Curriculum
Samples
English Subject Length: Whole Year A brief introduction to the subject: The Year 8 English curriculum is built upon an inquiry based framework. Inquiry-­‐based learning is a constructivist approach, in which students have ownership of their learning. It starts with exploration and questioning and leads to investigation into a worthy question, issue, problem or idea. It involves asking questions, gathering and analysing information, generating solutions, making decisions, justifying conclusions and taking action. During Year 8, students will learn and apply the following strategies to enhance their inquiry based approaches: De Bono’s Thinking Hats The Thinking Toolbox The Analysis Toolbox SCIM-­‐C Poetic Devices These strategies are designed to promote critical and creative thinking; the focus being on students learning how to think rather than what to think. Each unit of work will begin with a question or statement to provoke an inquiry Term 1 Topics: Welcome to Year 8 An introductory unit which focuses on the importance of discussion, goal setting and reflection Public speaking, how hard can it be ? In this unit students will learn the skills involved in becoming an effective public speaker. In completing this unit they will learn to use ‘Thinking Hats’ and ‘Thinking Toolbox’. How can I learn more about myself through reading poetry ? In this unit students will explore ideas of cultural identity and belonging and how these are embedded in language and literature through a study of poetry. They will learn to apply literary terms to analyse the way the writer has crafted their poem so that they are able to write and analyse their own poetry. As they complete this unit they will be introduced to using the ‘ Poetic Device’ Tool, ‘Thinking Hats’ and the ‘Thinking Toolbox’. I can speak English. Do I need to know how it works ? In this unit students will explore the mechanics of written English Assessment Types: Assignments & Projects Mathematics Subject Length: Whole Year A brief introduction to the subject: The study of numbers becomes the building block for many things that we do in life: buying and selling property, reading maps, having a bank account, building a garden shed or a house, buying jeans on special, remembering phone numbers, planting a garden, estimating your shopping bill, knowing what quantities to purchase, knowing how to cut a cake into even pieces, understanding interest rates when you purchase a car, and the list goes on and on and on. In this unit, students learn the correct techniques (or mathematical skills and principles) to solve a range of problems. Term 1 Topics: • Numeracy; real numbers; integers; integer division and multiplication; powers and exponents; using pro-­‐numerals; basic algebraic expression; addition and subtraction of algebraic expressions; fractions. Term 2 Topics: • pattern identification; inverse operations; using algebra to solve problems; perimeter; area; volume & capacity; circumference; composite shapes. Assessment Types: Investigation & Summative Test Science Subject Length: Whole Year A brief introduction to the subject: In Year 8, students: • are introduced to cells as microscopic structures that explain macroscopic properties of living systems. • link form and function at a cellular level and explore the organisation of body systems in terms of flows of matter between interdependent organs. • explore changes in matter at a particle level, and distinguish between chemical and physical change. • begin to classify different forms of energy, and describe the role of energy in causing change in systems, including the role of heat and kinetic energy in the rock cycle. • use experimentation to isolate relationships between components in systems and explain these relationships through increasingly complex representations. • make predictions and propose explanations, drawing on evidence to support their views. Term 1 Topics: Building Blocks of Life In this unit students will identify cells as the basic units of living things and their specialised structures. They will use microscopes and digital images to distinguish between multicellular and unicellular organisms. Students will understand how to prepare wet mount slides and correctly draw scientific specimen diagrams from microscopic observations. They will compare similarities and differences between plant and animal cell structure. Students will understand the advantages and disadvantages of cell specialisation e.g. specialised reproductive cells and structures. They will examine the relationship between the structure and function of specialised plant and animal cells. Students will examine scientific work about cell formation and the processes of cell division via mitosis in organisms. They will analyse the development of the cell theory as a result of historical scientific work and use the findings to validate the tenets of the theory. Students will develop questions and identify problems that can be investigated scientifically. Reproduction In this unit students will deal with sexual reproduction and immunity, with a focus on organ systems that allow multicellular plant or animal organisms to reproduce and survive. The structure of reproductive organs is identified and the function of each organ in relation to the overall function of the organ system is also highlighted. The basic structure of the human reproductive system is compared with the reproductive system of other animals and the structure of the animal reproductive system is compared with that of flowering plants. The use of assisted reproductive technologies (ART) is examined and the impact these have on the livestock industry is investigated, with special consideration to the ethical issues and guidelines involved. The functions of the immune system are explored and consideration given to ways in which diseases can be prevented as a result of individual and societal behaviours and understanding. Term 2 Topics: Particles matter In this unit students investigate the physical and chemical properties of materials and the relationship between these properties in the use of materials. They identify signs of chemical change. Students are introduced to the particle model of matter and use it to explain properties. They relate the properties of materials to their use in everyday applications and evaluate the effectiveness of the material for its identified purpose. Students plan and conduct investigations of these materials, identifying risk and applying safety guidelines. They use data to identify relationships, draw conclusions and evaluate the quality of data used. The Chemistry of common substances In this unit, students will investigate the physical and chemical properties of materials and the relationship between these and the use of materials. They will plan and conduct fair tests, record observations and collect, represent and analyse qualitative and quantitative data. Students will reflect on the methods used to test properties and evaluate the quality of the data collected. They will use their data to draw evidence-­‐based conclusions. Students will be introduced to elements including their symbolic representation and the basic structure and development of periodic table of elements. They will identify, represent and explain chemical change using the particle model of matter. Other relevant information: To supplement their understanding students are required to engage in independent learning. This will involve selecting a topic currently being covered and investigating it further. They will need to ask questions such as ‘What else can you find out?’ ‘What do you want to find out?’ ‘What can be done with the information?’ In science we ask questions, so students will be required to do exactly that, ask questions. Assessment Types: Formative and Summative assessments. One to be sent in for each week. Summative assessment sat in week 5 of each term. Christian Living Subject Length: Whole Year A brief introduction to the subject: Christian Living is a course that creates an opportunity for students to explore within a biblical framework what they believe, why they believe it, and how their beliefs apply to their lives. The course includes lots of opportunities for discussion and requires students to work on practical application of what they are learning. Term 1 Topics: Sense of Control This topic aims to convey the important role that a strong Sense of Control plays in protecting emotional and mental well being. Building and maintaining a healthy Sense of Control helps in two important ways: • curbing impulsive responses to situations • managing and controlling negative emotions and reactions. Activities and discussions in this unit will aim to make students think about: • speaking helpfully to themselves • having realistic expectations (for themselves and for others) • identifying and managing emotions • using relaxation techniques • seeking help when they need it. Sense of Purpose This unit uncovers the important role that a strong Sense of Purpose plays in everyone’s emotional well being. This unit should also highlight how important a Sense of Purpose is when weathering challenging events. Without a Sense of Purpose, we can lose perspective about the value of things like family, friendships, our community, and material possessions, thereby exposing ourselves to feelings of dissatisfaction and other emotional problems. Activities and discussions in this module will aim to make students think about: • the things that give their lives meaning • the satisfaction that comes from striving for, and achieving, goals • how Sense of Purpose helps them weather challenging events • how Sense of Purpose can change as they develop and grow.Term 2 Topics: Other relevant information: Requires some practical project work, such as doing a project with a group you belong to. The course allows some flexibility within these tasks so that they can be suited to the student’s context. Assessment Types: Knowledge quizzes, project work History Subject Length: Semester One A brief introduction to the subject: The Year 8 curriculum provides a study of history from the end of the ancient period to the beginning of the modern period, c.650– 1750 AD (CE). During this period major civilisations around the world considerably increased their contact with each other. Social, economic, religious and political beliefs were often challenged and significantly changed. It was the period when the modern world began to take shape. There are three depth studies for this historical period. For each depth study, there are electives that focus on a particular society, event, movement or development. The content in each depth study elective is designed to allow detailed study of specific aspects of this historical period. By the end of Year 8, students recognise and explain patterns of change and continuity over time. They explain the causes and effects of events and developments. They identify the motives and actions of people at the time. Students explain the significance of individuals and groups and how they were influenced by the beliefs and values of their society. They describe different interpretations of the past. Term 1 Topics: Medieval Europe The first depth study is Medieval Europe (c.590 c. 1500) and looks at the way of life in Medieval Europe (social, cultural, economic and political features) and the roles and the relationships of different groups in society. The study also investigates the transformation of the Roman world and the spread of Christianity and Islam. Shogunate Japan The second depth study is Japan under the Shoguns (c. 794 – 1867) and investigates the way of life in shogunate Japan, including social, cultural, economic and political features (including feudal system and the increasing power of the shogun). Spanish Conquest of the Americas The final depth study is the Spanish conquest of the Americas (c. 1492 – c. 1572) and the pre-­‐Columbian life in the Americas, including social organisation, city life and beliefs. The unit investigates the when, how and why the Spanish arrived in the Americas, and where they went, including the various societies and geographical features they encountered. Assessment Types: Knowledge quizzes, project work Music Subject Length: Term One A brief introduction to the subject: Music is a course that creates opportunity for students to learn how music is used in advertisement, and read, write and compose music. Furthermore, this course offers many opportunities for students to learn using auditory, visual and kinaesthetic methods to assist in the complete understanding of music. Topics: Rhythm This unit aims to deliver the skills required to read, compose and play a variety of different music using rhythm and pitch. The student will compose a jingle using either a bottle xylophone or ACID Xpress. This topic is distributed into ten different blocks, these include: • The uses of music, e.g., advertisement. • Creating a successful product to sell • How to sell a product to the public • Understand how melodies work and create a bottle xylophone • Copying a variety of different melodies • Understand the importance of harmony in music • Copying more melodies. • Writing your jingle • Learn how to pitch a product • Lights, Camera, Self. Other relevant information: Patience is required when learning to how to read, compose and play music. The tasks in the course are largely practical based, e.g., playing a melody on a bottle xylophone. Each week you are required to watch a three to five minute video, which will contain all the information required to complete the task. Many of these tasks are completed while watching the video itself so it’s important to read the onscreen instructions. Headphones/speakers are also recommended for this course. If a student already undertakes music tuition outside the school environment, this course will further enrich their musical education and are encouraged to demonstrate their skills through their work. Assessment Types: Weekly homework task and Video Project. Sample Lesson Sample Lessons Integers
3,
x+
2
)
1
5
a+
2) 9
Algebraic Expression
Algebraic Expression
Previously, we studied how to use letters instead of numbers to explain mathematical
problems.
The use of letters instead of numbers to express a mathematical problem is known as
algebraic expression.
For example:
1) 2x + 3,
2) 9a + 5
3) 7m + 10n
While studying algebraic expression, we use some basic terms.
Basic terms
Variable:
The letters used in expressions are called ‘variables’.
For example: The letter ‘a’ in the expression 9a + 5
Similarly, there are two variables ‘m’ and ‘n’ in expression 7m + 10n
Term:
Let’s study the following expression:
3ab = 3 × a × b
An expression which has multiplication operations only, is called a ‘term’.
Hence, 3ab is a term. Similarly, 3x and 5y2 are also terms.
Year 8
1
Coefficient:
Coefficients are the number part of terms with variables.
For example: In the expression 7m, 7 is the coefficient.
If there is no written coefficient associated with a variable then the coefficient is 1.
E.g. b
Here we do not see any coefficient. But note that b = 1 × b so the coefficient is 1.
Solved Examples
Q1. Identify the variables and coefficients in following expressions.
(a)
22x + 2
(b)
7k + 9
(c)
5p + 10q
(d)
30j + 7
Solution:
(a) 22x + 2
Steps:
•Variable is a letter used in an expression.
22x + 2
•Coefficients are the number part of the
Variable = x
terms with variables.
(b)
Coefficients = 22 and 2
7k + 9
Steps:
•Variable is a letter used in an expression.
7k + 9
•Coefficients are the number part of the
Variable = k
terms with variables.
Coefficients = 7 and 9
Year 8
2
Observing life through a microscope
Students will use microscopes to observe and recognise the cell as the basic unit
of life. Students are introduced to the cell theory and examine scientific work and
findings which preceded its formation. They construct questions which could have
been posed by historical figures when developing theories related to cells.
Learning Goals
Students will:
•understand a cell is the basic unit of living things
•understand how to use a microscope
•understand the importance of the microscope in cell biology.
Success Criteria
Students will be able to:
•define a cell.
•use a microscope to observe prepared slides.
•explain the importance of the microscope to understanding cell biology
Viewing the microscopic world
Review: All about Micro-organisms:
Micro-organisms:
•Micro-organisms are the organisms that can’t be seen with the naked eye.
•Many micro-organisms for example, bacteria and yeast, are made up of only a single
living cell.
•When individual cells grow and multiply in number they can be seen as bacterial or
yeast colonies which contain millions of cells.
Year 8
7
Occurrence:
While they are simple, micro-organisms are incredibly successful survivors. They live
and thrive in virtually every environment on Earth, including deep oceans, steaming-hot
geysers, the freezing poles and the driest deserts. Microorganisms even live inside larger
creatures, including humans, where they often carry out important functions for their host,
for example, aiding digestion. However, some micro-organisms can also cause illness
and disease in their hosts. These organisms are known as pathogens.
Reproduction:
Like larger organisms, micro-organisms feed, grow and reproduce. Most microorganisms
reproduce asexually, that is, without sex. One way they do this is by doubling everything
in the cell and then splitting equally into two genetically identical ‘daughter cells’. Both
bacteria and yeasts (which are a kind of single celled fungus) reproduce this way. Other
kinds of fungus can reproduce asexually by producing spores, which grow when they land
in an environment with a food supply and the right levels of warmth and moisture.
Use of micro-organisms:
Humans have used micro-organisms for thousands of years in food production. Foods
that are made using microorganisms include bread, yoghurt, cheese, sauerkraut, pickles,
salami, beer, wine and spirits. Baker’s yeast, for example, is used to make bread rise and
to give it flavour. Yeast breaks down sugars for energy and produces carbon dioxide gas
and alcohol as waste products. The carbon dioxide is trapped in the dough and makes it
rise. Any alcohol is burnt off in the baking process but contributes to the flavour of the final
loaf. Hazards of micro-organisms: While they are important to food production, microorganisms are also responsible for making food decay or ‘go off ’. Mould, which grows
on bread and other foods, is a kind of fungus. Bacteria can grow on and in meat that is
improperly stored or handled, causing it to spoil and become unfit to eat. Bacteria can
also spoil milk, causing it to curdle and become sour by making it more acidic. Sometimes
micro-organisms growing undetected in food give us food infections or food poisoning.
Medicinal uses of micro-organisms:
Micro-organisms are very important in medicine. Many diseases in humans are caused
by micro-organisms (for example, bacteria cause cholera, tetanus, tuberculosis and
food poisoning, while fungi cause ringworm and tinea). However, micro-organisms are
also useful in treating diseases. Penicillin, the first antibiotic, is produced naturally by the
Penicillium mold. Before antibiotics were discovered, people died from bacterial infections
of wounds and from food infections.
Year 8
8
Methods to observe the microscopic world
Micro-organisms are too small to be seen with naked eye. Microscopes made the
microscopic world visible by enlarging the image of an object (magnification), and making
the details in it clearer (resolution). Hence, a good magnification and resolutions enables
us to view the details perfectly. Two common types of microscopes are light(optical)
microscope and compound microscope. Each of them have their own features,
advantages and disadvantages.
Light microscope:
It uses a visible beam of light as an illumination source to view an object or a specimen. It
magnifies the object almost 1000x. It can be used to study both fixed and live specimen.
It uses glass lenses to focus the radiation. The scattered light from all the parts of the
specimen reaches the objective lens (above the specimen) and then it is redirected
through the objective and eye piece lenses to form a focused image. This image can be
viewed by the human eye directly by looking into the eyepiece of the microscope. This
image is then projected onto the retina of the eye.
Compound microscope:
It uses beams of electrons as an illumination source to view an object or a specimen. It
can be used to study only fixed specimens. A vacuum is essential in operating an electron
microscope, otherwise the electrons would be absorbed by the air molecules before
reaching the specimen. It uses electromagnets to focus the radiation. Tungsten filaments
are used to produce electrons. Specimens are often coated with heavy metals in order
to reflect electrons. They are two types of Compound microscopes: Scanning Electron
Microscope (SEM) and Transmission Electron Microscope (TEM). TEM magnifies the
object almost 100,000x and is used to study the external surface. SEM magnifies the
object to about 250,000x and is used to study ultra-structure of cells and very small
organisms.
In TEM the electron beam passes down through the specimen, the electrons zoom
through the specimen and out the other side, where more coils focus them to form an
image on the screen or a photographic plate. An image is formed by projecting a focussed
image of the specimen onto a surface coated with an electron-sensitive compounds like a
fluorescent screen or a photographic plate. As the specimen absorbs electrons, it appears
dark on the screen, while other areas of the specimen allow electrons to pass through,
which causes those areas to appear bright on the screen.
In SEM the series of electromagnetic coils pull the beam back and forth, scanning it
slowly and systematically across the surface of the specimen. Instead of travelling
through the specimen, the electron beam effectively bounces straight of it. The electrons
that are reflected off the specimen are directed at a screen, where they create a TV like
picture.
Year 8
9
Year 8
10
Cell - the basic unit of living things
Cell:
The body of all living organisms is made of cells. A number of cells come together to form
tissue, groups of tissues form organs, different organs come together to form a system,
and finally different systems form our body. These cells carry out certain basic functions to
run our body. Hence, a cell can be defined as the ‘basic structural and functional unit of all
living things.’
Cell Biology:
The branch of biology which deals with the study of structure, function and life history of a
cell is called as ‘Cell Biology’.
Cell theory:
The Cell theory was proposed by M J Schleiden and Theodore Schwann. The main ideas
of Cell theory are:
• All organisms are composed of cells and products of cells.
• All cells arise from preexisting cells through the process of cell division.
• The body of any living organism is made up of one or more cells.
Do you Know?
Robert Hooke (1665): He observed honeycomb like dead cells in a thin slice of
cork under microscope. He coined the term ‘cell’, which means a small room or
compartment. Anton Von Leeuwenhoek (1667): First saw and described a living cell.
Interactive items
• Cell_Theory.mp4
Year 8
11
Examining the microscope
Purpose of a microscope:
The microscope gets its name from the Greek word ‘micro’ meaning small and ‘skopion’
means to see or look. It literally means a machine to look at small things. A microscope
can be used to look at the anatomy of small organisms like insects, fine structures of
soil or rocks or a single cell. The microscope is one of the most important tool used to
magnify an object and to look at it in detail. Many types of microscope exists which allow
different levels of magnification and produce different types of images. Some of the most
advanced microscope can even see atoms.
Parts of a microscope
The main parts of a simple microscope are:
Eyepiece lens:
This part contains a lens which is usually x5 or x10,which you look into to see the thin
section of a specimen.
Microscope Tube:
It connects the eye piece to the objective lenses.
Base:
The bottom of the microscope used for support.
Coarse and fine focus knobs:
These parts are used to change the distance between the objective and the stage, allow-
Year 8
12
Finding Things in the Bible
Take some time to make sure you are familiar with how to find things in the Bible.
Know how to do this already? Read through the information anyway, do the
practical challenges and then take the quiz.
Learning Goals
• To be able to find passages in the Bible.
Success Criteria
You will know you are successful when you:
• Can find a given book of the Bible.
• Can find a given chapter and verse of the Bible.
• Can find a specific scripture in the Bible using the reference.
Finding things in the Bible
Do you know how to find passages in the Bible?
Take a few minutes to read through the next few pages to get a few pointers on how to
do that. It will help you as you go through many of the units in this course. Once you think
you’ve got a good idea of how to find things then have a go at the quiz.
While you can read passages from the Bible on your computer or electronic device it is a
good idea to learn how to find things in an actual Bible as well.
If you don’t have a Bible please communicate with your contact teacher so that they can
help you get one.
Year
8
10
Books of the Bible
•
There are 66 books in the Bible split into two sections.
•
The Old Testament is the part of the Bible that was written before Jesus was born.
This section is made up of 39 books.
•
The New Testament was written after Jesus was born and tells about his birth and life
and what happened after he returned to heaven. This section is made up of 27 books.
With all those books how do you find what you’re looking for?
•
In the front of your Bible is a contents page that will help you know
where to look.
Practical challenge - Use the contents page to help you find the book of
Ezekiel.
Chapter and verse
Each book of the Bible is divided into numbered sections that make is easier to find
specific sections.
The larger numbers are called chapters and the smaller numbers are called verses.
Let’s look at an example.
Psalm 139:13
The book is Psalm. The chapter is 139. The verse is 13.
Sometime you will see a book name abbreviated to just the first few letters. For example
the book of Matthew would be written as Matt. Proverbs would be written as Prov.
Practical challenge: Find the following verses in your Bible.
1. John 3:16
2. Philippians 4:6
Try these ones with abbreviations:
3. Eph 6:1
4. Gal 6:9
Are you still finding it a challenge?
Get some help from your home tutor or your contact teacher if you need some more help.
Year
8
11
Uses for Music
Why Use Music?
In this lesson we are going to learn about the uses for music and learn how music
is used to sell products
Learning Goals
• To learn about the importance of music when selling a product.
Success Criteria
• Understand how music assists in the success of a product.
•
Begin by watching the ‘Uses for Music’ Video.
•
Once you have watched the clip on the ‘Uses for Music,’ find an ad that uses a jingle,
pop song or some form of music to sell a product. Explain the product, and how the
jingle or music is used to sell the product.
•
Do you believe that the jingle or music is effective in selling the product?
•
Fill in the worksheet and upload the document under the Homework tab, or submit it to
your supervising teacher.
Interactive items
Activity
Here you will describe a product that utilises music to sell a product.
Answer the following:
•
•
•
Explain the product.
How is the music used to sell the product?
Do you believe the jingle or music is effective in selling the product?
Answer the questions by either uploading a Word document or online
Year 7
6
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