grade 8 curriculum guide (revised)

ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE REVISED 2013

Table of Contents

Language Arts and Literature Department English Language ………………………………………………………………………………….2

English Literature …………………………………………………………………………………9 Modern Languages Department

French………………………………………………………………………………………………. Spanish………………………………………………………………………………………………

Mathematics Department Mathematics……..………………………………………………………………………………….

Science Department Integrated Science …………………………………………………………………………………. Agricultural Science ……………………………………………………………………………….

History Department History…………..………………………………………………………………………………….

Home Economics / Industrial Arts Department Home and Family …………………………………………………………………………………. Design Technique ………………………………………………………………………………….

Religious Education Department Religious Education……………………………………………………………………………...…

Visual Arts Department Visual Arts……………….…………………………………………………………………………

Physical Education Department Physical Education……….…………………………………………………………………………

Personal Development Department Personal Development…..………………………………………………………………………… Geography Department Geography ……………………………………………………………………………………….…

ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE

ENGLISH LANGUAGE DEPARTMENT

ENGLISH LANGUAGE CURRICULUM

INTRODUCTION

This English Language Curriculum is to foster in Grade 8 students an extensive appreciation of language learning and language use. It is not

intended that the discrete compartments which are presented should be so taught and learned. Instead, an integrated approach should be adopted in

the actual teaching and learning process. The Guide is structured to allow for the development of competence through the acquisition of literacy

skills:

Listening

Speaking

Reading

Writing

Grammar

Upon the completion of the course of study in Grade 8 all students are expected to communicate in Standard Jamaican English through the use of

more complex structures in speech and writing.


Listed are specific objectives regarding the development of students’ speaking, listening, reading, writing and grammar skills that will be the focus

throughout the year.

SPECIFIC OBJECTIVES

LISTENING

1. To get meaning

2. To establish purpose

3. To establish sequence

4. To improve communication and human relationships

SPEAKING

1. To narrate events in sequence

2. To give and receive instructions

3. To use appropriate tone and body language

4. To speak with clarity and confidence

ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE READING

1. To understand material at the literal and figurative level

2. To distinguish between fact and opinion

3. To summarize information read and heard

4. To distinguish main ideas and supporting details

5. To acquire and use the following reading skills as necessary:

*identification of sound * word meaning * synthesizing

*analyzing *word recognition *recall comprehension

WRITING

1. To write with increasing competence in a variety of forms such as poems, stories, journals, essays

2. To demonstrate awareness of writing as a process

3. To use transactional forms effectively e.g. letters, report

4. To experience the joy of creativity through the production of creative pieces

ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE GRAMMAR SKILLS

To write correctly using the basic structure and mechanics of Standard English

1. subject/verb agreement

2. singular and plural forms

3. present, past and future tense

4. subjective and objective forms of nouns

5. correct punctuation

Semester 1

Topic/ Content Objectives MECHANICS

- Parts of the sentence Subject and Predicate Compound Subject and

Predicate Natural and transposed order in

sentences - Subject and Verb Agreement - Synonyms and Antonyms - Present and Past Tenses - Punctuation - Phrases and Clauses

TYPES OF WRITING - Paragraph - Descriptive

Students should be able to: - identify the subject and predicate in a sentence - differentiate between simple and compound

subjects and predicates - identify a sentence in the natural order or transposed order - select the correct verb to complete given sentences - select the correct synonym/antonym for given words - use tenses appropriately and consistently - use marks of punctuation correctly - recognize clauses and phrases Students should be able to: - write topic sentences that state the specific idea of the paragraph - write supporting sentences


- Expository COMPREHENSION SKILLS

SEMESTER TWO (February - June) TYPES OF WRITING

- Descriptive - Short Story - Report

LETTER WRITING

- Formal Letters

MECHANICS

- Direct and Indirect Speech - Parts of Speech - Verb Tenses

Active and Passive Voice

- create effective ending sentences - write unified paragraphs in which every sentence is related to the topic

- write a descriptive passage that evokes strong sensory impressions - identify the various kinds of expository paragraphs

Students should be able to: - identify main ideas

Students should be able to:

- identify each type of writing - write a descriptive passage that evokes strong sensory impressions - identify the elements of narrative writing - write an interesting narrative with events in sequential order - distinguish between a narrator that is a character within the story or one

that is an observer of the action - distinguish facts from opinions - write a factual report with events in sequential order


- identify the kinds of formal letters - identify the parts of the formal/business letter - discuss the tone and content of the formal letter


- change sentences from direct to indirect and vice versa - recognize the different parts of speech - use/identify same words in different parts of speech - distinguish between adjectives and adverbs - use demonstrative adjectives correctly - identify the past tense and past participle of irregular verbs - use troublesome verbs correctly - differentiate between Simple and Compound tenses


ENGLISH LANGUAGE DEPARTMENT

ENGLISH LITERATURE CURRICULUM

Introduction

This Literature curriculum is to engage the student’s interest in literature and promote the enjoyment of the different genres. The following skills

will be developed:

Listening

Speaking

Thinking Analytically

Reading

Writing

An integrated approach will be used in the actual teaching and learning process. The above skills will be enhanced by adopting a student-centered

class-room which will enable students to discover literature through their own critical thinking. By the end of this course the students will be able

to appreciate, interpret, analyze and evaluate the three genres of literature.


Semester I (September-January)

CONTENT

1. STUDYING THE GENRES OF LITERATURE

Prose Poetry Drama

2. THE NOVEL

Animal Farm - British Literature

3. POETRY

Poetry comprehension and analysis Selected poems from prescribed text –

Voyages in English

4. THE SHORT STORY

Story comprehension and analysis

OBJECTIVES

Identifying the genres of Literature Discuss the elements of each genre Appreciate literature as an art form and a form of expression

Elements of the novel

Examine the presentation of characters Explore the presentation of themes Examine the use of setting in the novel Identify the narrative technique Examine the structure and its relationship to the presentation of issues Compare contexts and situations to present cultural experiences

Areas of study

Identifying types/forms of poems Uncovering the meaning of poems Examining the use of diction (denotative/connotative language) Examining the poets’ use of rhythm and rhyme Examining the use of imagery Examining the use of figurative language

Examine the presentation of characters Explore the presentation of themes


Selected Stories from Voyages in English

Examine the use of setting in the story Examine the structure of the story (plot, conflict, climax and resolution) Uncover the meaning of words using the context clues from the story

Semester II (February-June)

TOPIC/CONTENT

5. INTRODUCTION TO DRAMA

Studying West Indian Drama - Ti Jean and His Brothers

6. STUDY OF THE NOVEL CONT’D

The British Novel - Oliver Twist

7. POETRY

OBJECTIVES Features of Drama

Identify the elements of Drama (Props, costume, actors/actresses, backdrop, stage directions etc)

Examine the use of dialogue in drama Examine the presentation of the characters Examine the use of setting Identify and examine the themes in the play

Areas for Analysis

Examine the presentation of characters Explore the presentation of themes Examine the use of setting in the novel Identify the narrative technique Examine the structure and its relationship to the presentation of issues

Areas for Analysis


Poetry comprehension and analysis Selected poems from Voyages in

English

8. THE SHORT STORY

Story comprehension and analysis Selected Stories from Voyages in

English

ASSESSMENT: A unit test will be done at the end of each unit. For each sub-topic students will be assessed using graded class work and homework assignments along with any other form of assessment the teacher may devise.

Homework : 25% of the overall grade for the semester

Class Work : 25% of the overall grade for the semester

Tests : 50% of the overall grade for the semester

Identifying types/forms of poems Uncovering the meaning of poems Examining the use of diction (denotative/connotative language) Examining the poets’ use of rhythm and rhyme Examining the use of imagery Examining the use of figurative language

Examine the presentation of characters Explore the presentation of themes Examine the use of setting in the story Examine the structure of the story (plot, conflict, climax and resolution)

Uncover the meaning of words using the context clues from the story. Recommended Text: Oliver Twist by Charles Dickens retold by Debrah Tempest Animal Farm by George Orwell Voyages :An Anthology of Short stories and Poems


MODERN LANGUAGES DEPARTMENT

FRENCH CURRICULUM

GENERAL AIM:

The general aim of the French department is to engage students in learning activities designed to help them develop listening, speaking, reading

and writing skills in French. They should also be able to develop an appreciation of the French language and also of people of francophone

culture.


Topic/Content Objectives 1.LISTENING 2.SPEAKING 3.READING

Students should be able to : -develop their listening skills by singing and other forms of oral interactions

like simple conversations with classmates and teachers by answering questions based on chosen topics to be covered.

-listen to and respond by doing the actions indicated by commands -listen to short sentences/paragraphs read aloud by the teacher and write down

what they have heard

Students should be able to: -participate in role-play exercises where they act out dialogues

ask and respond to simple questions -do simple descriptions of objects and persons -participate in simple conversations based on everyday experiences

Students should be able to: -read short passages in French using the correct pronunciation, fluency and

intonation -read, understand and follow simple written instructions in the target language -read and answer questions based on reading comprehension passages

Students should be able to: -write short, simple dialogues, letters and compositions based on topics

covered in the syllabus -fill in simple forms e.g. forms requiring personal information -complete written grammar and vocabulary exercises. -answer questions based on a reading comprehension passage



4.WRITING CULTURAL AWARENESS VOCABULARY

-identify the French speaking countries worldwide especially the ones in the Caribbean

-describe some of the beliefs and traditions of selected countries in relation to family life, school and major holidays

-compare and contrast French cultural practices with those of Jamaica

greetings and responses -present tense of some irregular verbs -holiday greetings -numbers 1-100 -aller + infinitive; vouloir + infinitive -reflexive verbs and reflexive pronouns(me,te,se,nous,vous,se) -negation in French (ne…pas, plus, jamais, rien, personne etc…) -parts of the house -items in the house -likes and dislikes -weather -food items -talk about themselves ,their family,friends,past-time or leisure activities -fill an ID card -present a weather forecast -describe weather conditions -object pronouns -occupations

SEMESTER 1 ( SEPTEMBER- JANUARY ) UNITS 1-3


give more personal details about self and family e.g. hobbies ,birth date, how they feel about something.

-conjugate some irregular verbs: avoir, aller,faire, pouvoir -state what they like, dislike, hate, are mad about -say how they help at home -describe weather conditions -conjugate some more irregular verbs such as voir, venir, connaitre, etre


JANUARY-GENERAL REVISION SEMESTER II (FEBRUARY- JUNE) UNITS 4-7 JUNE-GENERAL REVISION

-describe the house/apartment that they live in -name articles of furniture generally found in the house -use the partitive du, de la, de l’ and des -count up to 100 -give precise directions in French -name various types of shops and say what can be purchased at each one according to French ways and customs -ask for specific items in precise quantities -give the French for some occupations


conjugate some more irregular verbs such as: mettre,devoir,prendre -revise possessive adjectives: mon, ma, mes -use various negative expressions -recognize and use object pronouns -use various expressions with avoir -use two verbs together:aller+;vouloir/voudrais+;aimer+infinitive -use expressions associated with having meals -improve their vocabulary on French cuisine -know how to conjugate the most common reflexive verbs. -know the professions -make a French shopping list

ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE RESOURCE MATERIAL USED IN GRADE 8 Main text Hexagone 2 Other material to be used JAFT (Jamaica Association of French Teachers) Curriculum Guide Grades 7-9 French First Year by Eli Baume and Gail Stein ASSESSMENT: A unit test will be done at the end of each unit. For each sub-topic students will be assessed using graded class work and homework assignments along with any other form of assessment the teacher may devise.



Tests : 50% of the overall grade for the semester


MODERN LANGUAGES DEPARTMENT

SPANISH CURRICULUM INTRODUCTION The goal of the GRADE 8 Spanish curriculum is chiefly to:

continue to acquire the basic language skills for functioning in practical every day situations.

allow students to have a solid base upon which they can continue to build and perfect their communicative skills

continue presenting the Spanish language as an integral element of the culture.

continue to encourage an appreciation of Spanish through:

- cultural activities such as Spanish Day and Spanish Carol Service

- inter-school activity such as Spanish Festival and Spanish Club

increase awareness of the Spanish culture through continued exposure to different Spanish countries eg. Cuba and Mexico


SEMESTERS 1 & 2 TOPIC/CONTENT

OBJECTIVES

1) PERCEPTIVE LISTENING

Students should be able to: a) understand aspects of the lesson while it is being presented orally.

2) PERCEPTIVE READING

Students should be able to: a) read with correct pronunciation b) comprehend what is read

3) PRODUCTIVE SPEAKING Students should be able to: a) give appropriate responses to situations arising from contexts taught b) role-play in situations arising from topics c) ask and respond to questions based on daily routine

4) PRODUCTIVE WRITING Students should be able to: a) answer general questions and give responses to situations from topics taught b) write simple letters- date, opening lines, closing lines etc.

5) CULTURE Students should become more familiar with the culture of Spanish countries such as Mexico and Cuba

6) GRAMMAR Students should learn the grammar rules arising out of the contexts taught, thus improving their receptive and productive skills

7) VOCABULARY Students should expand their vocabulary. This will enable them to: a) function in the context taught b) write on the subject area taught


SEMESTER 1( September-January)

TOPIC/CONTENT

OBJECTIVES

PRESCRIBED TEXT – ¿Qué Hay? Libro del

alumno2 Units 1,2&3

LESSON 1 – Greetings and Introductions

Revise what to say when meeting new

people

Review useful words and phrases

associated with schools

Identify where different items are located

in the classroom

Grammar The use of éste / ésta, éstos,éstas, es / son

…(y) for informal introductions

The use of (Te, Le, Les) with presento a

… formal introductions

The use of ser ( to identify something, to

describe physical characteristic/ traits, to


(1) Greet and meet other people in an informal or formal setting (2) Identify various classroom objects (3) Use appropriate prepositions to locate various classroom (4) Conjugate and use appropriately the verb estar.


describe professions, nationality and

expressions with time

The use of estar ( to locate people and

objects, to express feelings and to express

state of health)

Vocabulary

encantada/as/muchogusto,elaula,ahí.la

estantería,elcasillero,alfondo,lapapelera,

cuadernosdedeberes,entre,alladodedebajo,

ensobre,encima,alrededor,enfrente,delante

de,etc.


TOPIC/CONTENT

OBJECTIVES

LESSON 2 -3

Welcome to my school!

My school is the bomb

What do you think about my school?

1) The verb tener 2) Tener expressions 3) Facilities in my school

Grammar

The use of the greetings ‘querido’ and its

placement in letter writings

The use of ‘un abrazo’

Demonstrative pronoun éste etc.

Introduction to the verb tener.

Vocabulario: a mi ver, en mi opinión, yo

creo que, yo pienso que, opino que, me

parece que


Describe type of school they attend

Describe where it is located

Identify the features and facilities of their school

Express opinions about the school


recreo, reunirse, el patio, ¿cuántos años

tiene?, tengo frío, tengo sed, tengo

hambre, tengo calor

Vocabulary

La oficina, la cancha, el auditorio, la biblioteca, el laboratorio LESSON 3-4 How do you get to school?

In order to go to school I always……


Grammar

The use of ir a + infinitive

The use of demonstrative adjectives este,

esta, estos, and estas

Adverbs of frequency

The use of para to express in order to

Vocabulary en tren, en taxi, en carro, en bicicleta, en metro,

en camioneta, a pie, en autobús, en minibús, en

motocicleta, en bote

sano, cómodo, ecológico, cuida y protege el

ambiente, rápido

siempre, a veces, a menudo, muchas veces,

demasiado, de vez en cuando, una vez


Explain how they get to school

Identify types of public transportation

Demonstrate their reasons for choosing a particular type of

transport


LESSON 5 -6

REVISION AND ADMINSTRATION OF THE FIRST UNIT TEST

LESSON 6 Break time

I have, you have nothing to do

Grammar

More uses of the verb tener

Expressions with tener

Vocabulary:

el recreo, reunirse


1) Talk about the time they go for break 2) Express clearly the things that they have / do not have in the

possession

LESSON 7-8


What class do you have

My favourite subject!

What’s your timetable like?

Grammar

The use of adjectives such as bueno, malo,

grande

Gustar and its forms

The use of a mi, a él, a ella, etc.

The use of ni , tampoco

Present Tense of regular AR verbs

Grammar el inglés, la informática, la educación fisica, el

recreo, el almuerzo


Discuss their classes

Identify and express what are their favourite subjects

Discuss and prepare their timetables in the target language

Use the expression me gusta/n to express the subject that they

like

Give a reasonable explanation for not liking a particular subject.

LESSON 9

ADMINISTRATION OF THE SECOND UNIT TEST


JANUARY REVISION AND FIRST SEMESTER EXAMINATIONS. SEMESTER 2- February- June ¿Qué Hay? Qué Hay Libro del alumno?2 Units 4 & 5

LESSON 1

I am very busy

I have to study now!


Grammar

Telling the time, es la/ son las, a la

The used of ‘para las’ to express the

time eg. 9: 45 ‘son un cuarto para las

cinco’ or son quince para las

diez.(This is will introduce students to

the variation of the language/ cultural

aspect)

Vocabulario: antipático/a, fácil, interesante, aburrido/a, divertido/a


Talk about their school timetable/ schedule

Describe their study period

Revise hoe to say the time especially to highlight the hour they

are scheduled for class

LESSONS 2 & 3 What are your hobbies?

What do your friends do for fun?

Grammar

Regular AR verbs such as cocinar,

practicar, sacar, tocar


Talk about their hobbies / interest and those of their friends

Express what they do not do


Stem changing verb jugar

Go-go verb hacer, salir, poner, decir,

venir

Regular ER and IR verbs such as

aprender, escribir

Vocabulary el béisbol, el fútbol, el atletismo, el judo, el

baloncesto, el ajedrez and other sports,(each

taking its correct article)

el piano, el violín, la orquesta (musical

instruments)


LESSON 4

How is your school?

Grammar

The use of a+e l (al) after the verb ir

The use of interrogation word such as

¿cómo? ¿cuando? etc.


Vocabulary

¿cuál?, ¿quién?, ¿adónde?, ¿por qué?

¿qué? etc.


Say what their school is like

Say what their teachers are like

LESSON 5 Every day I normally …


How often they do things

Describe their daily routine and that of others

Say what time they do various activities


Grammar

Reflexive verbs such as arreglarse,

ponerse, quedarse, aburrirse, quitarse,

peinarse,maquillarse,lavarse, llevarse

bien con alguien, prepararse, relajarse

Reflexive verbs with stem- change such

as vestirse, pedir, servir (i-e)

despertarse,( e- ie) sentirse, preferir,

querer, sentarse, cerrar

empezar,comenzar, pensar acostarse,

dormir, volver, almorzar, costar, sonar,

poder (o-ue), jugar (u-ue)

Ordinal numbers such as primer/o/a,

segundo/a tercer/o/a cuarto/a quinto/a

sexto/a séptimo/a octavo/a noveno/a

décimo/a


Vocabulary ropa, ¡qué pesado! los ejercicios de

calentamientos, menos, mal

LESSON 6

UNIT TEST

GENERAL REVISION OF THE AREAS TAUGHT IN SEMESTERS ONE AND TWO


Talk about the type of house they live in

Describe rooms and furniture in the house

Talk about where things are in the house



Talk about what they do and have to do to help at home

Learn to give instructions



talk about where you live

describe what their home town is like

talk about the activities that are there to do

reply to invitations to different places



Discuss the things they like to do at home

Explain why you prefer certain activities

Highlight people’s preferences



Describe the weather conditions in their region

Forecast weather conditions



Talk about their future profession

Talk about the characteristics you may need for

that career

Describe people


REVISION AND END OF YEAR EXAMINATIONS


LESSON 7 What is your house like?

Welcome to my new house

Grammar

The use of possessive adjectives

such as ‘mi, mis tu, tus’

The verb ‘deber’

Vocabulary

las afueras, el barrio, un apartamento, el piso,

una urbanización, el dormitorio, la planta baja,

abajo, arriba, el comedor el garaje, la


mudanza, los muebles, el sofá, el microondas,

la lavadora, el aparato de música, la cama

matrimonio, la nevera etc.

LESSON 8

I do many chores at home

Wash the dishes!

Grammar

tener que + infinitive, tener

ganas de + infinitive

Singular informal Commands

Vocabulary

lavar, pasar la aspiradora, quitar el polvo,

fregar los platos, sacar la basura, prepara la

comida

LESSON 9


What is your town like?

Grammar

The difference between saber and

conocer

The difference between pedir and

preguntar

Names of shops in Spanish

Vocabulary

dar un paseo, ancho, fruta, frutero frutería,

carne, carnicero carnicería, zapato, zapatero,

zapatería, pan panadero panadería, pescado

pescadero pescadería

LESSON 10 & 11

What do you like to do?

I have a headache


Grammar

Present continuous tense of verbs with

regular gerund eg. estoy bailando

Demonstrative pronouns such as éste,

ése, aquel, aquél etc.

The verb doler (radical changing verb

( o – ue) eg me duele la cabeza

Tener dolor de

Vocabulary

el hombre, la espalda, la mano, la garganta, la

pierna and other parts of the body.

LESSON 12

What is the weather like?

Grammar


Expressing near future with ir + a +

infinitive eg. va a llover

Hacer with weather conditions

Estar with weather conditions

Vocabulary

hace sol, hace mal tiempo, va a llover, está

nublado , está lloviendo etc.

LESSON 13

What do you want to be?

Grammar

The use of por and para

Querer + ser + profession

Impersonal expressions such as me

fascina le fascinan le encanta, etc.

Vocabulary

la azafata, el/la abogado/a, el granjero, el/la

cantante

trabajadora, alegre

ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE ASSESSMENT: A unit test will be done at the end of each unit. For each sub-topic students will be assessed using graded class work and homework assignments along with any other form of assessment the teacher may devise.

Homework: 20% of the overall grade for the semester

Class Work: 20% of the overall grade for the semester

Tests : 60% of the overall grade for the semester Main Text ¿Qué Hay? Libro del Alumno 2 Other Resources ¿Qué Hay? Cuaderno 2 Spanish Dictionary


MATHEMATICS DEPARTMENT CURRICULUM

INTRODUCTION The purpose of the mathematics curriculum is to:

develop an appreciation of Mathematics and its continued contribution to modern life

develop critical thinking skills and spatial awareness

help students develop skills to analyze and solve problems arising out of real-life situations

help students to identify situations where mathematical skills may be applied

develop investigative and problem solving skills

develop an appreciation of the need to communicate quantitative data accurately

ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE ASSESSMENT: A unit test will be done at the end of each unit. For each sub-topic students will be assessed using graded class work and homework assignments along with any other form of assessment the teacher may devise.



Tests : 50% of the overall grade for the semester MATERIAL AND EQUIPMENT:

Oxford Mathematics for the Caribbean Book 2 Sturdy notebook Homework book Set of Mathematical instruments Large graph book Calculator


SCIENCE DEPARTMENT

INTEGRATED SCIENCE CURRICULUM Introduction This Guide is meant to be used as a tool to help parents and students keep abreast of the required learning outcomes for the academic year. The

guide outlines the topics, objectives, activities and resources that are used at this level. It is by no means exhaustive, but simply representative of

the syllabus for this level.

The 8th Grade syllabus builds on the foundation laid in Grade 7. It introduces more difficult concepts and prepares the student for the transition to

Grade 9.


Topic / Content Objectives: Students should be able to: Detecting the environment.

1. Define the environment. 2. Explain how we detect the environment. 3. Recognize the importance of the senses to man’s existence in the

environment. Light.

1. Define light and state its speed. 2. Identify the relationship between light and sight. 3. Give two phenomena associated with light. 4. State the difference between luminous and non-luminous

objects giving at least 5 examples of each.

Light.(Rays, Beams)

1. Define rays and beams. 2. Explain the differences between rays and beams. 3. Accurately draw diagrams of the three types of beams. 4. State the differences between a converging and diverging

beams.

4. Light (Objects and Light).

1. Describe what are transparent, translucent and opaque objects.

2. Explain with the use of materials how light affects the above types of objects.

3. Conduct a simple exercise to demonstrate the effect of light on each object.

4. Give examples of each type of material. ( opaque, translucent, transparent

5 Light (Shadow Formation).

1. Define a shadow. 2. Explain how shadows are formed. 3. Use diagrams to show the difference between the shadows

formed by a point source and an extended source of light.


6 Light (Reflection).

1. Explain what is meant by reflection. 2. Explain what is meant by diffused and regular reflection. 3. Identify occurrences of both types of reflection. 4. Use diagrams to illustrate and explain the difference between

both types of reflection.

7 Topic: Reflection II (laws of reflection)

1. Conduct a simple experiment to prove the law, that the angle of incidence is equal to the angle of reflection.

2. Use the law to explain why mirrors for example can be used to direct light rays.

3. State the laws of reflection.

Unit Test for topics 1-7

Mixture of Multiple choice and short answer questions

8 Light (pin hole camera)

1. Explain the principle behind the working of the pin - hole camera.

2. Use the pin hole camera to examine the effects of various modifications to the pin hole camera.

3. Explain clearly why the image is formed inverted. 9 Reflection(comparison of

plane, convex and concave mirror images).

1. Conduct a simple experiment to demonstrate the type of image formed by each type of mirror.

2. Describe the images formed by the three types of mirror. 3. Explain what is meant by lateral inversion.

10 Light (Refraction).

1. Define refraction. 2. Conduct a simple experiment to demonstrate at least two

effects of refraction. 3. Identify at least three instances of refraction.


11 Lenses.

1. Describe the two main types of lenses. 2. Draw accurately each of the two type of lens. 3. With the use of diagrams show how each of the two type

of lens affects light rays. 4. List at least four other types of lens.

12 Lenses II.(Experiment)

1. Conduct a simple experiment to find the focal of a given convex lens.

2. Accurately record their observations. 3. Show a willingness to fully participate in and make their

contribution to the group activity. 13 The eye.

1. Draw and accurately label cross section diagram of the eye.

2. Explain how the labeled parts of the eye work. 3. Identify on a diagram the various parts of the eye.

14 The eye. (Eye Defects).

1. Clearly explain what is near and far sightedness. 2. Use diagrams to show both near and far sightedness. 3. Use diagrams to help explain how each defect is

corrected. 15 Aspects of sight.( Binocular

vision, persistence of vision).

1. Clearly describe binocular vision and an activity to demonstrate it.

2. Clearly describe why persistence of vision occurs. 3. Demonstrate and illustrate the usefulness of persistence in

our lives.

15B Light & Sight Quiz\ test 8th Grade

16 Sound.

1. conduct a simple experiment to prove that movement(vibration) is need for sound to be made.


2. present their work using the scientific format. 17 Sound.

1. Define sound. 2. Clearly state how sounds are made. 3. Demonstrate how sounds can be made.

18 Sound II.(Amplitude,Frequency)

1. define frequency and amplitude. 2. differentiate between frequency and amplitude. 3. use diagrams to demonstrate the difference between

frequency and amplitude 19 The Ear.

1. identify the main parts and the three main sections of the ear.

2. outline the process which allows humans to be able to hear.

3. outline the function of the parts of the ear. 4. draw and label a diagram of the ear.

20 The Skin.

1. Draw a full and accurately labelled diagram of the skin. 2. Identify the two main layers of the skin (epidermis &

dermis) 3. Accurately identify the various labelled parts of the skin

on a blank diagram. 4. State at least five (5) functions of the skin.

21 The skin.(Sensitivity)

1. Conduct a simple experiment to map the skin’s sensitivity to touch.

1. Present the information gathered in a tabular form. 2. Analyse the information gathered and come to a reasoned

conclusion about the skin’s sensitivity.

22 Smell(Nose) (2) Larynx (Voice Box)

1. Identify the position of the smell receptors cells in the nose. 2. Explain how we are able to detect various odours. 3. State the name of the smell receptors. 4. Identify the location of the larynx. 5. Draw a diagram of the larynx. 6. Explain how the larynx functions.


23. The Endocrine System

1. Name the six (6) main glands which form part of the endocrine system.

2. Identify the hormone secreted by each gland. 3. Correctly identify the location of each gland on a

diagram. 4. Give a basic outline of the influence of each hormone on

the body.

24 Taste and the Tongue.

1. State the four basic taste sensations. (Bitter, Sweet, Sour and Salty.)

2. Identify on a diagram the regions on the tongue responsible for each sensation.

3. Explain how the tongue as the organ of taste works. 4. Draw a diagram of the tongue showing the main regions

of sensation

25 Nerve & Brain.

1. Give a definition of a nerve. 2. Differentiate between the functions of a motor and a

sensory nerve. 3. Identify the three main parts of the brain and explain their

function. 26 Brain & Nerve II (Reflex and

voluntary action)

1. Explain what is reflex action and give an examples. 2. conduct a simple experiment to show reflex action. 3. Explain what is meant by conscious action. And give

examples. 4. Demonstrate and explain what is meant by reaction time.

Brain & Nerve Test

27 Acids and Alkalis. (Acids)

1. List the properties which are used to identify acids 2. Draw and label the line pH scale. 3. Correctly arrange a set of numbers indicating acidity or

alkalinity.


28 Acids II.

1. Conduct a simple experiment to identify acids. 2. Use the pH scale to rate the strength of acids used in the

experiment. 3. Conduct the experiment safely.

29 Alkalis and Neutralization.

1. Give the properties of alkalis. 2. Differentiate between caustic alkalis and mild alkalis. 3. Give the names of at least alkaline substances. 4. Explain what is meant by neutralization and state the end

products. 30 Electricity.

1. Give a basic definition for electricity. 2. State some effects of electricity on some objects. 3. Name the two types of electricity. 4. Define static electricity

31 Electricity (ATOMS)

1. Define an atom. 2. Explain how electric charges are created. 3. List the particles which make up an atom. 4. Identify the charge carried by protons and electrons.

32 Electricity (Current Electricity).

1. Explain what is meant by current electricity. 2. Define a circuit. 3. Explain what is an electromotive force.

33 Electricity (Circuits)

1. Explain what is meant by an electrical conductor. 2. Explain what is an insulator. 3. Define a circuit. 4. Identify parallel and series circuits. 5. Draw circuit diagrams of each type of circuit.

34 The Dry Cell .

1. Draw and label the parts of a typical dry cell. 2. Explain how the dry cell is able to produce electricity. 3. Identify the parts of a dry cell on a diagram.


SCIENCE DEPARTMENT

AGRICULTURAL SCIENCE CURRICULUM Introduction Agricultural Science is an applied Science. The aim of the Agricultural Science Department is to develop in students an appreciation and

understanding of plants, animals and the soil. With this knowledge students should be able to contribute to the food security of their

country while being of practical use to the students even after leaving school.


Topic / Content Objectives: Students should be able to:

1. Introduction to Agriculture

-

Give a suitable definition of agriculture Describe the importance of agriculture too society Outline the historic development of agriculture List and describe the various areas of agriculture Outline problems affecting agriculture locally and in the

Caribbean Give a list of careers in agriculture Identify and describe the role of the agricultural personnel

in the community/ country eg. Minister of agriculture, veterinarian, extension officer and labourer.

2. The Plant

make a seed box and seed bed Transplant seedlings using proper technique. Explain the necessity for moisture in the soil Identify types of vegetables – fruit, leaf, root, stem

3. The Soil

- Define soil. Describe the major components of the soil (a) Minerals (b) Organic matter (c) Air (d) Water

classify of the soil using the following properties Sand Silt Clay describe the texture of the soil explain how soil is form (wind, water, temperature, changes in

biological factors) describe the soil structure Identify the following: Top soil, subsoil, and parent material

List uses of the animals (for meat, eggs etc.)


4. The Animal

Differentiate classes and types of livestock breeds and classes of livestock (classification based on type,

cattle, goat, pigs, poultry) Distinguish ruminant and non ruminants Describe what is a ruminant and a non ruminant Name animals based on age and sex

5. Tools and Equipment

Define of tools and equipment Classify tools and equipment eg. Tractors, lawnmower, milking

machine Identify hand tools and equipment eg. Spraying, measuring,

cutting, trimming Describe the safe use of tools and equipment Describe the maintenance and storage of tools and equipment

-


HISTORY DEPARTMENT CURRICULUM

The aim of the Grade 8 History Curriculum is a continuation of the grade 7 curriculum and is designed

To provide students with the basic knowledge of historical development of their country.

To provide students with knowledge and understanding of their ancestral background.

To discover and clarify their individual aptitudes, interest and aspirations.

To develop an appreciation for the uniqueness of a Pan-Caribbean history

To develop and hone their critical thinking skills.


TOPIC/CONTENT

OBJECTIVES

UNIT 3: SPANISH CONQUEST OF THE AZTECS

SEMESTER 2 – FEBRUARY TO JUNE

UNIT 4: SPANISH CONQUEST OF THE INCAS UNIT 5: BRITAIN IN THE NEW WORLD

Describe the way of life of the Aztecs – geographical location, occupations, technology, religion, political organization etc.

Discuss the course of the Spanish conquest of the Aztecs – year of conquest, key personalities and the course.

Examine the factors that allowed the Spanish to conquer the Aztecs.

Discuss the consequences of the Spanish conquest on the Aztec society.

Describe the way of life of the Incas – geographical location,

occupations, technology, religion, political organization etc. Discuss the course of the Spanish conquest of the Incas – year of

conquest, key personalities and the course. Examine the factors that allowed the Spanish to conquer the

Incas. Discuss the consequences of the Spanish conquest on the Inca

society.

Define concepts – colonialism, enslavement, mother country, triangular trade, cash crop, plantation system

Examine motives for exploration and areas of settlement in the Caribbean.

Examine the methods used to challenge Spanish monopoly Describe the Western Design and Jamaica – 1655 Assess the impact of the British in the New World – the

plantation system and the enslavement of the Africans. Identify the contributions to our Jamaican heritage and to the

Caribbean society.



Homework: 20% of the overall grade for the semester

Class Work: 30% of the overall grade for the semester

Tests : 50% of the overall grade for the semester Prescribed text Honychurch Lennox, The Caribbean People, Bk. 2, 3rd ed., United Kingdom: Nelson Tharnes, 2006. Honychurch, Lennox, The Caribbean People, Bk. 1 3rd ed, United Kingdom: Nelson Tharnes, 2006

UNIT 2: THE AFRICANS UNIT 6: THE AFRICANS

Identify place of origin on a world map– West Africa Describe the physical appearance Describe the lifestyle – dress, food, government, religion, beliefs,

language, and technology in West Africa. Outline reasons for coming to the West Indies – enslavement Identify contributions to our Jamaican heritage and Caribbean

society.

TOPIC/CONTENT OBJECTIVES


HOME ECONOMICS DEPARTMENT

HOME AND FAMILY CURRICULUM

CONTENT OBJECTIVES Students should be able to: 1 Introduction Review the examination paper done at Grade 7

Rules and Expectations

2 The sewing machine List at least five parts of the sewing machine and tell the function of each. Demonstrate the use and care of the sewing machine. Demonstrate how to thread the sewing machine. Discuss sewing machine faults and remedies.

Practical - Stitching straight - stitching corners Clothing and Textiles Workbook, pages 27 – 40. 3 Seams List at least four types of seams- French, Open, Over laid and Double stitched Seams State the main classifications of seams Identify ways of neatening seams Practical - Construct a Plain (open) seam and neaten with Edge stitching 3 Application of designs List three (3) methods of applying designs.

Block printing


Stencil printing Tie and dye.

Explain the processes involved in each method.

Practical - Dyeing method (Tie and Dye). Printing method (Wall Hanging)

4 Blender Name the parts of the blender. State the three (3) uses of the blender Tell how to store and care for the blender. State four (4) points to look for when selecting a blender List and Explain terms seen on the blender (chop, blend, whip, puree, grate)

Practical - Fruit Drink. Assignment - Make a brochure

5 Beverage Define beverages. State the classification of beverages. State the use of beverages in the diet. Demonstrate the serving of cold beverages. Differentiate between juice and drink

Food and Nutrition Workbook, pages 114 – 118

6 Refrigerator State the function of the refrigerator

Name least three types of refrigerators (chest, combination, upright) Label the parts of the refrigerator State how to clean and care for the refrigerator Discuss special features of modern refrigerator Assignment - Collect pictures of different types of refigerators

7 Fruit Define a fruit List four (4) classification of fruits.


State two (2) examples from each classification. State three (3) factors to consider when choosing fruits. State three (3) functions of fruits in the diet. (nutritive value) Discuss water in the diet List four (4) ways of serving fruits.

Caribbean Approach, Bk.2, pages 19 – 24. Food and Nutrition Workbook, pages 108 – 109

8 Vegetables Define vegetables List four (4) classification of vegetables. State two (2) examples from each classification.

State three (3) factors to consider when choosing vegetables.

Caribbean Approach, Bk.2, pages 19 – 24. Food and Nutrition Workbook, pages 108 – 109

9 Salads Define a salad and name three (3) types of salads. Name the four (4) parts of a salad. State at least four (4) guidelines when preparing and serving salads. State three (3) functions of salad dressings. State three uses of salads in meals.

Practical - Fruit salads, Main meal salads.

Caribbean Approach, Bk.2, pages 38, 39.

ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE 10 Family Define the term family

Describe family forms in the Caribbean (Single, Nuclear, Extended, New Extended and Sibling Family) Discuss three (3) functions of families Describe the role of various family members


© SEPTEMBER 2007 64

INDUSTRIAL ARTS DEPARTMENT

DESIGN TECHNIQUES (ELECTRICAL TECHNOLOGY)

INTRODUCTION

The aim of this course is to provide students with the basic concepts and principles used in the electrical field, which can lead

to career opportunities that exist in Electrical and Electronic Engineering and other related fields.



Topic/ Content Objectives (At the end of the unit students should be able to

1

General Health and Safety

Precautions

Safety Rules and Precautions

Electrical Hazards

Shock

Fire

Burn

Grounding For Personal Safety

List at least ten safety rules and practices.

Conduct basic safety checks.

State three electrical hazards.

State the causes of electrical shock, burn and fire.

State the effects of an electrical shock.

List the factors that affect the severity of an electric shock.

Describe first- aid treatments for electric shock and burn.

State ways to put out an electrical fire.

Discuss the importance of grounding/earthing.

2 The Electron Theory

What Is Electricity?

The Structure of the Atom

The Flow of Electrons

Explain what electricity is.

Define the following terms: matter, atom, element, compound, molecule,

protons, electrons, charge, ion and ionization.

Express the relationship between current, voltage and resistance.



Electrical Terms

Charge

Voltage

Current

Resistance

Conductor

Insulator

The Relationship Between Voltage,

Resistance and Current

Explain the difference conductors and insulators.

Identify different types of conductors and insulators.

List at least four factors that affect the resistance of a material.

3 Electrical Circuit and Symbols Electrical Symbols

The Simple Circuit

Types Of Circuits

Series

Parallel

Series-Parallel

Circuit Defects

Open Circuit

Short Circuit

o Overloading

Reproduce various electrical symbols.

Define an electrical circuit.

Reproduce a labeled diagram of a simple electrical circuit.

State the purpose of each component of a simple circuit.

List the three types of circuits.

State the characteristics of the different types of circuits.

Explain the following circuit defects: open circuit, short circuit and

overloading.

List the factors that cause open circuit, short circuit and overloading.



5 Power and Energy

Definition of Power and Energy

Calculation Of Power and Energy

Given Voltage and Current

With Respect to Time

Reading the Kilowatt-Hour Meter

Calculation of Electrical Energy Bill

Define power and energy.

Calculate power given current and voltage.

Calculate power given energy and time.

Read the Kilowatt-hour meter.

Calculate electrical energy bills.



RELIGIOUS EDUCATION CURRICULUM

INTRODUCTION

The Grade 8 Religious Education Curriculum is designed to continue with the study of the history of the 4 major world

religions, noting their similarities and differences. The curriculum is also designed to create in students an awareness of their

freedom of choice with respect to religious beliefs.

It is hoped that students will be instilled with a sense of responsibility, trust and accountability through learning about

stewardship in this curriculum.



SEMESTER 1 SEPTEMBER- JANUARY CONTENT OUTLINE OBJECTIVES

1. RELIGIOUS WORSHIP

a. Definition of concepts – worship, reverence, prayer

b. Reasons why people worship across religions

c. Elements of worship d. Forms of worship e. Times of worship f. Sacraments in worship g. Sacraments in worship

2. FOUNDERS, LEADERS AND

PLACES

a. Definition of concepts – founders, leaders and patriarchs

b. The Patriarchs of Judaism – Abraham, Isaac and Jacob (Genesis 12: 1 – 20, 21: 1 – 8, 25: 19 – 26)

c. The early life, later life and contributions of Moses (Exodus 2: 1 –


1. Define the terms worship, sacraments, ritual 2. Discuss elements that religious people have in common

with each other 3. Discuss three reasons why people worship 4. Name the two types of worship 5. Outline three sentiments that worship and prayer mean to

Muslims 6. Make up a prayer to reflect your belief that prayer changes

things 7. Debate the point that people should have one complete day

of rest each Week

8. Draw and label pictures in a chronological order to illustrate the different times that a Muslim prays each day

9. Design a poster with images of Hindus worshipping at home and in the Mandir

10. Examine four factors that may influence a person’s choice of faith in Jamaica

11. Demonstrate an awareness of the importance of worship across religions

12. Be aware of and appreciate the influence of others on their choice of faith


1. Define the term patriarchs 2. Identify the founders and leaders of the four major world religions 3. Discuss the role played by Moses as a Jewish leader 4. Explain why Makkah became the most holy city in Islam



25) d. The early life, later life and

contributions of Jesus e. Miracles and Parables – The Lost Son,

The Lost Sheep, The Lost Coin (Luke 15: 1 – 32) and The Wedding in Cana (John 2: 1 – 11).

f. The early life, later life and contributions of the Prophet Muhammad

g. Pilgrimage – Definition and reasons for going on a pilgrimage

h. Holy Places and Pilgrimages for Christianity, Judaism, Islam and Hinduism

i. Places of Worship – Church, Synagogue, Mandir, Mosque

j. Religious Leaders – Christianity, Judaism, Islam and Hinduism

5. List three important Christian pilgrimage destinations and describe one of them.

6. Identify why Jerusalem is important to the followers of Judaism, Christianity and Islam.

7. Illustrate the places of pilgrimages for the four major world religions by drawing a diagram

8. Make a model of any place of worship in groups 9. Write a letter to the Roman Emperor asking for the resignation of

Pontius Pilate 10. Design a family tree based on Abraham’s ancestors 11. Show reverence for places of worship and worship activities which

take place within them 12. Understand the important contributions of founders to various

religions



3. SACRED WRITINGS

a. Definition of the term sacred writing b. The Bible (Acts 9: 1 – 22) c. The Tenakh and Talmud d. The Qur’an and the Hadith

e. The Hindu Scriptures


1. State one difference between the Old and the New Testament 2. Compare and contrast the role of a Bishop with that of a

Priest 3. Write three responsibilities of an Imam in the Mosque 4. Compose a song or dub-poetry to describe how you felt when

you visited a church for the first time. 5. Recognize and respect the importance of pilgrimage to

followers of various religions. 6. Show respect for religious leaders 7. Explain the term “gospel” 8. List the three parts of the Jewish scriptures 9. Discuss how Muhammad received the revelations that make

up the Qur’an 10. Work corporately in groups 11. Engage in discussion in order to display an understanding of

the evolution of sacred writings 12. Make comparisons between the sacred writings examined 13. Display an openness and respect for the sacred writings of

each religion 14. Recognize and appreciate some of the differences and

similarities in sacred writings.



CONTENT OUTLINE

4. SIGNS AND SYMBOLS

a. Definition of concepts – signs and

symbols b. Symbolic gestures c. Symbolic colours in the four major

world religions d. Symbolic vestments e. Christian symbols f. Jewish symbols (Leviticus 11: 1 – 26) g. Muslim symbols h. Hindu symbols

OBJECTIVES


1. Define the concepts of signs and symbols 2. State the names of two Muslim symbols 3. Explain the difference between a cross and a crucifix 4. Discuss why kosher food is a symbol 5. List three Christian symbols 6. Differentiate between kosher and treifah foods in Judaism. 7. Read and select main ideas from the various scriptures read 8. Draw two symbols from each religion 9. Make comparisons and distinguish between symbols of different religions 10. Use signs and symbols to explain their own beliefs, values and attitudes 11. Appreciate the contribution made by words, objects, dance and drama as

signs and symbols in the enrichment of worship 12. Become aware of the relationship between symbols that are common to all

religions



5. CELEBRATIONS

a. Definition of festival b. Reasons for the celebration of festivals c. Christian festivals (Matthew 1: 18 – 25,

2: 1 – 12, John 19: 1 – 42) d. Jewish festivals (Exodus 12: 1 – 51,

Luke 2: 41 – 52) e. Muslim festivals f. Hindu festivals

Students should be able to: 1. Define the terms celebrations and festivals. 2. Name the festivals that mark the beginning of the Christian year 3. List two festivals in Judaism 4. Compare the Id-ul-Fitr and Holi festivals 5. Explore the Christian views regarding Epiphany 6. Research information on Christmas and Passover 7. Write an article on Holi 8. Design a poster showing the rituals associated with Id-ul-Adha 9. Draw a series of pictures showing the celebration of Yom Kippur 10. Design an Easter poster to illustrate the life, death and resurrection of Jesus 11. Show willingness to work in groups 12. Appreciate the role and function of the festivals and celebrations in the

lives of others






Tests : 50% of the overall grade for the semester Prescribed text

Michael Keene et al., Religious Education for Jamaica, Book 2

The Bible (N.I.V. or R.S.V.)



PHYSICAL EDUCATION DEPARTMENT CURRICULUM

INTRODUCTION The aim of the Physical Education Curriculum is to allow students to:

1. Get together and have fun

2. Experience success and achievement.

3. Keep fit and healthy.

4. Learn physical and technical skills.

5. Improve their mental skills.

6. Cooperate and communicate with others.

It is also geared to enhance motivation, organization, leadership and interpersonal skills.

Physical Education



SEMESTER 1 (September – January) and SEMESTER 2 (February – June)

Topic/ Content Objectives NETBALL

- Revision of Passes:- Overhead Shoulder Chest Bounce Under arm Side

- Marking & dodging . Close marking . Space marking

- Shooting - Defending - Center pass - Game

2. FOOTBALL (BOYS) - Revision from grade 7 . Heading (forward, left, right, standing, jumping)

- Tackling - Shooting

Students should be able to: 1. Draw and label the netball court 2. Answer questions regarding dimensions and rules governing

netball 3. Demonstrate landing and pivoting accurately. 4. Execute the shoulder, chest, bounce overhead, underarm and side

passes accurately. 5. Describe the skills above when called upon to do so and apply

technique of the skills effectively. 6. Use knowledge of skills to perform effectively in competitions. 7. Give a brief history of the game and identify the governing

bodies of the sport of netball

Students should be able to: Identify players, positions, equipment, measurements & weight of equipment used. Show willingness to help others Refine and demonstrate correctly, skills taught previously. Give a brief history of the game and identify the governing bodies of the sport of football



3. TRACK AND FIELD - Relay – as in Gr. 7 - Baton change

- Change over zone - Non visual down sweep pass - Rules governing relays

FITNESS

- Physical fitness - Exercise routine - Components of Physical Fitness

THEORY SESSIONS b. Research c. Notes d. Handouts e. Tests

Students should be able to: 1. Revise and perform the technique of the down sweep method of

change. 2. Demonstrate in relay races the exchange of batons 3. Choose to exercise for enjoyment and training benefits 4. Use knowledge of skills to perform effectively in competitions. 5. Give a brief history of the game and identify the governing

bodies of the sport of track and field

Students should be able:

Describe the term “Physical Fitness” Describe warm up and cool down activities List and describe the components of Physical Fitness

1. To test and measure students’ critical, analytical and

comprehensive skills Students should be able to correctly answer short multiple choice test on aspect of the various sports



Semester 2

TRACK AND FIELD CONTD. - High jump

. Tisbury Flop . Straddle

2. VOLLEYBALL

- Conditioning - Volley - The dig pass - Service - The smash / block - Rules - Game


1. Demonstrate the run up, take off, flight and landing for long jump

2. Demonstrate the long jump technique 3. Perform the run up, flight and landing in high jump 4. Choose to exercise for enjoyments and training benefits 5. Use knowledge of skills to perform effectively in competition


1. Demonstrate the correct body position 2. Execute the different passes efficiently 3. Show willingness to work with groups or teams 4. Explain why conditioning is a necessary element in the

preparation of the body for an activity 5. Discuss factors that influence performance of skills. 6. Use knowledge of skills to perform effectively in a game

situation. 7. Give a brief history of the game and identify the governing

bodies of the sport of track and field



3. BASKETBALL - Revision of grade 7 – Rules, court

dimension, history - Movement / getting free

- Dribbling - Shooting - Passing drills - Footwork - Mini basketball

4. CRICKET

- Revision of grade 7 - Pitch

THE HUMAN BODY

- The muscular system - What makes up the muscular system? - Functions of the muscular system - Types of Muscles - The effects of Physical activity on The

Muscular System THEORY SESSIONS a. Research b. Notes c. Handouts d.Tests

Students should be able to: 1. Explain how the game of basketball was developed. 2. Execute the following skills effectively, movements, footwork,

passing, dribbling and shooting 3. Use Answer questions relating to court dimensions and rules

when called upon to do so. 4. knowledge of the skills taught in doing the sport of basketball

effectively Students should be able to:

1. Identify players, positions, equipment, measurements & weight of equipment used and pitch dimensions.

2. Show willingness to help others. 3. Refine & demonstrate correctly skills taught previously.


Describe the structure of the muscular system State the functions of the muscular system Identify the three types of muscles in the human body Describe the effects of physical activity on the muscular system



PERSONAL DEVELOPMENT DEPARTMENT

PERSONAL DEVELOPMENT CURRICULUM

GGrraaddee 88

IIff ppaarreennttss aanndd ssttuuddeennttss ooff sseeccoonndd ffoorrmmeerrss aanndd ttrraannssffeerr ssttuuddeennttss uuttiilliizzee tthhee iinnffoorrmmaattiioonn oonn tthhee bbooookk mmaarrkkeerr ggiivveenn aatt

oorriieennttaattiioonn sseessssiioonn aalloonngg wwiitthh tthhee PPeerrssoonnaall DDeevveellooppmmeenntt BBooookk,, PPrreeppaarriinngg ffoorr EExxaammss aanndd BBeeyyoonndd BBooookkss 11 aanndd 22,, tthhee

ttrraannssiittiioonn ppeerriioodd wwiillll bbee mmuucchh ssmmooootthheerr ffoorr aallll ssttaakkeehhoollddeerrss..



Personal Development

SEMESTER 1 (September – January) and SEMESTER 2 (February – June)

Topic/ Content Objectives

1. Memory lane

.Visioning and goal setting


(a) Identify negatives and positives in 1st form and if they were resolved.

(b) “I want to be like Noah” Bk. 2, page 20

(c) Discuss more on visioning and goal setting – “A letter from me to me highlighting my weaknesses and

strengths in grade 7”

(d) Set guidelines or planning goals (values & resources) Bk. 2, page 21-27 (e) Identify signs of a successful person -- PPgg 88,, BBkk.. 22


Activity – My Book of Dreams (3 – 4 pages) a) Make a book part pictorial and show things that you have achieved and what

is expected, e.g. medals, certificates, trophies, high grades, scholarships, money, house, yacht, etc.



More on brightening my self-esteem

(Recap on page 3 – 7 in book 1:

Assignment page 89)

More on basic steps to academic

success

More social graces

b) Plan on how I see myself in ______ years time

c) List how I plan to achieve my goals

d) Plan my chosen career, qualifications, length of study, places of study, possible places of employment

e) List some possible obstacles and how to overcome them.

((aa)) Recall values… What are they and who sets them? The importance of values. Telling on myself -- PPgg 1111––1122 BBkk.. 11

(b) List resources

((cc)) Practise more on saying no and meaning it -- DDaanniieell 33:: 1155

((aa)) Continue setting questions and answering -- PPgg 8822 BBkk.. 11

((bb)) Interpret exam questions -- PPgg 7799 BBkk.. 11

((cc)) Demonstrate proper time management -- PPgg 7700 BBkk.. 11

((dd)) Understand relationship between all the subjects and the relationship between subjects and various careers -- PPgg 9944 BBkk.. 11

(e) Prepare for Exams - before and on the day.

(f) Demonstrate Eating healthily -- PPgg 1144 BBkk.. 11

(a) Be familiar with some table appointments/accessories.



Being the gracious host or guest.

Do unto others as you would have

them do unto you

7.Relationships

More on physical development

(b) Display appropriate behaviour during mealtime. ““ HHee//SShhee hhaass nnoott iinnvviitteedd

mmee ttoo hhiiss//hheerr hhoommee aaggaaiinn!! WWhhyy??””

((cc)) Practise Making introductions –– WWhhyy mmaakkee iinnttrroodduuccttiioonnss,, iinnttrroodduucciinngg ccllaassssmmaattee ttoo ppaarreennttss,, ccoonnffiiddeennccee.. ((SSeeee BBooookk 22 ffoorr mmoorree iinnffoorrmmaattiioonn..))..

(a) Identify effective communication –– TThhee ppoossiittiivvee CC’’ss

((bb)) Understand the role of communication in relationships –– PPgg 1188 BBkk.. 11..

((cc)) State various forms of communication –– VVeerrbbaall aanndd NNoonn--vveerrbbaall..

((dd)) Demonstrate respecting others property –– sscchhooooll ffuurrnniittuurree,, ppuubblliicc ttrraannssppoorrttaattiioonn..

((ee)) Appreciate being a great neighbour in school –– uupphhoollddiinngg pprriinncciipplleess ““ HHooww ccaann II mmaakkee aa ddiiffffeerreennccee?? PPoossiittiivvee oorr nneeggaattiivvee..”” ((AArrddeennnnee AAnnggeell NNeettwwoorrkk))..

(f) Complete exercise on ‘Classy comments.’

(a) State what is a relationship?

(b) Interpret “No man is an island” (social interdependence)

(c) Demonstrate Friendships



May Child’s Month:

RRiigghhttss aanndd rreessppoonnssiibbiilliittiieess ooff cchhiillddren- Pg 20 – 21 Bk. 1.

(a) CChhiilldd aabbuussee – Pg 38 – 46 Bk 1.

(b) GGoooodd aanndd eevviill ddoo eexxiisstt iinn tthhiiss wwoorrlldd – Pg 34 – 35 Bk 1.

Project – 26 words (A – Z) relating to the body. PPRROOJJEECCTT EEaacchh ffoorrmm sshhoouulldd iiddeennttiiffyy aann aarreeaa aanndd wwoorrkk wwiitthh iitt ffoorr tthhee eennttiirree sscchhooooll yyeeaarr,, ffoorr eexxaammppllee:: tthhee wweellffaarree pprrooggrraammmmee,, aa sseeccttiioonn ooff tthhee sscchhooooll,, eettcc..



GEOGRAPHY DEPARTMENT

GEOGRAPHY CURRICULUM

Geography Grade 8 SEMESTER 1 (September – January) and SEMESTER 2 (February – June)

Topic/ Content Objectives

THE ATMOSPHERE Key Terms: Atmosphere, Ozone, Troposphere, Stratosphere, Mesosphere,

What is the atmosphere? What makes up the atmosphere The layers of the atmosphere and their

characteristics The layer of the atmosphere weather occurs

2. PEOPLE AND WEATHER

Key Terms: Weather, Climate, Meteorology, Climatology, Meteorologist, Climatologist, Forecast Differentiate between weather and climate Differentiate between a meteorologist and a

Climatologist Importance of weather forecasting Persons who relies on accurate weather

forecasting and reports How is weather information acquired; e.g.

At the end of the unit, students should be able to:

1. Explain the concept of a layered atmosphere and the importance of each layer to life on earth especially as it relates to weather and climate.

1. Define the terms related to people and weather as outlined in the course outline.

2. State the importance of weather forecasting and name at least five (5) individuals or five(5) groups of people who rely on accurate weather forecasting.

3. Explain why weather forecasting is more accurate today than in previous years.



satellites, weather planes etc. WEATHER ELEMENTS AND INSTRUMENTS a. THE WEATHER STATION - THE STEVEVSON SCREEN

What is the Stevenson Screen? Physical Characteristics of the Stevenson

Screen Instruments housed in the Stevenson

Screen Where Stevenson Screens are placed

b. ELEMENTS OF WEATHER The Seven Elements of Weather: Temperature, Rainfall, Wind (wind direction and wind speed), Humidity, Atmospheric Pressure, Clouds, Sunshine

c. TEMPERATURE What is temperature? What are isotherms? Factors affecting the temperature of a place:

latitude, altitude, distance from the sea etc

What is a thermometer? Description of the thermometer How to read and record temperature from the

thermometer

1. Name the seven elements of weather and the instruments used to measure each.

2. State how the weather elements influence the weather of a particular place/region

3. Name and describe the weather station (Stevenson screen) and explain why it is constructed the way it is.

4. Name at least two (2) different types of thermometer and be able to draw, label and describe a simple thermometer.

5. Calculate accurately different types of temperature readings, e.g. daily average temperature.

6. Convert daily temperature readings i.e. form degrees Celsius to degree Fahrenheit and vice versa.

7. Name the three types of rainfall. 8. Draw and label diagrams showing relief and convectional

rainfall and explain how these type of rainfall occurs. 9. Explain how the processes of the water cycle work. 10. Describe the instruments used to measure rainfall and

explain why it is placed in restricted locations. 11. Name and identify rainfall symbols as it relates to rainfall

conditions. 12. Name the levels at which clouds appear and the type of

clouds at each level. 13. Identify and describe the different cloud types, and the type

of weather associated with each. 14. Name and identify cloud symbols as it relates to amount of



Types of thermometers

The temperature scale: degree Celsius, degree Fahrenheit

Temperature conversion, that is converting from degree Celsius to degree Fahrenheit, vice versa

Calculating types of temperature: Daily/diurnal range of temperature,

average/mean daily temperature, average monthly temperature

RAINFALL Understanding key terms: Hydrology, Hydrological Cycle, Precipitation, Evaporation, Transpiration, Condensation, Rain, Rainfall,

What is rain? What is rainfall? What is the water cycle? How the water cycle works Factors that affect the water cycle Drawing the water cycle

cloud cover and cloud types. 15. Explain how clouds are formed. 16. Name the instruments used to measure wind direction and

wind speed and explain how the instruments used to measure these elements work.

17. Name the different types of winds and explain how they influences temperatures/rainfall where they go.

18. Name the type of pressure systems and explain the type of weather associated with each.

19. Name and identify on weather maps isotherms and isobars and explain the temperature and pressure systems associated with each

20. Name and identify the symbols on the Beaufort Scale as it relates to wind speed and directions.



Types of Rainfall:

Frontal, Convectional, Orographic/Relief: an examination of how each occurs

Measuring Rainfall Unit of measurement for rainfall Instrument used to measure rainfall Where to place the rain gauge for collecting

rainfall Reading and recording rainfall data

CLOUDS

a) What are clouds? b) How clouds are formed? c) Different types of clouds and their

characteristics d) Cloud cover symbols

iv) ATMOSPHERIC PRESSURE

Understanding key terms: Air pressure, millibars, high pressure, low pressure, fronts, cold front, warm front, stationary front a) Measurement of pressure b) Identifying high and low pressure regions c) Weather conditions associated with high and

low pressure d) Instrument used to measure atmospheric

pressure- barometer e) How the barometer works

v) WIND DIRECTION AND WIND SPEED



Understanding key terms: wind, wind speed, wind direction, knots, Beaufort scale, hurricane, storm, and tropical storm, wind vane, anemometer

What is wind? How winds occur and move Measurement of wind speed and wind

direction: anemometer and wind vane

MAP READING SKILLS i) FOUR AND SIX FIGURE GRID

REFERENCE What is a grid Importance of four figure grid

reference Easting and Northing lines Locating places and features using

four and six figure grid references ii) COMPASS DIRECTION AND COMPASS BEARINGS Stating the compass directions and bearings

of a place or a feature on a map

TROPICAL CLIMATES . The tropical climates to be studied are:

1. Use their previous knowledge acquired in grade seven map reading to locate places on a map and calculate straight distances between places and features on a map. Review of grade 7 map skills: (Level 1 Geography) - basic map features, conventional map symbols, sixteen-point compass direction etc.

2. Locate places and or features on maps using four and six

figure grid references.

3. Identify regions with tropical climates on a world map and explain how vegetation in these locations has adapted to the existing climatic conditions in the locations.

4. They should be able to explain the relationships between

the elements of weather and world climate.



Equatorial Climate Tropical Savanna Tropical Marine

. Factors influencing temperature and climate b. Natural and Cultivated Vegetation

Key Terms: Humus, extinct, nutrients, succession, roots, communities, photosynthesis, reproduce, ecosystem, ecology, natural, cultivated, soil, rainfall, temperature

Distinguish between: Natural and Cultivated vegetation

The relationship between climate and natural vegetation, for example how the amount of rainfall affects soil moisture and vegetation growth.

Importances of vegetation cover on the land. c. Introducing Climate Graphs:

Reading and interpreting temperature and rainfall data Looking at:

Average temperature and rainfall Highest and lowest temperature per

month Highest and lowest amount of rainfall

d. EQUATORIAL CLIMATE AND VEGETATION

Location of Equatorial Climate (stating latitude and countries with this type of climate)



Climatic Characteristics Temperature; average and ranges of

temperature Rainfall; annual, monthly and daily average Interpretation of Equatorial climate graphs Natural Vegetation: Tropical Rain Forest Characteristics of the Equatorial Forest:

layers of the forest- emergent, canopy, under story and forest floor.

Types of trees, plants and animals in the rain forest.

Indigenous peoples living in the rain forest and their economic activities

Practice to draw a diagram of a tropical rain forest and describe its vegetation. Know its climatic characteristics in details.

Crayons are needed for this test.

e. TROPICAL CONTINENTAL CLIMATE

Location of Savanna Climate (stating latitude and countries that experience this type of climate)

Climatic Characteristics Average temperature and diurnal range Annual and monthly averages of rainfall Interpretation of Savanna climate graphs

Natural Vegetation- Savanna Grassland Types of vegetation on the savanna Wildlife on the Savanna

f. TROPICAL MARINE CLIMATE



Location of Tropical Marine Climate (stating latitude and countries with this type of climate)

Reasons for the tropical marine nature of

Jamaica’s climate

Climatic Characteristics

Average temperature

Rainfall; annual, monthly

Winds

Interpretation of Tropical Marine Climate graphs

MAP READING SKILLS

Representation of height on maps; spot heights, trigonometrical stations etc.

Introduction to contour lines What are contour lines Contour intervals The spacing of contour lines and their

significance Types of slopes on maps

Land use represented on maps- agricultural, structural, mining etc

Factors influencing location

1. Identify the various ways in which height is represented on

maps.

2. Name, identify and draw the different types of slopes on

maps.

3. Explain why land use activities are associated with relief.



How the activities benefit people in the environment

Assessment

Resources



REVIEW FOR SEMESTER EXAMINATIONS In reviewing for this examination, the following points should be considered:

Review all assignments and test papers. Many times the exam items are based on these exercises. It is advisable to make

corrections to any errors on these papers so as not to repeat the same mistakes on the major examinations.

Make sure all class notes are in order in your note book (s). Follow the syllabus guide/course outline if you are unsure of what you

may have missed.

Use other geography books and your prescribed texts to help you prepare you own notes.

Remember to carry all your tools you will need for the examination. These include; crayons, rulers, graph paper, a clean sheet of

paper for measuring distances, calculators etc.

All questions on the exam paper will be compulsory, so review all content areas/topics covered in class. The exam paper is usually

divided into three (3) section, they are – A multiple Choice section, - A map Reading section, - A structured questions section that

require the student to answer questions in complete sentences. These questions will range in difficulty from simple recall to higher

order reasoning, for example to explain what factors determine a named situation. The items tested in the structured section of the

examination are usually based on content covered in a given semester. The map reading, multiple choice and statistics (grade 9

only) sections of the examination are usually a reflection of the content done in a given semester and an overview of the previous

semester’s work.

Length of examination papers vary for each grade level, grade 7 may have papers in duration of 1 hour to 1 hour forty five

minutes, grade 8 examination papers may be for 2 hours and grade 9 may be as long as 2 ½ hours.

No student will be exempted from doing a Geography examination, unless such instructions are given by the principal

of the school. Where a student entered the school in the middle of and/ or near end of a semester, before the sitting of a

semester examination, the onus is on the student to acquire the content done before he/she joined the school/class, and

prepare his/her self for the examination.

grade 8 curriculum guide (revised)

Documents