Professional Documents
Culture Documents
Year 8 Syllabus Art and Design: Covered Semester 1 (August-December)
Year 8 Syllabus Art and Design: Covered Semester 1 (August-December)
One year
2. Course description/aims In art, craft and design, students explore visual, tactile and other sensory
experiences to communicate ideas and meanings. They work with traditional
and new media, developing confidence, competence, imagination and
creativity. They learn to appreciate and value images and artefacts across
times and cultures, and to understand the contexts in which they were
made. Students reflect critically on their own and other peoples work,
judging quality, value and meaning. They learn to think and act as artists,
craftspeople and designers, working creatively and intelligently.
The course aims to develop the following skills:
- Creativity
- Competence
- Cultural understanding
- Critical understanding
- Developing their own views and expressing reasoned judgements.
3. Major concepts/areas
covered
Semester 1 (August-December)
Elements of line. Positive and negative space/figure-ground exercises
Self Portrait-proportions of the head
Cross curricular project- Study of Renaissance painters
Basic elements of art and perspective- Fruit and vegetable study in various
mediums
Artist study of natural still life- painting without brushes acrylics
Cross curricular with History- Mughal art
Semester 2 ( January May)
Pattern with Pueblo pottery- Clay modelling- repeat design
Tesselations with MC Escher
Human figure in action- proportions of the body Keith Haring
The head/ figure in Cubism
Impressionism and post Impressionism
4. Types of assessment
(student performance)
5. Delivery/methodology
Year 8 Syllabus
No text book. Research is done on the internet and using the library.
7. Grading policy
The assessment criteria and the markband descriptors look at the following
aspects:
Independent Enquiry- engaging with a range of images and artifacts from
different contexts, recognising characteristics from different cultures and
genres and using them to inform creating and making.
Creative thinking- Producing imaginative images and artifacts by working
from direct observation and using formal elements.
Reflective Learning- Investigating, exploring and engaging to
communicate ideas.
Working collaboratively- works independently and collaboratively taking
different roles
Research and presentation skills-Investigating, organising and presenting
their own material and information.
Conceptual understanding- Selection and control of material. Media and
process when developing ideas and intentions.
Critical and evaluative skills- Developing their own views and expressing
reasoned judgement.
Positive attitude to work
8. Additional Expectations
(If any)
All students require their own art kit, sketchbooks for homework purposes.
Art materials are supplied for classroom assignments.
Year 8 Art requirements for homework.
Note: All students will require their own personal art kit pack.
1 red art sketchbooks of A3 size (for classwork and homework)
1 black art journal
Graded Pencils, sharpener HB, 2B, 4B, 6B Faber Castell / Staedtler and
eraser
1 Luna colour pencil box of 24 colours
1 Camlin poster colour box of 12 colours
Year 8 Syllabus
Year 8 Syllabus
Drama
One year
Course description
Course aims
Major concepts/areas
covered
Students will develop fictional characters through the re-creation of past lives
and memories. Time will be introduced as a structural concept, using the
dramatic conventions of time to create tension (between the past, present and
future of a character). In their drama work students will explore notions of
public and private behaviour. They will experiment using different media
genres within the drama form, such as a TV news report or old family movies.
New drama conventions will include forum theatre, telephone conversations,
play within a play and writing from role. Students will continue to explore and
experiment with a range of attitudes, opinions, points of view and voices.
Students will have made their own relationships to the subject or theme of the
drama and created their own personal responses. A large proportion of the
content of the drama lesson is contributed by the student, this is not easy to
specify or predict and so the outcome remains largely unpredictable. But
generally speaking students will be more confident when performing in front
of an audience. Motivation and understanding will be strenghthened, language
use extended, flexibility of thinking encouraged, concepts tested and
opportunities created for creative thinking and problem-solving.
Types of assessment
(student performance)
Year 8 Syllabus
Drama
Lessons are practical and structured to allow for spontaneity, whilst engaging
students in purposeful leaning. The teacher sometimes works within the
dramatic fiction, taking a role, sometimes outside it, setting tasks and
prompting reflections on the drama. Students will be expected to contribute to
the lesson throughout and attend with their subject journal, which will be used
during the lesson to make notes and record their development.
Where scripts are used during the course, these will be provided in the lesson.
Students may be expected to organise costumes and props where appropriate.
Students will be recording work in a journal which will support the practical
work they experience.
Grading policy
Students will be assessed against the Drama levels stipulated by the Arts
Council UK. These levels are designed to assess students within the three
standards of responding, developing and evaluating. Grading will be given
through verbal and written feedback at the end of units and through the
reports. The students will be given the levels at the start of the year so they
can track their progress as they move through the course.
Additional expectations
(if any)
Year 8 Syllabus
English
One year.
Year 8 is the second year of the three year Key Stage 3 English programme.
2. Course description
3. Course aims
4. Major concepts/areas
covered
5. Outcomes of the
course
Writing to persuade, entertain, express point of view and review. There will
also be revision and reinforcement of skills taught in Year 7- writing to
narrate, inform, describe and explain
Remedial and vocabulary enhancement with a particular focus on usage.
Students will do a writing project on Travel writing and a literature essay on a
character.
Attainment/Assessment targets:
Reading
Students will:
Year 8 Syllabus
English
structure and themes in justifying views, and making connections to real life
experiences
summarise a range of information from different sources
Writing
Students will:
write fluently and engagingly, adapting style and register to different forms
attempt a range of sentence structures and varied vocabulary to create
effects; use a range of punctuation to clarify meaning, and organize ideas
into well-developed, linked paragraphs; spell irregular words accurately
present work neatly and legibly
6. Types of assessment
(student performance)
7. Delivery/methodology
Use of multimedia
Independent research by students
Study of characters
Presentations by students and teachers
Group and panel discussions on relevant issues
Debates
Dramatisation of scenes from texts
9. Additional
expectations (if any)
Year 8 Syllabus
English
followed through the academic year. This will involve guided and free reading by
the students. An attempt will be made to introduce them to a wide range of
fiction and non-fiction writing. In the course of this reading, the students will
have the opportunity to write book reviews, story outlines, beginnings/chapters
of different kinds of books, design book jackets, blurbs and make book
presentations.
10. Grading policy
Year 8 Syllabus
French
One year
Course description
During the course of the one year the students will develop the knowledge,
understanding and the listening, reading, speaking and writing skills necessary for
effective interaction in French. Students will develop knowledge of the culture of
French-speaking communities and an understanding of the interdependence of
language and culture, thereby encouraging reflection on their own cultural
heritage.
Course aims
The purpose of the Modern Foreign Languages programme is to develop the skills
of listening, speaking, reading and writing. This is done through purposeful and
fun activities which build up language gradually. The emphasis is on real language
which will become the useable property of the learner.
Semester 1- August-December
Major concepts/areas
covered
1. En ville
Identify some French shops and what they sell
Shop for food and other items
Say how much of something you want to buy
Talk about money and prices.
Use acheter, prfrer and other -er verbs
Use vendre (to sell) and other -re verbs
Use choisir (to choose) and other ir verbs
Say there isnt any of something, using ne.pas de (d)
Say there isnt any more of something, using neplus de (d)
2. On fait des projets
Talk about countries in Europe.
Talk about means of transport
Say what you are (not) going to do
Say what you can and cant do
Ask permission to do something
Read and write holiday postcards
Describe places.
Find out about the Tour de France
Use prepositions with towns (), countries and continents (au, en aux)
Use partir (to leave)
Use venir (to come)
Use aller + infinitive (to be going to)
Use pouvoir + infinitive (to be able to.)
3. De jour en jour
Find out about school life in France
Talk about your school (facilities, uniforms, clubs)
Talk about your school day and your daily routine
Make comparisons
Give opinion on school subjects and aspects of school life
Say what you want to do and dont want to do
Year 8 Syllabus
French
Year 8 Syllabus
French
Types of assessment
(student performance)
%/WEIGHTAGE
Listening
25
Oral
25
50
A variety of teaching strategies and approaches are used to help students remain
focused and to make teaching effective and enjoyable e.g.
Group work
Pair work
Individual work
Games
Different kinds of listening activities such as selective and detailed
listening
Different kinds of oral work such as conducting surveys, role plays, songs,
interviews and presentations
Different kinds of written work such as dialogues, short letters/essays, fill
in the blanks etc.
Using Information Technology
Year 8 Syllabus
French
Promethean Board
Additional
expectations
(if any)
Grading policy
Year 8 Syllabus
One year
Course description
Semester 1 (August-December)
Geography
Economic Activities
Farming (General) and Farming (UK)
Industry (General) and Car Manufacturing
High Technology Industries
Resources & the Environment
Environmental Degradation
World Issues
Population (Density and Migration)
Course Work
Course aims
Major concepts/areas
covered
Semester 1 (August-December)
Besides acquiring a set of skills the pupils learn to appreciate the world
around them and understand the way it affects their decision making abilities.
Year 8 Syllabus
Geography
Skills Acquired
Assessment will be an on-going process and the overall grade will be based on
formative and summative.
Type of Assessment
%/ Weightage
Assignments
40
Tests:
60
Delivery/methodology
Year 8 Syllabus
Geography
Grading policy
Year 8 Syllabus
Hindi
One year
Course description
The Hindi Language Course is a one year programme. The course is structured
to develop the four language skills of reading, writing, speaking and listening.
Students are placed in proficiency groups to enable better differentiated
support.
Course aims
Major concepts/areas
covered
Semester 1 (August-December)
Veetan-part 5
Unit-1 (Hamari Dunia)
Chapter (1-4)
Reading for pleasure
Unit-2 (Aas Pas Ki Dunia)
Chapter (6 & 8)
Reading for pleasure
Semester 2 (January-May)
Verb
Tense
Gender
Correction of words
Reading comprehension
Picture comprehension
Creative writing
Letter writing
o Shakespeare ki kahaniyan
o Text-Cum-Work book
Veetan-part 5
Unit-2 (Aas Pas Ki Dunia)
Chapter (7,9&11)
Reading for pleasure
Year 8 Syllabus
Hindi
Unit-3 (Uddan)
Chapter (12,13 &14)
Reading for pleasure
Creative expression
Revision of Noun and Pronoun
Students will become active readers and through their reading skills they will
make cross-curricular links with other subjects. They will be able to evaluate
and respond constructively to their own and others writing. They will be able
to communicate ideas effectively and coherently in different contexts within
and beyond the classroom. As critical thinkers, students will be able to
explore issues from different perspectives and set goals with success criteria
for
their
development
and
work.
Types of assessment
(student performance)
Assessment could be in the form of a test (written, spoken, listening) a roleplay, class work or homework. The achievement grade has the following
break up:
TYPE OF ASSESSMENT
% / WEIGHTAGE
Listening
25
Oral
15
Reading and Writing
60
Homework is set once a week and is usually a combination of written and
learning tasks.
Delivery/methodology
Year 8 Syllabus
Hindi
Grading policy
Year 8 Syllabus
One year
Course description
During the course of the one year the students will develop the knowledge,
understanding and the listening, reading, speaking and writing skills necessary
for effective interaction in Hindi. Students will develop knowledge of the culture
of Hindi-speaking communities and an understanding of the interdependence of
language and culture, thereby encouraging reflection on their own cultural
heritage.
Course aims
Major concepts/areas
covered
Shopping
Reading advertisements of sales
Finding the way to shopping complexes
Listening to shop announcements
Dialogue with a shopkeeper
Bargaining dealing with money
Writing about shopping experiences
Semester 2 (January-May)
4.
5.
Key Stage 3 Syllabus- Year 8
Weather
Say what the weather was like
Compare and contrast the weather of different countries
Weather report
News bulletin on weather
How are you feeling?
Year 8 Syllabus
Speaking
To learn the patterns of basic conversation (introducing)
To understand basic information
To be able to use known words in Hindi to interact in everyday activities
Listening and Responding
To recognise and respond to words, phrases and simple sentences in
Hindi
To listen to different opinions
spoken
Writing
To identify and respond to features of written Hindi
To understand written information on a variety of topics
To demonstrate developing writing skills by recognising and copying Hindi
Communication
To share basic information to a partner
Cultures
To demonstrate awareness of cultural diversity
To identify cultural practices in Hindi-speaking communities.
Types of assessment
(student performance)
%/WEIGHTAGE
Listening
25
Oral
25
50
A variety of teaching strategies and approaches are used to help students remain
focused and to make teaching effective and enjoyable e.g.
Group work
Year 8 Syllabus
Pair work
Individual work
Games
Different kinds of listening activities such as selective and detailed
listening
Different kinds of oral work such as conducting surveys, role plays, songs,
interviews and presentations
Different kinds of written work such as dialogues, short letters/essays,
fill in the blanks etc.
Using Information Technology
Promethean Board
Additional expectations
(if any)
Grading policy
Year 8 Syllabus
History
One year
History develops in young people an interest in and enjoyment of exploring the
past. A study of History provides opportunities for examining events, people and
societies from ancient, medieval and modern times. Year 8 Units include The
Renaissance, The Rise and Spread of Islam, The Great Mughals, the Significance of
Martin Luther and the Reformation, and The Voyages of Discover.
The Year 8 syllabus is closely related to the UK National Curriculum, though
modified to suit local requirements.
Course aims
The aim of History in year 8 is to give the students a sound understanding of key
issues, events and perceptions, which have shaped History of the Modern Age.
Students gain and develop knowledge, conceptual understanding, research skills,
analytical and interpretive skills as well as communication skills, contributing to the
development of the student as a whole. Increasingly, students should develop a
lifelong interest in and enjoyment of History.
Major concepts/areas
covered
Year 8 Syllabus
History
Semester 2 (January-May)
II
The Reformation
The Catholic Church
Critics of the Church
Martin Luther
Henry VIII and the English Reformation
The Counter Reformation
Types of assessment
(student
performance)
Source analysis
Chronological understanding
Time Management skills
Exam taking skills
Note making skills
Concept Mapping
Hands on Approach
Decsion Making
Presentation skills
Critical thinking
Enquiry skills
Semester 1:
Assessment will be an on-going process and the overall grade will
Be based on formative and summative.
Type of Assessment
Assignments
Tests:
%/ Weightage
40
60
%/ Weightage
40
60
Year 8 Syllabus
History
Understanding History Book 2 by John Child, Tim Hodge, Paul Shutter and David
Taylor
Renaissance by Rose Barling & Valerie Boyes
Islamic Empires by Tim Leadbeater
Grading policy
Additional
expectations
Homework
Is set each week and involves students in a variety of tasks. They may be asked to
practice skills learnt in class, undertake research or work on a long-term project.
(if any)
Year 8 Syllabus
One year
Course description
Course aims
Major concepts/areas
covered
Semester 1 (August-December)
Theory
a) Direct Input Devices: OCR, OMR, MICR, Bar Code Scanner and
examples
b) System Software: OS, Main Functions, Types of OS, TranslatorCompiler, Interpreter and Assembler
c) User Interface: Types- GUI, CUI and MDI, Designing a user interface
Practical
d) Flash: Timeline, Interface, Layers, Animation, Motion and Shape
tweening and animation movies
e) Movie Maker: Use of Windows movie maker and digital movies with
music and text
Semester 2 (January-May)
Theory
a) Computer Crime: Hackers, Viruses, Identity Theft, Spam and protection
against these crimes
b) Computer Control: Robots and its control using Lego
c) Health and Safety: Features of a healthy environment, Health problems
-RSI, Eye strain, Backache, designing a healthy and safe environment.
Practical:
d) Photoshop(Basic): Interface, selection tools, changing images and
background
e) Front Page: Web page, web site, designing a websites, Home page,
hyperlinks, marquee, working with text and images.
f) Project: One project which includes all the components learnt.
Students will become a confident user of Adobe Suite with digital storytelling
and will be able to integrate applications in one task.
Year 8 Syllabus
Delivery/methodology
Year 8 Syllabus
Mathematics
One year
The study of Mathematics enables students to apply their knowledge, skills and understanding to
relevant real world situations. The four main areas of study are:
1. Number and Algebra
2. Geometry and Measure
3. Statistics
4. Mathematical processes and applications
Course aims
Major
concepts/areas
covered
Semester 1 (August-December)
Review
Geometry and
Measures
Year 8 Syllabus
Mathematics
Mathematical
An inquiry based task using and applying mathematical concepts
processes and
to solve problems
applications
Semester 2 (January-May)
Number and Algebra
Ratio and proportion (direct and inverse)
Map scale and conversion
Powers of ten
Change of subject and solving word problems
Graph from linear equations.
Gradient and intercept of a straight line.
Equation of a straight line.
Geometry and
Geometrical properties of quadrilaterals
Measures
Construction-perpendicular bisector and angle bisector
Area of triangle, parallelogram, kite, rhombus and trapezium
Volume of a cube and a cuboid
Volume of a prism.
Construction of triangles
Circle- parts of a circle, circumference and area.
Data handling
Mathematical
processes and
applications
Types of assessment
Formative assessment will be carried out through a variety of tasks assigned by the teachers.
Students will be set individual targets for development and improvement after formative
assessments.
Each term there will be summative assessments which will consist of a mental math test and
written assessments covering the learning objectives studied that term. Each semester an
investigation will be set which will be marked against criteria discussed with students.
Methodology
A variety of teaching styles are used to cater to the different learning styles of students. A range
of activities which involve individual work, group work, project work, investigations, to name a
few, are used to deliver the curriculum. A big emphasis is placed on developing the critical
thinking skills of students through carefully directed questions and investigation work. The
Promethean Boards provide great opportunities to motivate students through interactive lessons.
Textbook To be decided
A variety of sources are used to support/supplement the
texts including past SAT papers and the internet
Mathematical software
GCSE Book 2
ST(P) Mathematics 2A
Year 8 Syllabus
Additional
expectations
Grading
Mathematics
Homework: Homework is set after each lesson and requires an average 20-25 minutes of daily
work.
Suggestion: Much of Mathematics is hierarchical in nature and concepts and methods learnt in
Year 9 will therefore include all concepts learnt earlier. Students are advised to maintain their
exercise books and files for use in the next class.
All assessment is criterion referenced and aligned to learning objectives as outlined in the
teachers semester projections. Teachers mark work on the basis of mark schemes made in
collaboration with colleagues of the same year group.
Formative assessments may be given a mark, a grade or a comment. It values teacher judgment
and informs the learner about strengths and areas of development. All summative assessments
are graded on a scale as published in the whole school assessment policy.
Year 8 Syllabus
Music
One year.
Course description
Course aims
Types of assessment
Methodology
Additional expectations
Year 8 Syllabus
Music
Students are also expected to complete all homework set for them during
lesson time.
Students are expected to develop a high level of proficiency in performance
and will be encouraged to take part in one on one instrumental lessons and
musical workshops, as an after school activity organised in the school.
Students are also expected to perform in school, on stage, with their
respective groups / bands and as individuals to showcase their developed
talent and skills.
Year 8 Syllabus
One year.
Course description
Course aims
Major concepts/areas
covered
Outcomes of the
course
The curriculum should provide opportunities for students to get involved in a broad
range of different activities that in combination:
develop the whole body
experience a range of roles within a physical activity
specialise in specific activities and roles
follow pathways to other activities in and beyond school
perform as an individual, in a group or as part of a team in formal
Competence
Performance
Creativity
Healthy, active lifestyles
Developing skills in physical activity
Making and applying decisions
Developing physical and mental capacity
Evaluating and improving
Making informed choices about healthy, active lifestyles
Year 8 Syllabus
Types of assessment
(student performance)
Delivery/methodology
Teaching through key concepts to develop generic skills through a variety of sport
contexts.
www.brianmac.co.uk
Additional
expectations
(if any)
Grading policy
N/A
Students will be assessed at the end of each 6 week unit of work. They will be
assessed on knowledge and understanding of key concepts, skill development and
competitive application whilst analysing performance.
All students are assessed to the national curriculum levels and departmental level
descriptors which translate to the schools assessment policy.
Year 8 Syllabus
Length of the course
Course description/aims
Science
One year
The Science course places considerable emphasis on the understanding and use of
scientific ideas and principles in a variety of situations, including those which are
well-known to the learner and those which are new to them. This exciting and
interesting course offers a combination of theoretical and practical studies leading to
an understanding of the basic principles of Science as well as their relevance and
application to daily life. The Science course of Year 8 is guided by the key stage 3
Science curriculum of the English National Curriculum. The course provides a broad
based learning of scientific concepts and principles with an emphasis on scientific
thinking. The main areas of study consist of 4 sections:
1. Organism, behaviour and health
2. Chemical and material behaviour
3. Energy, electricity and forces
4. The environment earth and universe
The course offers a variety of learning experiences that help in the development of
transferable life-long skills relevant to the increasingly technological environment in
which people find themselves. This course will also prepare learners to gain the
necessary knowledge and skills for the IGCSE Science subjects like Physics, Chemistry
and Biology.
Course aims
Understand the nature of scientific ideas and carry out systematic inquiry.
Develop an interest in the study of science.
Develop experimental and investigative scientific skills.
Know and understand the applications of science in everyday life.
Communicate using a range of scientific terms and symbols. Use SI units and
present their ideas through the use of diagrams, graphs, tables and charts.
Develop and apply students information and communication technology skills in
the study of science.
Raise awareness of the moral, ethical, social economic and environmental
implications of using science and technology.
Develop awareness about health and safety and recognize hazards.
Understand the basic concepts in the study of Physics, Chemistry and Biology and
appreciate their scope, so that they can make an appropriate choice of subjects
at the IGCSE level.
The broad outcomes expected from the Science course in this year group include:
1. Practical and enquiry skills
Learners should be able to:
Year 8 Syllabus
Science
Use a range of scientific methods and techniques to develop and test ideas and
explanations
Assess risk and work safely in the laboratory.
Plan and carry out practical and investigative activities, both individually and in
groups.
Obtain, record and analyze data from a wide range of primary and secondary
sources, including ICT sources, and use their findings to provide evidence for
scientific explanations
Evaluate scientific evidence and working methods.
3. Communication
Learners should be able to:
Major concepts/areas
covered
Semester 1 (August-December)
Chemical and Material Behaviour
Separating Mixtures
Dissolving rocks
Sweet tooth
Pure salt
Super solvents
Distillation
Better boiling
Year 8 Syllabus
Drinking water
Chromatography
What is sound?
Describing sounds
Speed of sound
Sound waves
Sounds in solids, liquids and gases
Ultrasonic sounds
The ear and hearing
Damaging our hearing
Heat and temperature
Getting warmer
Science
Year 8 Syllabus
Conduction
Convection
Radiation
Science
Year 8 Syllabus
Types of assessment
(student performance)
Gravity in space
Gravity and weight
Satellites
Space travel
Exploring Further
Science
Delivery/methodology
A variety of teaching techniques are used in order to make learning more effective
and enjoyable. These include demonstrations and hands on experimental work,
expositions and discussions. Other strategies include presentations by students
individually or in groups, debates on ethical issues, projects that encourage research
work and hands on experience with special equipment including data loggers.
Students are also taken for educational trips, and talks or workshops by subject
specialists are organised. Charts, models, micro slides (In Biology), videos, animations
and simulations are used as appropriate to enrich the learning experience. The use of
information and communication technology is an integral part of teaching and
learning strategies.
Textbook
Year 8 Syllabus
Grading policy
Science
Additional Expectations
(If any)
Year 8 Syllabus
Spanish
One year
2. Course description
During the course of the one year the students will be able to develop listening,
reading comprehension speaking and writing skills necessary for effective
interactions in Spanish. They will also develop the knowledge and
understanding of different Spanish speaking cultures and the importance of the
interdependence between languages and cultures, thereby encouraging
reflection on their own cultural heritage.
The purpose of the Modern Foreign Languages programme is to develop the
skills of listening, speaking, reading comprehension and writing to. This is done
through purposeful and fun activities which build up language gradually.
3. Course aims
The emphasis is using the target language in different situations where the
function of the language.
4. Major concepts/areas
covered
SEMESTER 1
Term 1 (AUGUST-SEPTEMBER)
1. MI CASA My house
Talking about your home. Saying where you live. Asking someone where
he/she lives.
Describing your house and the different rooms: vocabulary of the house and
adjectives to express opinions. Prepositions to explain the position of the
objects in a room.
Use of the verb to live- vivir.
Proyecto final: Mi casa ideal descripcin y maqueta o poster de mi casa ideal
2. LA RUTINA Daily routine
Talking about your daily routine (The time, reflexive verbs )
Describing what you do after school (extracurricular activities and the
frequency of the different activities, marcadores temporales normalmente,
generalmente, a veces, nunca, por la tarde, por la maana, los fines de
semana, )
Term 2 (October-December)
3. SOMOS MUY FAMOSOS We are famous
Talking and reading about famous people (descriptions)
Year 8 Syllabus
Spanish
Making comparisons (Ms que, menos que el/la ms, el/la menos).
Adverbs (rpidamente,etc.)
The immediate future: voy a hacer mis deberes.
Term 3 (January-March)
4. QU COMES? What do you eat?
Saying what you have to eat. Talking about meal times and comparing food
habits of different cultures.
Use of the verb to eat-comer and In the habit of - soler
Meals of the day (desayunar, almorzar, comer, merendar y cenar)
Expressing your opinion ( me gusta/no me gusta, prefiero/ detesto/me encanta)
Food from different countries( la comida china, india, italiana, mexicana)
5. DE COMPRAS Shopping
Buying fruits and vegetables
Vocabulary ( vegetables, fruits, cured meats and other groceries.)
Weights (kilo, gramos) and packaging of the food (botella, cartn, paquete,
caja)
Different menus. Prefix menu. Tapas.
Saying you are hungry and thirsty.
Ordering a meal.
Discussing healthy food and fast food.
Expressing opinions (grasiento, frito, nutritivo).
The Mediterranean diet. The food pyramid.
Expressions of frequency (algunas veces, una vez por semana, todos los das)
Numbers 0-1000.
6. QU ROPAN LLEVAN? What clothes are they wearing ?
Say what someone is wearing .
Year 8 Syllabus
Spanish
Year 8 Syllabus
Spanish
Speaking
To interact with others by sharing key points of information in Spanish
Writing
To understand and develop writing skills on a moderate level
To write texts to present key points of information in Spanish
Communication
To share information and ideas within the group
Cultures
To understand, compare and contrast their own culture with other coulters of
Spanish speaking cultures.
6. Types of assessment
(student performance)
TYPES OF ASSESSMENTS
Assessment could be in the form of a test (written, spoken, listening) a roleplay, class work or homework. The achievement grade has the following break
up:
TYPE OF ASSESSMENT
%/WEIGHTAGE
Listening
25
Oral
25
50
Group work
Pair work
Individual work
Games
Different kinds of listening activities such as selective and detailed
listening
Different kinds of oral work such as conducting surveys, role plays,
songs, interviews and presentations
Different kinds of written work such as dialogues, short letters/essays,
fill in the blanks etc.
Using Information Technology
Promethean Board
Text book Listos 1 and Listos 2 ROJO
Year 8 Syllabus
9. Additional
expectations (if any)
Workbook
CDs
Flashcards
Worksheets
Promethean Board Flipcharts
Information Technology
Websites
DVDs
Realia
Short stories book
For learning a Foreign Language regular revision of vocabulary and grammar is
necessary. Additional reading (story books, according to the language level the
student has achieved) is strongly recommended.
All assessment is criterion referenced and aligned to learning objectives as
outlined in teachers semester projections. Teachers mark work on the basis of
mark schemes made in collaboration with colleagues of the same year group.
Formative assessments may be given a mark, a grade or a comment. It values
teacher judgment and informs the learner about strengths and areas of
development. All summative assessments are graded on a scale as published in
the whole school assessment policy.
The grades and grade boundaries are:
A*-90% and above
A -80-89
B -70-79
C -60-69
D -50-59
E -40-49
F -30-39
G -below 30%
Spanish