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Year 8 Syllabus

1. Length of the course

Art and Design

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)

At the beginning of the year, there is a baseline assessment of each student


to inform teaching levels. There are two summative assessments per
semester in the year. The units are assessed on National Curriculum criteria.
The skills developed are independent inquiry, creative thinking, reflective
learning, teamwork, self management and effective participation.

5. Delivery/methodology

Key Stage 3 Syllabus -Year 8

Research, record and analyse from first-hand studies and direct


observation.
Through discussion and explanation, to explore ideas and visual imagery.
Classroom instructions, demonstrations and theory presentations.

Year 8 Syllabus

Art and Design

Visual aids direct observation of objects, examples of previous year,


experiments on various media.
Out door sketching and museum visits.
Use of ICT, reference books on artists, and video/DVD films for analysing
and evaluating information and research.
Individual and group activities and presentation.
Summative and formative tests for skill and understanding of concepts.
Homework Policy:
Homework is graded and included in the project assessment.
Frequency: once a fortnight.

6. Texts and Materials

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

Key Stage 3 Syllabus -Year 8

Year 8 Syllabus

Art and Design

1 Camlin artist watercolour Box of 18 colour cakes (C 18)


1 Camlin box of acrylic paint tubes
Round brushes No.s 1,2,4,6,8,10,12
1 mixing palette
1 geometry box with compass
Fevicol/Fevistik (glue)

Key Stage 3 Syllabus -Year 8

Year 8 Syllabus

Drama

Length of the course

One year

Course description

Students will embark on new schemes of work exploring different imaginary


worlds. Students will continue to develop their confidence and ability to
perform through composed, improvised and experiential drama. They will
develop drama through episodic scenes, which increasingly complexitise the
drama. Reflective phases both from role and outside the drama, enable the
critical development of character and allows the dramas significance to be
fully realised.

Course aims

The course aims to develop an understanding of human experience in


particular circumstances. To develop belief, commitment and integrity of
feeling when performing in drama. To develop an awareness in the
participants of being both actors and audience. Students take an increasing
share in making decisions about the work, fulfilling the function of playwright.
Students will be able to communicate using a range of subject specific
terminology.

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.

Outcomes of the course

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)

There will be summative assessments in particular skills at regular intervals


throughout the year. The assessment will cover a wide range of skills
dependent on the unit. Throughout the year students will receive verbal
feedback during lessons and will be encouraged to discuss their development
with others. They will be also be assessed on their level of commitment to the
work; the ways in which they reflect on the experience both within and
outside the drama; their capacity to see wider implications and to draw

Key Stage 3 Syllabus Year 8

Year 8 Syllabus

Drama

parallels between the dramatic situation and the real world.


Delivery/methodology

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.

Texts and materials

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)

For students to build and develop their knowledge we encourage them to


experience a wide range of theatre and therefore students should seek
opportunities to be involved in Theatre. School shows and visiting the theatre
will allow them to develop their own personal knowledge of the subject and
enhance their learning experience.

Key Stage 3 Syllabus Year 8

Year 8 Syllabus

English

1. Length of the course

One year.
Year 8 is the second year of the three year Key Stage 3 English programme.

2. Course description

The course is a combined literature and language course. Language objectives


are organized into four main areas of English. These comprise the four language
strands: reading, writing, listening and speaking, and language study. The
literature course is aimed at exposing students to a wide variety of texts covering
different literary genres .

3. Course aims

The broad aims of the course are to help students to:

4. Major concepts/areas
covered

read and respond to a range of literary and non-literary selections


read to extract meaning beyond the literal with some understanding of how
choice of form and style shapes meaning
write using appropriate style and tone for different purposes
write with greater accuracy using a range of punctuation, vocabulary and
paragraphing
gather and collate relevant evidence to present a clear point of view
understand the importance and significance of tone in speaking and listening

The focus will be on the development of language skills and appreciation of


themes, characters and writers craftsmanship. Thematic and formal links
between texts and an understanding of the influence of cultural contexts on
texts will be encouraged. In addition to empathy and discursive responses to the
texts, students will write their own poems and stories in different forms.
Students will be involved in oral presentations and dramatisations as a means to
explore text and show their understanding. They will also be expected to read
independently throughout the year and maintain a record of that reading.
Language work will include:

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:

Key Stage 3 Syllabus Year 8

identify different layers of meaning and comment on their significance and


effect
give personal responses to literary texts, referring to aspects of language,

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

Speaking and Listening


Students will

use standard English fluently in formal situations


adapt talk to the demands of different contexts, purposes and audiences;
show understanding of ideas and sensitivity to others; demonstrate
knowledge of language variety and usage

6. Types of assessment
(student performance)

A combination of formative and summative assessments will be used. The


semester grades will be based on a variety of tasks covering a range of skills. This
will be a combination of home and class assignments.

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

Critical thinking tasks

8. Texts and materials

9. Additional
expectations (if any)

Wider Reading Programme


A reading programme, designed to foster an enjoyment of books, will be

Key Stage 3 Syllabus Year 8

The Giver by Lois Lowry


Out of Bounds by Beverley Naidoo
Text: Building Skills in English Book 2 Heinemann
Beastly Tales by Vikram Seth
Macbeth by William Shakespeare [Four scenes]
Interactive Poetry: Heinemann
The internet and other realia will be used as a resource

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

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 judgement 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.

Key Stage 3 Syllabus Year 8

Year 8 Syllabus

French

Length of the course

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.)

Key Stage 3 Syllabus Year 8

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

Talk more about school (technology)


Discuss homework
Grammar:
Use apprendre and comprendre
Use some irregular RE verbs
Use reflexive verbs
The comparative using plus(+ adjective/ adverb) que
Use dire (to say), lire (to read) and crire (to write)
Semester 2 (January-May)
4. En famille
Ask and answer questions when staying with a French family.
Talk about what you have done recently (using the perfect tense)
Grammar:
Revise adjectives
Use perfect tense of regular verbs with avoir
Use expressions of past time
Use ce, cet, cette, ces + noun (this, that.)
5. Bon apptit
Buy drinks and snacks in a caf
Choose ice creams
Discuss what you like/dont like to eat and drink
Order a meal at a restaurant
Describe a meal
Grammar:
Use the perfect tense of some irregular verbs with avoir
6. En voyage
Talk about travel plans
Understand information about train journeys
Ask for information and tickets
Find out about air travel
Describe a journey and a day out
Discuss waht you did recently
Grammar :
Use the perfect tense of verbs with avoir and tre
7. a va ?
Discuss clothes and what to wear
Describe peoples appearances
Talk about parts of the body
Grammar :
Use mettre with clothing
Use some adjectives
Use direct object pronouns (le, la, l and les)
Key Stage 3 Syllabus Year 8

Year 8 Syllabus

French

Use some prepositions


Use expressions with avoir
Outcomes of the
course

Listening and Responding


To organise and respond to key ideas from spoken texts in familiar contexts
Reading and Responding
To organise and respond to key ideas from written texts in familiar contexts
Speaking
To interact with others by sharing key points of information in French
Writing
To understand and develop writing skills on a moderate level
To write texts to present key points of information in French
Communication
To share information and ideas in a small group
Cultures
To understand and compare/contrast own culture to that
of Francophone nations

Types of assessment
(student performance)

Assessment could be in the form of a test (written, spoken, listening) a role-play,


class work or homework. The achievement grade has the following break up:
TYPE OF ASSESSMENT

%/WEIGHTAGE

Listening

25

Oral

25

Reading and Writing

50

Homework is set once a week and is usually a combination of written and


learning tasks.
Delivery/methodology

A variety of teaching strategies and approaches are used to help students remain
focused and to make teaching effective and enjoyable e.g.

Key Stage 3 Syllabus Year 8

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

Texts and materials

French

Promethean Board

Text book Tricolore 2 Total series from the United Kingdom


Workbook
CDs
Flashcards
Worksheets
Promethean Board Flipcharts
Information Technology
Websites
DVDs
Realia

Additional
expectations
(if any)

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.

Grading policy

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.

Key Stage 3 Syllabus Year 8

Year 8 Syllabus

Length of the course

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

Semester 2 (January May)

Environmental Degradation
World Issues
Population (Density and Migration)
Course Work

Course aims

The aim of the geography is to provide the students with a clear


understanding of the physical forces, which shape our earth, and to teach
them about the human environment. It will encourage students to develop a
sense of place and an understanding of the world on a local, regional and
global scale. It should also develop an understanding of interaction with the
environment, contrasting opportunities and interrelationship between
different communities.

Major concepts/areas
covered

Semester 1 (August-December)

Economic Activities- Factors affecting human activities.


Farming in General and Farming in UK- Nature and characteristics of
farming, its impact on development and environment, changing
farming practices.
Industry- Industrial location factors, case study of car manufacturing
and high-tech industry.

Semester 2 (January May)

Outcomes of the course

Key Stage 3 Syllabus Year 8

Resources & the Environment- Impact of resource abuse on


environment, people and agencies working for environment, our role
towards conservation, and case study of energy.
Population- factors affecting distribution of population, population
dynamics, natural growth and migration.

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

Types of assessment (student


performance)

Source analysis including data and graphical interpretation


Mapping skills
Spatial understanding of phenomena
Time management skills
Note making skills
Model/ Poster making
Decision making
Presentation skills
Critical thinking

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

Examples of work to be assessed:

Delivery/methodology

Methods used for teaching Geography include:

Key Stage 3 Syllabus Year 8

Written assignments including essays


Oral presentations e.g. debate, discussions, quizzes, role-plays.
Research work on a particular topic/whole project
Board displays by students
Summative Assessments
Models and charts made by students
Use of ICT in the learning process (presentations, interactive educational
websites and worksheets)

Class discussions involving the students,


Explanation of concepts by the teacher,
Clarification of key concepts using OHP (slides, DVDs and video cassettes)
Student centred activities like individual presentations
Usage of flipcharts and interactive activities using the Inter Activ White
Board
Role plays
Projects on relevant topics
Making of charts and models by the students.

Year 8 Syllabus

Geography

Texts and materials

Grading policy

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.

New Key Geography Connections David Waugh & Tony Bushell


Atlas
World maps

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.
Additional expectations (if
any)

Key Stage 3 Syllabus Year 8

The students will need to use an Atlas as and when required.


The students need to carry their own stationery.
Maps will be provided as and when required.
The students need to carry their writing books and text books for every
lesson.
All pieces of home-work are important whether reading or writing or
researching.

Year 8 Syllabus

Hindi

Length of the course

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

The purpose of the Hindi 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.

Major concepts/areas
covered

Semester 1 (August-December)

One word substitution


Synonyms
Opposites
Singular and plural
Adjective
Reading comprehension
Picture comprehension
Creative writing
Letter writing
o Shakespeare ki kahaniyan
o Text-Cum-Work book

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

Key Stage 3 Syllabus- Year 8

Year 8 Syllabus

Outcomes of the course

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

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
Promethean Board

Texts and materials

Text-Cum-Work book Veetan-part 4


CDs
Flashcards
Worksheets
Promethean Board Flipcharts
Information Technology
Websites
Newspapers & Magazines
DVDs

Key Stage 3 Syllabus- Year 8

Year 8 Syllabus

Hindi

Additional expectations (if


any)

For learning a 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. Reading not only
reinforces the vocabulary one has learnt in class, but also enhances
vocabulary and helps in developing a better writing style. Hence in order to
improve upon all the four language skills regular revision and extra reading is
recommended.

Grading policy

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.

Key Stage 3 Syllabus- Year 8

Year 8 Syllabus

Hindi as a Modern Foreign Language

Length of the course

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

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.

Major concepts/areas
covered

Semester 1 (August -December)


1 How were the holidays?
Talk about past events
Use of ne and ko
Talk about likes, dislikes and preferences
Use of able to, should and ought to do
Use of hi and bhi
Words with conjunct letters
Ordinal numbers
2 Talk about future plans
Structures with either-or, neither-nor
Conditional sentences
Conjunct letters
Use the verbho(to be)
3.

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

Outcomes of the course

Hindi as a Modern Foreign Language

Arrange to see a doctor


Say you feel ill and explain whats wrong
Say you feel hot or cold, that you have a temperature
Say what hurts, cuts and wounds
Describe other symptoms to the doctor
Understand what the doctor says

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)

Assessment could be in the form of a test (written, spoken, listening) a role-play,


class work or homework. The achievement grade has the following break up:
TYPE OF ASSESSMENT

%/WEIGHTAGE

Listening

25

Oral

25

Reading and Writing

50

Homework is set once a week and is usually a combination of written and


learning tasks.
Delivery/methodology

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

Key Stage 3 Syllabus- Year 8

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

Texts and materials

Hindi as a Modern Foreign Language

Text book Vitaan Part 1 from the Madhuban Educational Books


CDs
Flashcards
Worksheets
Promethean Board Flipcharts
Information Technology
Websites
DVDs
Realia

Additional expectations
(if any)

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.

Grading policy

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.

Key Stage 3 Syllabus- Year 8

Year 8 Syllabus

Length of the course


Course description

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

Semester 1 (August December)


The Renaissance
What was the Renaissance?
Faith vs. Reason
Italy in the 15th Century
Why did the Renaissance start in Italy?
Renaissance Art
The importance of the Printing Press
Scientific Developments
The Renaissance Man
Impact of the Renaissance on the life of the European people.
Islam
The Rise of Islam
Basic Beliefs
The Story of the Prophet Muhammad
The spread of Islam after the death of Muhammad
Culture and Contributions: The Islamic Renaissance
The Great Mughals
The Great Mughal Emperors
Art and Architecture
Babar and the Battle of Panipat
Akbar and his achievements
Main Features of Mughal Painting
Factors that led to the decline of the Mughals
A visit to Humayuns Tomb/Red Fort for a detailed study of Mughal architecture

Key Stage 3 Syllabus Year 8

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

III The Voyages of Discovery


Tales of Early Travellers
Causes and consequences of the voyages of Christopher Columbus
Outcomes of the
course

Types of assessment
(student
performance)

The development of skills is an ongoing process in Key Stage 3. They include:

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

Semester 2: Assessment will be an on-going process and the overall


Examples of work to be assessed:
Type of Assessment
Assignments
Tests:

%/ Weightage
40
60

Written assignments including essays


Oral presentations e.g. debate, discussions, quizzes, role-plays.
Research work on a particular topic/whole project
Board displays by students
Tests

Key Stage 3 Syllabus Year 8

Year 8 Syllabus

History

Models and charts made by students


Use of ICT in the learning process (presentations ,interactive educational
websites and worksheets)

Delivery/methodology The methodology used in Year 8 is interactive and varied.


They include interactive class discussion, explanation of concepts by the teacher,
evaluation of sources, both written and visual, student-centred activities like
debates, group discussion, oral and power point presentations by students, role
plays and project work. Trips related to local history or a major historical
development is organized from time to time.
Texts and materials
used

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

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.

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)

Key Stage 3 Syllabus Year 8

Year 8 Syllabus

Information & Communication


Technology (ICT)

Length of the course

One year

Course description

This course is designed to provide experience of computing and IT fields to


students. Practical section is adapted from DiDa.

Course aims

The aim of this course is to empower, and to create independent, inquisitive


thinkers who can apply IT tools creatively.

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.

Outcomes of the course

Students will become a confident user of Adobe Suite with digital storytelling
and will be able to integrate applications in one task.

Types of assessment (student


performance)

Formative assessment will be carried out through a variety of tasks assigned by


the teachers. Pupils will be set individual targets for development and
improvement after formative assessments.
Each term there will be summative assessments which will consist of a written
and practical test covering the learning objectives studied that term. Each
semester a project will be set which will be marked against criteria discussed
with pupils.

Key Stage 3 Syllabus Year 8

Year 8 Syllabus

Information & Communication


Technology (ICT)

Delivery/methodology

A variety of teaching methods are used to develop students critical, analytical,


problem solving and creative skills using Group works, individual tasks,
research and integration.

Texts and materials

DiDa 202, Information Technology Vol 1

Additional expectations (if


any)
Grading policy

Students are advised to maintain their jotters and files.


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.

Key Stage 3 Syllabus Year 8

Year 8 Syllabus

Mathematics

Length of the course


Course description

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

Year 8 work in Mathematics is characterised by the gradual development of mathematical


reasoning and more formal procedures, building on the understanding of patterns, structures and
relationships gained at earlier stages.
Students gain insight into the power of mathematics to solve problems through making and
testing generalisations and hypothesis through short and extended tasks. The main emphases are
on:
developing skills of mathematical reasoning
increasing fluency of computation
developing a competence with formal algebra
developing an understanding of 2D,3D shapes
handling data
estimation

Major
concepts/areas
covered

Semester 1 (August-December)
Review

Number and Algebra

Geometry and
Measures

Key Stage 3 syllabus-Year 8

Review of decimals, fractions, directed numbers, factors and


multiples
Prime factorization
H.C.F and L.C.M
Percentage increase and decrease
Division of decimals
Division of fractions
Linear sequences (term to term rule and position to term rule)
Expanding brackets (expand and simplify)
Factorisation(by taking common)
identities
Use of index notation with algebra
Solving equations (constructing and solving equation)
Substituting into formula
Change of subject
Parallel lines and angles in parallel lines.
Angles in triangles and quadrilateral
Geometrical reasoning

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

Probability- experimental and theoretical, complimentary events


Interpretation of scatter graphs
Mean, mode and median in a discrete data.

Mathematical
processes and
applications

An enquiry based task using and applying mathematical


concepts to solve problems

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

Texts and Materials

Key Stage 3 syllabus-Year 8

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.

Key Stage 3 syllabus-Year 8

Year 8 Syllabus

Music

Length of the course

One year.

Course description

Music in Year 8 is geared towards expanding the students knowledge of the


basic rudiments of Music and exposing students to further understand, learn
and research different genres / styles of Music and its origins.
Students expand their understanding of different musical styles and cultures
through composition, performance and aural analysis, exploring the
relationships between rhythm, texture, melody and harmony.
Students will examine the differences between various Musical styles and
traditions, attempting to recreate these through composition and practical
development alongside exploring them aurally.

Course aims

Major concepts/areas covered

The course aims at giving students a wider musical knowledge and


vocabulary.
Giving students a theoretical and practical experience of the different
aspects of music.
Learning to use theoretical knowledge practically.
Learning how music can be produced, in terms of performance and
composition.
Learning to explore and analyse music by ear.

Aural perception development / Creating, composing and individual / group


performances of world music and other genres of music, such as reggae, rock n
roll, rock, hip hop and pop music.
Further studies in Indian music, scales, ragas and rhythms.

Types of assessment

Methodology

Texts and materials

Additional expectations

A baseline assessment is carried out at the beginning of the year to monitor


student progression.
Students are formatively assessed throughout the year in lesson time to aid /
monitor their progression and development. These assessments are based on
the levels in the National Curriculum for England, which include:
Music theory
Aural awareness.
Practical work generated through the use of musical software / computers.
Performances: Group and individual performances
Lessons are divided into a mixture of practical work, music theory, composition,
musical analysis, research, history and musical interpretation.
A wide range of text and web based materials are used.
Computers and score writing, producing, listening and playing software are
also used.
Research material of world music and other genres are also used for musical
development.
Students are expected to equip themselves for all music lessons with their

Key Stage 3 Syllabus booklet- Year 8

Year 8 Syllabus

Music

musical kit which consists of :a) Manuscript book / jotter.


b) Pencil and pen kit.
c) Musical textbook/s, if any.
d) The school diary.

Key Stage 3 Syllabus booklet- Year 8

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

Physical Education (PE)

Length of the course

One year.

Course description

PE develops students competence and confidence to take part in a range


of physical activities that become a central part of their lives, both in and
out of school.
A high-quality PE curriculum enables all students to enjoy and succeed in many kinds
of physical activity. They develop a wide range of skills and the ability to use tactics,
strategies and compositional ideas to perform successfully.
When they are performing, they think about what they are doing, analyse
the situation and make decisions. They also reflect on their own and others
performances and find ways to improve them. As a result, they develop the
confidence to take part in different physical activities and learn about the
value of healthy, active lifestyles. Discovering what they like to do, what
their aptitudes are at school, and how and where to get involved in physical
activity helps them make informed choices about lifelong physical activity.
PE helps students develop personally and socially. They work as individuals,
in groups and in teams, developing concepts of fairness and of personal
and social responsibility. They take on different roles and responsibilities,
including leadership, coaching and officiating. Through the range of
experiences that PE offers, they learn how to be effective in competitive,
creative and challenging situations.

Course aims

Learning and undertaking activities in Physical Education (PE) contribute to


achievement of the curriculum aims for all students to become:
successful learners who enjoy learning, make progress and achieve
confident individuals who are able to live safe, healthy and fulfilling lives
responsible citizens who make a positive contribution to society.

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

Key Stage 3 Syllabus-Year 8

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

Physical Education (PE)

competitions or performances to audiences beyond the class use ICT as an aid to


improving performance and tracking progress make links between PE and other
subjects and areas of the curriculum.

Types of assessment
(student performance)

Common assessments at the end of each unit of work.

Delivery/methodology

Teaching through key concepts to develop generic skills through a variety of sport
contexts.

Texts and materials

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.

Key Stage 3 Syllabus-Year 8

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

The programme of study aims at providing learners the opportunity to:

Outcomes of the course

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:

Key Stage 3 syllabus-Year 8

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.

2. Critical understanding of evidence


Learners should be able to:

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:

Use appropriate methods, including ICT, to communicate scientific information


and contribute to presentations and discussions about scientific issues.

Learners display their knowledge, understanding and application of the course


through a variety of tasks.
Tasks include:

Major concepts/areas
covered

Semester 1 (August-December)
Chemical and Material Behaviour
Separating Mixtures
Dissolving rocks
Sweet tooth

Key Stage 3 syllabus-Year 8

Short structured questions, free response questions


Data analysis, graphing, drawing diagrams simple calculations as applicable for
the content learnt.
Practical tasks also include following instructions (written or oral), planning
and/or carrying out experiments, collecting and analysing data and reporting the
whole practical.

Pure salt
Super solvents
Distillation
Better boiling

Year 8 Syllabus

Drinking water
Chromatography

Atoms, Elements and Compounds


Chemical Alphabet
Getting sorted
All mixed up
What are compounds?
Understanding equations
Combining Elements
Energy, Electricity and Forces
Magnetism
Magnetic materials
Magnetic fields
Earths magnetic field
Explaining magnetism
Electromagnetism
Using electromagnets
Motors and generators
Power stations
Burning problems
Renewable energy resources
What about nuclear power?
Semester 2 (January-May)
Energy, Electricity and Forces
Sound and Heat

Key Stage 3 syllabus-Year 8

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

Organisms, Behaviour and Health


Keeping healthy
A balanced diet
Is my diet Ok?
Eating food
Do I have enough energy?
A breath of fresh air
A healthy heart
Measuring your pulse
How do you know if you are fit?
Studying disease
History of disease
The infection cycle
Preventing disease
Sexually transmitted diseases
Biological warfare
Vaccination
What are vaccines?
How to get rid of microbes
Are microbes useful?
The Environment, Earth and Universe
Life and Death
Design a predator
Where has the ox gone?
Population models
Recycling by rotters
Populations
Biological control
Space
Day and Night
The seasons
The Moon
Key Stage 3 syllabus-Year 8

Science

Year 8 Syllabus

Types of assessment
(student performance)

The Solar System

Gravity in space
Gravity and weight
Satellites
Space travel
Exploring Further

Science

Assessment: In keeping with the whole school assessment policy, assessment in


Science is an ongoing process of evaluating, recording, tracking and reporting student
progress to enhance learning and raise achievement. Both formative and summative
assessments are carried out in the Science course.
All students are given a baseline test in term one in order to identify strengths and
weaknesses, as well as to inform teaching and learning.
In addition to teacher led assessments peer and self assessment is also carried out.
Exemplar work is used to guide student learning and raise achievement whenever
appropriate.
Some of the widely used forms of assessments are:
1. Homework
2. Practical assignments 3.Charts/Models/Presentations/Research
folders
4. Written tests 5. Practical tests
6. Oral test/Quiz

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.

Texts and Materials

Textbook

Key Stage 3 syllabus-Year 8

Ed Walsh (series editor), Collins KS3 Science Book 2


ISBN: 978-0-00-726421-6
Resource books:
1. Hollins Martin, et al, Go for Science 2, (1997) Thomas Nelson
and Sons Ltd., KT 12 5PL UK
ISBN: 0-17-4387040
2. Fullick Ann, et al, Science Now, Part 2, (1996), Heinemann
Educational Publishers, Oxford OX2 8EJ
ISBN: 0 435 506854
3 Harrison Chris (series editor), Thinking through Science, Part 2 (2002),
John Murray (Publishers) Ltd., London W1S4BD
ISBN: 0 7195 7854 X

Year 8 Syllabus
Grading policy

Science

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
judgement and informs the learner about strengths and weaknesses as well as next
steps. All summative assessments are graded on a scale as published in the whole
school assessment policy. The grades and grade boundaries for Science 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%
In recording and reporting achievement in a semester, 30% weightage is given to a
range of assignments and projects done in class or as homework and 70% to
controlled assessments. These assessments include scheduled summative tests with
at least 10 days notice.
A subject prize is awarded at the end of the academic year to the topmost achiever
and certificates to the next achiever/s within a mark range of 1-10. The
achievement is calculated as follows:
Semester 1 total + Semester 2 total

Additional Expectations
(If any)

Learners are required to:


1. Add, subtract, multiply and divide;
2. Understand averages, decimals, fractions;
3. Draw charts and graphs from given data;
4. Interpret charts and graphs;
5. Select suitable scales and axes for graphs;
6. Use usual mathematical instruments (ruler compasses);
7. Understand the meaning of radius, diameter, square, and rectangle.
(Calculators may be used)

Key Stage 3 syllabus-Year 8

Year 8 Syllabus

Spanish

1. Length of the course

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)

Key Stage 3 syllabus-Year 8

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 .

Key Stage 3 syllabus-Year 8

Year 8 Syllabus

Spanish

Demonstrative adjectives (aqul, aquella, este, ese, )


Comparatives : ms + adjective + que
Adjectives : barato/a(s),caro/a(s)
Verbs : llevar y quedar . Expressions : Me queda bien/ Te queda mal. Direct
objects it-la /lo them- los /las
Shopping for clothes.
Saying what clothes to wear on different occasions.
The immediate future : Voy a ir a
Discussing the uniform. Expressing opinions on what colours and clothes you
like and ones style.
7. LA CALLE PRINCIPAL The High street
Talking about types of shops (panadera, zapatera)
Saying where you can buy things.
Verb poder
Direct object pronouns
Souvenirs. Some typical items in different cultures.
Term 4 (March-May)
8. Tourism- Turismo
Asking what is of interest in a place and what you can do there.
Impersonal form of se puede + Infinitive
Different cities and places of interest in different Spanish speaking countries.
Talking about where you go and what you do on a holiday.
Use of simple past tense to describe where you went, what for and with whom
and when.
Describing your weekend and the activites you did.
5. Outcomes of the
course

Key Stage 3 syllabus-Year 8

Listening and Responding


To organise and respond to key ideas from spoken extracts in familiar contexts
Reading and Responding
To organise and respond to key ideas from written texts in familiar contexts

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

Reading and Writing

50

Homework is set once a week and is usually a combination of written and


learning tasks.
7. Delivery/methodology

A variety of teaching strategies and approaches are used to help students


remain focused and to make teaching effective and enjoyable e.g.

8. Texts and materials

Key Stage 3 syllabus-Year 8

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)

10. Grading policy

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%

Key Stage 3 syllabus-Year 8

Spanish