosophy


• All students will complete a mock examination at the start of the term.

• All students will continue their study of Ethics and complete an investigation into meta-ethical issues and the meaning of ethical language.

In addition, HL students will: • Prepare for the Nature of Philosophical Activity examination paper

by learning how to respond to an unseen text extract.

HL/SL • Nietzsche, F. Genealogy of

Morals

HL only • Wittgenstein, L.

Philosophical Investigations


• All students will complete their study of Ethics by examining issues from Applied Ethics. They will study the issues of killing and abortion. They will examine the issue of how to distribute wealth.

In addition, HL students will: • Complete their preparation for the Nature of Philosophical Activity

examination paper by responding to past examination papers under timed conditions.

HL/SL • Singer, P. Practical Ethics

HL only

• Baggini, J. and Fosl, P.S. The Philosopher’s Toolkit


• All students will revise topics relevant to their individual needs and complete the IB externally set and marked examination.


Essays, preparation for discussions, reading of philosophical texts, note taking and formulating questions, considering the relevance of a wide range of media to philosophical problems and enquiries.


One written assessment per half term and end of year examinations. The assessments may take the form of a homework assignment.


All equipment is provided by the school.


Discussion of the issues raised in class with their son or daughter. They can ask them to explain the concepts, ideas, and questions they have learnt about in class and should offer their own views about them to begin a discussion. Parents should also encourage their son or daughter to be up-to-date with current affairs and to watch/read news stories with them in order to discuss the issues raised.

Useful websites http://closertotruth.com Contains a series of video interviews with contemporary philosophers who are currently working on all of the inquiry questions studied during the IB course. http://www.bbc.co.uk/programmes/articles/3vVjcY47k2p5Wsnj3ZFHV5W/a-history-of-ideas Contains a series of brief and informative videos, which introduce the main areas of philosophy and their accompanying questions. https://essentialthinking.wordpress.com/ Contains information and exercises for students to complete. These lessons teach students critical thinking skills as well as how to read a philosophical text.

Co curricular activities There is an established and active Philosophy Society. The department encourages participation in a range of external essay competitions.

Who can I contact?

Head of Philosophy Thom Carter-Stead Please contact staff through the Engage portal.

PSYCHOLOGY (YEAR 12) The IB course in Psychology aims to develop an awareness of how research findings can be applied to better understand human behaviour and how ethical practices are upheld in psychological inquiry.


Half Term 1

(Aug – Oct)

All students will begin Psychology with an Introduction unit. The primary purpose of this unit is to introduce psychology as a subject and to provide students with the relevant schematic framework with which they will be able to think more critically about research we encounter in the course. There will be one in class assessment. The test will compose of four parts:

A. Key terms B. Short answer questions C. Identifying parts of an experiment D. Designing an experiment

● All students will then move onto our first Themantic Unit -

Criminology. This unit is designed to introduce students to the study of psychology by investigating a range of factors that may explain criminal behaviour starting with biological approach.

Assessment: Practice Short Answer Response (SAR): Question: Explain how damage to the brain can influence behaviour. Take Home SAR Students will be given one SAR to work on over time and submit a 200 – 400 word response. Question: Explain how one hormone influences behaviour. In addition, HL Students will study: The value of animal models in psychology research and whether animal research can provide insight into human behaviour. This topic is designed to reinforce and build on learning from the Criminology unit and focuses on how studies on animals have deepened our understanding of the relationships between biological variables and human behaviour.

HL/SL

● 50 Psychology Classics: Who We Are, How We Think, What We Do: Insight and Inspiration from 50 Key Books by Tom Butler-Bowdon.

HL only

● Watch The Century of the Self -(3 hours)

HL/SL

● Phineas Gage case study

HL only

● Kandel’s research on neuroplasticity in learning with Aplysia

● Minute Earth “Epigenetics: why inheritance is weirder than we thought”

Half Term 2

(Nov – Dec)

All students will continue with the Criminology Unit. In particular we focus on impulsive, reactive aggression and violent crime and we introduce other key factors in understanding behaviour, such as models of thinking, and socio-cultural influences.

They will have 35 minutes to complete their answer to the question in 200 – 400 words. Chosen Question: Explain how neurotransmission can influence human behaviour. Take Home- Extended Response Essay Students will write an essay (about 900 words) addressing this question: To what extent does genetics influence human behaviour? In addition, HL Students will study:

HL/SL

● The Role of testosterone in Social Interactions by Eisenegger, Haushofer and Fehr

HL only

● Edward taub - “The Silver Spring Monkeys”

● Lesli Bisgould - TED talk - “Our relationship with other animals”

Ethical considerations in animal research - evaluating ethical considerations and other limitations of research.

Half Term 3

(Jan – Feb)

All students will begin the unit Social influence Part 1. Part I focuses mainly on sociocultural topics and how social variables influence behaviour, with a particular emphasis on explaining inter-group conflicts, including prejudice and discrimination. Assessment Practice SAR on effects of cultural dimensions SAR Test: 2 x SARs (Explain effect of acculturation and explain effect of enculturation) Practice Essay (Paper Two): An essay based on one of the topics from the Human Relationships topic “Discuss research related to prejudice and discrimination.” Project: students find an example of a real-life inter-group conflict and use research from this unit to explain the conflict and ideas for how it could be resolved. In addition, HL students will study:

Globalisation and Behaviour. In this topic themes from Social Influence are integrated in an in-depth exploration of the relationships between globalisation, immigration, acculturation, marginalisation, discrimination, religious extremism and conflict.

HL/SL

● Asch’s famous studies

HL only

● Lyons-Padilla (2015) Relationships between acculturation strategies, identity and extremism.

Half Term 4

(Feb – Apr)

All students will continue with the unit Social influence Part 2. This unit focuses on how social factors can influence cognition (e.g. schema and memory) and behaviour (bystanderism and prosocial behaviour). This unit prepares students for the “Social Responsibility” topic in Human Relationships, as well as other social and cognitive approach topics. Assessment Short Answer Response Test: Students are given one SAR and have 30 minutes to write a response. The question will be: Explain one study related to (one of the following): Schema theory One bias in thinking or decision making Reconstructive memory Stereotypes Project: Students research a real life example of one of the concepts we’ve studied (false memories, bystanderism, prosocial behaviour, etc.) and apply studies and theories to explain it. In addition, HL students will study:

Globalisation Research Methods. This focuses on the ethical and practical limitations of the experimental methods and analysis of the use of correlational research in Global studies.

HL/SL

● Bartlett (1932) “War of the Ghosts”

HL only

● Ionica Smeets “The danger of mixing up causality and correlation”

Summer Term

(Apr –

All students will undertake their Psychology IA, a group experiment, written as a report.

HL/SL

● Internal Assessment chapter

June) SL Internal Assessment The Standard Level Internal Assessment consists of replicating an existing (published) simple experiment (meaning one independent variable and one dependent variable), then writing a report between 1000 and 1500 words describing your study, your results, and possible conclusions that can be drawn, along with comparison to the original study you have replicated. HL Internal Assessment For the higher level assessment, the internal assessment also consists of a simple experimental study, with the same general guidelines. There are a few differences for the HL report. The report for HL is longer (1500-2000 words) and it requires more detailed explanations of your hypothesis and null hypothesis, and it also has more more detailed requirements for the results sections (use of inferential statistics and implications for your hypotheses).

All students will revise topics relevant to their individual needs and complete the internally set and marked examination.

HL only

● Inferential statistics chapter


Discussion of the issues raised in class with their son or daughter. They can ask them to explain the concepts, research, and theories they have learnt about in class and should offer their own views about them to begin a discussion. They can also encourages their child to watch/read about current affairs and apply their new knowledge.

Useful websites https://allpsych.com/

AllPsych is one of the largest and most comprehensive psychology websites, referenced by hundreds of colleges and universities around the world.

https://www.intropsych.com/index.html

A very complete online textbook.

http://www.apa.org/topics/index.aspx

American Psychological Association website

Discovering Psychology

This is the companion site for a telecourse with Dr. Zimbardo. It has helpful notes, interviews, and vocabulary.

Co curricular activities Students are engaged in planning and establishing a Psychology Society.

Who can I contact? Head of Psychology Tania Foley - Please contact staff through the Engage portal.

GLOBAL POLITICS SL & HL (YEAR 12) “Anyone who says that they are not interested in politics is like a drowning man who says he is not interested in water” – Mahatma Gandhi



Foundations Unit: Power, Sovereignty & International Relations Students investigate what we mean by power, find out who wields it, and decide whether it means the same thing in all contexts. 2 x additional periods per week for HL students who will work towards their HL Extension presentations

Refer to the department website for extension materials that accompany individual lessons. Review articles in Foreign Affairs, TED Talks, aeon.co and magazines such as the Economist. Excellent podcasts are available from Politics Squared and the BBC.


Foundations Unit: Power, Sovereignty & International Relations Students develop their understanding of power and try to place it in the global contest of sovereign nations and aggressive non-state actors. 2 x additional periods per week for HL students who will work towards their HL Extension presentations


Engagement Activity Students are given lesson time to complete the first round of research into their Engagement Activity. 2 x additional periods per week for HL students who will work towards their HL Extension presentations


Unit 2 Human Rights Students are introduced to the theory and practice of the inter-subjective concept of Human Rights as it exists in the global system. They will investigate and analyse a range of case studies in order to explore and develop their understanding. 2 x additional periods per week for HL students who will work towards their HL Extension presentations


Unit 2 Human Rights continued Engagement Activity 2 x additional periods per week for HL students who will work towards their HL Extension presentations

Examples of homework tasks Research, reading, extended writing, essay preparation, podcast creation, forum posting Assessment tasks, methods and frequency

There will be one formal summative assessment per unit that will be standardized across the year group (based on the IB Paper 1 / Paper 2 assessment types). Teachers will additionally give regular formative feedback to promote student progress.

Equipment that students need IB Textbooks provided by the school. Regular computer use.


By discussing the topics being studied at home and ensuring that students read widely, discuss current affairs and make connections to their studies.

Useful websites nlcsjejuhistorian.com, aeon.co, youtube documentaries, library databases Co curricular activities Historical Fiction Reading Cirlce, Prize-winning Historians, Senior-Junior School Historical Society

Who can I contact?

Head of History James Tipney Teachers of Year 12SL & HL Glo Pol


HISTORY SL& HL (YEAR 12) 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. Year 12 students will be beginning the first year of the IB History course.


The Rise to Power of Hitler Students will examine and analyse the narrative of Hitler’s journey to become the Fuhrer of Germany. They will analyse the sequence of events thematically and consider whether their conclusions can be applied to other contexts.

Refer to the department website for extension materials that accompany individual lessons. Review articles in History Today and the Philip Allen archive (school subscription). Excellent podcasts are available from History Hits and the BBC.


Hitler’s Germany: The Consolidation and Maintenance of Power Students will investigate how Hitler managed to stay in power for so long, despite the catastrophic changes he brought to Germany.


Hitler’s Germany: Domestic Policies Students will evaluate the extent of change Hitler brought to everyday life in Germany. They will also make historical judgments on the relative successes and failures of his policies.


The Move to Global War: Case Study Europe Students will use primary and secondary sources to analyse the reasons for the outbreak of World War II. The role of both Mussolini, Hitler and the international community will be considered.


Internal Assessment Students complete the Internal Assessment. This is a 2,200 independent historical research assignment that will be submitted to the IB and is worth 25% of the final grade. The Origins of the Cold War Students will begin to consider the historiographical debate about the origins of the Cold War


There will be one formal summative assessment per unit that will be standardized across the year group (based on the IB Paper 1 and / or Paper 2 assessment types). Teachers will additionally give regular formative feedback to promote student progress.




Useful websites nlcsjejuhistorian.com, activehistory.co.uk, youtube documentaries, library databases Co curricular activities Historical Fiction Reading Circle, Prize-winning Historians, Senior-Junior School Historical Society

Who can I contact?

Head of History James Tipney Teachers of Year 12SL History


HISTORY HL (YEAR 13) 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. Year 13 students will be beginning the first year of the IB History course.


The Origins of the Cold War Students will analyse the historiography of the Cold War The Development of the Cold War Students will examine key developments in the progression of the Cold War such as Peaceful Co-existence, Détente, the Sino-Soviet Split, as well as various flash points. Castro’s Cuba: Power



The End of the Cold War Students will analyse and investigate the reasons for the end of the Cold War, assigning responsibility to one or more stakeholders. The Cold War and the Americas Students examine the Cold War through the perspective of the Americas with a focus on its impact on hemispheric relations.


The Cold War and the Americas Students examine the Cold War through the perspective of the Americas with a focus on its impact on hemispheric relations.


The Cold War and the Americas (Continued) The Move to Global War: Case Study Japan Revision


Revision


There will be one formal summative assessment per unit that will be standardized across the year group (based on the IB Paper 1 / Paper 2 / Paper 3 assessment types). Teachers will additionally give regular formative feedback to promote student progress.





Who can I contact?

Head of History James Tipney Teachers of Year 13HL History


HISTORY SL (YEAR 13) 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. Year 13 students will be beginning the first year of the IB History course.


The Development of the Cold War Students will examine key developments in the progression of the Cold War such as Peaceful Co-existence, Détente, the Sino-Soviet Split, as well as various flash points. Castro’s Cuba: The Consolidation and Maintenance of Power In order to form a comparative study with Nazi Germany, students will investigate and analyse the key features of Castro’s rule in Cuba.



The End of the Cold War Students will analyse and investigate the reasons for the end of the Cold War, assigning responsibility to one or more stakeholders.



The Move to Global War: Case Study Japan Students will use primary and secondary sources to analyse the reasons for the outbreak of World War II. The role of both the Japanese leadership and the international community will be considered.



The Move to Global War: Case Study Japan (Continued) Revision



Revision Refer to the department website for extension materials that accompany individual lessons. Review articles in History Today and the Philip Allen archive (school subscription). Excellent podcasts are available from History Hits and the BBC.


There will be one formal summative assessment per unit that will be standardized across the year group (based on the IB Paper 1 and / or Paper 2 assessment types). Teachers will additionally give regular formative feedback to promote student progress.





Who can I contact?

Head of History James Tipney Teachers of Year 13SL History


PHYSICS – YEAR 12

IB physics demands a great deal of work from students. Memorising and describing physical relationships is important, but the greatest skill is in carrying out experimental work carefully, recording it accurately, and evaluating the results critically. Students practise organising and conducting their own investigations.



(HL and SL) Measurement and uncertainty. Recording and analysing the uncertainty of any experimental measurement. Calculations and graphical techniques. SI units and prefixes. (HL and SL) Mechanics. Kinematics and dynamics, including momentum. Vector techniques & free-body diagrams, Newton’s Laws. Energy, work and power.

‘Higher Level Physics for the IB Diploma’ (Chris Hamper) 2nd edition, is the standard text, available in classrooms and electronically. It is good for the entire course.


(HL) Thermal physics. The kinetic model, internal energy, specific heats. Ideal gases compared to real gases, the equation of state. Waves. Simple harmonic motion, travelling waves, superposition, polarisation, double-slit interference, standing waves. (SL) Mechanics (final topics), Thermal physics (initial topics).

‘Structures: Or Why Things Don’t Fall Down’ is recommended for budding engineers.


(HL) Electricity & magnetism. Charge and electric fields, Coulomb’s Law, basic DC circuits, internal resistance, the magnetic effect of currents. (SL) Thermal physics (final topics), Waves.

AC circuits are not covered in this course, but students interested in electronics should start to read about capacitors, inductors and oscillating circuits.


(HL) Circular motion & gravitation. Centripetal force, Newton’s Law of Gravitation, gravitational field strength. Focus on Internal Assessment. IA criteria are emphasised throughout the course; this term students have the opportunity to complete a full report in the style required next year for submission.

Students who enjoy this topic are recommended to read more about the structure of the universe and consider the Astrophysics option next year.


(HL) Atomic, nuclear & particle physics. Quantisation of energy, radioactivity and nuclear reactions, the Standard Model of particles and forces. (SL) Circular motion & gravitation.

Short master-classes available on the World Science U website are recommended for students interested in fundamental particle physics.

Examples of homework tasks Completion of written laboratory practicals focusing on development of key internal-assessment skills, completion of set questions to be discussed in class in tutorial format, preparation of research-based presentations to whole class.


End-of-topic tests; also smaller sub-topic tests. Students also regularly have practical work to write up; this will sometimes be assessed according to internal-assessment criteria.

Equipment that students need Scientific calculator, laptop with word-processing and spreadsheet software


Keeping an eye on deadlines; encouraging wider reading of physics in English – especially for students considering the most competitive universities.

Useful websites www.thinkib.net/physics, PhET, Khan Academy, Hyperphysics Co curricular activities Physics Society, COSMOS, Engineering Society

Teachers of physics

at Year 12 Mr G Cranwell, Dr S Davis, Mr B Jogi, Mr P Scargill, Mr P Scott.

PHYSICS – YEAR 13 The main part of the course is concluded by the end of the autumn term. The IA must also be completed during that term. After the mock exams, students study one of four ‘option’ topics – this is usually chosen by the teacher, but at the discretion of the class teacher and the head of department a student may be given a choice. Students are then supported and guided in their revision and preparation for the examinations.



(HL) Wave phenomena. Simple harmonic motion, single-slit diffraction, interference, resolution of two sources, Doppler effect. Fields. Describing & representing fields, field lines & equipotentials, potential energy, orbits & satellites. Electromagnetic induction (initial topics). Magnetic flux, Faraday’s & Lenz’s laws. (SL) Atomic, nuclear & particle physics. Quantisation of energy, radioactivity and nuclear reactions, the Standard Model of particles and forces. (HL & SL) Internal assessment (final). Some class time is given to planning and research, and to data-collection. Writing the report is then done outside class: the first draft should be completed by half-term.

‘Higher Level Physics for the IB Diploma’ (Chris Hamper) 2nd edition, is the standard text, available in classrooms and electronically. It is good for the entire course. Students must complete adequate background research, going beyond the syllabus, for their IAs.


(HL) Electromagnetic induction (final topics). AC and power generation, transformers, rectification; capacitance, RC circuits. Quantum & nuclear physics. Photoelectric effect, wave-particle duality, Bohr model, wavefunctions, uncertainty principle; Rutherford scattering, radioactive decay & the decay constant. (SL) Energy production. Energy resources, generation of electricity by renewable and non-renewable means, thermal energy transfer, Earth’s energy balance.

Rutherford’s original research paper analysing his famous experiment is accessible by keen students. Quantum theory’s oddness is addressed by dozens of books in the Library including ‘Six Easy Pieces’ (R.P. Feynman), ‘Quantum Theory’ (Very Short Introduction series) and ‘The Quantum Universe’ (Cox & Forshaw).


(HL & SL) Option. Following the mock exam, students analyse their weak topics to guide their own revision between now and the exams. The ‘option’ content is then taught – the published options are relativity, engineering, imaging and astrophysics; most students will be guided by their class teacher – see above.

Depending on the option followed, resources are provided in class. Students are encouraged to read around the topic, but not to spend much time going far off syllabus at this stage.


(HL & SL) Option; revision. The final sections of the option are taught; and guided revision of the entire course is begun. This includes: effective use of the data booklet; recall of technical definitions and jargon; keyword identification; graphical work; and identification of individual students’ own weak points to focus on through study of past papers.


(HL & SL) Final revision. Individualised support to students according to their needs.

Examples of homework tasks Completion of written laboratory practicals focusing on development of key internal-assessment skills, completion of set questions to be discussed in class in tutorial format, preparation of research-based presentations to whole class.


End-of-topic tests; also smaller sub-topic tests. Students also regularly have practical work to write up; this will sometimes be assessed according to internal-assessment criteria. The final IA is due in November.

Equipment that students need Scientific calculator, laptop with word-processing and spreadsheet software


Keeping an eye on deadlines; encouraging wider reading of physics in English – especially for students considering the most competitive universities. Ensure students make timetables for their revision in the spring.

Useful websites www.thinkib.net/physics, PhET, Khan Academy, Hyperphysics Co curricular activities Physics Society, COSMOS, Engineering Society

Who can I contact?

Head of Physics Mr N Gillings Teachers of physics at Year 13

Dr S Davis, Mr B Jogi, Dr R Levett.

CHEMISTRY (YEAR 12) The Chemistry department seeks to create Chemists that are passionate, knowledgeable about their subject and have excellent research and experimental skills. Our aim is to not only embed key concepts and skills, but also produce students that can apply their knowledge to unfamiliar situations and the world around them.

Curriculum Content



Unit 2: Atomic structure – structure of the atom, electronic configuration, the quantized nature of energy transitions. Unit 3: Periodicity – arrangement of elements in the periodic table are related to electron configuration, explain the trends in physical and chemical properties, characteristic properties of transition elements, d-orbital splitting and colour. Unit 4: Bonding – Nature of ionic, covalent and metallic bonding, Use Lewis structures and VESPR theory to predict the shape of molecules, deduce physical properties from bonding, hybridization.

Pearson IB Chem textbook chapter 2,3,4 Youtube – excellent tutorials on many key concepts and skills. Videos are shared via googleclassroom Create a mindmap of bonding types Extension for reading: Why chemical reactions happen – PeterWothers and James Keeler


Unit 1: Stoichiometry – the relationship between physical and chemical properties and the way that atoms combine, the mole, calculations involving moles. Unit 11: Error processing - Understand that measurement has a limit of precision and accuracy. To determine error in measurements and calculations.

Pearson IB Chem textbook chapter 1,11 Extension questions on mole calculations. Available through googleclassroom. Youtube – excellent tutorials on many key concepts and skills. Videos are shared via googleclassroom Extension for reading: The disappearing spoon… - Sam Keen


Unit 5: Energetics – Chemical and energy change, measuring energy changes, Hess Law and enthalpy change calculations, entropy. Practice IA – Student complete a practice IA. This involves research, practical work and a full write up. This work is graded and given back to the student with formative feedback.

Pearson IB Chem textbook chapter 5 Extension for reading: General Chemistry – Linus Pauling


Unit 6: Kinetics – Collision theory, measuring rates of reaction experimentally, the rate expression, rate mechanisms and activation energy. Unit 7: Equilibrium – dynamic equilibrium in physical and chemical systems, applying Le Chaterlier’s principle, using the equilibrium constant Kc.

Pearson IB Chem textbook chapter 6,7 Extension for reading: A cultural history of elements from Arsenic to Zinc. - Hugh Aldersey-Williams


Unit 8: Acids and Bases – Theories of acids and bases, properties of acids and bases, the pH scale, measuring pH, pH curves, buffers.

Pearson IB Chem textbook chapter 8 Youtube – excellent tutorials on many key concepts and skills. Videos are shared via googleclassroom

Examples of homework tasks Questions to test application of skills; lab reports; past paper questions; reading and note taking;

preparation of presentations.


End of topic tests – 40 mark examination containing selected multiple choice and extended answer questions. One test per topic studied. Uniform assessments – include lab reports, literacy tasks. One per topic set as homework. Practice IA – To be completed once in year 12. End of year examination taken at start of Summer term – Multiple choice paper and Extended answer paper. Contains questions on all topics studied during year.

Useful websites http://www.thinkib.net/chemistry, https://www.creative-chemistry.org.uk/

www.chemguide.co.uk/

CHEMISTRY (YEAR 13) The Chemistry department seeks to create Chemists that are passionate, knowledgeable about their subject with excellent research and experimental skills. Our aim is to not only embed key concepts and skills, but produce students that can apply their knowledge to unfamiliar situations and the real world.



Unit 9: Oxidation and reduction – Definitions, electrochemical cells, standard hydrogen electrode (SHE), calculations of cell potentials using standard electrode potentials, electrolysis of solutions of salts, free energy, calculations for electrolysis, and electroplating. Internal assessment – Student complete assessed experimental work that will be externally moderated. This counts for 20% of their grade.

Pearson IB Chem textbook chapter 8 and 9. Carry out titrations for acids and bases and redox chemistry. Extension work including questions, video tutorials will be shared with students.


Unit 10: Organic Chemistry – Chemistry and reactions of the following functional groups: alkanes, alkenes, alkynes, halogenoalkanes, alcohols, ethers, aldehydes, ketones, esters, carboxylic acids, amines, amides, nitriles and arenes. Electrophilic addition reactions and Markovnikov’s rule. Electrophilic substitution reactions. Nucleophilic substitution reactions. Free radical halogenation. Unit 11.3 Analysis – Spectroscopic identification of organic compounds: Mass spectroscopy (MS), proton nuclear magnetic resonance (NMR), Infra red spectroscopy (IR). The electromagnetic spectrum.

Pearson IB Chem textbook chapter 10 and 11.3. Extension work including questions, video tutorials will be shared with students.


Exams – Students will sit mock examinations that cover the whole course content for IB from the start of year 12. Option – Students will study one option of the four possible options available. Option choices are confirmed after Christmas and separate syllabus breakdowns issued at that time.

Students will be given selected extension work for the option studied.


Revision – Students will complete revision work to prepare them for the final examinations.

Exams.

Summer Term

Examinations – Students complete their IB examinations. Exams.

Examples of homework tasks Questions to test application of skills; lab reports; past paper questions; reading and note taking;

preparation of presentations. Assessment tasks, methods and frequency

End of topic tests – 40 mark examination containing selected multiple choice and extended answer questions. One test per topic studied. Uniform assessments – include lab reports, literacy tasks. One per topic. Internal assessment – To be completed in term 1 of year 13. Mock examination taken straight after Christmas holiday – Multiple choice paper and Extended answer paper. Contains questions on all topics studied during the course. Real examination taken straight after Christmas holiday – Multiple choice paper and Extended answer paper. Contains questions on all topics included in the course.


Encourage further reading of textbook outside of class, with active note taking. Learning key definitions. Completion of question booklets during topics.

Useful websites http://www.thinkib.net/chemistry, https://www.creative-chemistry.org.uk/ www.chemguide.co.uk/

BIOLOGY HL (YEAR 12) The BIOLOGY department aims to nurture a love of biology in the students we teach. We aim to foster reflective and critical skills, ultimately equipping students to be independent learners.


Half Term 1

(Aug – Oct)

2 Molecular Biology

This half term introduces the students to the requirements of the two-year course. They concentrate on starting to learn about the subjects of molecular biology and human physiology. They also look at the basic ideas behind experimental design, data analysis and experimental evaluation, through performing a number of laboratory based experiments.

Half Term 2

(Nov – Dec)

6 Human Physiology

Students learn about two different aspects of biology in parallel. In doing so, students are encouraged to start seeing connections across the curriculum. While completing work on the different types of biological molecules, they also learn about the human digestive system. Later, students learn the fundamentals of cell biology and also complete work on the human transport system, including the heart. Moreover, they have a review of their notes and are given clear directions as to how to improve their own learning.

Half Term 3

(Jan – Feb)

2, 7 Molecular Biology

During this half term, a number of tests are done, and so allow the students to gauge their learning so far. Learning of different aspects of the course continues and includes work on the structure and function of DNA and protein synthesis, as well as Gas Exchange and the Human Immune system.

Half Term 4

(Feb – Apr)

Practice IA

Students also prepare for the Internal Assessments, by completing a practice one. They have an opportunity to reflect on their performance and gain an insight into how to improve for the real assessment. The final one is completed in October, in Year 13, and will contribute 20% towards their final IB grade. By the end of this term, students will have covered all they need to know to revise for their exams that they will complete right after the Easter break.

Summer Term

(Apr – June)

During this term, students complete their end of year exam. They then have time to reflect on their performance and look at ways to improve their study techniques, topic understanding and exam technique. The busy term also sees students complete the Group 4 project. Finally, students make start on learning some of the topics of Genetics and Hormones and Homeostasis. Guidance is also given to students to spend the summer holiday making sure all their notes from Year 12 are complete and fully understood.

Examples of homework tasks Completion of questions from textbooks, essays that summarise previous learning, opportunities

to read certain pieces of text, write-ups of practicals.


Regular tests that are highlighted on the students’ Biology curriculum plan that they have been given at the start of the academic year.

Useful websites All links on the School Library Portal. Biology Moodle site. Kognity website

Co curricular activities Biology Society

BIOLOGY HL (YEAR 13) The BIOLOGY department aims to nurture a love of biology in the students we teach. We aim to foster reflective and critical skills, ultimately equipping students to be independent learners.


Half Term 1

(Aug – Oct)

3 Genetics

This term sees students complete their Internal Assessment, which contributes 20% towards their final grade. Also, they complete work on the subjects of human physiology and genetics, where they have a chance to start making connections between the basic ideas gained from Year 12, with the more the complex ideas now being covered

.

Half Term 2

(Nov – Dec)

6,11,D Human Physiology and Ecology

Students further consolidate their learning by starting to look at the topics of ecology and evolution, as well as biodiversity. The upcoming mock exam in January will be a focus for their studies so far and students are encouraged to make as much use of their written notes as far as possible.

Half Term 3

(Jan – Feb)

4 Ecology and Plant Biology

This term is an important one in which the students complete their IB mock exams. They then have a chance to reflect on how they did, and target the topics they have difficulty with. Moreover, the different types of questions they may face are also explored, by looking at past papers.

Half Term 4

(Feb – Apr)

5 Evolution Biodiversity, Photosynthesis and Respiration

Students complete the final parts of the curriculum, which culminate in learning about the complex topics of photosynthesis and respiration. Moreover, students are given further opportunities to practice answering past paper questions, so as to become more familiar with the format of questioning they will face. Further revision exercises, reviews of the whole course, tutorials and a complete set of past papers are made available on the Moodle platform for student use.

Summer Term

IB exams





Equipment that students need Pens, pencils, rulers, calculators, A4 lined paper.


Ensuring that students read regularly and widely, and preferably text books.

Useful websites All links on the School Library Portal. Biology Moodle site. Kognity website.


BIOLOGY SL (YEAR 12) The BIOLOGY department aims to nurture a love of biology in the students we teach. We aim to foster reflective and critical skills, ultimately equipping students to be independent learners.


Half Term 1

(Aug – Oct)

2 Molecular Biology, Human Physiology and Cell Biology

This half term introduces the students to the requirements of the two-year course. They concentrate on starting to learn about the subjects of molecular biology and human physiology. They also look at the basic ideas behind experimental design, data analysis and experimental evaluation, through performing a number of laboratory based experiments.

Half Term 2

(Nov – Dec)

6 Human Physiology and Cell Biology

Students learn about two different aspects of biology in parallel. In doing so, students are encouraged to start seeing connections across the curriculum. While completing work on the different types of biological molecules, they also learn about the human digestive system. Later, students learn the fundamentals of cell biology and also complete work on the human transport system, including the heart. Moreover, they have a review of their notes and are given clear directions as to how to improve their own learning.

Half Term 3

(Jan – Feb)

2, 7 Molecular Biology and Human Physiology

During this half term, a number of tests are done, and so allow the students to gauge their learning so far. Learning of different aspects of the course continues and includes work on the structure and function of DNA and protein synthesis, as well as Gas Exchange and the Human Immune system.

Half Term 4

(Feb – Apr)

Practice IA

Students also prepare for the Internal Assessments, by completing a practice one. They have an opportunity to reflect on their performance and gain an insight into how to improve for the real assessment. The final one is completed in October, in Year 13, and will contribute 20% towards their final IB grade. By the end of this term, students will have covered all they need to know to revise for their exams that they will complete right after the Easter break.

Summer Term

(Apr – June)

Annual Exam, Genetics and Human Physiology

During this term, students complete their end of year exam. They then have time to reflect on their performance and look at ways to improve their study techniques, topic understanding and exam technique. The busy term also sees students complete the Group 4 project. Finally, students make start on learning some of the topics of Genetics and Hormones and Homeostasis. Guidance is also given to students to spend the summer holiday making sure all their notes from Year 12 are complete and fully understood.





Useful websites All links on the School Library Portal. Biology Moodle site. Kognity website

BIOLOGY SL (YEAR 13) The BIOLOGY department aims to nurture a love of biology in the students we teach. We aim to foster reflective and critical skills, ultimately equipping students to be independent learners.


Half Term 1

(Aug – Oct)

3 Genetics, Human Physiology and Internal Assessment

This term sees students complete their Internal Assessment, which contributes 20% towards their final grade. Also, they complete work on the subjects of human physiology and genetics, where they have a chance to start making connections between the basic ideas gained from Year 12, with the more the complex ideas now being covered.

Half Term 2

(Nov – Dec)

4 Ecology and Evolution Biodiversity

Students further consolidate their learning by starting to look at the topics of ecology and evolution, as well as biodiversity. The upcoming mock exam in January will be a focus for their studies so far and students are encouraged to make as much use of their written notes as far as possible.

Half Term 3

(Jan – Feb)

Mock exams, Ecology and Evolution Biodiversity

This term is an important one in which the students complete their IB mock exams. They then have a chance to reflect on how they did, and target the topics they have difficulty with. Moreover, the different types of questions they may face are also explored, by looking at past papers.

Half Term 4

(Feb – Apr)

2 Photosynthesis and Respiration

Students complete the final parts of the curriculum, which culminate in learning about the complex topics of photosynthesis and respiration. Moreover, students are given further opportunities to practice answering past paper questions, so as to become more familiar with the format of questioning they will face. Further revision exercises, reviews of the whole course, tutorials and a complete set of past papers are made available on the Moodle platform for student use.

Summer Term

IB exams





Equipment that students need Pens, pencils, rulers, calculators, A4 lined paper.


Ensuring that students read regularly and widely, and preferably text books.

Useful websites All links on the School Library Portal. Biology Moodle site. Kognity website.


COMPUTER SCIENCE (Year 12) 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.


Half Term 1

(Aug – Oct)

The first term focuses on learning fundamental concepts of computational thinking, which includes an understanding of programme design. Within the term students are introduced to programing and programming concepts. The latter part of the term focuses on operating systems and logic gates.

Case study provided from IBO

IB CS HL text book - computer science illuminated by nell Dale, Java in 21 days by Rogers,

Half Term 2

(Nov – Dec)

This term focuses on teaching students how to incorporate features of OOP into problem solving, followed by modularity in programming and system fundamentals.

IB CS HL text book - computer science illuminated by nell Dale, Java in 21 days by Rogers, Department resources, Web resources, Quizlets, presentations etc.

Half Term 3

(Jan – Feb)

This term addresses a number of topics within Computer Science including, planning system and installation, learning about the SDLC, system back-up techniques, programme development and beginning to discuss the ethics of programming.

IB CS HL text book - computer science illuminated by nell Dale, Java in 21 days by Rogers, Department resources, Web resources, Quizlets, presentations etc.

https://www.cs-ib.net/

Half Term 4

(Feb – Apr)

This term focuses on providing students with an understanding of networks and their construction, how to evaluate data transmissions and a review of the impact of wireless networking.


Department resources, Web resources, Quizlets, presentations etc.

Summer Term

(Apr – June)

This term focuses on introducing students to abstract data structure, static data structures and the opportunity to embark upon a mini-project.

Core Computer Science

Advanced Computer Science by Kostas Dimitrios, Department resources, Web resources, Quizlets, presentations etc.


End of the topic test, mock exams


Ensuring that students do practice programming skills during breaks by registering online courses.

Useful websites http://ib.compscihub.net/, https://csopedia.wikispaces.com/, http://ibcomp.fis.edu/

Co curricular activities Coding club, Hardware Bryant, programming and competitions, Fobisia challenge , Robotics

COMPUTER SCIENCE (YEAR 13) 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.


Half Term 1

(Aug – Oct)

Researching a case study given by IB. This requires students to research various aspects of the subject—which may include new technical concepts and additional subject content—in greater depth.

● Learning advanced concepts of programming ● Practicing abstract data structure. ●

Resource management

● Identifying the system resources ● Understanding the role of operating system


IB CS HL text book - computer science illuminated by nell Dale, Java in 21 days by Rogers, Advanced computer science by Kostas Dimitrios, Department resources, Web resources, Quizlets, presentations etc.

Half Term 2

(Nov – Dec)

This term focuses on identify a situation that requires the use of recursive thinking, this is developed by considering the following:

● Construct algorithms using two-dimensional arrays, stack and queues ● Describe the features and characteristics of linked list and tree ● Application of data structure

Assessment on topic 5, 6, and option D4


Advanced computer science by Kostas Dimitrios, Department resources, Web resources, Quizlets, presentations etc.

Half Term 3

(Jan – Feb)

Mock exams except topic 7. Once the mock exams are completed students begin to discuss a range of control systems and subsequently compare them.


Half Term 4

(Feb – Apr)

The final party of the IB course focuses on case study research, with an emphasis on extended research for ethical aspect of cases study and discussion on technology and algorithms used within Computing.


Advanced computer science by Kostas Dimitrios,

Summer Term

IB exams https://www.cs-ib.net/

Examples of homework tasks class assignments, presentations, small projects, quizlets assignments.


Ensuring that students do practice programming skills during breaks by registering online courses.

http://ib.compscihub.net/, https://csopedia.wikispaces.com/, http://ibcomp.fis.edu/

Co curricular activities Coding club, Hardware Bryant, programming and competitions, Fobisia challenge , Robotics

Mathematics HL (YEAR 12) The mathematics department aims to bring mathematics to life by framing the subject within the context of the real world. The Mathematics department aims to use the IB course to push the students’ maturity and comprehension in the subject to the next stage. The students’ core skills, such as time management, research and collaborative work, will be developed throughout the year, which would not only make them better mathematicians, but also prepare them for their further academic and professional careers.

Curriculum Content


Half Term 1

(Aug – Oct)

Functions, Transformations of Functions, Indices/Logarithmic Functions, Polynomial Rational Functions and Inequalities

Half-term one is a very busy term for Higher Level students. This term lays the foundations for the more advanced topics tackled in subsequent terms. The students begin by developing their understanding of functions, a topic that was introduced to them at IGCSE. They are expected to become confident in identifying all the features of a given range of functions, including exponential, logarithmic, trigonometric and absolute. Students explore and describe multiple transformations of a function, solving problems and relating functions to their 'parent' function. Using the concept of combinations, students explore and develop the binomial expansion, using this to solve problems involving specific terms when multiplying out to obtain a polynomial. They learn about polynomials and rational functions, and their properties.

Half Term 2

(Nov – Dec)

Trigonometric Identities and Functions, Trigonometric Equations, Sequences and Binomials and Induction and Proofs

Trigonometry is developed further into the derivation, use and proof of trigonometric identities. Students also learn about proof by induction and are encouraged to familiarise themselves with other types of proof, e.g. proof by contradiction. They determine solution sets for inequalities, including those using absolute expressions. Students formalise 'nth-term' and 'sum of n terms' calculations for arithmetic and geometric sequences and series. They learn about counting principles: the differences between permutations and combinations, as well as the corresponding formulae.

Students will also be guided through the induction process and they will be able to use this powerful method to prove various statements.

Half Term 3

(Jan – Feb)

Math Exploration and Differentiation 1

All students have to complete an internal assessment in Mathematics; this is referred to as the Mathematical Exploration and contributes 20% to the student's final grade. Since the start of the academic year, students will have been prompted to research and explore mathematics further and to identify areas of mathematics that they feel most interested in. For the Exploration, which the draft will be completed this term, the students need to write approximately 2000 words/6-10 pages on a chosen area of interest and they need to engage in independent research and development to do this.

Many of the topics from term 1 are developed further throughout this time. Students are re-introduced to calculus this term and are expected to be able to differentiate polynomials from first principles. They become familiar with the gradient functions corresponding to all the functions covered in term 1 and they develop proficiency in identifying properties of curve, such as maxima and minima points. Using the

trigonometric identities derived in term 1, the students can solve trigonometric equations of increasing complexity and are encouraged to develop independent and persistent approaches to these types of problems. Students are encouraged to become proficient in using their GDCs when graphing or solving all these types of problems. The matrix determinant proves to be a very useful tool when solving problems involving vectors in Year 13 and this may be introduced to students at this time.

Half Term 4

(Feb – Apr)

Integration 1

Students will be able to use integration to find areas bounded by curves as well as volumes of revolution. Further advanced techniques of integration are applied when solving problems, including integration by substitution and by parts.

Summer Term

(Apr – June)

Complex Numbers 1 and Vectors 1

They are introduced to the idea of a complex number as a by-product of processes to solve cubics - its historical context. They may engage in discussions about Cardano, Tartaglia and the other mathematicians in Italy at the time, bringing in elements of Theory of Knowledge. Complex Numbers are developed in some depth to include such things as the knowledge and application of de Moivre's theorem and using complex numbers to prove trigonometric identities. The IGCSE knowledge of vectors is developed much further at IB. During this term the students focus on 2D and 3D equations of lines and using the scalar (dot) product when solving problems.


Students will undertake 5 common assessed tasks in the year. 2 of these will be 120 minute exams and 3 will be in the form of written homework tasks. During year 12 all students will complete 2 drafts of their mathematical exploration and then submit a third and final piece. Students are entitled to receive formal written feedback from their teacher and a guide grade.

Equipment that students need Students are required to bring a TI Nspire CX (not CAS) calculator, a pair of compasses, a protractor and a ruler in addition to their regular equipment. Students may bring a different type of calculator, however the mode of instruction will be based upon the TI Nspire CX. Students should seek advice before purchasing a different calculator.


Students at this level tend to need the most help organising their time wisely in order to ensure that they get the right balance of revision, practise and further reading in order to meet their own individual needs. Students require help and encouragement from their parents and teacher to formulate strategies for compartmentalizing their independent time. Students particularly need help in identifying their weaknesses and taking action. Parents could also encourage students to read mathematical explorations that they can find online. This will put the students in an advantageous position when they come to write their own exploration. Reading mathematics for pleasure is also very useful.

Useful websites www.myimath.com, www.bbcbitesize.com, www.khanacademy.org

Numberphile is an outstanding youtube channel.

Co curricular activities Competitions CCA - Preparing for international competitions.

Friendly competitions CCA - competing with NLCS sister schools around the world.

Infographics CCA - Representing the world through informative graphics.

Mathematics HL (YEAR 13) The Mathematics department aims to use the IB course to push the students’ maturity and comprehension in the subject to the next stage. The students’ core skills, such as time management, research and collaborative work, will be developed throughout the year, which would not only make them better mathematicians, but also prepare them for their further academic and professional careers. The developments made in Year 12 will come to fruition in Year 13 and students should feel confident with organising and managing themselves and their time. We are expecting our students to evolve from high-achieving pupils into knowledgeable academics by the end of the course.

Curriculum Content


Half Term 1

(Aug – Oct)

This term focuses on a number of areas including: probability & statistics, calculations with grouped data, mean and variance, mode and median for discrete and continuous data and probability, Binomial, Poisson and normal distributions and Independent and mutually exclusive events, conditional probability.

Haese HL Mathematics chapters 23 to 26 or Cambridge HL Mathematics chapters 21 to 24 will be useful reading for this half

Half Term 2

(Nov – Dec)

Calculus 1

This term sees students looking at sequences and series, tests for convergence and divergence, power series, interval and radius of convergence, improper integrals, fundamental theorem of calculus and upper and lower Riemann sums.

Haese calculus textbook sections B, G, H, I, J & K.

Cambridge calculus textbok chapters 2 & 3.

Half Term 3

(Jan – Feb)

Calculus 2

This terms allows students to explore limits of functions, continuity and differentiability, L’Hopitals rule, Rolle’s theorem, Mean value theorem, Maclaurin and Taylor series and Lagrange error term.

Hease Calculus textbook sections B, C, D, E, F & L.

Cambridge Calculus textbook chapters 1 & 4.

Half Term 4

(Feb – Apr)

Calculus 3

Due to the intense nature and demands of the Higher Level course, the students will have a limited amount of time to review, revise and prepare for the examinations during this term. Ongoing parallel revision of the Core topics whilst the Option is being learnt is vitally important for the student to achieve the highest grades.

All students sit two 2 hour papers for the Core and one 1 hour paper for the Option. The students are expected to use a Graphics Display Calculator for Papers 2 and Paper 3 (Option) (some questions cannot be solved efficiently without a GDC).

Summer Term

Exam practise

Examples of homework tasks Investigations, practise explorations, presentations of their own work.


Students will undertake 5 common assessed tasks in the year. 2 of these will be 120 minute Mock exams and 3 will be in the form of written homework tasks. Teachers will regularly assess pupils’ learning throughout the year.

There may also be an opportunity for pupils to sit a 60 minute Paper 3 mock exam.

Equipment that students need Students are required to bring a TI Npsire CX (not CAS) calculator, a pair of compasses, a protractor and a ruler in addition to their regular equipment. Students may bring a different type of calculator, however the mode of instruction will be based upon the TI Nspire CX. Students should seek advice before purchasing a different calculator.


Students at this level tend to need the most help organising their time wisely in order to ensure that they get the right balance of revision, practise and further reading in order to meet their own individual needs. Students require help and encouragement from their parents and teacher to formulate strategies for compartmentalising their independent time. Students particularly need help in identifying their weaknesses and taking action.

Parents could also encourage students to read mathematical explorations that they can find online. This will put the students in an advantageous position when they come to write their own exploration. Reading mathematics for pleasure is also very useful.

Useful websites www.myimath.com

www.bbcbitesize.com

www.khanacademy.org





Strategy games CCA - developing a strategic mind.

International competitions - UKMT Senior Olympiad

Mathematics SL (YEAR 12) The Mathematics department aims to use the IB course to push the students’ maturity and comprehension in the subject to the next stage. The students’ core skills, such as time management, research and collaborative work, will be developed throughout the year, which would not only make them better mathematicians, but also prepare them for their further academic and professional careers.


Half Term 1

(Aug – Oct)

Functions 1

One of the key concepts in mathematics is that of the function. The students will be familiar with the fundamentals of function definition, domain, range and combination from IGCSE but this is developed further at IB Standard Level and includes exponential and logarithmic functions. Students explore a range of different functions and more complex compositions of functions. This progresses to transformations of functions, which is important for developing understanding of the features of graphs of functions.

Half Term 2

(Nov – Dec)

Trigonometry 4

Understanding of trigonometry from IGCSE is developed further this term, starting with the Pythagorean and compound angle identities. Students explore proof in the concept of trigonometric identities.

Half Term 3

(Jan – Feb)

Statistics 3

Students revisit and develop their understanding of discrete and continuous data. There is a specific focus on the use of probability distributions to model and analyse probability data. The binomial and normal distributions in particular are covered. Building on the concepts developed in term 1, students are introduced to calculus through the topic of differentiation. The students extend their understanding of gradient to include the idea of a gradient function. They explore the idea of limits and differentiation from first principles in determining derivatives for particular families of functions.

Half Term 4

(Feb – Apr)

Trig calculus 1

The functions sin(x), cos(x) and tan(x) are also covered this term and students determine properties of their graphs, including interpretation of gradient functions. Students solve problems involving combinations of transformations of trigonometric functions.

Summer Term

(Apr – June)

Mathematics Exploration

All students have to complete an internal assessment in Mathematics; this is referred to as the Mathematical Exploration and contributes 20% to the student's final grade. Since the start of the academic year, students will have been prompted to research and explore mathematics further and to identify areas of mathematics that they feel most interested in. For the Exploration, which will be completed this term, the students need to write approximately 2000 words/6-10 pages on a chosen area of interest and they

need to engage in independent research and development to do this.



Students will undertake 5 common assessed tasks in the year. 2 of these will be 120 minute exams and 3 will be in the form of written homework tasks. Teachers will regularly assess pupils’ learning throughout the year.

During year 12 all students will complete 2 drafts of their mathematical exploration and then submit a third and final piece. Students are entitled to receive formal written feedback from their teacher and a guide grade.

Equipment that students need Students are required to bring a TI Npsire CX (not CAS) calculator, a pair of compasses, a protractor and a ruler in addition to their regular equipment.

Students may bring a different type of calculator, however the mode of instruction will be based upon the TI Nspire CX. Students should seek advice before purchasing a different calculator.


Students at this level tend to need the most help organising their time wisely in order to ensure that they get the right balance of revision, practise and further reading in order to meet their own individual needs. Students require help and encouragement from their parents and teacher to formulate strategies for compartmentalising their independent time.

Students particularly need help in identifying their weaknesses and taking action.

Parents could also encourage students to read mathematical explorations that they can find online. This will put the students in an advantageous position when they come to write their own exploration.

Reading mathematics for pleasure is also very useful.


www.bbcbitesize.com

www.khanacademy.org







Mathematics SL (YEAR 13) The Mathematics department aims to use the IB course to push the students’ maturity and comprehension in the subject to the next stage. The students’ core skills, such as time management, research and collaborative work, will be developed throughout the year, which would not only make them better mathematicians, but also prepare them for their further academic and professional careers. The developments made in Year 12 will come to fruition in Year 13 and students should feel confident with organising and managing themselves and their time. We are expecting our students to evolve from high-achieving pupils into knowledgeable academics by the end of the course.


Half Term 1

(Aug – Oct)

Correlation 1, Linear regression 2 and Vectors 1

The students will have some experience of scatter diagrams and correlation from earlier school years. This topic is revisited and developed this term. Students become proficient in the use of a GDC to determine and interpret correlation coefficients. They learn how to model correlation using linear regression and when it is appropriate to predict using their model.

During the IGCSE courses the students would have been introduced to the concept of a vector, basic vector algebra and solving geometric problems using vectors. This is revisited this term but with the key focus on applications to lines in 2D and 3D space.

Half Term 2

(Nov – Dec)

Vectors 2

Students extend their understanding to vectors in three dimensions and solve problems such as the nature of two lines in space.

Calculation and application of the scalar (dot) product for vectors is a key objective of this terms work

Half Term 3

(Jan – Feb)

Geometry revision

The students have a significant amount of time to review, consolidate and revise all of the topics covered since the start of year 12. Building on the previous term’s work, the students will revisit all of the topics related to Geometry that have been covered since the beginning of Year 12. A range of approaches and activities are used by teachers to help the students in terms of knowledge and understanding, proficiency, problem-solving capabilities and exam technique.

Half Term 4

(Feb – Apr)

Calculus revision

Dedicating a significant proportion of the half-term to the revision of one of the most advanced topics in the course. The students will revisit all of the topics related to Calculus that have been covered since the beginning of Year 12 (and Year 11). A range of approaches and activities are used by teachers to help the students in terms of knowledge and understanding, proficiency, problem-solving capabilities and exam technique.

Summer Term

(Apr – June)

Exam revision

All students sit two 1 hour 30 minute papers. The students are expected to use a Graphics Display Calculator for Paper 2 (some questions cannot be solved efficiently without a GDC).

The final term before examination season is dedicated to mixed revision, aiming to provide students with a flexible structure of support. Timed exam practice plays a key part in the revision process at this stage.



Students will undertake 5 common assessed tasks in the year. 2 of these will be 120 minute mock exams and 3 will be in the form of written homework tasks. Teachers will regularly assess pupils’ learning throughout the year.

Equipment that students need Students are required to bring a TI Npsire CX (not CAS) calculator, a pair of compasses, a protractor and a ruler in addition to their regular equipment.

Students may bring a different type of calculator, however the mode of instruction will be based upon the TI Nspre CX. Students should seek advice before purchasing a different calculator.


Students at this level tend to need the most help organising their time wisely in order to ensure that they get the right balance of revision, practise and further reading in order to meet their own individual needs. Students require help and encouragement from their parents and teacher to formulate strategies for compartmentalising their independent time.

Students particularly need help in identifying their weaknesses and taking action.

Parents could also encourage students to read mathematical explorations that they can find online. This will put the students in an advantageous position when they come to write their own exploration.

Reading mathematics for pleasure is also very useful.


www.bbcbitesize.com

www.khanacademy.org







ART AND DESIGN (Year 12)

IB Visual Arts is based upon the observation and interpretation of the world we live in, developing the ability to explore and communicate ideas and meanings, in creating his/her own visual language, which challenges others’ beliefs and perspectives.


Students are introduced to the different inter-relating units of the course and begin by producing a theme based visual mind map as part of their Process Portfolio. They complete an in-depth artist study and explore visual experimentation leading to their first studio outcome. They will have the opportunity to attend still life and printmaking workshops, learning new techniques and methods of working. As an integral part of the IB Visual Arts course, students will visit an offsite Gallery, experiencing the work of other artists first hand.

● Visit galleries wherever possible. ● Read around your artists. ● Watch documentaries on a range

of artists.


A fundamental part of every artist's journey is their understanding and response to the work of other artists, designers and craftspeople from history to the present day. Students begin the Comparative Study: In the first term students learn to place artworks within a context; express their intuitive responses; understand the meaning of function and purpose and learn how to make a formal analysis of artworks. Studia practice continues.

● Visit galleries wherever possible. ● Read about your artists. ● Watch documentaries on a range

of artists.


Students begin their own extended personal enquiry, beginning to develop a coherent body of studio work around one theme. Within the Comparative Study, students begin to explore semiotics in relation to formal analysis and begin to understand how meaning is signified within visual arts. Students will attend digital workshops, 3D workshops and visit a second gallery.


of artists.


Within the Comparative study, students will work towards the submission of the first draft. Studio practice continues. Students will be supported to create online portfolios with a view to university applications.


of artists.


Students will finalise their independent personal enquiries, culminating in an open studios summer event as part of the NLCS Arts Festival, where work is shared in the public arena. Tutorials will be set to discuss individual holiday assignments.


of artists.

Examples of homework tasks Continue studio work for the allocated periods. Research possible artists to develop themes. Complete studies in your process portfolio. Comparative Study of two artists.


Mid and end of unit assessments of Process Portfolios and Comparative Study. By outcomes and presentations.

Equipment that students need Although the school provides art materials, it is always advisable that all students build up a supply of their own materials to allow them to not only complete holiday tasks buy enjoy developing their skills independently.

Parents/guardians can help their child by:

Visiting galleries and local exhibitions.

Useful websites http://www.tate.org.uk/art https://www.khanacademy.org/humanities/art-history Develop your Photoshop skills through this free site: https://www.adobeknowhow.com/course/adobe-photoshop-cc-your-complete-beginner-s-guide/welcome-video

Co-curricular activities Art Enrichment, YAR-Young Artists in Residence.

Who can I contact?

Head of Art Miss Kennington

ART AND DESIGN (YEAR 13) IB Visual Arts is based upon the observation and interpretation of the world we live in, developing the ability to explore and communicate ideas and meanings, in creating his/her own visual language, which challenges others beliefs and perspectives.


Within the second year of the course students have specialised in indivdidual ways of working. They will work towards their individual exhibitions and organise their digital portfolios. Students will also discuss the progress of the Comparative Study through 1:1 tutorials and begin to collate all of their research so far. Students will visit a gallery with the purpose of analysing and understanding curatorial choices. They will attend lectures and workshops considering curation. (Full draft submission of comparative study)

● Visit galleries wherever possible. ● Read around artists. ● Watch documentaries on a range of

artists.


Students work on their Comparative Study within a one-week intensive course and submit for upload. For HL students, this is further extended into a personal study demonstrating the ways in which artists have specifically inspired their own art practice. (Final draft submission of comparative study)


artists.


Having completed 11 studio works (HL) and 7 (SL), students will begin to prepare for their final exhibition. They will be guided to prepare statements/titles accompanying their work, complete their exhibition logs coursidering mounting, framing and curatorial practice. Students will also photograph their work in preparation for upload.

● Visit galleries whereever possible. ● Read around artists. ● Watch documentaries on a range of

artists.


Students will complete all work and hang their individual exhibitions. The major exhibition, held in March, celebrates the work produced over the duration of the course. They will also prepare a rationale explaining their choices for the examiner. The Exhibition represents 40% of the total grade. Students will finish collating their Process Portfolios ready for submission.


artists.


.

Examples of homework tasks Continue studio work for the allocated periods. Research possible artists to develop themes.

Complete studies in your process portfolio. Comparative Sudy of two artists. Assessment tasks, methods and frequency

Mid and end of unit assessments of Process Portfolios and Comparative Study. By outcomes and presentations.

Equipment that students need Although the school provides art materials, it is always advisable that all students build up a supply of their own materials to allow them to not only complete holiday tasks buy enjoy developing their skills independently.


Visiting galleries and local exhibitions.

Useful websites http://www.tate.org.uk/arthttps:// www.khanacademy.org/humanities/art-history Develop your Photoshop skills through this free site: https://www.adobeknowhow.com/course/adobe-photoshop-cc-your-complete-beginner-s-guide/welcome-video

Co curricular activities Visiting galleries and local exhibitions.

Who can I contact?

Head of Art Miss Kennington

MUSIC (Year 12)

Conceptual Content Suggested Reading or Extension Activities

Half Term 1

(Aug – Oct)

HL and SL students follow a balanced curriculum of performance studies: the investigation of historically informed performance practice, the evolving attitudes towards style, genre, ornament, vibrato and performance techniques, as well as the performance of new and challenging repertoire in individual and group scenarios. Students also embark on a detailed study of Ethnomusicology - how to study musical traditions that lie outside of the Western Classical Tradition (WCT) with particular focus on the Middle East.

HL students pursue a double in Composition, with a focus on techniques of composition such as the fugue, Bach chorales which they then put into practice in free composition.

A Very Short Introduction on Music, World Music, and Ethnomusicology.

Oxford Music Online articles and listening on the musical traditions of Oman, Iran, Northern Africa.

Half Term 2

(Nov – Dec)

Students continue their ethnomusicological studies of the music of Latin America. This is then complemented by advanced focus on the chamber music and the mass in the WCT and their evolution through the centuries. This approach exposes students to the developing stylistic, structural and harmonic practices of well-known genres.

HL students continue with composition, working towards a full draft by the end of term.

Oxford Music Online articles on the music of Argentina, Colombia, Brazil and Mexico.

Alex Ross, The Rest is Noise.

Half Term 3

(Jan – Feb)

Students pursue score reading - how best to access scores, how to locate evidence, the nature of musical evidence and what scores can reveal to us as performers. Students work towards a mid-term performance in April as applicable.

HL students continue with their composition, with a final composition I completed in April.

Various scores will be looked at from across the history of the WCT.

Half Term 4

(Feb – Apr)

Students study jazz in its broadest forms, and are introduced to the music of Northern Europe.

HL students prepare to finish their first composition in preparation for the second of three.

Giddins and DeVaux, Jazz.

Oxford Music Online articles on Norway, Sweden, and music of the British Isles.

Summer Term

(Apr – June)

Students focus on coursework:

HL students will have a range of sketches and one completed composition, and a full draft of a second by June. HL and SL students (those who elect for performance) will focus on preparing for their Arts Week Recital. All students focus on a completion of a full draft of their Musical Links Investigation.

Cook, A Guide to Musical Analysis.

Examples of homework tasks Analysis of key features of music, presented in score + audio or audio forms, seen and unseen. Composition work, including free and techniques. Performance practices.


Presentations at least once a month. Music Listening Diaries maintained every week. Performance recitals (official) twice per year. MLI (externally assessed) a summative process

Equipment that students need N/A. Students are responsible for the provision of musical instruments. School provides composition materials and technology for this purpose.


Ensuring students are provided with their basic equipment needs.

Useful websites Oxford Music Online (school subscription).

Co curricular activities Students are encouraged to visit, attend and be part of relevant societies (SONITAS). A plethora of performance groups and performing opportunities.

Whom can I contact?

Mindy Ruskovich (Head of Music 2018)

MUSIC (Year 13)

Conceptual Content Suggested Reading or Extension Activities

Half Term 1

(Aug – Oct)

Students employ their evolving analytical skills to a study of the two official set works.

A number of world music traditions are investigated, largely determined by both student group and teacher.

Key genres from the WCT are studied

Kerman, Contemplating Music.

Naxos Music Library Online (school subscription pending).

Half Term 2 & 3

(Nov – Feb)

Students will have completed their Musical Links Investigation. HL students complete their composition portfolios. HL and SL students will be in a position to complete their performance portfolios. By January, students focus exclusively on developing the tools required for the Music Exam in May.

News articles, podcasts, any of the A Very Short Introduction series, continued listening.


Analysis of key features of music, presented in score + audio or audio forms, seen and unseen. Composition work, including free and techniques. Performance practices.


Presentations at least once a month. Music Listening Diaries maintained every week. Performance recitals (official) twice per year. MLI (externally assessed) a summative process


N/A. Students are responsible for the provision of musical instruments. School provides composition materials and technology for this purpose.


Ensuring students are provided with their basic equipment needs.

Useful websites Oxford Music Online (school subscription).

Co curricular activities Students are encouraged to visit, attend and be part of relevant societies (SONITAS). A plethora of performance groups and performing opportunities.

Whom can I contact?

Mindy Ruskovich (Head of Music 2018)

THEATRE (Year 12) The Theatre IB Course in Group 6 is an exciting course for any student wishing to express themselves creatively, but it is not aimed solely at those who are confident performers. Instead the course, which is 100% coursework, is assessed on the student’s ability to express their creative ideas and exemplify this through performance clips. The course is an excellent accompaniment to all other IB studies and, with its focus on research, collaborative and individual work, assimilation of theory and techniques, will set the student up for University studies in any subject.



ENSEMBLE SKILLS COLLABORATIVE PROJECT We start the year with a look at theatre companies who work collaboratively and, as part of this process the students build an ensemble, or group of performers working together. They then have short introductory workshops that focus on the different ways of creating collaborative pieces of work using the techniques and theories of leading theatre companies.

Numerous books in the library on: Theatre du Soleil Frantic Assembly Complicite Kneehigh Shared Experience + many more


INTRODUCTION TO LIVE THEATRE ANALYSIS Students will lead each other in workshops and keep detailed notes throughout in their journals. Finally, students will present to each other on how the different elements of theatre work together in productions that they have seen either live or on Digitaltheatreplus.

https://www.digitaltheatreplus.com/ It is vital that students get to see live theatre and that they keep a journal of these experiences and what they have gained from the experience


DIRECTOR’S NOTEBOOK The Director’s Notebook is a document of the process of putting together a hypothetical piece of theatre. In Year 12 we explore how to direct a piece of theatre practically and we look at the work of the renowned theatre director Stanislavski and his approaches to directing/ training actors.

Numerous publications on Theatre Directing Reading as many plays of different genres as they can


SOLO PROJECT (HL) The Solo Project is Higher Level only and consists of a solo performance that is influenced by a Theatre Theorist. The students choose a theorist to investigate and this informs the way that they create their monologue.

Numerous books in the library on: Robert Lepage Robert Wilson Brecht Pina Bausch Grotowski + many more


RESEARCH PRESENTATION In term 3 Year 12s start the process of researching their topic that they will present to the rest of the class in Year 13. They must research and present on a Theatrical tradition from around the world.

Having been introduced to World Theatre Traditions- the students, following initial internet research, then use the books on their chosen topic in the library


Line learning, research tasks, class presentations, leading workshops in class


Summative - Performances Formative - videoed rehearsals used


Movement clothing- t-shirts, tracksuit trousers, trainers


Reading aloud any lines that need to be learnt. Theatre visits

Useful websites https://www.digitaltheatreplus.com/

Co curricular activities Whole School Production, Arts Festival Performances

THEATRE IB (YEAR 13) Having experimented thoroughly in Year 12 with theatre theories, techniques, styles and genres, the students put this into practice and written coursework in Year 13. They must perform both solo (HL only) and as a group, but it is their write-up of these experiences and their ability to exemplify their ideas through careful selection of video material that they are assessed on ultimately. It should be noted that this course is coursework only. Meeting deadlines for this coursework is paramount if they are to succeed.



Research Presentation This process is started in Year 12, researched over the summer and then in Term 1 the students present a 15 minute presentation that incorporates a demonstration of one aspect of the World Theatre Tradition that they have researched. This presentation represents their coursework for this Unit.

Having been introduced to World Theatre Traditions- the students, following initial internet research, then use the books on their chosen topic in the library


Collaborative Theatre Project Students create a devised piece of theatre that utilizes their knowledge gained throughout the course and through their research of a theatre company who work collaboratively. This group piece is performed and the accompanying essay that explains the process is marked for the coursework alongside short extracts that the students choose to exemplify what they discuss in their essay.

Numerous books in the library on: Theatre du Soleil Frantic Assembly Complicite Kneehigh Shared Experience + many more


Solo Theatre Piece The students put together a solo performance exemplifying the theories of a chosen theatre theorist. The process is documented by the student and this documentation will directly refer to the filmed performance of their Solo Piece. As with all performances, it is the written aspect of the course that is directly marked for their coursework.

Numerous books in the library on: Robert Lepage Robert Wilson Brecht Pina Bausch Grotowski + many more


The Director’s Notebook This is as it sounds, the student takes the perspective of theatre director and discusses ideas for a hypothetical performance of a play chosen by themselves. They consider all aspects of theatre in their ideas and refer to examples of theatre that they have seen and they influence that they have had on their own practice and how they would assimilate these ideas.

Numerous publications on Theatre Directing Their chosen play should be read and re-read and extensively annotated


The Theatre IB Course must be complete by this point- There is no examination in this Group 6 Course

Examples of homework tasks Line learning, research tasks, class presentations, leading workshops in class


Summative - Performances Formative - videoed rehearsals used

Equipment that students need Movement clothing- t-shirts, tracksuit trousers, trainers


Reading aloud any lines that need to be learnt. Theatre visits

Useful websites https://www.digitaltheatreplus.com/ Co curricular activities Whole School Production, Arts Festival Performances

한국문학� (12학년)� �

문학이� 세상에� 대한� 인간의� 관념,� 해석� 및� 경험을� 다룬다는� 가정에� 의거한� 과정입니다.� 그러므로� 여기에서� 이루어지는�

문학�연구는�인간이�일상�속에서�겪는�복잡한�활동,�불안,�기쁨�및�두려움을�나타내는�방식을�알아보는�것이라�할�수�있

습니다.�또한�인간의�창의성처럼�지속성이�강한�분야를�탐구하도록�해�줄�뿐�아니라,�독립적�사고,� 독창적�사고,�비판적�

사고,�명확한�사고를�독려할�기회를�주기도�합니다.�상상력과�더불어�문학�작품의�이해와�해석에�대한�지각적�접근을�중

시합니다.�

�

� 교욱과정�내용� 권장�도서�및�확장�활동�

Half�Term�1�

(8월� �10월)�

Part�4:�선택� (1)� � �단편�소설�

각기� 다른� 장르의� 작품� 3편을� 자유롭게� 선정하여� 학습한다.� 문

학적�이해도와�효과적인�발표�능력을�평가한다.�

윤흥길의� ‘기억속의�들꽃’�외�작품�

Half�Term�2�

(11월� �12

월)�

Part�4:�선택� (2)� � �시�

개별�구두�발표� (15%:�1015�분)�

Part� 4에서�학습한�내용을�토대로�발표한다.�Part� 2의� ‘내부평가

과제’를�통해�내부�채점�및�외부�채점을�거친다.�(30점)�

서정주의� ‘견우의�노래’�외�작품�

Half�Term�3�

(1월� �2월)�

Part�2:�심화�학습� (1)� � �단편�소설�

작품의� 내용� 및� 기법에� 대한� 세부적인� 분석에� 중점을� 둔다.� 작

품�자세히�읽기와�작품의�중요�요소�심층�분석을�필수�학습방식

으로�하며�최상의�학습�효과를�달성한다.� �

김승옥의�중,단편� 5편�

Half�Term�4�

(2월� �4월)�

Part�2:�심화�학습� (2)��단편�소설� /�시�

Part� 2(심화� 학습)에� 바탕을� 둔� 내부평가활동으로� 교사의� 평가�

내용을�조정하는�기반이�된다.� �

고은의�시� 15편�

엄현옥의�수필� 5편� (HL에�한함)�

여름학기� �

(4월� �6월)�

Part�2:�심화�학습� (3)��시�

IOC(개별�구두�시험)�(15%)�

•�SL(일반반):�Part�2에서�학습한�작품의�내용에�대해�구두�서술

을�한�뒤�관련�질문에�답한다.�(30점)�

•�HL(고급반):�Part�2에서�학습한�시에�대해�구두�서술을�한�뒤�

관련�질문에�답하며(10분),� 다음으로� Part� 2에서�학습한�나머지�

작품� 2편�중� 1편에�대해�논한다.�(10분).�(30점)�

�

고은의�시� 15편�

엄현옥의�수필� 5편� (HL에�한함)�

�

�

�

�

�

과제�예시� <시간적�배경과�공간적�배경>�

Ø 이�작품의�시간적/공간적�배경은�무엇이며,�주제와�관련하여�어떠한�역할을�하고�

있는가?�

평가�과제,�방법�및�빈도� IB�DP�한국문학�기준표에�따름.�

준비물� 문학작품�텍스트�

�

학부모/보호자의�지도�요령� 자녀가�소설,�논설문을�규칙적이고�폭넓게�읽도록�독려한다.�

유용한�사이트� EBSCO,�DBPIA,�KISS�

CCA�활동� � 한국어�지문�읽기� �

�

문의�

�

한국어�교과�부서

장� �

Mi-Sun�Park�선생님� (e-mail:�[email protected])�

12학년�한국어�

담당�교사�

Byung�Gyu�Kang�선생님� (e-mail:�[email protected])�

�

한국문학� (13학년)� �

문학이� 세상에� 대한� 인간의� 관념,� 해석� 및� 경험을� 다룬다는� 가정에� 의거한� 과정입니다.� 그러므로� 여기에서� 이루어지는�

문학�연구는�인간이�일상�속에서�겪는�복잡한�활동,�불안,�기쁨�및�두려움을�나타내는�방식을�알아보는�것이라�할�수�있

습니다.� � 또한�인간의� 창의성처럼�지속성이�강한�분야를�탐구하도록�해� 줄� 뿐� 아니라,� 독립적�사고,� 독창적�사고,� 비판

적�사고,�명확한�사고를�독려할�기회를�주기도�합니다.�상상력과�더불어�문학�작품의�이해와�해석에�대한�지각적�접근을�

중시합니다.�

�


Half�Term�1�

(8월� �10월)�

Part�1:�번역�작품� (1)�

번역�작품�자세히�읽기를�통해�번역�작품을�연구하는�과정이다.�

문화적� 배경이� 다른� 사람들의� 다양한� 관점을� 감상하고� 문학� 작

품을� 이해하는� 데� 있어� 그러한� 문화가� 담당하는� 역할을� 고찰한

다.� �

요시모토�바나나의� ‘키친’�

�

Half�Term�2�

(11월� �12

월)�

Part�1:�번역�작품� (2)�

쓰기�과제� (25%)�

•� Part� 1에서� 학습한� 문학� 작품� 1편에� 대한� 감상문(reflective�

statement)과�에세이(essay)를�제출한다.�(25점)�

•� 과제� 길이는� 감상문의� 경우� 300400� 단어,� 에세이의� 경우�

1,2001,500�단어로�한다.�

카프카의� ‘변신’�외�중,단편� 5편�

파트리크�쥐스킨트의� ‘향수’� (HL에�한

함)�

Half�Term�3�

(1월� �2월)�

Part�3:�문학�장르� (1)� � �장편�소설�

동일한� 문학� 장르의� 작품� 여러� 편을� 심도� 깊게� 학습한다.� 장르

마다� ‘문학적�관습’이라�불리는�기법이�드러나며,� 작가는� 특정한�

예술적�목표�달성을�위해�이러한�관습과�더불어�여러�다른�문학

적�특색을�활용한다는�점을�이해한다.�

‘춘향전’�

Half�Term�4�

(2월� �4월)�

Part�3:�문학�장르� (2)� � �장편�소설�

필기�시험�페이퍼(paper)�2�(에세이)�

장르�별로�작품을�분류하고�해당�장르의�문학적�관습�및�특색을�

탐구하는�과정을�통해�작품�비교�연구의�틀을�제공한다.�

이문열의� ‘선택’�

여름�학기�

(4월� �6월)�

3부:�문학�장르� (3)� � �소설�

페이퍼� 2:�에세이� (1시간� 30분)�

•�페이퍼는�각�문학�장르�별� 3문항으로�구성된다.�

•�Part�3에서�학습한�작품�최소� 2편에�관한�에세이를�작성하여�

각�문항에�답한다.�(25점)�

은희경의� ‘새의�선물’�

황순원의� ‘나무들�비탈에�서다’� (HL에�

한함)�

�

과제�예시� 장편�소설� �

1.�학습한�작품�중� 적어도� 2편의�장편소설을�예로�들어,� 2가지�이상의�이야기가�전개되

는�복합적인�구성의�의도와�그�효과는�무엇인지�비교,�대조하시오.�

평가�방법�및�빈도� IB�DP�한국�문학�기준표에�따름.�

준비물� 문학작품�텍스트�

�


유용한�사이트� EBSCO,�DBPIA,�KISS�

CCA�활동� 한국어�지문�읽기� �

�

문의�

�

한국어교과�부서장� � Mi-Sun�Park�선생님� (e-mail:�[email protected])�

13학년�한국어�

담당�교사�

Byung�Gyu�Kang�(e-mail:�[email protected])�

�

한국어�한국문학� (12학년)�

‘언어� A:�언어�및�문학’�과정은�텍스트�분석�기량�발달과�더불어�문학�및�비문학�텍스트가�자율적이면서도�문화적�읽기�

관습과�관련이�있다는�점을�이해하는� 것을� 목표로�합니다.� 학생들은�텍스트에� 의미를�부여하기�위해�형식� 요소를�사용

하는�방법을�이해하는�한편,�문화적�읽기�관습�그리고�문학�작품�생성�및� 수용�상황이�그러한�의미에�어떤�영향을�주는

지를�탐구하게�됩니다.�

�


Half�

Term�1�

(8월� �

10월)�

Part�1:�문화적�맥락의�언어� (주제� 2개)�

문화적�맥락의�언어�발달,�언어가�세상에�영향을�미치고�개

인과� 집단의� 정체성을� 형성하는� 방식을� 탐구한다.� 특정� 세

상사의� 의미를� 형성하고� 이를� 이해하는� 것과� 관련이� 있는�

여러�분야에�있어�언어가�담당하는�역할에�특히�중점을� 둔

다.�

쓰기�과제:� �

HL�및� SL�모두�본�과정에서�학습한�자료를�탐

구하는� 내용을� 담아� 800-1,000� 단어� 길이로�

쓰기�과제� 1개를�제출한다.� �

Half�

Term�2�

(11월� �

12월)�

Part�2:�매스커뮤니케이션�언어� �

미디어에서� 언어가� 어떻게� 사용되는지� 고찰하는� 단원이다.�

텍스트를� 전달하는� 매체가� 텍스트의� 생성과� 수용� 방식에�

어떤�식으로�영향을�미치는가�하는�문제�역시�다루게�된다.�


본� 과정에서� 학습한� 자료에� 대한� 창의적� 탐구�

방안을�고르는�능력을�입증해�주는�과제이다.�

Half�

Term�3�

(1월� �2

월)�

Part�4:�문학� �비평적�학습� (작품� 1편)�

‘언어� A:� 언어�및� 문학’� 과정에서�학습한�특정� 작품�일부를�

비평적으로�탐구하게�된다.� �

윤동주의�시�

이문구의� ‘관촌수필’�또는� �

황순원의�단편�

Half�

Term�4�

(2월� �4

월)�

4부:�문학� �비평�연구� (작품� 1편)�

�

이문열의�중편� (HL에�한함)�

여름�학

기� �

(4월� �6

월)�

4부:�문학� �비평�연구� (작품� 1편)�

�

IOC:� Part� 4에서� 학습한� 문학� 텍스트� 일부에�

대해� 개별� 구두� 서술을� 한� 뒤� 내용에� 대해� 논

하고�질문에�답한다.�

�

과제�예시� 창의적�글쓰기� (격식체/비격식체�편지글,�인터뷰,�일기),� 시�또는�소설�분석,�구두�발표�

평가�방법�및�빈도� 쓰기�과제�및�학년말�단체�모의평가�

준비물� 문학�텍스트:�이문규의� ‘관촌수필’,�윤동주의�시,�이문열의� ‘우리들의�일그러진�영웅’�

�


유용한�사이트� JSTOR,�EBSCO,�DBPIA,�KISS�

CCA�활동� �

�

문의�

�

한국어�교과부서장� Misun�Park�선생님:�[email protected]� � � �

IB� 한국어�

담당�교사�

Sangduk�Park�선생님:�[email protected]� � � �

�

�

�

�

한국어�한국문학� (13학년)�

‘언어� A:�언어�및�문학’�과정은�텍스트�분석�기량�발달과�더불어�문학�및�비문학�텍스트가�자율적이면서도�문화적�읽기�

관습과�관련이�있다는�점을�이해하는� 것을� 목표로�합니다.� 학생들은�텍스트에� 의미를�부여하기�위해�형식� 요소를�사용

하는�방법을�이해하는�한편,�문화적�읽기�관습�그리고�문학�작품�생산�및� 수용�상황이�그러한�의미에�어떤�영향을�주는

지를�탐구하게�됩니다.�

�


Half�

Term�1�

(8월� �

10월)�

Part�1:�문화적�맥락의�언어� (주제� 2개)�

�


HL에�한해�비평적�답변�형식의�과제� 2를�작성

한다.�

과제�2는� 사전에� 지정된� 6개� 문항� 중� 1개에�

대해�비평적으로�답하게�된다.�사전�문항은�최

대한� 공개적으로� 선정하며� 학생들이� 텍스트에�

대한� 답변을� 탐구하고� 발전시킬� 수� 있는� 폭넓

은�분야에�방점을�둔다.�

Half�

Term�2�

(11월� �

12월)�

Part�2:�매스커뮤니케이션�언어� (주제� 2개)�

Half�

Term�3�

(1월� �2

월)�

Part�3:�문학� �텍스트와�맥락�

텍스트의�의미는�문화에� 의해�형성되며�텍스트를�생성하는�

상황적� 맥락에� 의해서도� 결정된다.� 또한� 독자가� 텍스트에�

의미를� 부여하기도� 한다.� 문학� 텍스트는� 진공� 상태에서� 탄

생하는�것이�아니라�사회적�맥락과�문화적�유산,�역사적�변

화에�의해�영향을�받는다.�

칼레드�호세이니의� ‘연을�쫓는�아이’�

Half�

Term�4�

(2월� �4

월)�


문학� 텍스트� 자세히� 읽기를� 통해� 문학과� 여러� 문제(젠더,�

권력,� 정체성�등)를� 전반적으로� 고찰할�수� 있다.� 또한�텍스

트가�선조들의�문학과� 문화적�유산을�어떻게�활용�및� 변형

하는지를�탐구한다.�

김유정의�단편�

�

페이퍼� 2�(외부�채점)�:� �

Part� 3에서�학습한�문학�텍스트� 2편에�기초하

여� 6개� 문항� 중� 1개� 문항에� 답하는� 에세이를�

작성한다.� HL에서도� 질문은� 동일하나� 평가� 기

준이�다르게�적용된다.�

여름학기� �

(4월� �6

월)�


�

아트�슈피겔만의�그래픽�소설� (HL에�한함)�

�

과제�예시� 창의적�글쓰기� (격식체/비격식체�편지글,�인터뷰,�일기),� 시�또는�소설�분석,�구두�발표�

평가�방법�및�빈도� 쓰기�과제�및�학년말�단체�모의평가�

준비물� 문학�텍스트:�이문규의� ‘관촌수필’,�윤동주의�시,�이문열의� ‘우리들의�일그러진�영웅’�

�

학부모/보호자의�지도�요령� 자녀가�소설,�논설문을�규칙적이고�폭넓게�독서하도록�독려한다.�

유용한�사이트� JSTOR,�EBSCO,�DBPIA,�KISS�

CCA�활동� �

�

문의�

�

한국어�교과부서장� �

IB�한국어�

담당�교사�

Sangduk�Park�선생님:�[email protected]� � � �

�

�

�

영어영문학� (12학년)�

‘언어� A:� 언어�및� 문학’� 과정은� 언어� 학습에� 해당하는� 2개� Part와� 문학�학습에�해당하는� 2개� Part를� 합쳐�총� 4개� Part

로� 구성됩니다.�구체적으로� Part� 1� � 문화적�맥락의�언어,�Part� 2� � 언어�및�매스커뮤니케이션,�Part� 3� � 텍스트와�맥락,�

Part�4�� 문학:�비평�연구를�학습합니다.�

� 교욱과정�내용� 평가�

12학년�

Term�1�

(8월� �

12월)�

�

�

�

�

�

�

Part�2�학습� (언어�및�매스커뮤니케이션)�

SL�및�HL은�다양한�형식의�커뮤니케이션(신문기사,�블로

그,�광고,�칼럼�등)을�학습하며,�청자에게�정보를�전달하고�

청자를�설득하거나�즐겁게�하기�위해�이러한�커뮤니케이션�

형식을�어떤�식으로�활용하는지�탐구한다.�

�

Part�3�학습�시작� (텍스트와�맥락)�

SL은�텍스트� 1편,�HL은�텍스트� 2편을�자세히�학습한다.�12

학년�동안� SL�및�HL에서는�다음의�텍스트를�읽게�된다.�

�

헨릭�입센의� ‘인형의�집’��희곡�

F�스콧�피츠제럴드의� ‘위대한�개츠비’��산문�

세�번째�텍스트� �HL에�한함.�교사는� Term�2가�시작되기�

전에�텍스트를�정해�알려준다.� �

�

정식� IB�평가� � FOA� (추가�구두�활동).�총점의�

15%에�해당한다.� 또한� Part� 2에� 기초한�쓰기�

과제(1a)를� 작성하며,� 이� 과제는�총점의� 20%

를�차지한다.�SL�및�HL�모두�응시�대상이다.�

12학년�

Term�2�

(1월� �3

월)�

�

�

�

�

�

Part�1�학습� (문화적�맥락의�언어)�

SL�및�HL은�텍스트의�청자와�목적이�텍스트의�내용과�구

조에�어떻게�영향을�주는지�학습한다.�언어의�변화에�따른�

영향�분석을�연구하는�한편�문화와�맥락에�따라�언어와�의

미가�형성되는�방식을�탐구한다.�

�

Part�3�학습�계속� (텍스트와�맥락)�

SL은� Term�2�동안�두�번째�텍스트를�읽고,�HL은� 12학년에

서� 13학년으로�넘어가는�여름�방학�동안�세�번째�텍스트를�

읽게�된다.�

�

이후�내부평가인�학년말�시험�대비용�에세이를�작성한다.�

�

텍스트�분석/텍스트�비교분석� (페이퍼� 1)�

SL�및�HL은�이전에�접하지�못했던�다양한�텍스트(신문기

사,�블로그,�광고,�브로슈어�등)을�신중히�분석한다.�SL은�

사전�지침용�문항� 2개에�따라�텍스트�분석�페이퍼를�작성

하며,�HL은�텍스트�비교분석�페이퍼를�작성한다.�학년말�시

험�대비�페이퍼에�해당한다.�

�

SL에�한해� Part�1을�토대로�두�번째�쓰기�과제

(1b)를�작성한다.�

�

�

�

�

�

HL에�한해�주어진�특정�질문을�토대로�쓰기�

과제� 2를�제출하며,�이때� Part�3에서�읽은�텍

스트�중�하나와�관련하여�비평적�답변을�도출

한다.�SL�및�HL�모두�연습용�에세이를�작성하

게�된다.�

�

�

연습용�텍스트�분석(SL)�또는�텍스트�비교분석

(HL)�

�

�

12학년�

Term�3�

(4월� �6

월)�

�

Part�1�학습�계속� (문화적�맥락의�언어)�

Part�1�학습을�마무리한다.�

SL�및�HL�과정에서는�두�번째� FOA를�준비하

여�발표한다.�

�

HL에�한해�두�번째�쓰기�과제(1b)의�초안을�

작성한다.�

�

학부모/보호자의�지도�요령� 자녀가�본�과정에서�요하는�읽기�프로그램을�제때에�마칠�수�있도록�방학�동안�텍스트를�

미리�읽게�하거나�이미�읽은�텍스트를�검토하도록�한다.�

유용한�사이트� 교사는� 교과� 과정이� 진행되는� 동안� 유용한� 사이트에� 관해� 조언한다.� 학생은� Safari나�

Google�등의�검색�엔진을�독립적으로�활용하여�기�학습한�텍스트에�관한�지식을�보충하

는�데� 도움이�되는�자료(특히�비평�에세이)와�텍스트의�문화적�배경�정보를�제공하는�자

료를�검색해야�한다.�

�

문의�

�

영어교과부서장� G�Hall�선생님�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

영어영문학� (13학년)�

‘언어� A:� 언어�및� 문학’� 과정은� 언어� 학습에� 해당하는� 2개� Part와� 문학�학습에�해당하는� 2개� Part를� 합쳐�총� 4개� Part

로� 구성됩니다.�구체적으로� Part� 1� � 문화적�맥락의�언어,�Part� 2� � 언어�및�매스커뮤니케이션,�Part� 3� � 텍스트와�맥락,�

Part�4�� 문학:�비평�연구를�학습합니다.�

�


13학년�

Term�1�

(8월� �

12월)�

�

�

�

�

�

�

�

Part�4�학습� (문학:�비평�연구)�

SL�및�HL은� IOC를�대비해�텍스트를�읽는다.�

�

각�학급의�교사는�학습할�시와�희곡을�선택하며,�이렇게�선

택한�작품은�학급마다�다를�수�있다.�

�

교사는�학생에게�두�텍스트(희곡�및�시)를� 12학년이�끝나

는�여름방학�전에�읽도록�정확히�고지한다.�

�

텍스트�예로는� ‘맥베스,’�‘오셀로,’�‘모두가�나의�아들’�등의�

희곡과�테드�휴스,�세이머스�히니,�실비아�플라스�등의�시

가�선택�가능하다.�

�

정확히�어느�텍스트를�학습할지� 12학년�교사에게�확인하는�

것이�매우�중요하다.�

�

HL에�한해�세�번째�텍스트인� F.�스콧�피츠제럴드의� ‘위대한�

개츠비’�를�읽는다.�

�

각�텍스트�읽기를�철저히�진행하여�작품을�심층적으로�이

해할�수�있도록�하며�학생이� IOC를�충분히�준비하도록�한

다.� �

�

모의시험을�대비해�교정�작업을�수행한다.�

�

�

SL�및�HL�모두�정식� IB�평가인� IOC에�임한다.�

총점의� 15%가�여기에�해당한다.�SL은�텍스트�

2편�중� 1편,�HL은�텍스트� 3편�중� 1편을�기반

으로� IOC에�응시한다.�IOC는� 11월/12월�중에�

실시된다.�

�

�

모든�학급이�최종�쓰기�과제(1c)를�작성한다.�

�

�

�

13학년�

Term�2�

(1월� �3

월)�

모의시험(Mock�exam)�이후의�학습�

�

모의시험을�치른�뒤에는� Part�3를�총체적으로�복습한다.�SL�

및�HL이�학습한� ‘인형의�집’과� HL에�한해�학습한� ‘드라큘

라’가�복습�텍스트에�포함된다.�

�

분석�역량을�꼼꼼히�갈고�닦아�최종�시험에�철저히�대비하

게끔�학생들을�지도한다.�

�

본�학기에는�교정과�복습�과정을�전반적으로�시행하고�여

기에�더해�과거�기출문제를�연습할�수�있다.�이�때�아직�미

흡한�분야를�집중적으로�다루게�된다.�

�

�

�

연습�에세이(페이퍼� 2)�-�SL은�텍스트�분석(페

이퍼� 2)를,�HL은�텍스트�비교분석(페이퍼� 2)에�

중점을�둔�페이퍼를�완성한다.�

�

�







�

문의�

�

영어교과부서장� G�Hall�선생님�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

영문학�A�(12학년)�

‘언어� A:�문학’� 과정은�교사가�사전�지정된�작가�리스트에서�작품을�골라�학생의�필요와�관심도에�맞춰�구성할�수� 있는�

유연한�과정입니다.�총� 4개� Part로�구성되며� Part마다�다른�부분에�중점을�둡니다.�Part�1��번역�작품,�Part�2�� 심화�학

습,�Part�3��문학�장르,�Part�4��선택�작품.�

�


12학년�

Term�1�

(8월� �

12월)�

�

Part�4�학습� (선택�작품)�

SL�및�HL은�희곡� 1편,�시� 1편,�소설� 1편으로�구성된�텍스트� 3편

을�읽는다.�각�텍스트는�문학�용어에�관해�심층적으로�이해하도록�

철저히�학습하게�한다.�

�

SL은�다음�작품을�읽게�된다.�

오스카�와일드의� ‘진지함의�중요성’��희곡� �

치누아�아체베의� ‘모든�것이�산산이�부서지다’��산문�

캐롤�앤�더피의� ‘세상의�아내’��시�

�

HL은�다음�작품을�읽게�된다.�

테네시�윌리엄스의� ‘욕망이라는�이름의�전차’��희곡�

마야�안젤루의� ‘새장에�갇힌�새가�왜�노래하는지�나는�아네� -�산

문� (논픽션)�

존�던의�시작품�중�선택� �시�

�

Part�1�학습�시작� (번역�작품)�

학기�중에�번역작품�중�소설�또는�희곡으로�최소� 1편을�읽는다.�

교사는� Part�4�학습을�끝내기�전에�텍스트를�정해�알려준다.�

�

�

SL�및�HL�모두�정식� IB�평가인� IOC에�

임한다.�총점의� 15%가�여기에�해당한

다.�IOC는�텍스트� 3편�중� 1편을�치러지

며,�11월/12월�중에�실시된다.�

�

�

�

�

�

�

�

�

�

�

대화형�구술(interactive�oral),�감상문

(reflective�statement),�지도에�따른�글

쓰기(supervised�writing)��SL�및�HL�

학급�전체에�해당�

12학년�

Term�2�

(1월� �3

월)�

�

�

�

Part�1�학습�계속�

SL은�두�번째�번역�텍스트를�읽고,�HL�학생은�두�번째와�세�번째�

번역�텍스트를�읽는다.�

�

Part�3�학습� (문학�장르)�

SL은�소설� 1편을�읽고�HL�학생은�소설� 2편을�읽는다.�그�다음�

내부평가인�학년말�시험(페이퍼� 2)를�대비해�에세이를�작성한다.�

교사는� Part�1�학습을�끝내기�전에�텍스트를�정해�학생에게�알려

준다.�텍스트�선정에는� ‘제인�에어’와� ‘폭풍의�언덕’이�포함될�수�

있다.�

�

문학�분석� (SL)/문학�커멘터리� (HL)�(페이퍼� 1)�

SL�및�HL은�이전에�접하지�못했던�시와�산문을�신중히�분석한다.�

SL은�사전�지침용�문항� 2개에�따라�문학�분석�페이퍼를�작성하

며,�HL은�문학�커멘터리를�작성한다.�

�

�

감상문,�대화형�구술,�지도에�따른�글쓰

기�과제의�초안을�작성한다.�외부평가�

대상이며�총점의� 25%를�차지한다.�SL�

및�HL�학급�전체에�적용된다.�

�

�

연습용�에세이를�작성한다.�(페이퍼� 2).�

�

�

연습용�문학분석(SL��페이퍼� 1)과�연습

용�문학�커멘터리(HL��페이퍼� 1)를�작

성한다.� �

�

12학년�

Term�3�

(4월� �6

월)�

�

Part�3�학습�계속� (문학�장르)�

SL�및�HL�모두�소설� 2편을�추가로�읽는다.�

�

연습용�비교�에세이를�작성한다.�

�







�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

영문학�A�(13학년)�

언어�A:�문학�과정은�교사가�기�지정된�작가�리스트에서�작품을�골라�학생의�필요와�관심도에�맞춰�구성할�수�있는�유

연한�과정입니다.� 총� 4부로�구성되며�각기�다른�부분에�중점을�둡니다.� 1부� �번역�작품,� 2부� � 심화�학습,� 3부� �문학�

장르,�4부� �선택�작품.�

�

�


13학년�

Term�1�

(8월� �

12월)�

�

Part�2�학습� (심화�학습)�

SL은�텍스트� 2편을,�HL은�텍스트� 3편을�읽으며� IOC에�대

비한다.�

�

SL에�한해� ‘리처드� 3세’와�존�키츠의�시를�읽는다.�

�

HL에�한해� ‘햄릿’과�존�던의�시,�조지�오웰의�작품을�읽는

다.�

�

각�텍스트�읽기를�철저히�진행하여�작품을�심층적으로�이

해할�수�있도록�하며�학생이� IOC를�충분히�준비하도록�한

다.� �

�

모의시험을�대비해�교정�작업을�수행한다.�

�

�

SL�및�HL�모두�정식� IB�평가인� IOC에�임한다.�

총점의� 15%가�여기에�해당한다.�SL은�텍스트�

2편�중� 1편,�HL은�텍스트� 3편�중� 2편을�기반

으로� IOC에�응시한다.�IOC는� 11월/12월�중에�

실시된다.�

�

�

�

13학년�

Term�2�

(1월� �3

월)�

모의시험(mock)�이후의�학습�

�

모의시험을�치른�뒤에는� Part�3를�총체적으로�복습한다.�‘제

인�에어,’�‘폭풍의�언덕,’�‘외쳐라,�사랑하는�강토여’가�복습�

텍스트에�포함된다.�

�

분석�역량을�꼼꼼히�갈고�닦아�최종�시험에�철저히�대비하

게끔�학생들을�지도한다.�

�

본�학기에는�교정과�복습�과정을�전반적으로�시행하고�여

기에�더해�과거�기출문제를�연습할�수�있다.�이�때�아직�미

흡한�분야를�집중적으로�다루게�된다.�

�

�

�

�

SL� 및�HL�모두�연습용�에세이(페이퍼� 2)를�작

성한다.�즉,�SL은�연습용�문학분석(페이퍼� 2)

을,�HL은�연습용�문학�커멘터리(페이퍼� 2)를�

작성한다.� �

�

�

�

�

13학년�

Term�3� 최종�시험�완료��

�







�

문의� 영어�교과부서장� G�Hall�선생님�

한국어� B�(12학년)�

한국어� B�는�한국어�학습�경험이�있는�학생을�대상으로�고안한�추가학습�과정으로,�언어�습득과�언어�기량�발달에�중점

을�둡니다.� 학생들은�환경,�유명인,�최근의�사건,�역사적�사건,�이민,�음악,�미술,�음식,�패션,�영화�등�다양한�주제에�대

한�학습을�통해�듣기,�읽기,�쓰기,�말하기,�문화적�교류�역량을�발달시키게�됩니다.�학습�텍스트로는�신문기사,�단편소설,�

브로슈어,�광고문,�시,�비격식/격식체�편지글,�연극대본�일부,�사설,�토론문,�후기�및�인터뷰가�있습니다.� �

�


Half�

Term�1�

(8월� �

10월)�

필수:�

국제�이슈를�다루며�특히�시급한�지구온난화�문제에�

중점을�둔다.� �

선택:� �

관습과�전통:�기념일,�사회·종교적�행사,�특히�한국에

서�중요한�행사� (추석�및�한글날)�

http://www.sejonghakdang.org/sjcu/home/main.do� �

연세�한국어� 3,4,�5,�6� �

이화�한국어� 3,�4,�5,�6� �

외국인을�위한�한국어� 5,�6� �

한국어�신문기사�

Half�

Term�2�

(11월� �

12월)�

필수:�

레저,�취미,�레크리에이션,�스포츠�등의�주제와�관련

한�언어의�이해도를�향상시킨다.�

선택:�

커뮤니케이션과�미디어,�나아가�인터넷과�스마트폰�

등의�주제와�관련한�언어의�이해도를�향상시킨다.�


연세�한국어� 3,4,�5,�6� �

이화�한국어� 3,�4,�5,�6� �



Half�

Term�3�

(1월� �2

월)�

필수:�

�

이�시점의�학습은�사회적�관계에�관한�내용으로�넘

어가게�된다.�

�


연세�한국어� 3,4,�5,�6� �

이화�한국어� 3,�4,�5,�6� �



Half�

Term�4�

(2월� �4

월)�

선택:�

과학,�기술,�윤리�분야의�학습으로�넘어가며�이�때�

AI(인공지능)에�중점을�둔다.�

� �


연세�한국어� 3,4,�5,�6� �

이화�한국어� 3,�4,�5,�6� �



여름학기� �

(4월� �6

월)�

선택:�

관습과�전통:�기념일,�사회·종교적�행사� (어버이날,�

스승의�날�및�한국의�기타�국경일)�

�


연세�한국어� 3,4,�5,�6� �

이화�한국어� 3,�4,�5,�6� �



�

과제�예시� 글쓰기� (에세이,� 뉴스리포트,� 편지,� 블로그,� 일기� 및� 연설문),� 연구� 프로젝트,� 발표,� 개별�

심화�읽기�과제�

평가�방법�및�빈도� 단원�별�중간평가�및�마무리평가,�연례시험.�

준비물� 토픽�교재�및�워크시트� (학교�제공),� 펜,�형광펜�

�

학부모/보호자의�지도�요령� 자녀가�한국어�서적을�규칙적이고�폭넓게�읽도록�독려하며,�일상�생활에서�한국어�뉴스�시

청�및�청취,�한국어�일기�작성,�한국�영화�및� TV�드라마�시청�등을�지도한다.�

유용한�사이트� http://www.sejonghakdang.org/sjcu/home/main.do� �

http://talktomeinkorean.com/� �

http://www.hani.co.kr/� �

CCA�활동� 한국�신문,�한국�문화�동아리,�한국사�웹툰,�한국�미디어�동아리�

�

문의� 한국어�교과�부서 �

장� �

한국어� B�교사� HyeHyang�Kim�선생님,� � [email protected]� � � �

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

한국어� B�(13학년)� � �

한국어� B�는�한국어�학습�경험이�있는�학생을�대상으로�고안한�추가학습�과정으로,�언어�습득과�언어�기량�발달에�중점

을�둡니다.� 학생들은�환경,�유명인,�최근의�사건,�역사적�사건,�이민,�음악,�미술,�음식,�패션,�영화�등�다양한�주제에�대

한�학습을�통해�듣기,�읽기,�쓰기,�말하기,�문화적�교류�역량을�발달시키게�됩니다.�학습�텍스트로는�신문기사,�단편소설,�

브로슈어,�광고문,�시,�비격식/격식체�편지글,�연극대본�일부,�사설,�토론문,�후기�및�인터뷰가�있습니다.� �

�


Half�

Term�1�

(8월� �

10월)�

필수:�

사회적�관계에�관한�내용을�다시�살펴보는�과정으

로,�한국�사회�내에서�사회적으로�용인되는�것과�금

기시되는�것들에�중점을�둔다.�

필수:�

첫해에�학습한�국제�이슈를�계속해서�다루며,�식량�

문제에�중점을�둔다.�


연세�한국어� 3,4,�5,�6� �

이화�한국어� 3,�4,�5,�6� �



Half�

Term�2�

(11월� �

12월)�

선택:�

스트레스,�다이어트,�성형수술�등�다양한�현안을�아

우르는�건강�분야의�주제와�관련한�언어의�이해도를�

향상시킨다.�


연세�한국어� 3,4,�5,�6� �

이화�한국어� 3,�4,�5,�6� �



Half�

Term�3�

(1월� �2

월)�

필수:�

첫해에�학습한�국제�이슈를�계속해서�다루며,�인종

차별�문제에�중점을�둔다.�

학기�후반에는�문화�다양성과�이주민�문제에�중점을�

둔다.��


연세�한국어� 3,4,�5,�6� �

이화�한국어� 3,�4,�5,�6� �



Half�

Term�4�

(2월� �4

월)�

필수:�

커뮤니케이션과�미디어,�그리고� TV�시청이라는�주제

와�관련한�언어의�이해도를�향상시킨다.�

선택:�

과학,�기술,�신재생에너지�


연세�한국어� 3,4,�5,�6� �

이화�한국어� 3,�4,�5,�6� �



여름학기� �

(4월� �6

월)�

선택:�

문화�다양성과�이주민�문제를�다루며�교과�과정을�

마무리한다.��


연세�한국어� 3,4,�5,�6� �

이화�한국어� 3,�4,�5,�6� �



�

과제�예시� 글쓰기� (에세이,� 뉴스리포트,� 편지,� 블로그,� 일기� 및� 연설문),� 연구� 프로젝트,� 발표,� 개별�

심화�읽기�과제� �

평가�방법�및�빈도� 단원�별�중간평가�및�마무리평가,�모의시험�

준비물� 토픽�교재�및�워크시트� (학교�제공),�펜,�형광펜�

�

학부모/보호자의�지도�요령� 자녀가�한국어�서적을�규칙적이고�폭넓게�읽도록�독려하며,�일상�생활에서�한국어�뉴스�시

청�및�청취,�한국어�일기�작성,�한국�영화�및� TV�드라마�시청�등을�지도한다.�

유용한�사이트� http://www.sejonghakdang.org/sjcu/home/main.do� �

http://talktomeinkorean.com/� �

http://www.hani.co.kr/� �

CCA�활동� 한국�신문,�한국�문화�동아리,�한국사�웹툰,�한국�미디어�동아리�

�

문의�

�

한국어�교무부장� �

한국어� B�교사� HyeHyang�Kim�선생님,� � [email protected]� � � �

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

IB 중국어(만다린어)�초급�AB�Initio� � (12 학년)�

이�과정은�일반반(Standard� Level)만� 이용�가능하며�북경어�지식이�없다시피� 한� 학생이면� 누구나�수강할�수� 있습니다.�

새로운� 언어를� 학습하면� 다른� 이들의� 생활� 방식을� 알� 수� 있고� 다른� 이들의� 눈으로� 세상에� 대해� 배울� 수� 있습니다.� 이�

과정을�통해�학생들은�다른�나라와�그들의�언어에�대해�좀�더�깊이�이해하게�됩니다.�

� �

� 교욱과정�내용� 권장�도서�및�확장�

활동�

Half�

Term�1�

(8월� �

10월)�

교육,�고용,�우리동네�

�

수용적,�생산적,�상호적�기량�발달을�통해�언어를�습득하는�데�중점을�둔다.�수용적�기

량은�간단한�문어�및�구어를�이해하는�능력을�말하고,�생산적�기량은�타겟�언어를�효

과적으로�쓰고�말하는�능력을�말하며,�마지막으로�상호적�기량은�문어�및�구어를�효과

적으로�이해하고�그에�알맞게�응대하는�능력을�말한다.� �

�

Half�

Term�2�

(11월� �

12월)�

자연지리학,�군소도시와�서비스�

�

이전�학기에서�습득한�기초�언어�능력을�활용해�자연지리학을�탐구하며�다양한�개별�

및�조별�과제를�통해�언어�역량을�향상시킨다.�이때부터�학생들은�교과과정에�적합한�

모든�종류의�텍스트를�접하게�된다.�

�

Half�

Term�3�

(1월� �2

월)�

식음료,�신체적�건강과�스포츠�

이전�학기에서�다루며�학습한�자료�및�기량을�확장시키는�과정이다.�2인�또는�조별�활

동에�다양하게�참여하는�방식으로�언어를�연습하며,�식음료,�신체적�건강과�스포츠에�

관한�주제에�대한�언어�역량을�발달시키는�데�중점을�둔다.�

�

Half�

Term�4�

(2월� �4

월)�

일상,�개인사�및�인간관계�

이제�학생이�교실에서�타겟�언어를�사용하도록�하는�환경을�조성하여�효과적으로�의사�

소통할�수�있도록�한다.�대상�언어로�소통함으로써�학생은�일상�속의�다양한�상황과�

맥락에서�언어를�구사하는�준비에�착수할�수�있다.�편집본�또는�요약본을�만들더라도�

원래�타겟�언어�구사를�위해�제작된�실제�자료를�활용한다.�

�

여름학기� �

(4월� �6

월)�

날씨,�교통,�엔터테인먼트,�쇼핑,�국경일�

�

이제�수용적,�상호적,�생산적�언어�기량을�향상시키도록�학생을�독려한다.�학생은�대화

에�적극적으로�참여하여�타겟�언어로�상호작용하며,�이때�듣기와�말하기를�활용하거나�

읽기�자료에�대해�문어�또는�구어로�답변한다.�

�

�

평가�방법�및�빈도� 단원�별�중간평가�및�마무리평가,�학년말평가�

�

학부모/보호자의�지도�요령� 자녀가�규칙적으로�읽기와�쓰기를�연습하도록�독려한다.� �

유용한�사이트� https://www.youtube.com/watch?v=iyUX2toWaOo�

www.ehanzi.com�

http://www.archchinese.com�

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

�

�

IB� 중국어(만다린어)�AB�Initio초급� (13학년)�

이�과정은� SL�만�이용�가능하며�북경어�지식이�없다시피�한�학생이면�누구나�수강할�수�있습니다.�새로운�언어를�학습

하면�다른�이들의�생활�방식을�알�수�있고�다른�이들의�눈으로�세상에�대해�배울�수�있습니다.�이�과정을�통해�학생들

은�다른�나라와�그들의�언어에�대해�좀�더�깊이�이해하게�됩니다.�

�


Half�Term�1�

(8월� �10월)�미디어�&�모던�커뮤니케이션�및�테크놀로지�

미디어와�모던�커뮤니케이션에�중점을�둔�과정으로,�계속해서�수용적,�생산

적,�상호적�기량을�향상시켜�일반적인�언어를�습득한다.�습득�언어�요소로는�

어휘,�문법구조,�언어사용역,�발음,�성조�등이�있다.�

� �

Half�Term�2�

(11월� �12

월)�

환경�문제�

이전�학기에서�습득한�기초�언어�능력을�활용해�환경�문제를�탐구하며�다양

한�개별�및�조별�과제를�통해�언어�역량을�한층�더�향상시킨다� �

�

Half�Term�3�

(1월� �2월)�

국제�이슈�

이제�학생은�대화에�적극적으로�참여하여�타겟�언어로�상호작용하며,�이때�

듣기와�말하기를�활용하거나�읽기�자료에�대해�문어�또는�구어로�답변한다.�

최종�과정으로�국제�이슈를�탐구한다.� �

�

Half�Term�4�

(2월� �4월)�

시험�대비�공부� Ø 교사는�학생이�시험�

유형과�관련�기량에�

익숙해지도록�

지도한다.�

여름학기� �

(4월� �6월)�

IB� 시험� Ø IB� 시험�대비�교정�

�

�

과제�예시� 에세이�쓰기� /�워크시트� /�텍스트�읽기� �

�


준비물� 기본�필기도구�및�연습�교재�

�

�

학부모/보호자의�지도�요령� 자녀가�규칙적으로�읽기와�쓰기를�연습하도록�독려한다.�

유용한�사이트� https://www.youtube.com/watch?v=iyUX2toWaOo�

www.ehanzi.com�



�

CCA�활동� 한문�서예�동아리� /�중국�전지공예�동아리� /�중국어�책자�편집�동아리�

�

�

�

�

IB� 중국어B� � SL�(12학년)�

언어� B�과정은�제2언어(외국어)로서의�북경어에�대해�상당한�사전�지식을�갖춘�학생들의�필요에�맞추어�진행됩니다.� 향

후�북경어를�계속하여�학습하는�데�필요한�언어적�역량을�기르고�북경어를�사용하는�나라의�문화를�이해하는�한편�일상

의�업무나�사교활동에서�필요한�언어� 능력을�증진하기�위한�의도로� 고안된�과정입니다.� 또한�학생들은� 다른�교과목�학

습에�활용할�수�있는�효율적인�수단으로서의�외국어�역량을�기르게�됩니다.�

�


활동�

Half�

Term�1�

(8월� �

10월)�

사회적�행동�및�스탠스,�인간관계�및�문화적�정체성�

사회적�행동,�인간관계,�문화적�정체성에�중점을�둔다.�묘사,�설명문�작성�방법을�

배우고�펜팔에게�격식체�편지글을�쓸�수�있게�된다.�친구들과�토의가�가능하며�인

간관계,�사회적�행동�및�스탠스에�관해�적절한�설득기술을�활용해�다양한�관점에�

대해�열린�마음으로�토론할�수�있다.�

�

Half�

Term�2�

(11월� �

12월)�

국경일,�사회·종교적�행사,�국가적�관습�및�예술�

차이나타운에�관해�중국어로�묘사하거나�설명문을�작성하는�법을�배운다.�그런�다

음�음력�설�명절�동안�친구를�중국으로�초대하는�격칙체�편지글을�쓰게�된다.�나

아가�중국�교환학생�경험에�관한�신문기사나�인터뷰,�묘사나�정보가�담긴�신문기

사�같은�다양한�텍스트를�읽음으로써�중국어에�대한�이해도를�높인다.�

�

Half�

Term�3�

(1월� �2

월)�

축제,�에티켓,�의례용�음식�

타겟�언어의�문화와�기타�문화에서�금기시하는�어휘나�축제용�어휘를�학습�및�탐

구한다.�또한�이러한�문화에�나타난�다양한�관점을�분석하고�에세이를�통해�자신

들의�관점을�논하며,�개별�구두�서술을�위한�전략과�기량을�습득한다.�아울러�적

절한�어휘�및�구조적�지식을�활용하여�광고용�팸플릿과�축하이메일을�작성하는�

법을�학습한다.� �

�

Half�

Term�4�

(2월� �4

월)�

에너지�비축량,�식량,�물,�지구온난화,�기후변화,�자연재해�

국제�이슈�현안에�대한�논설문과�설명문�작성법을�배운다.�또한�지구온난화�캠페

인과�국제�이슈에�대한�인지�제고를�촉구하는�연설문을�작성한다.� �

�

여름학기� �

(4월� �6

월)�

인간이�자연에�미치는�영향�

중국�및�세계�각지의�이슈를�폭넓게�학습하고�연구한다.�또한�이러한�이슈에�나타

난�다양한�관점을�분석하고�에세이를�통해�자신들의�관점을�논하며,�개별�구두�서

술을�위한�전략과�기량을�습득한다.�아울러�귀납추론과�의사결정을�활용해�문제를�

해결하고�국제�이슈를�개선하는�전략을�토의한다.� �

�

�

�


유용한�사이트� https://www.thechairmansbao.com�

www.ehanzi.com�



�

IB� 중국어B� � SL�(13학년)�

언어� B�과정은�제2언어(외국어)로서의�북경어에�대해�상당한�사전�지식을�갖춘�학생들의�필요에�맞추어�진행됩니다.� 향

후�북경어를�계속하여�학습하는�데�필요한�언어적�역량을�기르고�북경어를�사용하는�나라의�문화를�이해하는�한편�일상

의�업무나�사교활동에서�필요한�언어� 능력을�증진하기�위한�의도로� 고안된�과정입니다.� 또한�학생들은� 다른�교과목�학

습에�활용할�수�있는�효율적인�수단으로서의�외국어�역량을�기르게�됩니다.�

�


활동�

Half�Term�

1�

(8월� �10

월)�

커뮤니케이션�및�미디어의�정치성향�

미디어를�주제로�논설문�및�설명문을�작성하는�법을�배우게�된다.�또한�편향된�미

디어가�사회�및�개인에�미치는�영향에�대해�이해하고�그와�관련해�인지�제고를�촉

구하는�연설문을�작성한다.�아울러�팸플릿�작성과�더불어,�이러한�문제에�나타난�

다양한�관점을�분석하고�에세이를�통해�자신들의�관점을�논하며,�개별�구두�서술

을�위한�전략과�기량을�습득한다.�

�

Half�Term�

2�

(11월� �12

월)�

과학과�기술�

과학과�기술에�중점을�둔�국제�이슈�현안에�대한�논설문과�설명문�작성법을�배운

다.�또한� IT가�사회�및�개인에�미치는�영향에�대해�이해하고�그와�관련해�인지�제

고를�촉구하는�연설문을�작성한다.�

�

Half�Term�

3�

(1월� �2월)�

과학과�기술�

팸플릿�작성과�더불어,�과학과�기술�문제에�나타난�다양한�관점을�분석하고�에세

이를�통해�자신들의�관점을�논하며,�개별�구두�서술을�위한�전략과�기량을�습득한

다.�

�

�

과제�예시� 문장�만들기� /�에세이�쓰기� /�워크시트� /�텍스트�읽기� /�대화문�만들기� /�중국어�노래�부

르기�


준비물� 기본�필기도구�및�연습�교재�

�

�


유용한�사이트� https://www.thechairmansbao.com�

www.ehanzi.com�


CCA�활동� 한문�서예�동아리� /�중국�전지공예�동아리� /�중국어�책자�편집�동아리�

�

�

문의�

�

중국어�교과�부서

장�

�

Jenny�Liu�선생님� � � �

�

유럽언어�프랑스어�&�스페인어�초급� AB�Initio�(12학년)�

프랑스어� 및� 스페인어�과정은�언어를� 사랑하도록�하는�데� 그� 목표가�있습니다.� 프랑스어나�스페인어�학습을�통해�학생

들이�언어의�기능을�보다�깊이�이해할�수�있는�기량을�기를�수�있습니다.�또한�이�과정에서는�새로운�문화�탐험을�통해�

학생들의�학습�의욕을�고취시킵니다.� �

�

�


Half�

Term�1�

(8월� �

10월)�

언어나� 문화적� 지식이� 전혀� 없는� 학생을� 대상으로� 하는� 과정이므로,�

학생들은� 프랑스/스페인� 및� 기타� 프랑스어/스페인어를� 주� 언어로� 사용하는�

국가에� 대해� 학습한다.� 학기� 내내� 다양한� 문법� 양상을� 다루며,� 인사� 에티켓,�

전통음식,� 의복,� 식습관� 등� 문화적� 특징을� 비롯해� 각� 국가� 및� 도시,� 지역의�

위치�등�지리적�특징을�알아본다.�

유럽언어학부가� 소장� 중인�

다양한� 책자를� 읽으며� 학습�

내용을�강화한다.�

Half�

Term�2�

(11월� �

12월)�

현재시제�사용을�숙지한�시점이므로�이제�지나간�공휴일에�관해�묘사하는�

과거시제를�살펴본다.�또한�날씨,�숙소,�휴일의�여가활동�등에�관해�

학습함으로써�어휘력을�향상시킨다.�

Half�

Term�3�

(1월� �2

월)�

학교생활을�총체적으로�다루며�프랑스/스페인�및�기타�국가에서�한�해�동안�

기념하는�다양한� ‘fêtes�(명절)’에�대해�학습한다.� �

어휘�일반�용례�사이트�이용

을�권장한다.� �

�

학생들은�쓰기�과제를�검토

하고�개선한다.�

�

Half�

Term�4�

(2월� �4

월)�

첫�학년을�마치기에�앞서�건강한�삶을�영위하기�위해�건강한�라이프스타일을�

탐구하고�자신의�식습관과�운동습관을�되돌아본다.�Term�4 에서는�주로�

사회에서�청소년이�담당하는�일반적인�역할,�즉�선입견,�권리,�우정�문제�

등을�다양한�문법�구조와�주제별�어휘로�표현한다.� �

여름학기� �

(4월� �6

월)�

최종�학기�동안�학생들은�최근�몇�년간�온라인�쇼핑의�도입으로�쇼핑이�

어떻게�변화했는지,�그리고�프랑스/스페인어권�지역을�다시�한�번�폭넓게�

살펴보며�중심가가�변화한�양상을�살펴보게�된다.� �

책과�영화를�통해�규칙적으

로�읽기와�듣기를�연습한다.� �

�

과제�예시� 수업�중에�다룬�주제와�관련된�사진을� 2분�동안�묘사하도록�준비한다.� 또한�다양한�질문

에�답변한다.� �

평가�방법�및�빈도� 말하기,�쓰기,�읽기,�듣기�평가를�학년�내내�정기적으로�실시한다.� �

준비물� 연습교재� /�어휘교재� /�폴더�

�

학부모/보호자의�지도�요령� 자녀가� 숙제를� 완료했는지� 확인해� 준다.� 또한� 자녀가� 가장� 어려워� 하는� 어휘� 복습에� 도

움을�준다.�

유용한�사이트� https://quizlet.com�

languages�online�

https://www.linguascope.com�

CCA�활동� �

�

�

�

�

�

�

�

유럽언어�프랑스어�&�스페인어�초급� AB�Initio�(13학년)�




�

� 교과�내용� 권장�도서�및�확장�활

동�

Half�

Term�1�

(8월� �

10월)�

휴일의�여가�활동에�대해�학습한다.�이�단원은�타겟�언어�사용국의�관습�및�전통

을�알아보는�기회이기도�하다.�휴일에�관한�단원을�통해�학생들은�다양한�숙소,�

날씨,�교통수단,�여정�등에�대해�말할�수�있게�된다.�이와�관련해�여러�시제를�학

습하며,�특히�과거형을�중점적으로�연습한다.�

� �

수업�중에�다른�주제에�

관해�다양한�기사를�읽

는다.�쓰기�과제와�구두�

시험을�준비한다.�

� �

Half�

Term�2�

(11월� �

12월)�

커뮤니케이션�및�미디어�단원에서는�다양한�미디어�장르를�살펴보며,�라디오,�TV,�

인터넷�등�뉴스를�얻을�수�있는�미디어�수단에�대해서도�논한다.�아울러�소셜미디

어와�광고�분야에�대해서도�알아본다.�교육�단원에서는�프랑스어/스페인어권�국가

의�교육제도에�대해�배우고�학생�각자의�나라와�비교해�본다.�또한�교육권에�대해

서도�토의하게�된다.�학생에게�있어�중요한�장래�계획,�즉�어떤�미래를�계획하고�

있는지,�어떤�직업을�가지고�싶은지에�대해서도�이야기를�나눈다.�

Half�

Term�3�

(1월� �2

월)�

다양한�예술�형태에�대해�살펴보는�학기이다.�독서,�영화,�연극,�음악,�민속�행사

의�중요성을�알아보고�학생�각자의�나라와�비교해�본다.�직업�단원에서는�여러�직

종의�장단점에�대해�학습한다.�건강한�라이프스타일�단원에서는�건강을�유지하는�

데�있어�중요한�것이�무엇인지에�관해�논하며�스포츠,�레저�활동,�식습관,�수면시

간을�중점적으로�다룬다.�

어휘�일반�용례�사이트�

이용을�권장한다.� �

�

학생들은�쓰기�과제를�

검토하고�개선한다.�

�Half�

Term�4�

(2월� �4

월)�

환경이라는�주제를�다루는�학기로,�전�세계에�닥친�위험의�양상과�지구�보호를�위

해�인간이�할�수�있는�일과�같은�국제�이슈를�살펴본다.�

또한�신기술에�대해�알아보고�지난�몇�년간�신기술이�어떻게�발전했는지를�이해한

다.� �

여름학기� �

(4월� �6

월)�

IB�시험에�대비한다.� 규칙적으로�읽기와�쓰

기�과제를�완수한다.�

�


에�답변한다.�


준비물� 연습교재� /�어휘교재� /�폴더� �

�

학부모/보호자의�지도�요령� 자녀가�숙제를�완료했는지�확인해�준다.�




CCA�활동� �

�

�

�

�

�

�

유럽언어�프랑스어�&�스페인어� B�(12학년)�

프랑스어�및�스페인어�과정은�언어를�사랑하도록�하는�데�그�목표가�있습니다.�프랑스어나�스페인어�학습을�통해�학생



�

� 교욱과정�내용� 권장�도서�및�확장�활

동�

Half�

Term�1�

(8월� �

10월)�

첫�학기에�다루는�주제는�다양하다.�

부모�역할의�변화,�가족�및�양육�모델의�변화,�청소년이�가족�구성원을�대하는�태

도,�가족�과의�갈등을�다루게�된다.�

또한�친구의�특성�및�역할,�친구의�중요성,�친구와의�갈등,�사랑과�우정�비교�역시�

주제에�포함된다.�

마지막으로�결혼과�동거를�바라보는�시각의�변화,�가정�내�역할의�변화,�별거�및�

이혼,�비혼�생활의�장단점�등을�논한다.� �

수업�중에�다른�주제에�

관해�다양한�기사를�읽

는다.�쓰기�과제와�구두�

시험을�준비한다.�

�

Half�

Term�2�

(11월� �

12월)�

다양한�유형의�영화와�각자�선호하는�영화에�대해�이야기를�나눈다.�또한�영화의�

역할을�알아보고,�패션과�그�영향력,�이미지의�변화,�컨슈머리즘,�레저�활동으로서

의�쇼핑�등�트렌드에�대해서도�살펴본다.� �

Half�

Term�3�

(1월� �2

월)�

자신과�다른�사람들이�인터넷을�사용하는�방식과�인터넷의�인기에�대해�

이야기하며,�이때�인터넷�접속,�사용�빈도,�목적�등을�자세히�서술한다.�또한�

인터넷이�지닌�위험과�잠재적�위험을�논하고�그러한�위험을�예방하기�위한�전략을�

고찰한다.� �

어휘�일반�용례�사이트�

이용을�권장한다.� �

�

학생들은�쓰기�과제를�

검토하고�개선한다.�

�

Half�

Term�4�

(2월� �4

월)�

광고의�목적과�잠재력�있는�광고�기법을�살펴보는�학기이다.�

여름학기� �

(4월� �6

월)�

12 학년을�마치는�최종�과정으로,�오염의�유형과�원인,�영향을�다양하게�이야기해�

본다.�아울러�오염�저감�방안을�탐구하고�오염�저감을�위해�취할�수�있는�

개인적/집단적�행동을�논하며�오염과�관련�있는�교통�문제에�대해서도�알아본다.�

규칙적으로�읽기와�쓰

기�과제를�완수한다.� �

�





�





CCA�활동� �

�

�

�

�

�

�

�

유럽언어�프랑스어�&�스페인어� B�(13학년)�




�


Half�

Term�1�

(8월� �

10월)�

본�과정에서�탐구하는�주제�및�그와�관련해�학습/분석하는�질문은�다음과�

같다.�

차별조치는�어떠한�경우에�나타나며�적극적�우대조치란�무엇인가?�

국가별�고정관념이란�무엇이며�그�내용은�얼마나�타당한가?�

고정관념이�생겨난�이유와�그로�인한�결과는�어떠한가?�

그리고�마지막으로�소수집단이�존재하는�국가들에�대해서도�고찰한다.�

수업�중에�다른�주제에�관

해�다양한�기사를�읽는다.�

쓰기�과제와�구두�시험을�

준비한다.�

�

Half�

Term�2�

(11월� �

12월)�

문화�다양성부터�시작해서�각�문화의�지리적,�역사적�측면(식민역사와�

정체성)을�알아본다.�또한�국제�문화로�넘어가서�특정�어휘를�사용해�그�

내용을�정의하면서�교과과정을�마무리한다.�

Half�

Term�3�

(1월� �2

월)�

인권의�역사적,�현대적�양상을�평가하는�관점으로�인권이라는�주제를�논하며�

학기를�시작한다.�이후�인권�단체를�대략적으로�살펴보게�된다.�

교과과정에�포함된� TOK(인식론)�영역은�다음과�같다.�

• 절대적�자유�=�무정부상태?�

• 타인의�자유를�위해�개인의�자유를�제한할�수�있는�경우는�언제인가?�

• 특정�집단을�위해�별도로�특권을�마련해야�할까?�

• 이상을�수호하는�공식�문건에�부정적인�어휘가�들어가는�이유는�

무엇일까?�

�

어휘�일반�용례�사이트�이

용을�권장한다.� �

�

학생들은�쓰기�과제를�검

토하고�개선한다.�

�

Half�

Term�4�

(2월� �4

월)�

최종�학기에는�전쟁과�평화에�관해�논하며,�전쟁의�기원과�그�결과를�

고찰한다.�이후� “세계가�세계�평화로�나아가고�있는가”라는�관념을�탐구하게�

된다.�해당�단원에서는�여러�가지�탐색적�질문에�대해�고민하며,�그�예는�

다음과�같다.�

• 평화의�이름으로�궁극적인�희생을�요구할�수�있을까?�

• 본인의�나라에�전쟁이�일어나면�어떻게�하겠는가?�

• 무엇을�얻기�위해�싸우겠는가?�

�

�





�





경제학� (12학년)�

IB� 경제학�과정은�교과목과�관련해�습득한�탄탄한�지식을�바탕으로�지적인�호기심과�독립적인�탐구�역량을�계발하고�다

양한�이론을� 적용하며�여러�이해관계자의�주장을�분석하여�확실한� 근거와�정당성에�의거해� 각기� 다른�의견과� 제언,� 개

념�등을�평가하는�데�그�목적이�있습니다.� � �


Half�

Term�1�

(8월� �

10월)�

HL�및� SL�공통:�

• 경제학�입문�

• 수요,�공급,�시장메커니즘�및�탄력성�

• 정부의�시장�개입�

HL에�한해�기본적인�수리�모형과�수요공급�곡선을�살펴보고�비대

칭�정보와�독점과�관련�있는�시장�실패를�조사한다.�

교과서� 1,�2,�3�단원.�

농업,�부동산,�소비재�등�개별�시장에�

관한�양질의�신문기사를�정기적으로�읽

는다.�

Wheeler�1,�2단원�

Half�

Term�2�

(11월� �

12월)�


• 시장�실패� �공공재,�외부효과�

• 시장�실패에�대처하는�정책�

HL에�한해�비대칭�정보와�독점과�관련�있는�시장�실패를�조사한

다.�

교과서� 4,�5�단원.�

세계�각국의�담배,�주류,�식품�소비와�

교육�및�의료�서비스에�관한�양질의�신

문기사를�정기적으로�읽는다.�

Wheeler�3,�4,�5�단원� �

Half�

Term�3�

(1월� �2

월)�

학기�초에�모든�학생이�신문기사�읽기를�토대로�미시경제에�관한�

내부평가를�완수한다.�


• 거시경제�입문�및�수입�순환�모델�

• 학생�각자가�선택한�국가의�GDP�산출�및�생활수준�및�

삶의�질�평가�

• 신고전주의�및�케인즈�경제학적�관점에서�본�총수요�

총공급�모형�

모든�학생은�거시경제학적�관점에서�각자가�선택한�국가를�독자

적으로�조사해야�한다.�

HL에�한해�GDP�산출�기법을�학습한다.�

교과서� 8,�9�단원.�

각자가�연구를�위해�선택한�국가의�거

시경제�환경에�관한�양질의�신문기사를�

정기적으로�읽는다.�

Wheeler�8,�9단원�

Half�

Term�4�

(2월� �4

월)�


• 총수요�총공급�모형�이론을�계속해서�알아본다.�

• 실업�

• 인플레이션�

HL에�한해�실업�및�인플레이션과�관련�있는�수리�계산법을�학습

하며,�실업과�인플레이션,�승수�사이에�트레이드오프가�존재하는

지�여부를�알아본다.�

교과서� 10�단원.�

각자가�연구를�위해�선택한�국가의�실

업과�인플레이션에�관한�양질의�신문기

사를�정기적으로�읽는다.�

Wheeler�10단원�

여름학기� �

(4월� �6

월)�


• 학년말�시험�

• 성장�

• 평등�

• 거시경제�문제에�대한�수요�측면의�해법�

• 거시경제�문제에�대한�공급�측면의�해법�

HL에�한해�성장�및�평등과�관련�있는�수리�계산법을�학습한다.�

�

여름방학�동안�각자가�선택한�국가에�대해�거시경제학적�분석�에

세이를�작성하기�위해�관련�연구에�정진한다.�

교과서� 11,�12�단원.�

각자가�연구를�위해�선택한�국가가�실

시하는�성장,�평등�정책을�상세히�다룬�

양질의�신문기사를�정기적으로�읽는다.�

�

�

�

�

�

�

과제�예시� 데이터� 응답� 및� 에세이� 기반� 과제,� 신문기사에� 실린� 내용� 조사,� 연구논문� 및� 토론주제,�

포스터�제작,�마인드맵�작성�및�필기.�HL�학생에�한해�계산�및�그래프�작성�연습�과제가�

주어질�수�있음.�

평가�방법�및�빈도� Half� term마다� 1회씩� 공통평가를� 수행한다.� (내부평가로� 공통평가를� 대신하는� 여름학기�

제외.)�과제�형식으로�수행하게�되는�경우도�있다.�

준비물� 주교재인� Economics� for� IB� Diploma� 2nd� edition� (Ellie� Tragkes)과� 부교재인� Naked�

Economics,�Undressing�the�Dismal�Science�(Charles�Wheeler)�각� 1부를�학교에서�제공

한다.�학생들은�형광펜과�보라색�펜�및�자를�준비하여�필기를�통해�학습�향상�수준을�입

증한다.�HL는�계산기를�추가로�준비한다.� �

�

학부모/보호자의�지도�요령� 자녀가� 주제와� 관련해� 폭넓게� 정기적으로� 독서하도록� 지도하며,� 지역에� 관한� 일반� 지식

을� 통해� 도출한� 경제� 사례를� 적절히� 토의함으로써� 타당한� 결론을� 도출하고� 근거를� 설명

하도록�독려한다.�

유용한�사이트� 세계� 각지에서� 발행되는� 양질의� 신문기사가� 실린� 웹사이트.� 무료로� 배포되는� 자료를� 위

주로�한다.�

도서관� 포털을� 이용해� Economics� Review,� Short� Introduction� to� Economics,� The�

Economics를�비롯해�다양한�책자에�접속할�수�있다.� �

CCA�활동� Islander� &� Equilibrium� magazines,� the� 2020� Vision� Economics� Competition,� IFS�

Student�Investor�competition,�Business�CCA�등을�통해�비즈니스�아이디어를�계발할�수�

있다.�

덧붙여,�경제학부는� FOBISA나�세계�유수의�대학과�같은�다양한�외부기관이�발행한�논문�

목록을� 정기적으로� 배포하고� 있다.� 또한� 경제경영� 소사이어티에� 활발히� 참여하면서관심�

분야에�대해�짧은�발표를�하는�기회를�가진다.�

�

문의� 경제학�교과�부서

장� �

�

Raymond�Maher�선생님�

12학년� 경제학� 교

사�

Arunima�Paliwal�선생님�

Ian�Grout�선생님�

Rob�Earl� 선생님�

학부모정보포털을�이용하여�해당�선생님께�연락하세요.�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

경제학� (13학년)�

IB� 경제학�과정은�교과목과�관련해�습득한�탄탄한�지식을�바탕으로�지적인�호기심과�독립적인�탐구�역량을�계발하고�다

양한�이론을� 적용하며�여러�이해관계자의�주장을�분석하여�확실한� 근거와�정당성에�의거해� 각기� 다른�의견과� 제언,� 개

념�등을�평가하는�데�그�목적이�있습니다.�


Half�

Term�1�

(8월� �

10월)�


• 모든� 학생은� 신문기사� 읽기를� 토대로� 거시경제� 관련� 내부평가를�

완수한다.�

HL�학습�내용:�

• 기업의�장단기�비용구조,�수익곡선�및�이윤�극대화�

• 완전경쟁,�독점,�독점적�경쟁,�과점�시장�구조�

• 시장경쟁의�형태와�기업규제�비교�

SL�학습�내용:�

• 국제무역,�보호주의�및�보호주의�기법�

• 환율�결정�및�환율�변화가�기업,�소비자,�경제�활동에�미치는�영향�

HL은� 교과서� 6,� 7� 단원,� SL은�

교과서� 13,�14단원.�

HL은� 기업행동에� 관한� 양질의�

신문기사를,�SL은�국제무역과�보

호주의에�관한�양질의� 신문기사

를�정기적으로�읽는다.�

Half�

Term�2�

(11월� �

12월)�


• 국제무역,�보호주의�및�보호주의�기법�

• 환율�결정�및�환율�변화가�기업,�소비자,�경제�활동에�미치는�영향�

• 고정환율과�변동환율�비교�

• 국제수지의�구성요소�

• 국제수지�적자에�대한�해법�

• 국가�간�경제�통합�

• 교역�조건�


• 고정환율과�변동환율�체제�비교�

• 국가의�국제경쟁력을�높이는�정책�

• 국가�간�경제�통합�

• 개발경제�및�개발�수단�입문�

�

HL은�교과서� 13,� 14,� 15�단원,�

SL은�교과서� 14,�15,�16�단원.�

HL은� 국제무역에� 관한� 양질의�

신문기사를,�SL은�국제무역과�개

발에� 관한� 양질의� 신문기사를�

정기적으로�읽는다.�

학기말에는� 학생들에게�

Economics�in�a�Nutshell�1부를�

배부하여� 내부평가를� 개별적으

로�대비하도록�도움을�준다.�

Half�

Term�3�

(1월� � 2

월)�


• 내부평가�

• 모든� 학생은� 신문기사� 읽기를� 토대로� 거시경제� 관련� 내부평가를�

완수한다.�


• 개발경제�및�개발�수단�입문�

• 저개발을�유발하는�국내외적�요소�및�그에�대응하는�정부�정책�

HL� 및� SL� 모두� 교과서� 16,� 17�

단원.�

HL� 및� SL은� 개발에� 관한� 양질

의�신문기사를�정기적으로�읽는

다.� 참고할� 만한� 사이트는� 하단

과�같다.�

관련� 주제에� 관한� 개별� 검토용



• 경제선진국이�저개발국을�돕는�방법�

Economics�in�a�Nutshell�

과거에�배포한�유인물�

Half�

Term�4�

(2월� � 4

월)�


• 필요한� 경우� 추가적인� 내부평가를� 실시하여� 이전� 시험에서� 낮게�

나온�점수를�대체할�기회를�준다.�



• 경제선진국이�저개발국을�돕는�방법�

• 개발도상국� 정부가� 간섭주의정책이나� 시장기반정책을� 채택해야�

하는지�여부�


• 개발도상국� 정부가� 간섭주의정책이나� 시장기반정책을� 채택해야�

하는지�여부�

HL은�교과서� 16,� 17,� 18�단원,�

SL은�교과서� 17,�18단원.�

관련� 주제에� 관한� 개별� 검토용

Economics�in�a�Nutshell�

과거에�배포한�유인물�

여름학기� �

(4월� � 6

월)�


• 학생� 별로� 다양한� 수단을� 활용하여� 각자에게� 맞추어� 주제를�

수정한다.�

• 적절한� 스타일의� 문항에� 대해� 다양한� 답변을� 완성하여� 제출한�

학생에게�개별�피드백을�제공한다.�

교과서,� Economics� in� a�

Nutshell�및�과거�유인물�

�

�

�

과제�예시� 데이터�응답�및� 에세이�기반�과제,� 신문기사에�실린�내용�조사,� 연구논문�및� 토론주제,�포

스터�제작,� 마인드맵�작성�및�필기.�HL� 학생에�한해�계산�및� 그래프�작성�연습�과제가�주

어질�수�있음.�

평가�방법�및�빈도� Half�term마다� 1회씩�공통평가를�수행한다.�(내부평가로�공통평가를�대신하는�여름학기�제

외.)�과제�형식으로�수행하게�되는�경우도�있다.�

준비물� 주교재인� Economics�for�IB�Diploma�2nd�edition�(Ellie�Tragkes)를�배부한다.�또한� Term�2�

학기초�내부평가를�실시하기�전에� Economics�in�a�Nutshell�(Ellie�Tragkes)를�제공한다.�학

생들은�형광펜과�보라색�펜�및�자를�준비하여�필기를�통해�학습�향상�수준을�입증한다.�HL

는�계산기를�추가로�준비한다.� �

�

학부모/보호자의�지도�요령� 자녀가� 주제와� 관련해� 폭넓게� 정기적으로� 독서하도록� 지도하며,� 지역에� 관한� 일반� 지식을�

통해� 도출한� 경제� 사례를� 적절히� 토의함으로써� 타당한� 결론을� 도출하고� 근거를� 설명하도

록�독려한다.�

유용한�사이트� 세계� 각지에서� 발행되는� 양질의� 신문기사가� 실린� 웹사이트.� 무료로� 배포되는� 자료를� 위주

로�한다.�

도서관� 포털을� 이용해� Economics� Review,� Short� Introduction� to� Economics,� The�

Economics를�비롯해�다양한�책자에�접속할�수�있다.�www.allafrica.com은�아프리카에서�

발행하는�다양한�영자신문에�접속할�수�있는�웹포털이다.�

CCA�활동� Islander� &� Equilibrium� magazines,� the� 2020� Vision� Economics� Competition,� IFS�

Student� Investor�competition,�Business�CCA�등을�통해�비즈니스�아이디어를�계발할�수�

있다.�

덧붙여,� 경제학부는� FOBISA나� 세계� 유수의� 대학과� 같은� 다양한� 외부기관이� 발행한� 논문�

목록을�정기적으로�배포하고�있다.�또한�경제경영�소사이어티에�활발히�참여하면서관심�분

야에�대해�짧은�발표를�하는�기회를�가진다.�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

지리학� SL�(12학년)�

IB� 지리학�과정은�사람,� 장소,� 환경�사이의� 역동적�상호관계와�더불어� 자원�관리를�통한�지속가능발전�계획의�필요성을�

이해하는�데�그�목적이�있습니다.�

�


Half�

Term�1�

(8월� �

10월)�

현장학습�및� IA��최종� IB�지리학�점수의� 25%에�해당.�

�

IB� 지리학�핵심�개념�및�주제�입문� �

�

인구�변화�

• 인구분산,�경제발전,�인구�구조에�영향을�미치는�요소를�

이해한다.�

Danny�Dorling�과� Carl�Lee가�저술한�

“Geography�in�Profile”�

�

Half�

Term�2�

(11월� �

12월)�

인구�변화�계속�

• 고령화사회,�출산촉진론,�인구억제론,�양성평등과�관련�있는�

인구�정책을�평가한다.�

• 인구배당효과의�개념을�이해한다.�

�

세계�기후�—�취약성과�회복력�

• 자연�작용과�인간�활동이�지구에너지�균형,�그리고�장소�및�

사회,�환경�시스템에�영향을�미치는�과정�

�

Paul�Collier가�저술한� “The�Bottom�

Billion”�

�

�

�

Half�

Term�3�

(1월� �2

월)�

세계�기후�—�취약성과�회복력�학습�계속�

• 기후변화에�대응할�수�있는�가능성과�의사결정�과정에�

미치는�영향력�

The�Guardian�지�홈페이지를�탐구한

다.�

https://www.theguardian.com/uk/e

nvironment�

Half�

Term�4�

(2월� �4

월)�

세계�자원�소비�및�안보�

• 자원에�가하는�압박이�향후�지역별�안보에�미치게�될�영향과�

식량,�에너지�및�물�안보의�중요성�및�상호연계성� �

James�Lovelock의�연작�저서인�

“Gaia:�The�Theory�of�the�Living�

Planet”과� “Gaia:�A�New�Look�at�Life�

on�Earth”�

여름학기� �

(4월� �6

월)�

세계�자원�소비�및�안보�학습�계속�

• 자원�스튜어드십과�지속가능발전목표의�역할�이해�

새천년개발목표(MDGs)와�지속가능발

전목표(SDGs)를�비교한다.� �

�

과제�예시� 사례�연구,�발표�준비,�토의용�에세이�

평가�방법�및�빈도� 단원�말�테스트,�에세이,�진단�평가�및�총괄�평가�

12학년�모의시험�

준비물� 기본�필기도구�

�

학부모/보호자의�지도�요령� 자녀가�기한에�맞춰�과제를�마치도록�한다.� 온라인�교재를�구매해�주고,�자녀가�새로운�내

용을�숙지하며�수업계획안에�맞춰�활동할�수�있도록�독려한다.�

유용한�사이트� Geographyalltheway�구독�

http://www.geographyalltheway.com/ib_geography_2019.htm� �

The�Guardian�지�홈페이지�정기적으로�확인�

https://www.theguardian.com/uk/environment�

CCA�활동� Conservation�Society,�MUN�

�

문의� 지리학�교과�부� � Kate�Fowler�선생님�

지리학� SL�(13)�



�


Half�

Term�1�

(8월� �

10월)�

지리학적�위험�

• 지진,�화산�활동,�중력사면운동�등의�위험을�초래하는�지질�

작용�

• 이러한�지구물리학적�위험이�세계�각지에�영향을�미치는�

과정�

화산학자�부부인�Maurice�Krafft�와�

Katia�Krafft의�생애를�조사한다.�

Half�

Term�2�

(11월� �

12월)�

지구물리학적�지리학�

• 지구물리학적�위험에�대한�인간의�취약성을�감소시킬�수�

있는�가능성�

�

식량�&�건강� �

• 식량�및�건강�상의�격차�측정�방법�

• 물리학적�작용�및�인간�활동이�식량�생산과�소비,�질병�발생�

및�확산에�영향을�미치는�과정�

“기후변화는�지구물리학적�위험에�대

한�인간의�취약성을�증가시킨다.”라는�

명제를�연구하고�논의한다.�

�

BBC�Health�홈페이지

http://www.bbc.com/news/health�

를�규칙적으로�확인하여�건강과�질병

에�관한�최근�이슈를�이해한다.�

Half�

Term�3�

(1월� �2

월)�

식량�&�건강�학습�계속�

• 식단�및�건강에�미치는�영형과�관련이�있는�다양한�

이해관계자의�힘�

• 향후�지속가능한�농경�및�건강�상태�개선의�가능성�

�

세계보건기구�홈페이지

http://www.who.int/en/�

를�탐구한다.�

Half�

Term�4�

(2월� �4

월)�

IB�지리학에서�다루는�장소,�지질�작용,�힘�및�가능성에�대해�복습한

다.�

�

인포그래픽을�복습한다.�

학습한�개념과�지역에�관한�수업계획

안의�상호연계성�마인드맵�작성.�

여름학기� �

(4월� �6

월)�

시험�준비� �

�





�

학부모/보호자의�지도�요령� 자녀가�기한에�맞춰�과제를�마치도록�한다.� 온라인�교재를�구매해�주고,�자녀가�새로운�내

용을�숙지하며�수업계획안에�맞춰�활동할�수�있도록�독려한다.�




https://www.theguardian.com/uk/environment� �


�

문의� 지리학�교과�부서

장� �

Kate�Fowler�선생님�

13학년� 지리학� 담

당�교사�

학부모포털에서�자녀의�담당�교사명을�검색하세요.�

지리학�HL�(12학년)�



�


Half�

Term�1�

(8월� �

10월)�

현장학습�및� IA��최종� IB�지리학�점수의� 25%에�해당.�

�

IB� 지리학�핵심�개념�및�주제�입문� �

�

인구�변화�

• 인구분산,�경제발전,�인구�구조에�영향을�미치는�요소를�

이해한다.�

Paul�Collier가�저술한� “The�Bottom�

Billion”�

Danny�Dorling�과� Carl�Lee가�저술

한� “Geography�in�Profile”�

�

Half�

Term�2�

(11월� �

12월)�

세계�자원�소비�및�안보�

• 자원에�가하는�압박이�향후�지역별�안보에�미치게�될�영향과�

식량,�에너지�및�물�안보의�중요성�및�상호연계성.�자원�

스튜어드십과�지속가능발전목표의�역할�이해.�

James�Lovelock의�연작�저서인�

“Gaia:�The�Theory�of�the�Living�

Planet”과� “Gaia:�A�New�Look�at�

Life�on�Earth”�

Half�

Term�3�

(1월� �2

월)�

세계�기후�—�취약성과�회복력�

• 자연�작용과�인간�활동이�지구에너지�균형,�그리고�장소�및�

사회,�환경�시스템에�영향을�미치는�과정�

• 기후변화에�대응할�수�있는�가능성과�의사결정�과정에�

미치는�영향력�

The�Guardian�지�홈페이지를�탐구

한다.�

https://www.theguardian.com/uk

/environment�

Half�

Term�4�

(2월� �4

월)�

해양과�연안�지역�

• 물리적�작용�면에서�해양의�중요성과�해양이�기후변화와�

현재�및�향후�자원에�미치는�영향,�지정학적�분쟁에�대한�

이해� �

• 남획과�해양오염�문제의�관리�

영화� “End�of�the�Line��Where�

have�all�the�fish�gone?”�

�

�

여름학기� �

(4월� �6

월)�

해양과�연안�지역�학습�계속�

• 해안선의�물리적�특징�및�작용,�해안지형,�연안�지역의�

잠재적�가치�및�관리에�대한�이해�

• 연안�지역�산호초�및�맹그로브�생태계에�대한�이해�

세계자연보전기금(WWF)�홈페이지�

http://wwf.panda.org/about_our_

earth/blue_planet/coasts/coral_re

efs/� �

http://wwf.panda.org/about_our_

earth/blue_planet/coasts/mangro

ves/� �

�





�

학부모/보호자의�지도�요령� 자녀가� 기한에� 맞춰� 과제를� 마치도록� 한다.� 온라인� 교재를� 구매해� 주고,� 자녀가� 새로운�

내용을�숙지하며�수업계획안에�맞춰�활동할�수�있도록�독려한다.�






�

문의� 지리학�교과�부서 Kate�Fowler�선생님�

� 장�

12학년� 지리학� 담

당�교사�

학부모포털에서�자녀의�담당�교사명을�검색하세요.�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

지리학�HL�(13학년)�



�


Half�

Term�1�

(8월� �

10월)�

지리학적�위험�

• 지진,�화산�활동,�중력사면운동�등의�위험을�초래하는�지질�

작용�

• 이러한�지구물리학적�위험이�세계�각지에�영향을�미치는�

과정�

화산학자�부부인�Maurice�Krafft�와�

Katia�Krafft의�생애를�조사한다.�

�

“기후변화는�지구물리학적�위험에�대

한�인간의�취약성을�증가시킨다.”라

는�명제를�연구하고�논의한다.�

Half�

Term�2�

(11월� �

12월)�

영향력,�지역�및�네트워크�

• 국제적�힘과�영향력이�공간에�따라�달라지는�양상�

• 국제적�상호작용에�따라�달라지는�지역별�상호연계성�

인간개발과�다양성�

• 인간개발�작용을�지원하는�방법�

• 세계적�상호작용이�각�지역의�문화를�변화시키는�양상�

• 반�세계화�

The�Economist� �와� The�Week�를�

구독하여�국제정치와�국제경제에�관

한�최근�이슈를�이해한다.�

Half�

Term�3�

(1월� �2

월)�

세계적�위험�및�회복력�

• 세계화�과정이�사람들과�지역들에�새로운�지정학적,�경제적,�

환경적�위험을�가하는�과정�

• 세계적�위험에�대한�관리�가능성�대두�

식량�&�건강�

• 식량�및�건강�상의�격차�측정�방법�

• 물리학적�작용�및�인간�활동이�식량�생산과�소비,�질병�발생�

및�확산에�영향을�미치는�과정�

Noam�Chomsky�의�저서� “Who�

Rules�the�World?”�

�

�

�

BBC�Health�홈페이지

http://www.bbc.com/news/health�

를�규칙적으로�확인하여�건강과�질

병에�관한�최근�이슈를�이해한다.�

Half�

Term�4�

(2월� �4

월)�

식량�&�건강�

• 식단�및�건강에�미치는�영형과�관련이�있는�다양한�

이해관계자의�힘�

• 향후�지속가능한�농경�및�건강�상태�개선의�가능성� �

�

세계보건기구�홈페이지

http://www.who.int/en/�

를�탐구한다.� �

여름학기� �

(4월� �6

월)�

시험�준비� 학습한�개념과�지역에�관한�수업계

획안의�상호연계성�마인드맵�작성.�

�





�

학부모/보호자의�지도�요령� 자녀에게�과제�수정과�관련한�핵심적인�질문을�던져�과제의�초점을�수정할�수�있도록�한

다.�온라인�교재를�구매해�주고,�자녀가�새로운�내용을�숙지하며�수업계획안에�맞춰�활동

할�수�있도록�독려한다.�






철학� (12학년)�

IB� 철학�과정은�대립되는�철학�이론에�대한�독립적인�탐구�역량,� 지적인�호기심,� 분석적�사고�능력,� 논증적�기량,� 탄탄

한�지식을�함양하여�철학적�문제를�비판적으로�분석하고�평가하는�다양한�관점을�고찰하도록�하는�데�그�목적이�있습니

다.�


Half�

Term�1�

(8월� �

10월)�

• 모든�학생은�철학적�사유와�논증적�기량�학습을�시작한다.�

• 논증이란�무엇인지를�학습하고�논증에�사용된�다양한�유형의�

주장을�완전히�분석한다.�

• 논리�구조와�설득력�있는�논증을�구성하는�방법을�학습한다.�

HL은�다음을�추가로�학습한다.�

• 종교철학�연구�

• 신의�본질�탐구�

학기�중�평가를� 1회�실시한다.�

HL/SL�

• Finn,�J.�et�al�The�

Philosophy�Skills�Book�

HL�에�한함�

• Davies,�B.�The�Philosophy�

of�Religion�

• Dawkins,�R.�The�God�

Delusion�

Half�

Term�2�

(11월� �

12월)�

• 모든�학생은� ‘핵심�주제’를�탐구하는�질문인� “이것이�

인간에게�어떤�의미를�지니는가?”를�학습한다.�

• ‘인간의�본성,’�‘마음’과� ‘신체,’�‘개성’이라는�철학적�이슈를�

학습한다.�


• 종교철학�연구�계속�

• 신의�존재에�대한�찬반�논증�


HL/SL�

• Descartes,�R.�Meditations�

• Flynn,�T.�Existentialism:�A�

Very�Short�Introduction�


• Talliaferro,�C.�(ed.)�A�

Companion�to�Philosophy�

of�Religion�

Half�

Term�3�

(1월� �2

월)�

• 모든�학생은� ‘핵심�주제’를�탐구하는�질문을�계속해서�

학습한다.�‘정체성’이라는�철학적�이슈를�고민한다.�



• 종교�언어의�철학적�분석에�따른�이슈�고찰�


HL/SL�

• Parfit,�D.�Reasons�and�

Persons�


• Ayer,�A.J.�Language,�Truth�

and�Logic�

Half�

Term�4�

(2월� �4

월)�

• 모든�학생은� ‘핵심�주제’를�탐구하는�질문�학습을�완료한다.�

‘자신’과� ‘타인’,�‘자유’라는�철학적�이슈를�고민한다.�



• 종교�언어의�철학적�분석에�따른�이슈�고찰�


HL/SL�

• de�Beauvoir,�S.�The�

Second�Sex�


• Mitchell,�B.�(ed.)�The�

Philosophy�of�Religion�

여름학기� �

(4월� �6

월)�

모든�학생은�학기�초에�여름학기�시험을�완료한다.�

• 모든�학생은�플라톤의� ‘국가론’에�대한�심층�학습을�

시작한다.�

• 텍스트를�읽고� ‘정의의�본질’이나� ‘현실�및�지식의�본질’과�

같은�문제를�고찰한다.�

• 모든�학생은�내부평가�과제를�시작한다.�학습한�철학�내용을�

적용할�수�있는�비철학적�자극(주제)을�선택한다.�


• 종교철학�연구�완료�

• 종교�경험�및�행동의�철학적�분석에�따른�이슈�고찰�

HL/SL�

• Sandel,�M.�Justice�

�


• James,�W.�The�Will�to�

Believe�

�

�

과제�예시� 에세이,�토의�준비,�철학�서적�읽기,�필기,�질문�문항�작성,�철학적�문제와�탐구를�위한�다양한�수

단�고찰� �

평가�방법�및�빈도� Half�term마다� 1회씩�지필�평가를�수행한다.�과제�형식으로�수행하게�되는�경우도�있다.�

준비물� 모든�자료는�학교가�제공한다.�

�

학부모/보호자의�지

도�요령�

자녀가�수업�중에�제기한�문제에�대해�토의한다.� 자녀에게�수업�중에�배운�개념,�아이디어나�수업�

중에�생긴�의문점에�대해�질문할�수� 있다.�이때�토의를�시작하기�위해�부모의�관점을�먼저�설명한

다.�또한�자녀가�새로운�내용을�숙지하도록�하고�수업�중�제기한�문제를�논하기�위해�새로운�뉴스

를�시청하거나�읽도록�독려한다.�

유용한�사이트� http://closertotruth.com� IB� 과정에서� 학습한� 탐구� 질문과� 관련해� 동시대� 현역� 철학자들과� 나눈�

인터뷰�영상�모음�

http://www.bbc.co.uk/programmes/articles/3vVjcY47k2p5Wsnj3ZFHV5W/a-history-of-ideas�

철학의�주요�영역과�그에�수반되는�질문을�소개하는�간략한�영상�모음.�

https://essentialthinking.wordpress.com/�학생을�위한�정보�및�연습자료.� 비판적�사고와�철학적�

텍스트�독서�방법에�대해�배울�수�있다.�

CCA�활동� 현재� 철학� 소사이어티가� 설립되어� 활발히� 활동� 중이다.� 철학과는� 외부� 에세이� 발표에� 적극적으로�

참여하도록�장려하고�있다.�

�

문의�

�

철학�교과�부서장� Thom�Carter-Stead�선생님�

� 학부보�포털을�통해�담당자와�연락하세요.�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

철학� (13학년)�

IB� 철학�과정은�대립되는�철학�이론에�대한�독립적인�탐구�역량,� 지적인�호기심,� 분석적�사고�능력,� 논증적�기량,� 탄탄

한�지식을�함양하여�철학적�문제를�비판적으로�분석하고�평가하는�다양한�관점을�고찰하도록�하는�데�그�목적이�있습니

다.�


Half�

Term�1�

(8월� �

10월)�

• 모든�학생은�시험에�유효한�정답을�제출하는�데�중점을�두면서�

플라톤의� ‘국가론’�학습을�마무리한다.�

• 모든�학생은�그간�배운�내용을�보다�다양한�자극(주제)에�

적용하는�데�중점을�두면서�두�번째�내부평가용�에세이를�

작성할�기회를�얻는다.�


• ‘철학적�활동의�본질’�시험�페이퍼�작성을�시작한다.�


HL/SL�

• Annas,�J.�An�

Introduction�to�Plato’s�

Republic�

�


• Craig,�E.�Philosophy:�A�

Very�Short�Introduction� �

Half�

Term�2�

(11월� �

12월)�

• 모든�학생은� ‘윤리학’�학습을�시작한다.�규범적�윤리�이론에�

관해�배우고�이를�분석하는�법을�학습한다.�


• 자신의�철학적�활동�경험과�다른�철학자의�관점을�비교함으로써�

‘철학적�활동의�본질’을�작성한다.�

이번�학기에�내부평가가�완료된다.�


HL/SL�

• Mill,�J.S.�Utilitarianism�

�


• Russell,�B.�The�Problems�

of�Philosophy�

Half�

Term�3�

(1월� �2

월)�

• 모든�학생은�학기�초에�모의시험을�완료한다.�

• 모든�학생은� ‘윤리학’�학습을�계속하고�메타윤리학�문제�및�윤리�

언어의�의미를�탐색한다.�


• 전에�접하지�못했던�텍스트에�대해�답하는�법을�학습함으로써�

‘철학적�활동의�본질’을�작성한다.�

HL/SL�

• Nietzsche,�F.�Genealogy�

of�Morals� �


• Wittgenstein,�L.�

Philosophical�

Investigations�

Half�

Term�4�

(2월� �4

월)�

• 모든�학생은� ‘응용윤리’�문제를�고찰함으로써�학습을�완료한다.�

또한�살인과�낙태�문제에�대해�연구하며�부의�분배�문제를�

고찰한다.�


• 제한된�시간�내에�기출�문제에�답함으로써� ‘철학적�활동의�본질’�

시험�페이퍼�작성을�완료하다.� �

HL/SL�

• Singer,�P.�Practical�Ethics�


• Baggini,�J.�and�Fosl,�P.S.�

The�Philosopher’s�Toolkit� �

여름학기� �

(4월� �6

월)�

• 모든�학생은�개별적으로�필요한�경우�주제를�조정하고� IB�

외부평가�세트�및�시험을�완료한다.�

�

�

�

과제�예시� 에세이,� 토의�준비,� 철학� 서적�읽기,� 필기,� 질문�문항�작성,� 철학적�문제와� 탐구를�위한�다양한�수

단�고찰� �

평가�방법�및�빈도� Half�term마다� 1회씩�지필�평가를�수행한다.�과제�형식으로�수행하게�되는�경우도�있다.�

준비물� 모든�자료는�학교가�제공한다.�

�

학부모/보호자의�지도�요령� 자녀가�수업�중에�제기한�문제에�대해�토의한다.� 자녀에게�수업�중에�배운�개념,�아이디어

나�수업� 중에�생긴�의문점에�대해�질문할�수� 있다.� 이때�토의를�시작하기�위해�부모의�관

점을�먼저�설명한다.� 또한�자녀가� 새로운�내용을�숙지하도록�하고�수업� 중� 제기한� 문제를�

논하기�위해�새로운�뉴스를�시청하거나�읽도록�독려한다.�

유용한�사이트� http://closertotruth.com� IB� 과정에서� 학습한� 탐구� 질문과� 관련해� 동시대� 현역� 철학자들

과�나눈�인터뷰�영상�모음�

http://www.bbc.co.uk/programmes/articles/3vVjcY47k2p5Wsnj3ZFHV5W/a-history-

of-ideas�철학의�주요�영역과�그에�수반되는�질문을�소개하는�간략한�영상�모음.�

https://essentialthinking.wordpress.com/�학생을�위한�정보�및�연습자료.�비판적�사고와�

철학적�텍스트�독서�방법에�대해�배울�수�있다.�

CCA�활동� 현재� 철학� 소사이어티가� 설립되어� 활발히� 활동� 중이다.� 철학과는� 교외� 에세이� 경진대회에�

적극적으로�참여하도록�장려하고�있다.�

�

문의� 철학�교과�부서장� Thom�Carter-Stead�선생님�

� 학부모정보포털을�통해�담당자와�연락하세요.�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

국제정치학� SL�&�HL�(12학년)�

“정치에�관심이�없다고�말하는�것은�물에�빠져�죽으면서도�물에�관심이�없다고�말하는�것과�같다”��마하트마�간디�

�


Half�

Term�1�

(8월� �

10월)�

1�단원:�권력,�주권�및�국제관계�

권력의� 의미를� 살펴보고� 권력을� 행사하는� 주체를� 알아보며� 모든� 맥

락에서�그�의미가�동일한지를�확인한다.� �

�

HL� 확장� 발표를� 준비하는� 학생의� 경우� 주당� 수업기간을� 2x로� 늘린

다.�

개별�수업이�수반되는�확장� 자료가�필

요한� 경우� 국제정치학과� 홈페이지를�

참고한다.�외교�관련�기사,�TED�Talks,�

aeon.co� 및� The� Economist� 등의� 잡

지를� 복습한다.� Politics� Squared와�

BBC에서� 제공하는� 훌륭한� 팟캐스트를�

활용할�수도�있다.�

�

Half�

Term�2�

(11월� �

12월)�

1�단원:�권력,�주권�및�국제관계�

권력에�대해�이해하고� 주권국가�및� 적극적인�비국가�주체�간의�국제�

경쟁�속에서�그�맥락을�파악하려고�노력한다.�

�


다.�

Half�

Term�3�

(1월� �2

월)�

참여�활동�

참여�활동에�대한�첫� 번째�조사를�완료하도록� 학생들에게�수업�시간

을�부여한다.�

�


다.�

Half�

Term�4�

(2월� �4

월)�

2�단원:�인권�

인권은� 세계적� 시스템� 내에서� 존재하므로� 인권이라는� 상호주관적� 개

념� 이론을� 접하고� 이를� 실천한다.� 이해한� 내용을� 탐구하고� 발전시키

기�위해�다양한�사례를�조사하여�분석한다.�

�


다.�

여름학기� �

(4월� �6

월)�

2�단원:�인권�학습�계속�

�

참여�활동�

�


다.�

�

과제�예시� 연구조사,�읽기,�확장�글쓰기,�에세이�발표,�팟캐스트�만들기,�포럼�게시물�쓰기�

평가�방법�및�빈도� 학년�전체에�표준적으로�적용되는�정식�총괄�평가를�각�단원마다� 1회�실시한다.�(IB�페이퍼�

1� /� 페이퍼� 2�평가�유형.)�또한�교사는�학생의�학습�진도�향상을�위해�학습�수준을�정기적

으로�진단하여�피드백을�제공한다.� �

준비물� 학교가�배부한� IB�교과서.�컴퓨터�정기적으로�활용.�

�

학부모/보호자의�지도�요령� 가정에서�학습�중인�주제를�논의하고�자녀가�현안에� 대해� 폭넓게�독서하고�토의하며�그러

한�내용을�학습�내용과�연계하도록�독려한다.�

유용한�사이트� nlcsjejuhistorian.com,�aeon.co,�youtube�documentaries,�library�databases�

CCA�활동� Historical� Fiction� Reading� Cirlce,� Prize-winning� Historians,� Senior-Junior� School�

Historical�Society�

�

문의�

�

역사�교과부서장� James�Tipney�선생님�

12학년� SL� &� HL�

국제정치학� 담당�

교사�

학부모�포털에서�자녀의�담당�교사명을�검색하세요.�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

역사학� SL�&�HL�(12학년)�

역사학은�동적이고�이론의�여지가�있는�증거�기반�학문�분야이며,�과거의�흥미진진한�일을�다룹니다.�또한�철저히�지적

인�학문으로서�변화,�인과,�의의와�같은�핵심적인�역사�개념에�중점을�둡니다.� 12학년은� IB�역사�과정�학습이�시작되는�

학년입니다.�

�


Half�

Term�1�

(8월� �

10월)�

히틀러�권력의�부상�

히틀러가�독일의�독재가가�된�과정의�서사를�알아보고�그�내용을�

분석한다.�사건의�순서를�주제별로�분석하며�그에�따른�결론이�다

른�맥락에도�적용�가능한지를�고찰한다.�

�

개별� 수업이� 수반되는� 확장� 자료가� 필요

한�경우�국제정치학과�홈페이지를�참고한

다.�History�Today�기사,�Philip�Allen�기록

보관소(학교� 자체� 구독� 중)를� 확인한다.�

History�Hits와� BBC에서�제공하는�훌륭한�

팟캐스트를�활용할�수도�있다.�

�

Half�

Term�2�

(11월� �

12월)�

히틀러�치하의�독일:�권력�통합�및�유지�

히틀러가�독일에�재앙과도�같은�변화를�몰고�왔음에도�어떻게�그

토록�오랫동안�권력을�유지할�수�있었는지를�이해한다.�

Half�

Term�3�

(1월� �2

월)�

히틀러�치하의�독일:�국내�정책�

히틀러가�독일인의�일상�생활에�가져온�변화의�정도를�평가한다.�

또한�히틀러의�정책이�상대적으로�성공했는지�실패했는지를�역사

적으로�판단한다.�

Half�

Term�4�

(2월� �4

월)�

세계대전:�유럽�사례�연구�

2차�세계대전�발발�원인�분석을�위한� 1차�및� 2차�사료를�탐구한

다.�아울러�무솔리니와�히틀러,�국제사회의�역할을�고찰한다.�

여름학기� �

(4월� �6

월)�

내부평가�

학생들은�내부평가를�완료한다.�IB에�총� 2,200�건의�개별�역사�과

제를�제출하는데,�이�과제는�최종�점수의� 25%에�해당한다.�

�

냉전의�기원�

냉전의�기원에�대한�역사지리학적�토론을�시작한다.�

�


평가�방법�및�빈도� 학년�전체에�표준적으로� 적용되는�정식�총괄�평가를�각� 단원마다� 1회� 실시한다.� (IB� 페이

퍼� 1� 및(또는)�페이퍼� 2�평가�유형.)� 또한�교사는�학생의�학습�진도�향상을�위해�학습�수

준을�정기적으로�진단하여�피드백을�제공한다.� �


�



유용한�사이트� nlcsjejuhistorian.com,�activehistory.co.uk,�youtube�documentaries,�library�databases�

CCA�활동� Historical� Fiction� Reading� Circle,� Prize-winning� Historians,� Senior-Junior� School�


�

문의�

�

역사�교과부서장� � James�Tipney�선생님�

12학년� SL� 역사�

담당�교사�

학부모정보포털에서�자녀의�담당�교사명을�검색하세요.�

�

�

역사학�HL�(13학년)�



학년입니다.�

�


Half�

Term�1�

(8월� �

10월)�

냉전의�기원�

냉전의�역사지리학적�내용을�분석한다.�

�

냉전의�전개�

평화�공존,�데탕트,�중-소�분쟁을�비롯한�일촉즉발의�상황처럼�냉

전의�전개�양상을�핵심적으로�탐색한다.�

�

카스트로�치하의�쿠바:�권력�

�







�

Half�

Term�2�

(11월� �

12월)�

냉전의�종식�

냉전�종식의�원인을�분석하고�조사하여�그에�책임이�있는�이해관

계자�하나�혹은�다수를�확인한다.�

�

냉전과�미국�

남반구-북반구�관계에�중점을�두고�미국의�관점으로�냉전을�살펴

본다.�

Half�

Term�3�

(1월� �2

월)�

냉전과�미국�

남반구-북반구�관계에�중점을�두고�미국의�관점으로�냉전을�살펴

본다�

Half�

Term�4�

(2월� �4

월)�

냉전과�미국� (계속)�

�

세계대전:�일본�사례�연구� �

�

�

시험공부�

여름학기� �

(4월� �6

월)�

시험공부�

�



1� /� 페이퍼� 2� /�페이퍼� 3�평가�유형�기준.)�또한�교사는�학생의�학습�진도�향상을�위해�학

습�수준을�정기적으로�진단하여�피드백을�제공한다.� �


�




CCA�활동� Historical� Fiction� Reading� Circle,� Prize-winning� Historians,� Senior-Junior� School�


�

문의�

�

역사교과부서장� James�Tipney�선생님�

13학년� HL� 역사�

담당�교사�


�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

역사학� SL�(13학년)�



학년입니다.�


Half�

Term�1�

(8월� �

10월)�

냉전의�전개�

평화�공존,� 데탕트,� 중-소� 분쟁을�비롯한�일촉즉발의�상황처럼�냉

전의�전개�양상을�핵심적으로�탐색한다.�

�

카스트로�치하의�쿠바:�권력�통합�및�유지�

나치�독일과�비교�연구를�수행하면서�쿠바의�카스트로�정권에� 있

어�핵심적임�양상을�조사하여�분석한다.�







�

Half�

Term�2�

(11월� �

12월)�

냉전의�종식�

냉전�종식의�원인을�분석하고� 조사하여�그에�책임이� 있는�이해관

계자�하나�혹은�다수를�확인한다.�







Half�

Term�3�

(1월� �2

월)�

세계대전:�일본�사례�연구�

2차� 세계대전� 발발� 원인� 분석을�위한� 1차� 및� 2차� 사료를�탐구한

다.�아울러�일본�지도층과�국제사회의�역할을�고찰한다.� �







Half�

Term�4�

(2월� �4

월)�

세계대전:�일본�사례�연구� (계속)�

�

�

시험공부�







여름학기� �

(4월� �6

월)�

시험공부� 개별� 수업이� 수반되는� 확장� 자료가� 필요






�



1� 및(또는)�페이퍼� 2� 평가�유형.)�또한�교사는�학생의�학습�진도�향상을�위해�학습�수준을�

정기적으로�진단하여�피드백을�제공한다.� �


�




CCA�활동� 역사�소설�읽기�동아리,�수상�경력이�있는�역사가,�Senior-Junior� 과정�역사학회�

�

문의�

�

역사�교과부서장� � James�Tipney�선생님�

13학년� SL� 역사�

담당�교사�


�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

심리학� � (12학년)� �

IB� 심리학�과정은�인간의�행동을�더�잘�이해하기�위해�연구�결과가�어떻게�적용이�되는지와�윤리적인�관행이�심리학적� �

연구/탐구에�어떻게�윤리적�관행이�어떻게�고무하는지�밝히는�것을�목표로�두고있다.� �

�

� 교육과정내용� 권장�도서�및�확장�활동�

Half�

Term�1�

(8월�

� �10월)�

● 모든�학생들은�심리학� Introduction� 단원으로�본�교과를�

시작하게�된다.�본�단원의�주된�목적은�교과목으로서의�

심리학을�소개하고;�학생들이�본�과정에서�연구한�내용을�보다�

더�비판적으로�생각할�수�있는�구성틀� (프레림�워크)을�

제공한다.� �

�

한번의� 평가가�진행되며�본� 테스트� (평가)는� 아래의� 4가지� 파트로�구성

된다.�:�

주요�용어� �

단답형�질문� �

심리�실험�파트�확인/식별하기� �

심리�실험�고안하기� �

�

● 모든�학생들은�본�교과의�첫�주제�단원인-�범죄학�

(Criminology)을�학습하게�된다.�이�단원에서는�범죄행위를�

일으키는�요인을�연구/조사하면서�심리학을�소개�한다.�

범죄행위를�생물학적�접근으로�알아보기도�한다.� � � �

�

평가:� �

단답형� (SAR):�질문:�뇌�손상이�행동에�어떻게�영향을�미칠�수�있는지�

�

과제형� SAR�

학생들은� 200-400�단어�분량을�제출해야�하는� SAR�하나를�받게�된다.�

Students�will�be�given�one�SAR�to�work�on�over�time�and�submit�a�

200��400�word�response.� �

질문:�하나의�호르몬이�행동에�어떻게�영향을�미치는지�설명하라.�

�

덧붙여,�HL�학생들은�아래와�같은�교과�내용을�학습한다.� �

�

심리학�연구에서�동물을�사용하는�것의�가치(The�value�of�animal�

models�in�psychology�research)�와�동물�연구가�인간�행동연구에�도움

이�되는지�학습한다.�본�주제는�범죄학�단원에서�학습한�내용을�강화하

기�위하여�고안되었으며;�동물에�대한�연구가�어떻게�생물학적�변수와�

인간�행동의�관계에�대한�이해를�깊게�하였는지�초점을�맞추고�있다.� � �

HL/SL�

● 50�Psychology�Classics:�

Who�We�Are,�How�We�

Think,�What�We�

Do:�Insight�and�

Inspiration�from�50�Key�

Books�by�Tom�Butler-

Bowdon.�

�

HL� �

● The�Century�of�the�Self�

시청-(3�시간�분량)� �

�

�

�

HL/SL�

● Phineas�Gage�case�study�

�

HL�

● Kandel’s�research�on�

neuroplasticity�in�

learning�with�Aplysia� �

�

● Minute�Earth�

“Epigenetics:�why�

inheritance�is�weirder�

than�we�thought”�

�

Half�

Term�2�

(11월�

� �12월)�

모든� 학생들은� 계속해서�범죄학�단원을� 학습한다.� 학생들은� 특히,� 충동

적인� 공격과� 폭력범죄에� 초점을� 두고� 학습한다.� � 행동을� 이해하기위해�

다른�주요한�요소�또한�학습한다.� (예를�들어서,�사고의�유형,�사회적-문

화적�영향).� �

평가�

HL/SL�

● The�Role�of�testosterone�

in�Social�Interactions�by�

Eisenegger,�Haushofer�

and�Fehr�

In-Class�SAR�

질문에�대한�답을� 200-400�단어�분량으로�작성한다.�(35분�이내)� �

�

선택한�질문:�신경전달이�인간의�행동에�어떻게�영향을�미칠�수�있는지�

설명하십시오.� �

과제형-�Extended�Response�에세이�

학생들은�하기�질문에�대한�응답으로�대략� 900단어�분량의�에세이를�작

성하게�된다.:�

인간의�행동에�유전이�어느정도�영향을�미치나?� �

�

HL�학생들은�아래�내용을�학습하게�된다.:�

● 동문�연구에�윤리적�고찰� �윤리적�측면에서�바로본�고찰을�

평가하고�본�연구의�다른�한계에�관해서도�연구.�

�

�

HL� �

● Edward�taub�-�“The�Silver�

Spring�Monkeys”�

● Lesli�Bisgould�-�TED�talk�-�

“Our�relationship�with�

other�animals”�

Half�

Term�3�

(1월�

� �2월)�

● 모든�학생들은� Social�influence�Part�1� 단원�학습을�시작한다.�

Part�I 에서는�주로�사회문화�관련�주제를�다루며,�사회적�변인이�

행동에�어떻게�영향을�미치는�지에�관하여�학습한다.�(그룹�내부�

갈등,�편견과�차별�포함)� � � �

�

평가�

�

문화적�면적의�영향에� �관한� SAR� � �

SAR�Test:�2�x�SARs�(문화변용의�결과�및�문화적응의�결과를�설명)�

� �

에세이�작성(Paper�Two):�인간관계�주제� “편견과�차별�관련된�연구�토

론”�의�주제에서�택일하여�기술� �

�

프로젝트:�학생들은�이번�단원을�학습하면서�실�생활에�나타난�그룹내�

갈등을�찾아서�연구하고�해결�방항안을�모색해본다.� �

�

HL�학생들�은�아래의�내용을�학습한다.�:�

● 세계화와�행동.�‘세계화’,�‘이민’,�‘문화적응’,�‘소외시키기� (주변화�

시키기)’,�‘차별’,�‘종교적�극단주의’�및� ‘갈등관계’의�사회적�영향�

(Social�Influence)대한�심층�탐구에�통합된�주제.� � � �

�

HL/SL�

● Asch’s�famous�studies�

�

HL� �

● Lyons-Padilla�(2015)�

Relationships�between�

acculturation�strategies,�

identity�and�extremism.�

Half�

Term�4�

(2월�

� �4월)�

● 모든�학생들은�계속해서� Social�influence�Part�2�단원을�학습.�

본�단원에서�사회적�요소가�인지(스키마와�기억)와�행동�

(구경꾼�&�친사회적�행동)�어�어떻게�영향을�미치는지.�본�단원�

학습을�통해�학생들은�사회적�인지적�접근�관련�주제를�다룰�

뿐만�아니라�인간�관계에�있어� “사회적�책임”�에�대하여�

준비하게�해준다.� �

�

평가�

단답형�테스트:�학생들은�하나의� SAR�문제를�받고� 30분�가량�답을�작

성한다.�질문은�다음과�같다:�다음주�하나를�택일�하여�설명하시오:�

스키마�이론�

사고�또는�결정을�할때�편견� �

HL/SL�

● Bartlett�(1932)�“War�of�

the�Ghosts”�

�

HL�only�

● Ionica�Smeets�“The�

danger�of�mixing�up�

causality�and�correlation”�

재구성적�기억�

고정관념�

�

에세이�테스트:�학생들은�아래�내용과�관련된�연구에�대하여�토론을�하

게�된다.:�

구경꾼효과(Bystanderism)� �

친사회적�행동Prosocial�behaviour� �

친사회적�촉진Promoting�prosocial�behaviour� �

�

프로젝트:�학생들은�학습한�개념들� (거짓기억�증후군,�구경꾼효과,�친사

회적�행동,�등등)�실생활에서�실예를�리서치하여�이론을�적용하여�설명

한다.� �

�

위�내용에�덧붙여,�HL�학생들은�다음�내용을�학습한다.:�

● 범세계적인�리서치�방법�Globalisation�Research�Methods.�This�실험�방법에�있어�윤리적,�실제적�한계와�글로벌�연구에서�

상관�연구에�대한�분석에�초점을�맞춘다.� � �

�

Summer�

Term� �

(4월�

� �6월)�

● 모든�학생들은�심리학� IA,�그룹�실험,�서면�리포트를�작성해야�

한다.�.� �

�

SL�Internal�Assessment�

�

SL�(표준�단계과정)에서의� IA:�기존의�간단한�실험을�다시�정

확하게�되풀이�하는�것도�포함� (간단한�실험이란,�한가지�독립�

변수와�종속변수를�의미).�그�뒤,�학생�본인의�연구와�결과,�

유추될�수있는�결론을�기존�나온�연구와�비교�하여� 1000�~�

1500�단어�분량의�리포트�작성.�

�

HL�Internal�Assessment�

�

HL�(심화�단계과정)�에서의� IA�에서도�단순한�실험�연구�가�

포함된다.�(일반적인�가이드라인�적용).�HL�리포트에�상이한�

점은�작성시� 1500-2000�단어�분량으로�더�장문으로�작성되

어야�하며,�학생의�가설과�영가설에�대하여�보다�더�세부적으

로�기술해야�한다.�또한�결론�섹션에�보다�더�상세히�명시해

야�한다.�(추론�통계수치와�학생이�세운�가설에�대한�함의를�

사용)� �

�

● 모든�학생들은�각자의�필요에�적합한�토픽을�복습하고�교내�

시험을�치게�된다.�(internally�set�&�marked�examination).�

�

�

HL/SL�

● Internal�Assessment�

chapter�

�

HL�only�

● Inferential�statistics�

chapter�

�

�

�

�

�

과제예시� 에세이,�토론�준비,�심리학�아티클�일기,�영상물,�필기,�웹�서치� � �

�

평가방법�및�빈도� 모든�단원의� SAR,�ERE.�숙제형식과�과제로�평가를�할�수도�있음.� �

준비물� 학교에서�제공�

�

학부모/� 보호자께서� 가정에

서�지도해�주실�때� � �

수업시간에�다룬�이슈들을�가정에서도�자녀들과�함께�토론해주십시오.�학생들이�수업�시간

에�학습한� 개념,� 리서치,� 이론에�관해�질문해주십시오.� 논의를�시작하실�때� 학부모님의�의

견과� 견해를� 밝혀주셔도� 좋을것� 같습니다.� 자녀가� 현재� 시사관련한� 기사를� 읽거나� 시청하

게�독려해주십시오.�학생들의�새로운�지식을�현재�시사�내용을�적용해보게�하는�것도�좋은�

방법이�될것�같습니다.� � � �

유용한�사이트� https://allpsych.com/�

AllPsych�:�전세계�많은�대학에서�이용되는�가장�크고�광범위한�심리학�웹사이트�

https://www.intropsych.com/index.html�

필요한�내용이�잘�갖춰진�온라인�서적.�

http://www.apa.org/topics/index.aspx�

미국�심리�협회�웹사이트� �

Discovering�Psychology�

Dr.�Zimbardo�의�원격�강좌�사이트.� �노트,�인터뷰,�어휘력�신장에�유익함� �

CCA� 심리학�소사이어티�

�

문의�

�

심리학� 교과� 부서

장�교사� �

Tania�Foley�

� 인게이지�포털을�통해�귀하�해당�교원에게�연락해주시기�바랍니다.� �

�

물리학� (12학년)� �

IB� 물리학은�학생들의�많은�땀과�노력을�요구합니다.� 학생들이�물리적�관계에�관한�교과� 내용을� 암기하고� 묘사(설명)하

는�능력도�중요하지만,� IB�물리학에서�가장�중요한것은�물리�실험을�주의깊고�신중하게�진행하고,�정확하게�기록하고�해

당�결과를�비판적으로�평가하는�능력입니다.� � 학생들은� 본� 교과를�통해�각자의� 연구�조사를�스스로�준비하고�수행하는�

연습을�하게�됩니다.� �

아래�표는� 본� 교과의� HL� 및� SL� 과정에�관한�내용이,� SL� 과정�주제에�대한�세부�사항은�이전에� HL에서�다루었던�것과�

동일합니다.� �

�

�

� 교육과정�내용� 권장�도서�및�확장�활동�

Half�

Term�1�

(8월� �

10월)�

(HL�&�SL)�측정과�불확실성.�

실험측정의�불확실성을�기록하고�분석.�계산�및�그래픽�테

크닉.�국제�단위계� (SI�units)�&�prefixes.�

�

(HL�&�SL)�메커니즘(구조/장치).�운동학과�역학� (탄력/운동

량�포함).� � Vector벡터�테크닉�&�자유물체도.�뉴턴의�법칙.�

에너지,�일,�힘.� � �

‘Higher�Level�Physics�for�the�IB�

Diploma�IB�디프로마�심화�단계� (HL)�

물리학’�(저자� Chris�Hamper)�2nd� 에

디션�본�교과에�유익이�되며;�교실에

서�뿐만�아니라�전자문서로도�읽을�수�

있다.� � �

�

Half�

Term�2�

(11월� �

12월)�

(HL)�열�물리학(Thermal�physics).� 동채모형,�내부�에너지,�

비열(specific�heats).�이상�기체와�실제�기체�비교,�상태식�

(equation�of�state).�

파동(Waves).�단진동,�진행파,�중첩(superposition),� 분극

(polarization),� 이중�슬릿�간섭(double-slit�interference),�

정상파(standing�waves).�

�

(SL)� 메카닉스(Mechanics,�final�topics),�열물리학�

(Thermal�physics,�initial�topics).�

엔지니어�꿈나무에게�추천하는�책� -

‘Structures:�Or�Why�Things�Don’t�

Fall�Down’� �

Half�

Term�3�

(1월� �2

월)�

(HL)�전기&�자기학� Electricity�&�magnetism.�

전기장,�쿨롱의�법칙,�기본�DC�회로,�내부저항,�

전류의�자기�효과.�

�

(SL)� 열물리학(Thermal�physics,�final�topics),�

파동(Waves).�

본�교과�과정에서�AC�회로는�다루지�

않는다.�하지만,�전자공학에�관심이�

있는�학생들은�콘덴서(축전기),�인덕

터,�발진회로에�관한�책을�읽기를�권

한다.� �

Half�

Term�4�

(2월� �4

월)�

(HL)�원운동(Circular�motion)�&�중력(gravitation).�

구심력(Centripetal�force),�뉴턴의�중력�법칙,�

중력장.�

�

교내�평가� IA�(Internal�Assessment)�에�중점을�둔다.�

IA�평가�기준은�본�교과�과정이�진행되는�동안�안내�

된다.�이번�학기에�학생들은�내년에�학생들이�

제출하게�될�보고서�양식에�맞춘�보고서를�

작성해보는�기회를�갖는다.� �

�

(SL)� 전기&�자기학� Electricity�&�magnetism.�

이번�학기�때�다루는�주제에�관심이�

있는�학생들은�우주의�구조에�관한�서

적을�읽기를�권한다.�또한�내년에�천

체물리학을�연구하는�것을�고려해볼�

수도�있다.� �

Summer�

Term�

(4월� �6

월)�

(HL)�원자,�핵�&�입자�물리학.�(Atomic,�nuclear�&�

particle�physics).에너지�양자화� (Quantisation),�복사능

(radioactivity)� 과�핵�반응(nuclear�reactions),�미립자와�

힘의�표준�모형.�

�

(SL)� 원운동(Circular�motion)�&�중력(gravitation).�

기본�입자�물리학에�관심이�있는�학생

들에게는�World�Science�U�웹사이트

에�단기�과정�수업을� �권함.�

�

�

과제�예시� 교내평가(IA)� 에� 필요한� 능력/� 기술� 함양을� 중심으로� 실험� 실습� 내용� 서면으로�

작성,�튜토리얼�형식으로�수업에서�논의�할�질의문�완성,�전체�클래스�앞에서�발

표할�프리젠테이션�준비� (학생의�연구를�기반으로�구성된�프리젠테이션)� �

평가방법�및�빈도� 학기에� 다룬� 토픽이� 마치면� 해당� 토픽에� 관한� 테스트� 실시;� 하위� 주제에� 관한�

테스트.� 학생들은� 정기적으로� 실험한� 내용을� 작성해야� 합니다.;� IA� 평가� 기준에�

따라�평가되기도�함.� �

준비물� 공학용�계산기,�문서�작성�&�스프레드�시트�소프트웨어�기능이�있는�랩탑�

�

학부모/�보호자께서�가정에

서�지도해�주실�때� � :�

학생들이� 제출해야� 할� 과제의� 마감일을� 확인해� 주십시오;� 학생들이� 물리학관련

하여�좀�더� 폭넓은�도서를� 할� 수� 있도록�독려해주십시오.� � 특히�경쟁이�치열한�

대학에�진학하기를�희망하는�학생의�경우�더욱더�폭넓은�독서가�요구됩니다.� �

유용한�사이트� � www.thinkib.net/physics,�PhET,�Khan�Academy,�Hyperphysics�

CCA�활동� � Physics�Society,�COSMOS,�Engineering�Society�

�

문의� �

�

물리학교과�부서장� Mr�N�Gillings�

12학년�

물리학교과�교원�

Mr�G�Cranwell,�Dr�S�Davis,�Mr�B�Jogi,�Mr�P�Scargill,� �

Mr�P�Scott.�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

물리학� (13학년)�

본�교과�과정의�주된�내용은�가을학기�끝에�모두�마무리가�됩니다.�IA�또한�반드시�동일한�학기에�완료가�되어야�합니다.�

모의(Mock)� 시험� 이후에는� 4가지� ‘옵션(option)’� 중에� 택일하여� 학습하게� 됩니다.� � 주로� 담당교사가� 학생들이� 학습할�

주제를�선택하게� 되는데,� 담당교사와�교과�부서장�교사의�재량으로�학생이�선택을하게�되기도� 합니다.� 학생들은�담당교

사로�부터�도움과�지도를�받으며�시험�준비를�하게�됩니다.� � � �

�

�

� 교육과정�내용� 권장�도서�및�확장�활동�

Half�

Term�1�

(8월� �

10월)�

(HL)�파동�현상.�단진동(Simple�harmonic�motion),�싱글�

슬릿�회절(single-slit�diffraction),� 간섭,�두가지�원료의�분

해능(resolution�of�two�sources),� 도플러�효과.�

장(field).�장에�관하여�기술,�역선&�등전위�선,�잠재�에너

지,�궤도와�위성.�

�

전자기�유도(Electromagnetic�induction�,initial�topics).자

속/자기장(Magnetic�flux),� 패러데이�&�렌츠의�법칙.�

�

(SL)� 원자,�핵�&�입자�물리학.�에너지�양자화,�복사능

(radioactivity)� 과�핵�반응(nuclear�reactions),�미립자와�

힘의�표준�모형.�

�

�

(HL�&�SL)�교내�평가� IA� � (최종).�일부�수업�시간에�학생들

이� IA�를�계획하고�준비하고,�리서치하고�자료를�수집할�시

간�제공.�보고서는�수업시간�외에�작성:�첫번째� draft는�하

프텀까지�반드시�완수되어야�함.� �

� ‘Higher�Level�Physics�for�the�IB�

Diploma�IB�디프로마�심화�단계� (HL)�

물리학’�(저자� Chris�Hamper)�2nd� 에

디션�본�교과에�유익이�되며;�교실에

서�뿐만�아니라�전자문서로도�읽을�수�

있다.� � �

�

�

학생들은� IA�를�위해�학교에서�다루는�

강의�요목�그�이상의�내용을�리서치해

야�한다.� � �

Half�

Term�2�

(11월� �

12월)�

(HL)�전자기�유도Electromagnetic�induction�(final�

topics).�AC�&�발전,�변류기/변압기(transformers),�정류

(rectification);� 정전용량(capacitance),�RC�회로.�

양자�물리학�&�핵�물리학.� �광전효과(Photoelectric�

effect),�파동-입자�이중성(wave-particle�duality),�보어�모

델(Bohr�model),�파동함수(wavefunctions),� 불확정성�원

리� (uncertainty�principle);�러더포드�산란(Rutherford�

scattering),� 방사선�붕괴(radioactive�decay)�&�붕괴상수

(decay�constant).�

�

(SL)� 에너지�생상(Energy�production).� 에너지�자원,�재생

가능한�수단�또는�재생�불가능한�방법으로�에너지�생산,�열

에너지�전달,�지구의�에너지�균형�

러더퍼드가�본인의�유명한�실험을�분

석한�연구�논문을�접하게�되는�것도�

유익이�된다.� � � �

�

양자이론의�특이한�점을�다루는�책이�

도서관에수십권�있다.�예,�‘Six�Easy�

Pieces’�(R.P.�Feynman),�‘Quantum�

Theory’�(Very�Short�Introduction�

series)�and�‘The�Quantum�Universe’�

(Cox�&�Forshaw).�

Half�

Term�3�

(1월� �2

월)�

(HL�&�SL)�옵션Option.�모의�시험(mock)�이후�학생들은�

각자의�본인이�취역한�토픽을�분석하여�지금�부터�시험�전

까지�시험�공부를�하는데�이용한다.�‘옵션’�내용은�수업시간

에�배운다-�상대성원리,�엔지니어링,�이미징(imaging),�전

체�물리학;�대부분의�학생들은�해당�교과�교사로�부터�수업�

지도를�받는다.� � � �

옵션에�따라�적합한�자료가�제공됩니

다.�학생들은�해당�주제�관련�서적을�

읽도록�권고�받지만,�현�단계에서�학

교에서�다루는�교수�요목에�지나치게�

크게�벗어나는�내용의�서적을�읽는데�

많은�시간을�보내지는�않도록�주의�해

야�한다.� � � �

Half�

Term�4�

(2월� �4

월)�

(HL�&�SL)�옵션Option;�시험공부(복습).�옵션�토픽의�내용

을�최종�복습으로�수업하고;�교과�과정내내�담당교사의�지

도�하에�시험공부가�진행�된다.�데이타�책자의�효율적�사

용;�전문용어�복습;�핵심�단어�식별;�도해화하여�학습;�기존�

시험�문제�내용으로�학생�개별의�취약점�파악.� � � �

�

Summer�

Term�

(4월� �6

월)�

(HL�&�SL)�시험공부�마무리.�학생�개개별에�따라�개별적인�

도움/�써포트�제공.�

�

�

�

�

�

�

�

�

과제예시� 교내평가(IA)� 에� 필요한� 능력/� 기술� 함양을� 중심으로� 실험� 실습� 내용� 서면으로�

작성,�튜토리얼�형식으로�수업에서�논의�할�질의문�완성,�전체�클래스�앞에서�발

표할�프리젠테이션�준비� (학생의�연구를�기반으로�구성된�프리젠테이션)�

평가방법�및�빈도� The�final�IA�is�due�in�November.�학기에�다룬�토픽이�마치면�해당�토픽에�관한�

테스트� 실시;� 하위� 주제에� 관한� 테스트.� 학생들은� 정기적으로� 실험한� 내용을� 작

성해야�합니다.;� IA� 평가�기준에�따라�평가되기도�함.� 최종� IA� 마감일은� 11월입

니다.� �

준비물� 공학용�계산기,�문서�작성�&�스프레드�시트�소프트웨어�기능이�있는�랩탑�

�

학부모/�보호자께서�가정에

서�지도해�주실�때� � �

Ensure�students�make�timetables�for�their�revision�in�the�spring.� 학생들이�제

출해야� 할� 과제의� 마감일을� 확인해� 주십시오;� 학생들이� 물리학관련하여� 좀� 더�

폭넓은�도서를�할�수�있도록�독려해주십시오.� �특히�경쟁이�치열한�대학에�진학

하기를�희망하는�학생의�경우�더욱더�폭넓은�독서가�요구됩니다.�학생들이� (봄학

기)시험�공부�시간표를�잘�작성하도록�도움을�주시기�바랍니다.� �

유용한�사이트� www.thinkib.net/physics,�PhET,�Khan�Academy,�Hyperphysics�

CCA�활동� Physics�Society,�COSMOS,�Engineering�Society�

�

문의� �

�

물리학교과�부서장� Mr�N�Gillings�

13학년�

물리학교과�교원�

Dr�S�Davis,�Mr�B�Jogi,�Dr�R�Levett.�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

화학� (12학년)�

화학부는�화학에�대한�열정과�해박한�지식,�연구�및�실험�기량을�갖춘�화학자를�양성하고자�합니다.�화학부의�목표는�핵

심�개념과�기술만�주입하는�것이�아니라�생소한�상황과�실제�세계에�자신이�아는�지식을�응용할�수�있는�학생을�육성하

는�데�있습니다.�

�


Half�

Term�1�

(8월� �

10월)�

2�단원:�원자�구조� �원자,�전자�배치의�구조,�에너지�전이의�양

자화된�성질�

3�단원:�주기성� �원소�주기율표는�전자�배치를�나타내며�전이

원소와�D�궤도�분열�및�색상의�물리화학적�성질을�설명해�준다.�

4�단원:�결합� �이온의�본질,�공유�결합�및�급속�결합.�루이스�

구조와� VSEPR(원자가껍질�전자쌍�반발�이론)을�활용하여�분자

의�형태를�예측하고�결합,�혼성화에�따른�물리적�성질을�연역�

추론한다.�

Pearson�IB�화학�교재� 2,�3,�4�단원�

Youtube�� 핵심�개념�및�기량에�관한�훌

륭한�개별지도�자료�다수�탑재.�비디오는�

googleclassroom으로�공유함.�

결합�유형에�관한�마인드맵�작성�

확장�읽기�자료:�

화학반응이�일어나는�이유(Why�chemical�

reactions�happen)��Peter�Wothers�and�

James�Keeler�공저�

Half�

Term�2�

(11월� �

12월)�

1�단원:�화학량론� �물리적�성질과�화학적�성질�간의�관계와�함

께�원자가�분자와�결합하는�방식,�분자를�수반하는�연산.�

11�단원:�오차�처리� �측정치의�정 도와�정확도에는�한계가�있

음을�이해한다.�측정과�연산의�오차�결정.�

�

Pearson�IB�화학�교재� 1,�11�단원�

분자�연산�관련�확장�질문:�

googleclassroom�활용.�





사라진�스푼(The�disappearing�spoon)…�-�

Sam�Keen�저�

Half�

Term�3�

(1월� �2

월)�

5�단원:�에너지학� �화학�변화�및�에너지�변화,�에너지�변화�

측정,�헤스의�법칙,�엔트로피.�

IA�실습� �학생은� IA�실습을�완료한다.�이�활동에는�연구,�실무�

과제,�완전한�논평이�수반된다.�과제물은�점수를�매겨�

진단평가용�피드백과�함께�학생에게�반환한다.�

Pearson�IB�화학�교재� 5�단원�


일반�화학(General�Chemistry)��Linus�

Pauling�저�

�

Half�

Term�4�

(2월� �4

월)�

6�단원:�화학반응속도론� �충돌�이론,�실험을�통한�반응속도�

측정,�속도�표현,�속도�메커니즘�및�활성화�에너지.�

7�단원:�화학평형� �물리화학�체계에서의�동적�평형,�르�

샤틀리에의�법칙�응용,�평형상수� Kc�사용.�

Pearson�IB�확장�읽기� 6,�7�단원�


비소에서�아연까지�원소의�문화적�역사(A�

cultural�history�of�elements�from�Arsenic�

to�Zinc.)�-�Hugh�Aldersey-Williams�저�

여름학기� �

(4월� �6

월)�

8�단원:�산과�염기� �산과�염기�이론,�산과�염기의�성질,�pH�농

도,�pH�측정,�pH�곡선,�표준용액.�

Pearson�IB�화학�교재� 8�단원�




�

과제�예시� 응용력을�테스트하기�위한�문항,�실험�보고서,�기출문항,�읽기�및�필기,�발표�준비�

평가�방법�및�빈도� 주제�마무리�테스트� � 40점�만점.�다지선다형�문항�및�서술형�문항�포함.�학습�주제�당�테

스트� 1회.�

Uniform�assessment��실험�보고서,�문서�과제.�주제�당� 1개를�숙제로�정함.�

Practice�IA��12학년�교과과정�동안� 1회.�

여름�학기�시작�시�학년말�평가�실시� �다지선다형�문항�및�서술형�문항�페이퍼.�1년�동안�

학습한�주제를�총망라하는�시험.�

�

학부모/보호자의�지도�요령� 수업�외�교재�읽기와�적극적인�필기�습관을�독려한다.�핵심�정의를�학습하고,�주제에�관한�

질문지를�완성하도록�지도한다.�

유용한�사이트� http://www.thinkib.net/chemistry,�https://www.creative-chemistry.org.uk/�

www.chemguide.co.uk/� �

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

화학� (13학년)�

화학부는�화학에�대한�열정과�해박한�지식,�연구�및�실험�기량을�갖춘�화학자를�양성하고자�합니다.�화학부의�목표는�핵

심�개념과�기술만�주입하는�것이�아니라�생소한�상황과�실제�세계에�자신이�아는�지식을�응용할�수�있는�학생을�육성하

는�데�있습니다.�

�


Half�

Term�1�

(8월� �

10월)�

9�단원:�산화와�환원� �정의,�화학전지,�표준수소전극(SHE),�표준전

극전위를�활용한�전지전위�연산,�소금물의�전기분해,�자유에너지,�전

기분해�연산,�전기도금�

�

내부평가� �학생은�외부평가용�실험�과제를�완료한다.�총점의� 20%

에�해당.� �

Pearson�IB�화학�교재� 8,�9�단원�

�

산과�염기�적정�및�산화환원반응.�

�

질문�문항,�개별지도�영상�등�확장활

동을�학생들과�공유함.�

Half�

Term�2�

(11월� �

12월)�

10�단원:�유기화학� � 다음�작용기의�화학반응:�알칸,�알켄,�알카인,�

할로겐화알칸,�알코올,�에테르,�알데하이드,�케톤,�에스테르,�카르복실

산,�아민,�아미드,�나이트릴�및�아렌.�친전자성�첨가반응�및�마르코브

니코프의�법칙.�친전자성�치환반응.�자유라디칼할로젠화.�

�

11.3�단원:�분석� �유기화합물의�분광분석�확인:�질량분광법� (MS),�

핵자기공명분광법(NMR),�적외선분광법� (IR).�전자기파�스펙트럼�

Pearson�IB�화학�교재� 10,�11.3�단원�

�

질문�문항,�개별지도�영상�등�확장활

동을�학생들과�공유함.�

Half�

Term�3�

(1월� �2

월)�

시험� �학생들은� IB�12학년�교과과정�전체를�아우르는�모의평가에�

응시한다.�

�

선택� �학생들은� 4개�학습안�중� 1 개를�선택하여�학습한다.�

학습안은�성탄절�이후에�확정되며�같은�시기에�별도의�분리된�

수업계획안이�발표된다.�

�

학습한�선택�단원에�대한�선별적�확장

활동을�수행한다.�

Half�

Term�4�

(2월� �4

월)�

시험공부� � �시험� (final�exam)�대비�시험�

여름학기� �

(4월� �6

월)�

시험�IB�평가를�완료한다.� 시험�

�

과제�예시� 응용력을�테스트하기�위한�문항,�실험�보고서,�기출문항,�읽기�및�필기,�발표�준비�

평가�방법�및�빈도� 주제�마무리�테스트� � 40점�만점.�다지선다형�문항�및�서술형�문항�포함.�학습�주제�당�테

스트� 1회.�

Uniform�assessment��실험�보고서,�문서�과제.�주제�당� 1개를�숙제로�정함.�

Practice�IA�13학년� Term�1�동안�완료.�

성탄절�연휴�직후� 모의평가�실시� � 다지선다형�문항� 및� 서술형�문항�페이퍼.� 교과과정� 동

안�학습한�주제를�총망라하는�시험.�

성탄절� 연휴�직후�실제평가� 실시� -�다지선다형� 문항�및� 서술형�문항�페이퍼.� 교과과정�동

안�학습한�주제를�총망라하는�시험.�

�

�

�

학부모/보호자의�지도�요령� 수업�외�교재�읽기와�적극적인�필기�습관을�독려한다.�핵심�정의를�학습하고,�주제에�관한�

질문지를�완성하도록�지도한다.�

유용한�사이트� http://www.thinkib.net/chemistry,�https://www.creative-chemistry.org.uk/�

www.chemguide.co.uk/� �

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

생물학�HL�(12학년)�

생물학부는�학생들이�생물학에� 대한�사랑을�키워�나가도록�하는�데� 목표를� 두고�있습니다.� 또한�사색력과�비판력을�길

러�줌으로써�궁극적으로�학생들이�독립적인�학습자가�되도록�하는�것이�생물학부가�지향하는�바입니다.�

�


Half�

Term�1�

(8월� �

10월)�

2�분자생물학�

2년�단위�교과과정을�마치는�데�필수적인�내용을�처음으로�접하는�학기이다.�분자

생물학과�인체생리학이라는�주제에�대한�학습을�시작하는�데�중점을�둔다.�또한�

랩�기반�실험을�여러�차례�수행하면서�실험�설계,�데이터�분석,�실험�평가의�바탕

이�되는�기본적인�아이디어를�살펴본다.�

�

Half�

Term�2�

(11월� �

12월)�

6�인체생리학�

생물학의�두�가지�양상을�학습하며,�이�과정에서�교과과정�전반에�걸친�연계성을�

찾게�된다.�다양한�유형의�생물분자에�관한�과제를�수행하는�동안�인체의�소화계

에�대해서도�배우게�된다.�다음으로�세포생물학의�기초를�학습하고�심장�등�인체

수송체계에�관한�과제를�완료한다.�또한�필기�내용을�복습하고�학습�수준�향상과�

관련해�명확한�지도를�받게�된다.�

�

Half�

Term�3�

(1월� � 2

월)�

2,�7�분자생물학�

본�학기에는�다수의�테스트를�실시하여�학생들이�현재까지의�학습�내용을�측정하

도록�한다.�교과과정과�관련해�다양한�양상을�계속해서�학습하며,�DNS의�구조와�

기능,�단백질합성,�기체교환,�인체면역체계에�관한�과제를�수행한다.�

�

Half�

Term�4�

(2월� � 4

월)�

IA�실습�

학생들은�연습평가를�완료하여�내부평가를�준비한다,�연습평가의�결과를�되돌아보

면서�실제평가의�점수를�향상시기는�방법에�대한�혜안을�얻을�수�있다.�최종평가

는� 13학년�교과과정의� 10월에�실시되며�배점은� IB�최종�성적의� 20%에�해당한

다.�학기가�끝날�무렵이면�평가�과제를�수정하는�데�필요한�모든�지식을�얻게�되

고,�부활절�방학�이후에�최종평가에�응한다.�

�

여름학기� �

(4월� � 6

월)�

학년말�평가를�완료하는�학기이다.�평가�후에는�결과를�되돌아보고�학습�기법,�주

제�이해도,�시험�기법을�향상시키는�방안을�찾아보게�된다.�바쁜�학기지만�학생들

은�Group�4�프로젝트를�완수한다.�마지막으로,�학생들은�유전학과�호르몬,�항상

성�중�일부�주제를�학습하기�시작한다.�교사는�학생들이� 12학년�교과과정의�필기�

내용을�완전히�숙지했는지를�확인하며�여름방학을�보내도록�지도한다.�

�

�

과제�예시� 교과서�관련�질문지�답안�작성,�학습�내용�요약�에세이,�특정�텍스트�읽기,�실습�논평�

평가�방법�및�빈도� 생물학�교과과정�계획에서�강조한�대로�학년�초에�정기�평가�실시�

�

학부모/보호자의�지도�요령� 자녀가�특히�교과서를�폭넓게�규칙적으로�읽도록�독려한다.�

유용한�사이트� 학교도서관포털에�게시된�모든�링크.�Biology�Moodle�웹사이트.�Kognity� 웹사이트�

CCA�활동� 생물학소사이어티� �

�

�

생물학�HL�(13학년)�



�


Half�

Term�1�

(8월� �

10월)�

3�유전학�

최종평가에� 20%�반영되는�내부평가를�완료하게�되는�학기이다.�또한�인체생

리학�및�유전학�등의�주제에�관해�과제를�작성함으로써�12학년에서�습득한�기

초�아이디어와� 13학년에서�학습�중인�복잡한�아이디어를�서로�연계하기�시작

한다.� �

.�

Half�

Term�2�

(11월� �

12월)�

6,11,D�인체생리학�및�생태학�

생태학과�진화론,�생물학이라는�주제를�살펴보면서�학습�내용을�좀�더�통합하

게�된다.�1월에�있을�모의평가는�본�학기까지�배운�내용을�중점적으로�다루므

로�학생들은�가능한�한�많은�내용을�필기해�두는�것이�좋다.�

�

Half�

Term�3�

(1월� � 2

월)�

4�생태학�및�식물생물학�

IB�모의평가를�완료하는�중요한�학기이다.�모의평가를�마치고�나면�결과를�되

돌아보고�힘들어했던�주제를�목표로�다시�정진한다.�나아가�기출문제를�확인하

며�다양한�유형의�질문�유형을�접하게�된다.�

�

Half�

Term�4�

(2월� � 4

월)�

5�진화다양성,�광합성과�호흡�

교과과정을�마무리�지으며�광합성과�호흡에�관한�복잡한�주제에�이르게�된다.�

또한�기출문제를�좀더�연습하여�질문�유형에�보다�더�익숙해지도록�한다.�과정�

전체에�대한�수정�연습,�검토,�개별지도,�기출문제세트�등을�Moodle�플랫폼에

서�이용할�수�있다.�

�

여름학기� � IB� 평가� �

�



준비물� 펜,�연필,�자,�계산기,�A4�실선�용지.�

�



CCA�활동� 생물학소사이어티�

�

�

�

�

생물학� SL�(12학년)�



�


Half�

Term�1�

(8월� �

10월)�

2�분자생물학,�인체생리학�및�세포생물학�

2년�단위�교과과정을�마치는�데�필수적인�내용을�처음으로�접하는�학기이다.�

분자생물학과�인체생리학이라는�주제에�대한�학습을�시작하는�데�중점을�둔다.�

또한�랩�기반�실험을�여러�차례�수행하면서�실험�설계,�데이터�분석,�실험�평

가의�바탕이�되는�기본적인�아이디어를�살펴본다.�

�

Half�

Term�2�

(11월� �

12월)�

6�인체생리학�및�세포생물학�

생물학의�두�가지�양상을�학습하며,�이�과정에서�교과과정�전반에�걸친�연계성

을�찾게�된다.�다양한�유형의�생물분자에�관한�과제를�수행하는�동안�인체의�

소화계에�대해서도�배우게�된다.�다음으로�세포생물학의�기초를�학습하고�심장�

등�인체수송체계에�관한�과제를�완료한다.�또한�필기�내용을�복습하고�학습�수

준�향상과�관련해�명확한�지도를�받게�된다.�

�

Half�

Term�3�

(1월� � 2

월)�

2,�7�분자생물학�및�인체생리학�

본�학기에는�다수의�테스트를�실시하여�학생들이�현재까지의�학습�내용을�측정

하도록�한다.�교과과정과�관련해�다양한�양상을�계속해서�학습하며,�DNS의�구

조와�기능,�단백질합성,�기체교환,�인체면역체계에�관한�과제를�수행한다.�

�

Half�

Term�4�

(2월� � 4

월)�

IA�실습�

학생들은�연습평가를�완료하여�내부평가를�준비한다,�연습평가의�결과를�되돌

아보면서�실제평가의�점수를�향상시기는�방법에�대한�혜안을�얻을�수�있다.�최

종평가는� 13학년�교과과정의� 10월에�실시되며�배점은� IB�최종�성적의� 20%에�

해당한다.�학기가�끝날�무렵이면�평가�과제를�수정하는�데�필요한�모든�지식을�

얻게�되고,�부활절�방학�이후에�최종평가에�응한다.�

�

여름학기� �

(4월� � 6

월)�

연례평가,�유전학�및�인체생리학�

학년말�평가를�완료하는�학기이다.�평가�후에는�결과를�되돌아보고�학습�기법,�

주제�이해도,�시험�기법을�향상시키는�방안을�찾아보게�된다.�바쁜�학기지만�

학생들은�Group�4�프로젝트를�완수한다.�마지막으로,�학생들은�유전학과�호르

몬,�항상성�중�일부�주제를�학습하기�시작한다.�교사는�학생들이� 12학년�교과

과정의�필기�내용을�완전히�숙지했는지를�확인하며�여름방학을�보내도록�지도

한다.�

�

�



�



�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

생물학� SL�(13학년)�



�


Half�

Term�1�

(8월� �

10월)�

3�유전학,�인체생리학�및�내부평가�

최종평가에� 20%�반영되는�내부평가를�완료하게�되는�학기이다.�또한�인체생

리학�및�유전학�등의�주제에�관해�과제를�작성함으로써�12학년에서�습득한�기

초�아이디어와� 13학년에서�학습�중인�복잡한�아이디어를�서로�연계하기�시작

한다.�

�

Half�

Term�2�

(11월� �

12월)�

4�생태학�및�진화다양성�

생태학과�진화론,�생물학이라는�주제를�살펴보면서�학습�내용을�좀�더�통합하

게�된다.�1월에�있을�모의평가는�본�학기까지�배운�내용을�중점적으로�다루므

로�학생들은�가능한�한�많은�내용을�필기해�두는�것이�좋다.�

�

Half�

Term�3�

(1월� � 2

월)�

모의평가,�생태학�및�진화다양성�

IB�모의평가를�완료하는�중요한�학기이다.�모의평가를�마치고�나면�결과를�되

돌아보고�힘들어했던�주제를�목표로�다시�정진한다.�나아가�기출문제를�확인하

며�다양한�유형의�질문�유형을�접하게�된다.�

�

Half�

Term�4�

(2월� � 4

월)�

2�광합성과�호흡�

교과과정을�마무리�지으며�광합성과�호흡에�관한�복잡한�주제에�이르게�된다.�

또한�기출문제를�좀더�연습하여�질문�유형에�보다�더�익숙해지도록�한다.�과정�

전체에�대한�수정�연습,�검토,�개별지도,�기출문제세트�등을�Moodle�플랫폼에

서�이용할�수�있다.�

�

여름학기� � IB� 평가� �

�



준비물� 펜,�연필,�자,�계산기,�A4�실선�용지.�

�



CCA�활동� 생물학소사이어티�

�

�

�

컴퓨터(12학년)�

컴퓨터부서는�각� 학생의�컴퓨터사고능력과� 문제해결능력을� 계발하는�데� 목표를�두고� 있습니다.� 본� 교과과정을�통해�학

생들은�컴퓨터시스템의�부품을� 이해하고�소프트웨어,� 하드웨어,� 통신장비�그리고�사용자가�어떻게�상호작용하는지를�파

악하게� 됩니다.� 컴퓨터과학부는� 높은� 수준의� 프로그래밍� 언어를� 활용하여� 컴퓨터� 기반� 문제를� 해결하는� 데� 응용할� 수�

있는�필수�기량을�닦는�데�중점을�두고�있습니다.�

�


Half�

Term�1�

(8월� �

10월)�

컴퓨터�사고능력의�기초�개념(프로그램�설계의�이해�포함)�학습에�중점을�

둔다.�학기�중에�학생들은�프로그래밍과�프로그래밍�개념을�접하게�된다.�

학기�후반에는�운영체제와�논리게이트에�초점을�맞추어�학습을�진행한다.�

IBO에서�제공하는�사례연구�

IB�CS�HL�교과서� �Computer�

Science�Illuminated�(Nell�Dale),�

Java�in�21�Days�(Rogers)�

Half�

Term�2�

(11월� �

12월)�

OOP�양상을�문제해결�속에�통합하는�방법을�배우고�난�뒤�프로그램과�

시스템기초의�모듈성을�학습하는�데�중점을�둔다.� �

IB�CS�HL�교과서� -�Computer�


Java�in�21�Days�(Rogers),� 컴퓨터

과학부�자료,�웹�자료,�Quizlet,�발

표�등.�

Half�

Term�3�

(1월� � 2

월)�

� � � �

기획시스템,�설치,�SDLC�학습,�시스템백업�테크닉,�프로그램개발�등�컴퓨

터과학의�다양한�주제를�다루며,�프로그래밍�윤리에�대한�논의를�시작한

다.�

�

IB�CS�HL�교과서� -�Computer�


Java�in�21�Days�(Rogers),� 컴퓨터

과학부�자료,�웹�자료,�Quizlet,�발

표�등.�

https://www.cs-ib.net/�

Half�

Term�4�

(2월� � 4

월)�

네트워크와�그�구성을�이해하고,�데이터전송�평가�방법을�학습하며,�무선

네트워킹의�효과를�검토하도록�하는�데�중점을�둔다.� �


컴퓨터과학부�자료,�웹�자료,�

Quizlet,� 발표�등.�

여름학기� �

(4월� � 6

월)�

추상�데이터구조,�정적�데이터구조에�입문하며,�미니�프로젝트에�착수하게�

된다.�

Core�Computer�Science,�

Advanced�Computer�Science�

(Kostas�Dimitrios),�컴퓨터과학부�

자료,�웹�자료,�Quizlet,�발표�등.�

�

평가�방법�및�빈도� 단원�별�마무리평가,�모의평가�

�

학부모/보호자의�지도�요령� 학생들이�방학�중에�온라인�교과과정에�등록하여�프로그래밍을�연습하도록�독려한다.�

유용한�사이트� http://ib.compscihub.net/,�https://csopedia.wikispaces.com/,�http://ibcomp.fis.edu/�

CCA�활동� 코디�동아리,�하드웨어�브라이언트(Hardware�Bryant),�프로그래밍�경진대회,�FOBISIA�대회,�

로봇학� �

컴퓨터� (13학년)�

컴퓨터부서는�각� 학생의�컴퓨터사고능력과� 문제해결능력을� 계발하는�데� 목표를�두고� 있습니다.� 본� 교과과정을�통해�학

생들은�컴퓨터시스템의�부품을� 이해하고�소프트웨어,� 하드웨어,� 통신장비�그리고�사용자가�어떻게�상호작용하는지를�파

악하게� 됩니다.� 컴퓨터과학부는� 높은� 수준의� 프로그래밍� 언어를� 활용하여� 컴퓨터� 기반� 문제를� 해결하는� 데� 응용할� 수�

있는�필수�기량을�닦는�데�중점을�두고�있습니다.�

�


Half�

Term�1�

(8월� �

10월)�

IB가� 제공하는�사례�연구를�살펴본다.� 본� 과정에서는�학생이�학습�주제의�

다양한�측면(신기술�개념,� 그� 밖의�교과�내용� 등)에� 관해�보다�심도� 깊은�

연구를�수행해야�한다.�

● 프로그래밍�신개념�학습�

● 추상�데이터구조�실습�

�

자원�관리�

● 시스템자원�식별�

● 운영체제의�역할�이해�


IB� CS� HL� 교과서� � Computer�

Science� Illuminated� (Nell�

Dale),� Java� in� 21� Days�

(Rogers),� Advanced�

Computer� Science� (Kostas�

Dimitrios),� 컴퓨터과학부� 자료,�

웹�자료,�Quizlet,�발표�등.�

�

Half�

Term�2�

(11월� �

12월)�

반복적�사고를�요하는�상황을�식별하는�데�중점을�두는�과정으로�다음을�

학습함으로써�반복적�사고능력을�향상시킬�수�있다.�

● 2차원�배열,�스택,�큐를�이용한�알고리즘�구축�

● 연결된�리스트와�트리의�피처�및�특징�설명�

● 데이터구조의�응용�

5,�6번�주제와�D4�선택안�평가�

IB�CS�HL�text�book�-�computer�

science� illuminated� by� nell�

Dale,� Java� in� 21� days� by�

Rogers,� �

�

Advanced� computer� science�

by� Kostas� Dimitrios,� �

Department� resources,� Web�

resources,� Quizlets,�

presentations�etc.�

Half�

Term�3�

(1월� � 2

월)�

7번�주제를�제외한�모의평가�실시.� 모의평가가�완료되면�학생들은�다양한�

제어시스템을�논하며�이후�각�시스템을�비교한다.�

IB� CS� HL� 교과서� -� Computer�

Science� Illuminated� (Nell�

Dale),� Java� in� 21� Days�

(Rogers)�

Half�

Term�4�

(2월� � 4

월)�

IB� 과정의� 마지막으로� 사례연구를� 진행하는� 학기이다.� 사례연구의� 윤리적�

측면까지� 논의를� 확장하며� 컴퓨팅에서� 사용하는� 기술과� 알고리즘에� 대해�

이야기한다.�


Advanced� Computer� Science�

(Kostas�Dimitrios)�

여름학기� � IB� 평가� https://www.cs-ib.net/�

�

과제�예시� 수업�과제,�발표,�소규모�프로젝트,�Quizlet�과제�

�

학부모/보호자의� 지도� 요

령�

자녀가�방학�중에�온라인�교과과정에�등록하여�프로그래밍을�연습하도록�독려한다.�

유용한�사이트� http://ib.compscihub.net/,�https://csopedia.wikispaces.com/,�http://ibcomp.fis.edu/�

CCA�활동� 코디�동아리,� 하드웨어�브라이언트(Hardware� Bryant),� 프로그래밍�경진대회,� FOBISIA� 대

회,�로봇학� �

수학�HL�(12학년)�

수학부는�학습�주제를�실제�세계의�맥락에서�이해함으로써�수학을�일상과�가깝게�느끼도록�하는�데�그�목적이�있습니다.�

또한� IB� 과정을� 통해� 학생의� 발달� 수준과� 이해력을� 다음� 단계로� 향상시키고자� 합니다.� 학생들은� 1년� 동안� 시간� 관리,�

연구�및�협동�과제�수행과�같은�핵심�학습기량을�계발하게�됩니다.�이�과정에서�수학�과목의�우수생으로�성장하는�한편,�

향후�학업�및�직업�진로를�준비하는�데에도�도움을�얻을�수�있습니다.�

�


Half�

Term�1�

(8월� �

10월)�

함수,�함수�변환,�,�지수/로그�함수,�다항�유리함수,�부등식.� �

고급반(HL)� 학생들에게는� 매우� 바쁜� 학기로서,� 다음� 학기에서� 다루게� 될� 고급�

주제의�토대를�닦는�기간이다.� 학생들은�먼저�함수에�대해�이해하고,� IGCSE에서�

접했던� 주제를� 학습한다.� 이를� 통해� 주어진� 함수의� 범위(지수� 함수,� 로그� 함수,�

삼각�함수,�절대값)가�지니는�양상을�자신�있게�식별할�수�있게�된다.�

본� 과정에서� 학생들은� 함수의� 다양한� 변환식을� 구하고� 이를� 설명함으로써� 문제

를� 해결하고� ‘모함수’와� 연관� 지을�수� 있게�된다.� 조합�개념을�이용하여�이항� 확

장을� 이해하며,� 다항식을� 도출하기� 위한� 곱셈식에서� 특정� 조건이� 달린� 문제를�

해결할�수�있다.�그리고�다항식과�유리�함수�및�그�특성에�대해�학습한다.�

�

�

�

Half�

Term�2�

(11월� �

12월)�

삼각항등식�및�함수,�삼각방정식,�수열과�다항식,�귀납추론과�증명� �

삼각법은� 미분,� 미분의� 활용,� 삼각항등식의� 증명� 등으로� 확장되는� 개념이다.� 학

생들은� 미분을� 사용하는� 증명을� 익히고,� 다른� 귀류법과� 같은� 다른� 증명에도� 익

숙해지는�것이�좋다.�

그들은�절대식을�사용하는�부등식을�비롯한�여러�부등식의�해법을�결정한다.� 산

술식과� 등비수열,� 기하급수에� 사용되는� ‘n승’이나� ‘1부터� n까지의� 합’� 등의� 용어

를�제대로�사용하게�된다.�계산�법칙으로는� ‘순열과�조합의�차이’�및�그에�상응하

는�공식을�배운다.�

아울러� 귀납추론� 과정에� 대해� 지도를� 받은� 뒤� 다양한� 명제를� 해결하는� 데� 이처

럼�강력한�기법을�활용할�수�있게�된다.�

�

�

�

Half�

Term�3�

(1월� � 2

월)�

수리탐구�및�미분� 1�

학생들은� 수학� 과목에� 대한� 내부평가를� 완료해야� 한다.� 이를� ‘수리탐구’라� 하며,�

최종� 성적의� 20%에� 해당한다.� 학년� 초부터� 학생들은� 수학을� 공부하고� 좀� 더�

탐구하며�가장�흥미롭다고�여기는�수학�영역을�확인하게�된다.� 이러한�수리탐구�

영역의�과제�초안은�바로�이�과정에서�완성되며,� 학생은�각자가�선택한�관심�분

야에�대해� 2,000자/6-10페이지�가량의�과제를�쓴다.�또한�이를�위해�각자�독립

적으로�연구개발�활동에�정진해야�한다.�

Term�3은� Term�1에서�다룬�주제�중�상당�부분에�대한�실력을�기를�수�있는�학

기이다.�학생들은�다시�한�번�미적분을�접하고�제1원리를�사용해�다항식을�미분

할� 수� 있다.� Term� 1에서�다룬�모든�함수에�상응하는�기울기�함수에� 친숙해지고�

최대값과�최소값�같은�곡선의�특성을�알아보는�역량을�기르게�된다.� 또한� Term�

1에서� 배운� 삼각항등식을� 사용하여� 복잡도가� 증가하는� 삼각방정식� 문제를� 해결

할� 수� 있고,� 교사는� 학생이� 이러한� 유형의� 문제에� 대해� 혼자� 힘으로� 끈질기게�

접근하도록�독려한다.�

학생들은� 그래프� 그리기나� 문제� 해결을� 할� 때� 필요한� GDC� 사용에� 능숙해지는�

것이�좋다.�행렬과�행렬식은� 13학년에서�배우는�벡터�관련�문제�풀이에�있어�유

용한�도구이다.�Term�3에서는�이러한�행렬�및�행렬식도�학습하게�된다.� �

�

� �

Half�

Term�4�

(2월� � 4

월)�

적분� 1� �

학생들은� 적분을� 이용하여� 곡선으로� 둘러싸인� 회전면의� 면적과� 부피를� 계산할�

수� 있다.� 나아가� 문제� 해결에� 있어� 치환적분법이나� 부분적분법과� 같은� 고급� 적

분�기법을�응용하게�된다.�

�

�

여름학기� �

(4월� � 6

월)�

복소수� 1과�벡터� 1� �

세제곱� 문항을�해결하는� 과정(역사적�맥락)의�부산물로서�탄생한� 복소수에�대해�

배운다.�이탈리아의�수학자�카르다노,�타르갈리아�등에�대해�논하며� TOK�요소를�

접목시킨다.� 드�무아브르의�정리에�관한�지식과�그� 응용을�좀� 더�깊이�탐구하며�

복소수를�이해할�수� 있다.� 또한�이러한�복소수를�활용하여�삼각항등식을�증명하

게�된다.� �

IB� 과정에서는�벡터에�관한� IGCSE� 지식을�훨씬�더�갈고�닦을�수�있다.�여름�학

기�동안�학생들은�문제�해결�시� 2차,�3차�방정식과�스칼라�곱을�활용하는�데�중

점을�둔다.�

�

�

�

�

�

과제�예시� 조사,�연습문제�탐구,�각자�과제�발표�

평가�방법�및�빈도� 학생들은� 1년�동안�총� 5개의�공통평가�과제를�수행한다.�2개는� 120분�분량의�시험이고,�3개는�지필�

숙제이다.� 12학년� 교과과정에서는�모든�학생이�수리탐구� 과제� 2개를�완성하고�난� 뒤� 3번째와�마지

막� 과제를� 제출한다.� 학생들은� 교사와� 로부터� 서면으로� 된� 정식� 피드백과� guide� grade를� 받을� 수�

있다.� �

준비물� 학생들은� TI�Nspire�CS� (CAS�아님)�계산기,�컴퍼스,�각도기,�자�및�각자�자주�사용하는�도구를�지참

해야�한다.�계산기는�다른�종류로�준비해도�되지만,�지도는� TI�Nspire�CX에�따라�이루어진다.�계산기

를�구매하기�전에�문의하는�것이�좋다.�

�

학부모/보호자의�

지도�요령�

이� 단계의�학생들은�수정,� 연습,� 추가�읽기에�있어�개별적�요구사항에�맞추어�균형�잡힌�시간�관리

를�하도록�도움을�받아야�한다.�부모님과�선생님은�학생이�자신만의�시간을�구획하는�전략을�짜도록�

격려하고�도와준다.� 학생들은�특히� 약점을�파악하고�실천하는� 데� 있어�도움을�필요로� 한다.� 부모님

은� 학생이� 온라인� 상으로� 수리탐구� 관련� 서적을� 읽도록� 장려할� 수� 있다.� 이를� 통해� 학생은� 자신의�

탐구�내용을�글로�쓸�때�유리한�고지를�선점하게�된다.�즐거움을�위한�수학�독서도�매우�유용하다.�

유용한�사이트� www.myimath.com,�www.bbcbitesize.com,�www.khanacademy.org� �

Numberphile� 는� youtube�채널�중�훌륭한�콘텐츠임.�

CCA�활동� Competitions�CCA��국제대회�대비� �

Friendly�competitions�CCA�� 전�세계�NLCS�자매학교와�경쟁�

Infographics�CCA��Informative�Graphics�로�세계를�표현�

Strategy�games�CCA��전략적�마음가짐�육성�

�

�

�

�

�

�

�

�

�

�

�

수학�HL�(13학년)�

수학부는� IB� 과정을�통해�학생의�발달�수준과�이해력을� 다음� 단계로� 향상시키고자�합니다.� 학생들은� 1년� 동안� 시간� 관

리,� 연구�및� 협동�과제� 수행과�같은� 핵심�학습기량을�계발하게�됩니다.� 이� 과정에서�수학�과목의�우수생으로� 성장하는�

한편,�향후�학업�및�직업�진로를�준비하는�데에도�도움을�얻을�수�있습니다.� 12학년에서�이뤄낸�발전은� 13학년의�결실

로�돌아올�것이고,�학생들은�자기�자신과�시간을�조직하고�관리하는�데�자부심을�느낄�수�있을�것입니다.�수학부는�교과

과정이�끝날�무렵�학생들이�성적�우수생에서�박식한�학자로�성장하기를�기대하고�있습니다.�

�


Half�

Term�1�

(8월� �

10월)�

확률과�통계,�집단화된�자료를�사용한�연산,�평균과�분산,�이산형�자료�및�연속�자

료,�확률에�대한�최빈값과�중간값,�이항분포,�푸아송�분포,�정규�분포,�독립사건,�

배반사건,�조건부확률�등�수많은�영역을�중점적으로�학습하게�된다.�

Haese� HL� Mathematics�

23� -� 26� 단원� 또는�

Cambridge� HL�

Mathematics�21� �24를�

읽으면�도움이�된다.�

Half�

Term�2�

(11월� �

12월)�

미적분� 1�

등차수열과�등비수열을�알아보며,�수렴과�확산,�멱급수,�수렴영역과�반지름,�이상

적분,�미적분�기본정리,�리만의�상합�및�하합에�대해�테스트를�본다.�

Haese� calculus� 교재� B,�

G,�H,�I,�J�&�K.�단원�

Cambridge� calculus� 교

재� 2�&�3�단원�

Half�

Term�3�

(1월� � 2

월)�

미적분� 2�

함수의� 극한과� 연속성,� 미분� 가능성,� 로피탈� 정리,� 롤의� 정리,� 평균값의� 정리,� 매

클로린�급수,�테일러�급수,�라그랑주�오류를�학습한다.�

Hease� Calculus� 교재� B,�

C,�D,�E,�F�&�L� 단원�

Cambridge� Calculus� 교

재� 1�&�4�단원�

Half�

Term�4�

(2월� � 4

월)�

미적분� 3�

HL�과정은�본질적으로�집중�학습을�목표로�하고�기대치가�높기�때문에�학생들은�

시험�검토,�수정,�준비�시간에�제약을�받는다.�핵심�단원에�대해�수정하면서�동시

에�최고점을�받는�데�있어�몹시�중요한�선택�단원을�배우게�된다.�모든�학생이�핵

심�단원의�경우� 2시간�페이퍼,�선택�단원의�경우� 1시간�페이퍼를�작성한다.�페이

퍼� 2와�페이퍼� 3�(선택)�작성�시�그래픽�디스플레이�계산기를�사용하는�것이�좋

다.�(GDC가�없으면�효율적으로�해결되지�않는�문항이�있기�때문이다.)�

�

여름학기� � 시험�연습� �

�


평가� 방법� 및� 빈

도�

학생들은� 1년�동안�총� 5개의�공통평가�과제를�수행한다.�2개는� 120분�분량의�모의시험이고,�3개는�지

필�숙제이다.�1년�동안�교사는�학생의�학습�수준을�정기적으로�평가한다.� �

�

60분�분량의�페이퍼� 3�모의�시험을�치르게�될�수도�있다.�

준비물� 학생들은� TI�Nspire�CS�(CAS�아님)�계산기,�컴퍼스,�각도기,�자�및�각자�자주�사용하는�도구를�지참해

야�한다.�계산기는�다른�종류로�준비해도�되지만,�지도는� TI� Nspire� CX에�따라�이루어진다.�계산기를�

구매하기�전에�문의하는�것이�좋다.�

�

학부모/보호자의�

지도�요령�

이�단계의�학생들은�수정,�연습,�추가�읽기에�있어�개별적�요구사항에�맞추어�균형�잡힌�시간�관리를�

하도록� 도움을�받아야�한다.� 부모님과�선생님은� 학생이� 자신만의�시간을� 구획하는�전략을�짜도록� 격

려하고� 도와준다.� 학생들은� 특히� 약점을� 파악하고� 실천하는� 데� 있어� 도움을� 필요로� 한다.� 부모님은�

학생이�온라인�상으로�수리탐구�관련�서적을�읽도록�장려할�수� 있다.� 이를�통해�학생은�자신의� 탐구�

내용을�글로�쓸�때�유리한�고지를�선점하게�된다.�즐거움을�위한�수학�독서도�매우�유용하다.�

유용한�사이트� www.myimath.com�

www.bbcbitesize.com�

www.khanacademy.org�





Strategy�games�CCA��전략적�마음가짐�육성� �

International�competitions�-�UKMT�시니어�올림피아드�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

수학� SL�(12학년)�



한편,�향후�학업�및�직업�진로를�준비하는�데에도�도움을�얻을�수�있습니다.�

�


Half�

Term�1�

(8월� �

10월)�

함수� 1�

수학에�있어�핵심�개념�중�하나가�바로�함수이다.�학생들은�함수의�정의,�영역,�범

위,�IGCSE에�따른�조합에�친숙하겠지만,�IB�일반반�과정에서는�역량을�더욱�향상

시킬�수�있다.�지수함수와�로그함수�역시�포함된�과정이다.�학생들은�다양한�함수

와�복잡한�함수�구성을�탐구한다.�이러한�학습은�후에�함수�변환으로�발전하는데,�

함수�변환은�함수�그래프의�특징에�대한�이해력을�기르는�데�있어�중요하다.�

�

Half�

Term�2�

(11월� �

12월)�

삼각법� 4�

피타고라스의�정리에서부터�복합분사각의�정리에�이르기까지� IGCSE에�따른�삼각

법을�좀�더�깊이�이해하게�되는�학기이다.�삼각법의�정리에�대한�증명�역시�학습

하게�된다.�

�

Half�

Term�3�

(1월� � 2

월)�

통계� 3�

분산�자료와�연속�자료에�대한�이해력을�다시�한�번�높이게�된다.�구체적으로,�확

률분포를�사용해�확률확률�데이터�모형을�만들고�확률�데이터를�분석하는�데�중점

을�둔다.�특히�이항분포�및�정규분포를�다룬다.�Term�1에서�발전시킨�개념을�토대

로�미분�주제를�학습하면서�미적분에�입문한다.�나아가�기울기�함수의�개념을�포

함해�기울기를�이해한다.�특히�함수에�속하는�도함수를�결정하는�제1원칙으로부터�

생겨난�한계와�미분이라는�개념을�고찰한다.�

�

Half�

Term�4�

(2월� � 4

월)�

삼각함수의�미적분� 1�

함수� sin(x),�cos(x),�tan(x)를�다루는�학기인데,�학생들은�기울기�함수�이해를�포

함해�그래프의�특징을�파악한다.�학생들은�삼각�함수의�조합과�변환에�곤한�문제

를�해결한다.�

�

여름학기� �

(4월� � 6

월)�

수리�탐구�

학생들은� 수학� 과목에� 대한� 내부평가를� 완료해야� 한다.� 이를� ‘수리탐구’라� 하며,�

최종� 성적의� 20%에� 해당한다.� 학년� 초부터� 학생들은� 수학을� 공부하고� 좀� 더� 탐

구하며� 가장� 흥미롭다고� 여기는� 수학� 영역을� 확인하게� 된다.� 이러한� 수리탐구� 영

역의�과제�초안은�바로�이�과정에서�완성되며,�학생은�각자가�선택한�관심�분야에�

대해� 2,000자/6-10페이지�가량의�과제를�쓴다.� 또한�이를� 위해�각자�독립적으로�

연구개발�활동에�정진해야�한다.�

�

�

�


평가� 방법� 및�

빈도�

학생들은� 1년�동안�총� 5개의�공통평가�과제를�수행한다.�2개는� 120분�분량의�시험이고,�3개는�지필�숙제

이다.�1년�동안�교사는�학생의�학습�수준을�정기적으로�평가한다.�12학년�교과과정에서는�모든�학생이�수

리탐구�과제� 2개를�완성하고�난�뒤� 3번째와�마지막�과제를�제출한다.�학생들은�교사와�로부터�서면으로�

된�정식� guide�grade를�받을�수�있다.�학생들은�교사와�로부터�서면으로�된�정식�피드백과� guide�grade

를�받을�수�있다.�

준비물� 학생들은� TI�Nspire�CS� (CAS�아님)�계산기,�컴퍼스,� 각도기,�자�및�각자�자주�사용하는�도구를�지참해야�

한다.�계산기는�다른�종류로�준비해도�되지만,�지도는� TI�Nspire�CX에�따라�이루어진다.�계산기를�구매하

기�전에�문의하는�것이�좋다.�

�

학부모/보호자

의�지도�요령�

이�단계의�학생들은�수정,� 연습,�추가�읽기에�있어�개별적�요구사항에�맞추어�균형�잡힌�시간�관리를�하

도록�도움을�받아야�한다.� 부모님과�선생님은�학생이�자신만의�시간을�구획하는�전략을�짜도록�격려하고�

도와준다.�학생들은�특히�약점을�파악하고�실천하는�데�있어�도움을�필요로�한다.�부모님은�학생이�온라

인�상으로�수리탐구�관련�서적을�읽도록�장려할�수�있다.�이를�통해�학생은�자신의�탐구�내용을�글로�쓸�

때�유리한�고지를�선점하게�된다.�즐거움을�위한�수학�독서도�매우�유용하다.�










�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

수학� SL�(13학년)�



한편,�향후�학업�및�직업�진로를�준비하는�데에도�도움을�얻을�수�있습니다.� 12학년에서�이뤄낸�발전은� 13학년의�결실

로�돌아올�것이고,�학생들은�자기�자신과�시간을�조직하고�관리하는�데�자부심을�느낄�수�있을�것입니다.�수학부는�교과

과정이�끝날�무렵�학생들이�성적�우수생에서�박식한�학자로�성장하기를�기대하고�있습니다.�

�

� 교욱과정�내용� 권장� 도서� 및� 확장� 활

동�

Half�

Term�1�

(8월� �

10월)�

상관�관계� 1,�선형�회귀� 2�벡터� 1�

학생들은�상관�도표와�상관�관계를�저학년일�때�배운�경험이�있을�것이다.�본�단원

에서는�이러한�주제를�다시�학습하여�발전시킨다.�이제�학생들은�GDC를�능숙하게�

이용하여�상관�계수를�정하고�해석하게�된다.�또한�선형�회귀를�활용하여�상관�모

형을�만드는�법과�가능한�경우�이러한�모형을�통해�예측하는�방법을�학습한다.�

IGCSE�과정에서�학생들은�벡터,�기본벡터,�대수학�개념에�대해�배우며,�벡터를�사

용해�기하�문제를�풀이한다.�복습�과정이긴�하지만,�2차원�및� 3차원의�선을�응용하

는�데�중점을�둔다.� �

�

�

Half�

Term�2�

(11월� �

12월)�

벡터� 2�

학생들은� 3차원�벡터의�이해를�확장하고�공간�속�두�선의�특징과�같은�문제를�해결

한다.�문제해결용�연산과�벡터의�스칼라�곱�응용력�향사이�본�단원의�핵심�목적이

다.� �

�

Half�

Term�3�

(1월� � 2

월)�

기하학� Revision�

12학년�초부터�배운�주제�전체에�대해�충분한�시간을�들여�검토,�통합�및� revise한

다.�이전�학기의�학습을�토대로,�12학년�초부터�꾸준히�다뤄�온�기하학�주제를�모두�

다시� 살펴본다.� 교사는� 다양한� 접근법과� 활동을� 활용하여� 학생들의� 지식과� 이해도,�

숙련도,�문제해결�능력,�시험�응시�기법�향상에�도움을�준다.�

�

Half�

Term�4�

(2월� � 4

월)�

미분� Revision�

학기�중�상당�기간을�할애하여�교과과정에서�최고급�수준의�주제�중�하나를� revise

한다.�학생들은� 12학년�초(및� 11학년)부터�학습한�미분에�관한�문제를�모두�복습한

다�교사는�다양한�접근법과�활동을�활용하여�학생들의�지식과�이해도,�숙련도,�문제

해결�능력,�시험�응시�기법�향상에�도움을�준다.�

�

여름학기� �

(4월� � 6

월)�

시험�수정�

모든�학생이�핵심� 1시간� 30분�페이퍼를� 2개�작성한다.�페이퍼�작성�시�그래픽�디

스플레이�계산기를�사용하는�것이�좋다.�(GDC가�없으면�효율적으로�해결되지�않는�

문항이�있기�때문이다.)�

평가�시즌�전�마지막�학기이므로�학생들에게�보다�유연하게�도움을�주기�위해�복합�

revision을�실시한다.�이�단계에서는�시간�제한이�있는�시험을�연습하는�것이�

revision�과정의�핵심이다.�

�

�


평가�방법�및�빈도� 학생들은� 1년�동안�총� 5개의�공통평가�과제를�수행한다.�2개는� 120분�분량의�시험이고,�3

개는�지필�숙제이다.�1년�동안�교사는�학생의�학습�수준을�정기적으로�평가한다.� �

준비물� 학생들은� TI�Nspire�CS�(CAS�아님)�계산기,�컴퍼스,�각도기,�자�및�각자�자주�사용하는�도

구를�지참해야�한다.�계산기는�다른�종류로�준비해도�되지만,�지도는� TI�Nspire�CX에�따라�

이루어진다.�계산기를�구매하기�전에�문의하는�것이�좋다.�

�

학부모/보호자의�지도�요령� 이�단계의�학생들은�수정,�연습,�추가�읽기에�있어�개별적�요구사항에�맞추어�균형�잡힌�

시간�관리를�하도록�도움을�받아야�한다.�부모님과�선생님은�학생이�자신만의�시간을�구획

하는�전략을�짜도록�격려하고�도와준다.�학생들은�특히�약점을�파악하고�실천하는�데�있어�

도움을�필요로�한다.�부모님은�학생이�온라인�상으로�수리탐구�관련�서적을�읽도록�장려할�

수�있다.�이를�통해�학생은�자신의�탐구�내용을�글로�쓸�때�유리한�고지를�선점하게�된다.�

즐거움을�위한�수학�독서도�매우�유용하다.�










미술�및�디자인� (12학년)� �

IB� 시각미술�과정은�우리가�사는� 세계를�관찰하고�해석한�내용을�토대로,� 타인의� 믿음과�관점에� 도전하는�자신만의� 시

각적�언어를�창조함에�있어서�아이디어와�의미를�탐구하고�소통하는�역량을�함양하는�과정입니다.�

�


Half�

Term�1�

(8월� �

10월)�

상호�연관된�다양한�단위의�과정에�입문하며,�프로세스�포트폴리

오의�일환으로�시각적�마인드맵에�기반을�둔�주제를�생산함으로

써�이러한�과정이�시작된다.�나아가�예술가를�심도�깊이�연구하고�

첫�번째�스튜디오�성과로�이어지는�시각적�실험을�탐구한다.�또한�

정물화�및�판화�워크숍에�참여함으로써�새로운�작화기법을�학습

할�수�있다.�IB�시각미술�과정의�필수�요건에�따라�외부�미술관을�

방문하여�다른�작가의�작품을�직접�체험하게�된다.�

● 미술관�방문하기�

● 작가�관련�서적�읽기�

● 다양한�작가에�관한�다큐멘터리�

시청하기�

Half�

Term�2�

(11월� �

12월)�

작가로서의�여정에�있어�기본이�되는�것은�과거에서부터�오늘날

에�이르는�활동해�온�여러�다른�작가,�디자이너,�공예가의�작품을�

이해하고�그에�대한�반응을�표현하는�것이다.�따라서,�학생들은�

비교연구를�시작한다.�첫�학기에는�맥락에�따라�작품을�이해하고�

직관적인�반응을�표현하며�작품의�기능과�목적을�파악하는�한편�

예술작품에�대한�형식�분석�방법을�학습하게�된다.�또한�스튜디오�

실습을�계속한다.�




시청하기�

Half�

Term�3�

(1월� �2

월)�

스스로�확장시킨�개인적�탐구를�시작으로�일관된�하나의�주제를�

가진�여러�스튜디오�작품을�발전시킨다.�또한�비교�연구를�통해�

형식�분석과�관련된�기호학을�탐구하고�시각미술에서�의미가�나

타나는�양상을�이해한다.�아울러�디지털�워크숍,�3D�워크숍에�참

여하고�두�번째�미술관을�방문한다.�




시청하기�

Half�

Term�4�

(2월� �4

월)�

비교�연구를�통해�작품�초안을�제출하게�되며,�스튜디오�실습을�

계속한다.�교사는�학생이�대학�지원을�위한�온라인�포트폴리오를�

작성하는�것을�도와준다.�

�




시청하기�

여름학기� �

(4월� �6

월)�

학생은�독립적인�개별�탐구를�마무리하고,�NLCS�아트�페스티벌의�

일환으로�개최되는�오픈�스튜디오�여름�이벤트를�통해�드디어�작

품을�대중에게�공개한다.�또한�연휴�기간�개별�과제를�의논하기�

위해�개인지도�일정을�잡는다.�




시청하기�

�

과제�예시� 지정된�기간�동안�스튜디오�작업�계속.�주제를�발전시키기�위해�다른�작가�연구.�프로세스�

포트폴리오에�들어갈�연구�완성.�서로�다른�두�작가�비교�연구.�

평가�방법�및�빈도� 프로세스�포트폴리오�중간평가�및�마무리평가,�비교�연구,�최종�작품�성과,�작품�발표�

준비물� 학교에서�재료를�제공하긴�하지만,�연휴�기간�과제와�자율적인�기량�연습을�위해서라도�학

생들�역시�개인적인�재료를�준비하도록�한다.� �

�

학부모/보호자의�지도�요령� 미술관�및�지역�내�전시회�방문� �

유용한�사이트� http://www.tate.org.uk/art�

https://www.khanacademy.org/humanities/art-history� �

Develop�your�Photoshop�skills�through�this�free�site:�

https://www.adobeknowhow.com/course/adobe-photoshop-cc-your-complete-

beginner-s-guide/welcome-video� �

CCA�활동� Art�Enrichment,�YAR-Young�Artists�in�Residence.�

�

문의�

�

미술�교과부서장� Kennington�선생님�

� �

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

미술�및�디자인� � (13학년)� �

IB� 시각미술�과정은�우리가�사는�세계를�관찰하고�해석한�내용을�토대로,�타인의�믿음과�관점에�도전하는�자신만의�시

각적�언어를�창조함에�있어서�아이디어와�의미를�탐구하고�소통하는�역량을�함양하는�과정입니다.�

�


Half�

Term�1�

(8월� �

10월)�

2년차�과정을�수강하는�학생은�자신만의�특화된�작업�방식

을�갖게�된다.�학생들은�개인전을�준비하고�디지털�포트폴

리오를�구성한다.�아울러� 1:1�개인지도를�통해�비교연구의�

진척�상황을�논의하며�현재까지�이루어진�연구를�모아�분

석하기�시작한다.�또한�큐레이터가�선택한�작품을�분석하고�

이해할�목적으로�미술관을�방문하는�한편�큐레이션에�관한�

강좌와�워크숍에�참여한다.�(비교연구안�전체�제출)�




시청하기�

Half�

Term�2�

(11월� �

12월)�

1주일�심화�과정�내에�비교연구를�진행하고�이를�제출하여�

업로드한다.�HL에�한해�미술�연습을�위한�영감을�얻는�방

식을�보이는�개인�연구로�학습을�확장한다.�(비교연구안�최

종�제출)�




시청하기�

Half�

Term�3�

(1월� �2

월)�

11건(HL)과� 7건(SL)의�스튜디오�작품을�완성하면�학생들은�

각자의�최종�전시를�준비하게�된다.�작품에�대한�설명/작품

명을�준비하고,�설치,�구성,�큐레이션�실습을�고려한�전시�

로고를�완성한다.�또한�업로드를�대비하여�작품�사진을�찍

는다.�




시청하기�

Half�

Term�4�

(2월� �4

월)�

모든�작품을�완성하여�개인별�전시회에�걸어�둔다.�주요�전

시회는� 3월에�개최되며,�전시회에서는�교과과정�동안�제작

한�작품을�기념한다.�학생들은�심사위원을�선택한�근거를�

준비한다.�전시는�총점의� 40%에�해당한다.�마지막으로�학

생들은�프로세스�포트폴리오�수집을�마치고�포트폴리오를�

제출한다.�




시청하기�

여름학기� �

(4월� �6

월)�

� .�

�

과제�예시� 지정된�기간�동안�스튜디오�작업�계속.�주제를�발전시키기�위해�다른�작가�연구.�프로세스�

포트폴리오에�들어갈�연구�완성.�서로�다른�두�작가�비교�연구.�

평가�방법�및�빈도� 프로세스�포트폴리오�중간평가�및�마무리평가,�비교�연구,�최종�작품�성과,�작품�발표�

준비물� 학교에서�재료를�제공하긴�하지만,�연휴�기간�과제와�자율적인�기량�연습을�위해서라도�학

생들�역시�개인적인�재료를�준비하도록�한다.� �

�

학부모/보호자의�지도�요령� 미술�심화(Art�Enrichment),�YAR�(Young�Artists�in�Residence,� 학교�전속�청년예술가).�

유용한�사이트� http://www.tate.org.uk/arthttps://� � � �

www.khanacademy.org/humanities/art-history� �

Develop�your�Photoshop�skills�through�this�free�site:�

https://www.adobeknowhow.com/course/adobe-photoshop-cc-your-complete-

beginner-s-guide/welcome-video� �

CCA�활동� Art�Enrichment,�YAR-Young�Artists�in�Residence.�

�

문� 미술�교과부서장� � Kennington�선생님�

�

음악� (12학년)�

�


Half�

Term�1�

(8월� �

10월)�

HL�및� SL은�역사적�배경지식이�있는�공연�연구,�스타일,�장르,�꾸밈음,�비

브라토의�진화,�독주�및�합주�시나리오에서�새롭고�도전적인�레퍼토리처럼�

균형�잡힌�공연�실습�교과과정을�따른다.� �또한�학생들은�민족음악학�세부�

연구에�착수하여�서양고전음악(WCT)의�경계�밖,�특히�중동의�전통�음악에�

대해서�학습한다.�

HL은�작곡을�부전공로�하며�푸가,�바흐의�코랄�등의�작곡�기법을�중점적으

로�연마하여�자유로운�작곡�활동에서�이를�실천한다.� �

음악,�세계음악,�민족음악학�

입문(A�Very�Short�

Introduction�on�Music,�

World�Music,�and�

Ethnomusicology)� �

옥스포드�뮤직�온라인(Oxford�

Music�Online)�페이지에�실린�

기사�읽기�및�오만,�이란,�북

아프리카�지역�전통�음악�듣

기� �

Half�

Term�2�

(11월�

�12월)�

학생들은�계속해서�라틴아메리카�음악을�민족음악학적으로�학습한다.�그런�

다음�실내악과�미사곡을�중심으로�수�세기에�걸친�WCT�진화에�대해�좀�

더�알아본다.�이러한�접근법은�익히�알려진�장르의�스타일,�구조,�화성�실

습에�학생들을�노출시킨다.� �

HL은�계속해서�작곡을�학습하며�본�학기가�끝날�무렵에는�악곡� 1편의�초

안을�작성하게�된다.�

옥스포드�뮤직�온라인에�실린�

아르헨티나,�컬럼비아,�브라

질,�멕시코�관련�기사�읽기� �

Alex�Ross,�The�Rest�is�Noise.� �

Half�

Term�3�

(1월� �

2월)�

학생들은�스코어�리딩을�배우면서�악보를�제대로�활용하는�법,�음악적�증거

를�찾는�법,�음악적�증거의�본질,�악보가�연주자에게�드러내는�내용�등을�

알게�된다.�가능하면� 4월�중에�학기�중간�공연을�수행한다.� �

HL은�계속해서�작곡을�학습하며� 4월에�첫�번째�곡의�작곡을�최종�완료한

다.� �

WCT�역사상�등장한�다양한�

악보를�살펴본다.� �

Half�

Term�4�

(2월� �

4월)�

가장�폭넓은�형태의�음악인� jazz를�학습하고�북유럽�음악에�입문한다.� �

HL은�총� 3곡�중�두�번째�곡의�작곡을�준비한다.� �

Giddins�and�DeVaux,�Jazz.� �

옥스포드�뮤직�온라인에�실린�

노르웨이,�스웨덴,�영국�제도�

관련�기사�읽기� �

여름학

기� �

(4월� �

6월)�

수업활동에�중점을�둔다.�

HL은�다양한�그림을�염두에�두고�작품� 1편의�작곡을�완성하며,�2번째�작품�

전체를� 6월까지�마무리한다.�(공연을�위해�선발된)�HL과� SL�학생은�예술�발

표�주간을�준비한다.�학생들은�모두�MLI(음악적�링크�연구)를�전부�완료하

는�데�중점을�둔다.�

Cook,�A�Guide�to�Musical�

Analysis.� �

�

�

�

과제�예시� 악보에�나타난�음악의�핵심�특징�분석�+�접했던�적이�있거나�접했던�적이�없는�오디오�

또는�오디오�형태.�자유로운�기법을�포함한�작곡�활동,�공연�실습� �

평가�방법�및�빈도� 월�발표�최소� 1회.�매주�음악�감상�일지�작성.�연중� 2회�공연�리사이틀(공식행사)을�개

최한다.�총괄�과정을�MLI�(외부�평가)한다.� �

준비물� 해당사항�없음.�학생들은�악기를�직접�준비한다.�학교는�작곡�재료�및�그에�따른�기술적�

지원을�제공한다.� �

학부모/보호자의�지도�요령� 학생이�기본적으로�필요로�하는�바를�충족시켜�준다.� �

유용한�사이트� 옥스포드�뮤직�온라인� (학교�자체�구독�중).� � �

CCA�활동� 학생들은�음악교과�관련�소사이이어티� (예,�소니타스)에�방문하여�참여�하도록�권장�받

는다.�음악관련�소사이어티에�참여하게�되면�연주및�공연의�기회가�많아진다.� � � �

음악� (13학년)�

�


Half�

Term�1�

(8월� �

10월)�

학생들은�정해진�작품� 2편의�연구를�위한�분석�기법을�갖추게�된다.�

세계�전통�음악을�다양하게�알아보며,�대체로�학생들과�교사가�함께�음악을�

선정한다.�

�

WCT�핵심�장르를�학습한다.�

Kerman,�Contemplating�

Music.� � �

�

넥소스�온라인�음악도서관� (학

교�자체�구독�대기�중).�

Half�

Term� 2�

&�3�

(11월�

�2월)�

학생들은�MLI를�완료한다.�HL은�작곡�포트폴리오를�완성한다.�HL과� SL은�

공연�포트폴리오를�완성한다.�1월까지�학생들은� 5월에�치러지는�음악�시험

에�필요한�수단�발전에�중점을�둔다.�

A�Very�Short�Introduction�s�

시리즈�관련�뉴스기사,�팟캐스

트.�

듣기�활동�계속.�

�

�

과제�예시� 악보에�나타난�음악의�핵심�특징�분석�+�접했던�적이�있거나�접했던�적이�없는�오디오�또

는�오디오�형태.�자유로운�기법을�포함한�작곡�활동,�공연�실습� �

평가�방법�및�빈도� 월�발표�최소� 1회.�매주�음악�감상�일지�작성.�연중� 2회�공연�리사이틀(공식행사)을�개최

한다.�총괄�과정을�MLI�(외부�평가)한다.� �

준비물� 해당사항�없음.�학생들은�악기를�직접�준비한다.�학교는�작곡�재료�및�그에�따른�기술적�

지원을�제공한다.� �

학부모/보호자의�지도�요

령�

학생이�기본적으로�필요로�하는�바를�충족시켜�준다.� �

유용한�사이트� 옥스포드�뮤직�온라인� (학교�자체�구독�중).� � �

CCA�활동� 학생들은�음악교과�관련�소사이이어티� (예,�소니타스)에�방문하여�참여�하도록�권장�받는

다.�음악관련�소사이어티에�참여하게�되면�연주및�공연의�기회가�많아진다.� � � �

Whom�can�I�contact?�

�

Mindy�Ruskovich�선생님� (2018년도�음악교과�부서장� )� �

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

�

연극� (12학년)�

Group�6의� IB�연극�과정은�창의적�표현을�원하는�학생이라면�누구나�좋아할�만한�과정이지만,�공연에�자신�있는�학생

만을�대상으로�하지는�않습니다.�오히려� 100%�수업�내용으로�진행되는�이�과정은�학생이�공연�클립을�통해�창의적�아

이디어를�표현하고�증폭하는�능력을�평가합니다.�협동�및�개별�과제,�이론�및�기법�흡수�등에�주안점을�두고서�다른�모

든� IB�과정의�훌륭한�반주자�역할을�하는�과정으로,�대학에서�어떠한�과목이든�공부할�수�있도록�자신감을�심어�줍니다.�

�


Half�

Term�1�

(8월� �

10월)�

출연진�관련�기법�

협력�프로젝트� �

협력�관계에�있는�극단을�살펴보며�첫�학기를�시작하며,�그�일환으

로�학생들은�앙상블(출연진)을�조직한다.�

다음으로,�유수의�극단이�사용하는�기법�및�이론과�관련하여�협력�

작품을�창작하는�다양한�방법에�중점을�두는�입문�과정�워크숍을�짤

막하게�개최한다.�

도서관에�소장�중인�책�중에서�

Theatre�du�Soleil�

Frantic�Assembly�

Complicite� �

Kneehigh� �

Shared�Experience�등을�비롯해�다양

한�서적을�읽는다.�

Half�

Term�2�

(11월� �

12월)�

연극�실황�분석�입문� �

학생들은�서로�번갈아�가며�워크숍을�이끌고,�해당�학생은�그�내용

을�일지에�자세히�기록한다.�

마지막으로,�직접�실황으로�감상했거나�Digitaltheatreplus로�감상한�

작품에�있어서�서로�다른�연극�요소들이�어떤�식으로�함께�작용했는

지�서로�발표하는�시간을�갖는다.�

https://www.digitaltheatreplus.com/� �

�

연극�실황을�직접�보고�그�경험과�소감

을�일지로�기록하는�것이�중요하다.�

Half�

Term�3�

(1월� �2

월)�

연출�노트� �

연출�노트는�연극�이론을�통합하는�과정에서�만들어지는�문서이다.�

12학년�과정에서는�연극�작품을�실제로�연출하는�방법을�배우고,�유

명�연출가인�스타니슬라프스키의�작품과�더불어�그가�배우를�감독하

고�훈련시키는�방법을�알아본다.�

연극�연출과�관련해�다양한�서적을�읽

는다.�

�

최대한�많은�장르의�희곡을�읽는다.�

Half�

Term�4�

(2월� �4

월)�

1인극�프로젝트� (HL)�

1인극� 프로젝트는� 고급반에만� 해당되며� 특정� 연극� 이론가로부터� 영

향을�받은� 1인극으로�구성한다.�학생들은�이를�위해�각각�연극�이론

가� 한� 명을� 선정하며,� 이는� 학생� 각자가� 1인극을� 꾸미는� 방식에� 대

한�정보를�제공한다.�

다음의�주제에�관해�다양한�서적을�읽

는다.�

Robert�Lepage�

Robert�Wilson�

Brecht�

Pina�Bausch� �

Grotowski�등.�

여름학기� �

(4월� �6

월)�

연구�발표�

12학년의� Term�3에서는� 13학년�학급�구성원들을�대상으로�발표하

게�될�주제를�연구하는�과정을�시작한다.�

학생들은�세계�각지의�연극적�전통에�대해서�연구하고�발표해야�한

다.� �

세계�연극�전통에�입문한�학생은�인터

넷으로�기초�정보를�조사한�뒤�도서관

에서�각자의�주제에�맞는�서적을�활용

한다.� �

�

�

과제�예시� 대사�학습,�연구�과제,�발표�수업,�수업�중�워크숍�진행�

평가�방법�및�빈도� 총괄평가� -�공연� �

진단평가� �리허설�녹화본� �

준비물� 활동하기�편한�복장� -�T셔츠,�체육복�바지,�운동화�

�

학부모/보호자의�지도�요령� 학습이�필요한�대사를�크게�소리�내어�읽도록�지도한다.�

극장을�방문한다.�

유용한�사이트� https://www.digitaltheatreplus.com/� �

CCA�활동� Whole�School�Production,�Arts�Festival�Performances�

연극� IB�(13학년)�

12학년�과정에서�연극�이론,�스타일,�장르를�배운�뒤� 13학년�과정에서�이를�실천하고�관련�쓰기�수업을�수행합니다.�수

강생은�반드시� 1인(HL만� 해당)이나� 모둠으로� 공연을�해야�하지만,� 결국에는�이러한�경험에�대한� 논평과�더불어�신중히�

선택한�비디오�자료를�통해�아이디어를�펼치는�능력에�대해�평가를�받게�됩니다.� 주목할� 만한�점은�이� 과정이� 수업� 과

제만으로� 이루어진다는�것입니다.� 따라서�좋은�점수를�받기�원한다면�수업�과제�제출�기한을�지키는� 것이�가장�중요한�

교과�과정입니다.� �

�


Half�

Term�1�

(8월� �10

월)�

연구�발표�

이�과정은� 12학년에�시작되며,�여름�학기와� Term�1�동안�연구한�내용을�

15분간�발표하는�내용으로�구성된다.�발표에는�그간�연구한�세계의�연극�전

통�중�어느�한�가지를�선보인다.�본�단원의�수업�과제는�이�발표로�대신한

다.� �

세계�연극�전통에�입문한�학

생은�인터넷으로�기초�정보

를�조사한�뒤�도서관에서�각

자의�주제에�맞는�서적을�활

용한다.�

Half�

Term�2�

(11월� �

12월)�

단체극�프로젝트�

학생들은�교과�과정�및�협력적�극단�연구를�통해�습득한�지식을�활용하여�

연극� 1편을�고안한다.�

이렇게�모둠�활동을�한�뒤에�그�과정이�표시된�에세이를�수업�과제로�제출

하고,�그와�더불어�에세이를�통해�학생들이�논하고자�하는�내용을�강조하기�

위해�선택한�짧은�발췌문을�함께�제출한다.�

도서관에�소장�중인�책�중에

서�

Theatre�du�Soleil�

Frantic�Assembly�

Complicite� �

Kneehigh� �

Shared�Experience�등을�비

롯해�다양한�서적을�읽는다.�

Half�

Term�3�

(1월� �2

월)�

1인극�

학생들은�각자�선택한�연극�이론가의�이론을�강조하는�1인극을�취합한다.�

그리고�자신의� 1인극�공연�장면을�촬영한�내용에�직접적으로�관련이�있는�

과정을�기록한다.�

모든�공연에�있어�수업�과제로서�직접�채점�대상이�되는�내용은�이러한�글

쓰기�부문이다.�

다음의�주제에�관해�다양한�

서적을�읽는다.�

Robert�Lepage�

Robert�Wilson�

Brecht�

Pina�Bausch� �

Grotowski�등.�

Half�

Term�4�

(2월� �4

월)�

연출�노트�

말�그대로�학생이�연극�연출자의�관점으로�각자가�선택한�희곡의�가상�공연

에�관한�아이디어를�논하는�과정이다.�

학생들은�자신의�아이디어에�연극의�모든�요소를�포함시키며,�직접�감상한�

적이�있는�연극�중�각자의�실기�수행과�더불어�아이디어를�체득하는�방식에�

영향을�미치는�작품을�예로�든다.� �

연극�연출과�관련해�다양한�

서적을�읽는다.�

�

각자가�선택한�희곡을�읽고�

복습한�뒤�광범위하게�주석

을�단다.� �

여름학기� �

(4월� �6

월)�

IB� 연극�과정이�종료됨� �본� Group�6�과정에서는�시험을�실시하지�않는다.� �

�

과제�예시� 대사�학습,�연구�과제,�발표�수업,�수업�중�워크숍�진행�

평가�방법�및�빈도� 총괄평가� -�공연� �

진단평가� �리허설�녹화본� �

준비물� 활동하기�편한�복장� -�T셔츠,�체육복�바지,�운동화�

�

학부모/보호자의�지도�요령� 학습이�필요한�대사를�크게�소리�내어�읽도록�지도한다.�

극장을�방문한다.�

유용한�사이트� https://www.digitaltheatreplus.com/� �

CCA�활동� Whole�School�Production,�Arts�Festival�Performances�

english/korean ib diploma handbook · 2019-05-01 · 모든 ib 프로그램은 인간성과...

Documents