Grade 8 Curriculum Guide (Revised)

ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
REVISED 2013
Table of Contents
Language Arts and Literature Department

English Language .2
English Literature 9
Modern Languages Department
French.
Spanish
Mathematics Department
Mathematics...
Science Department
Integrated Science .
Agricultural Science .
History Department
History...
Home Economics / Industrial Arts Department
Home and Family .
Design Technique .
Religious Education Department
Religious Education...
Visual Arts Department
Visual Arts.
Physical Education Department
Physical Education.
Personal Development Department
Personal Development..
Geography Department
Geography .
ENGLISH LANGUAGE DEPARTMENT

ENGLISH LANGUAGE CURRICULUM
INTRODUCTION
This English Language Curriculum is to foster in Grade 8 students an extensive appreciation of language learning and language use. It is not
intended that the discrete compartments which are presented should be so taught and learned. Instead, an integrated approach should be adopted in
the actual teaching and learning process. The Guide is structured to allow for the development of competence through the acquisition of literacy
skills:
Listening
Speaking
Reading
Writing
Grammar
Upon the completion of the course of study in Grade 8 all students are expected to communicate in Standard Jamaican English through the use of
more complex structures in speech and writing.
Listed are specific objectives regarding the development of students speaking, listening, reading, writing and grammar skills that will be the focus
throughout the year.
SPECIFIC OBJECTIVES
LISTENING
1. To get meaning
2. To establish purpose
3. To establish sequence
4. To improve communication and human relationships
SPEAKING
1. To narrate events in sequence
2. To give and receive instructions
3. To use appropriate tone and body language
4. To speak with clarity and confidence

READING
1. To understand material at the literal and figurative level
2. To distinguish between fact and opinion
3. To summarize information read and heard
4. To distinguish main ideas and supporting details
5. To acquire and use the following reading skills as necessary:
*identification of sound
*analyzing
* word meaning
*word recognition
* synthesizing
*recall comprehension
WRITING
1. To write with increasing competence in a variety of forms such as poems, stories, journals, essays
2. To demonstrate awareness of writing as a process
3. To use transactional forms effectively e.g. letters, report
4. To experience the joy of creativity through the production of creative pieces

GRAMMAR SKILLS
To write correctly using the basic structure and mechanics of Standard English
1. subject/verb agreement
2. singular and plural forms
3. present, past and future tense
4. subjective and objective forms of nouns
5. correct punctuation
Semester 1
Topic/ Content
MECHANICS
- Parts of the sentence
Subject and Predicate
Compound Subject and
Predicate
Natural and transposed order in
sentences
- Subject and Verb Agreement
- Synonyms and Antonyms
- Present and Past Tenses
- Punctuation
- Phrases and Clauses
Objectives
Students should be able to:
identify the subject and predicate in a sentence
differentiate between simple and compound
subjects and predicates
identify a sentence in the natural order or
transposed order
select the correct verb to complete given sentences
select the correct synonym/antonym for given
words
use tenses appropriately and consistently
use marks of punctuation correctly
recognize clauses and phrases
TYPES OF WRITING
- Paragraph
- Descriptive

write topic sentences that state the specific idea
of the paragraph
write supporting sentences

-
Expository
COMPREHENSION SKILLS
create effective ending sentences

write unified paragraphs in which every sentence
is related to the topic
write a descriptive passage that evokes strong sensory impressions
identify the various kinds of expository paragraphs

- identify main ideas
SEMESTER TWO (February - June)

TYPES OF WRITING
- Descriptive
- Short Story
- Report

- identify each type of writing
- write a descriptive passage that evokes strong sensory impressions
- identify the elements of narrative writing
- write an interesting narrative with events in sequential order
- distinguish between a narrator that is a character within the story or one
that is an observer of the action
- distinguish facts from opinions
- write a factual report with events in sequential order
LETTER WRITING
- Formal Letters

- identify the kinds of formal letters
- identify the parts of the formal/business letter
- discuss the tone and content of the formal letter
MECHANICS
- Direct and Indirect Speech
- Parts of Speech
- Verb Tenses
Active and Passive Voice

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

ENGLISH LITERATURE CURRICULUM
Introduction
This Literature curriculum is to engage the students interest in literature and promote the enjoyment of the different genres. The following skills
will be developed:
Listening
Speaking
Thinking Analytically
Reading
Writing
An integrated approach will be used in the actual teaching and learning process. The above skills will be enhanced by adopting a student-centered
class-room which will enable students to discover literature through their own critical thinking. By the end of this course the students will be able
to appreciate, interpret, analyze and evaluate the three genres of literature.
Semester I (September-January)
CONTENT
1. STUDYING THE GENRES OF
LITERATURE
2.
Prose
Poetry
Drama
THE NOVEL
Animal Farm - British Literature
OBJECTIVES
Identifying the genres of Literature

Discuss the elements of each genre
Appreciate literature as an art form and a form of expression
Elements of the novel
Examine the presentation of characters

Explore the presentation of themes
Examine the use of setting in the novel
Identify the narrative technique
Examine the structure and its relationship to the presentation of issues
Compare contexts and situations to present cultural experiences
3. POETRY
Poetry comprehension and analysis

Selected poems from prescribed text
Voyages in English
4. THE SHORT STORY
Story comprehension and analysis
Areas of study
Identifying types/forms of poems
Uncovering the meaning of poems
Examining the use of diction (denotative/connotative language)
Examining the poets use of rhythm and rhyme
Examining the use of imagery
Examining the use of figurative language

Selected Stories from Voyages in

English
Examine the use of setting in the story

Examine the structure of the story (plot, conflict, climax and resolution)
Uncover the meaning of words using the context clues from the story
Semester II (February-June)
TOPIC/CONTENT
5. INTRODUCTION TO DRAMA
Studying West Indian Drama Ti Jean and His Brothers
6. STUDY OF THE NOVEL CONTD

The British Novel - Oliver Twist
7. POETRY
OBJECTIVES
Features of Drama
Identify the elements of Drama (Props, costume, actors/actresses, backdrop,

stage directions etc)
Examine the use of dialogue in drama
Examine the presentation of the characters
Examine the use of setting
Identify and examine the themes in the play
Areas for Analysis

Examine the use of setting in the novel
Identify the narrative technique
Examine the structure and its relationship to the presentation of issues
Areas for Analysis
Poetry comprehension and analysis

Selected poems from Voyages in
English
8. THE SHORT STORY
Story comprehension and analysis

Selected Stories from Voyages in
English
ASSESSMENT: A unit test will be done at the

end of each unit. For each sub-topic students
will be assessed using graded class work and
homework assignments along with any other
form of assessment the teacher may devise.
Homework : 25% of the overall grade for
the semester
Class Work : 25% of the overall grade for
the semester
Tests
: 50% of the overall grade for
the semester
Identifying types/forms of poems

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

Examine the use of setting in the story
Examine the structure of the story (plot, conflict, climax and resolution)
Uncover the meaning of words using the context clues from the story.
Recommended Text:
Oliver Twist by Charles Dickens retold by Debrah Tempest
Animal Farm by George Orwell
Voyages :An Anthology of Short stories and Poems
MODERN LANGUAGES DEPARTMENT

FRENCH CURRICULUM
GENERAL AIM:
The general aim of the French department is to engage students in learning activities designed to help them develop listening, speaking, reading
and writing skills in French. They should also be able to develop an appreciation of the French language and also of people of francophone
culture.
Topic/Content
1.LISTENING
2.SPEAKING
3.READING
Objectives
Students should be able to :
-develop their listening skills by singing and other forms of oral interactions
like simple conversations with classmates and teachers by answering
questions based on chosen topics to be covered.
-listen to and respond by doing the actions indicated by commands
-listen to short sentences/paragraphs read aloud by the teacher and write down
what they have heard

-participate in role-play exercises where they act out dialogues
ask and respond to simple questions
-do simple descriptions of objects and persons
-participate in simple conversations based on everyday experiences

-read short passages in French using the correct pronunciation, fluency and
intonation
-read, understand and follow simple written instructions in the target language
-read and answer questions based on reading comprehension passages

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

4.WRITING
-identify the French speaking countries worldwide especially the ones in the
Caribbean
-describe some of the beliefs and traditions of selected countries in relation to
family life, school and major holidays
-compare and contrast French cultural practices with those of Jamaica
greetings and responses

-present tense of some irregular verbs
-holiday greetings
-numbers 1-100
-aller + infinitive; vouloir + infinitive
-reflexive verbs and reflexive pronouns(me,te,se,nous,vous,se)
-negation in French (nepas, plus, jamais, rien, personne etc)
-parts of the house
-items in the house
-likes and dislikes
-weather
-food items
-talk about themselves ,their family,friends,past-time or leisure activities
-fill an ID card
-present a weather forecast
-describe weather conditions
-object pronouns
-occupations
CULTURAL AWARENESS
VOCABULARY
SEMESTER 1 ( SEPTEMBERJANUARY )
UNITS 1-3

give more personal details about self and family e.g. hobbies ,birth date, how
they feel about something.
-conjugate some irregular verbs: avoir, aller,faire, pouvoir
-state what they like, dislike, hate, are mad about
-say how they help at home
-describe weather conditions
-conjugate some more irregular verbs such as voir, venir, connaitre, etre
-describe the house/apartment that they live in

-name articles of furniture generally found in the house
-use the partitive du, de la, de l and des
-count up to 100
-give precise directions in French
-name various types of shops and say what can be purchased at each one
according to French ways and customs
-ask for specific items in precise quantities
-give the French for some occupations
JANUARY-GENERAL REVISION
SEMESTER II (FEBRUARYJUNE)
UNITS 4-7
JUNE-GENERAL REVISION
conjugate some more irregular verbs such as:

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

RESOURCE MATERIAL USED IN GRADE 8
Main text
Hexagone 2
Other material to be used
JAFT (Jamaica Association of French Teachers) Curriculum Guide Grades 7-9
French First Year by Eli Baume and Gail Stein
ASSESSMENT: A unit test will be done at the end of each unit. For each sub-topic students will be assessed using graded class work and
homework assignments along with any other form of assessment the teacher may devise.
Homework : 20% of the overall grade for the semester
Class Work : 30% of the overall grade for the semester
Tests
: 50% of the overall grade for the semester
MODERN LANGUAGES DEPARTMENT

SPANISH CURRICULUM
INTRODUCTION
The goal of the GRADE 8 Spanish curriculum is chiefly to:
continue to acquire the basic language skills for functioning in practical every day situations.
allow students to have a solid base upon which they can continue to build and perfect their communicative skills
continue presenting the Spanish language as an integral element of the culture.
continue to encourage an appreciation of Spanish through:

- cultural activities such as Spanish Day and Spanish Carol Service
- inter-school activity such as Spanish Festival and Spanish Club
increase awareness of the Spanish culture through continued exposure to different Spanish countries eg. Cuba and Mexico
SEMESTERS 1 & 2
TOPIC/CONTENT
OBJECTIVES
1) PERCEPTIVE LISTENING

a) understand aspects of the lesson while it is being presented orally.
2) PERCEPTIVE READING

a) read with correct pronunciation
b) comprehend what is read
3) PRODUCTIVE SPEAKING
a) give appropriate responses to situations arising from contexts taught
b) role-play in situations arising from topics
c) ask and respond to questions based on daily routine
4) PRODUCTIVE WRITING
5) CULTURE
6) GRAMMAR
7) VOCABULARY

a) answer general questions and give responses to situations from topics
taught
b) write simple letters- date, opening lines, closing lines etc.
Students should become more familiar with the culture of Spanish
countries such as Mexico and Cuba
Students should learn the grammar rules arising out of the contexts
taught, thus improving their receptive and productive skills
Students should expand their vocabulary. This will enable them to:
a) function in the context taught
b) write on the subject area taught
SEMESTER 1( September-January)
TOPIC/CONTENT
OBJECTIVES
PRESCRIBED TEXT Qu Hay? Libro del

alumno2 Units 1,2&3
LESSON 1 Greetings and Introductions
Revise what to say when meeting new

people
Review useful words and phrases

associated with schools
Identify where different items are located

in the classroom
Grammar
The use of ste / sta, stos,stas, es / son
(y) for informal introductions
The use of (Te, Le, Les) with presento a

formal introductions
The use of ser ( to identify something, to

describe physical characteristic/ traits, to

(1)
(2)
(3)
(4)
Greet and meet other people in an informal or formal setting

Identify various classroom objects
Use appropriate prepositions to locate various classroom
Conjugate and use appropriately the verb estar.

describe professions, nationality and
expressions with time
The use of estar ( to locate people and

objects, to express feelings and to express
state of health)
Vocabulary
encantada/as / mucho gusto, el aula, ah. la
estantera, el casillero, al fondo, la papelera,
cuadernos de deberes, entre, al lado de debajo,
en sobre, encima, alrededor, enfrente, delante
de, etc.
TOPIC/CONTENT
OBJECTIVES
LESSON 2 -3
Welcome to my school!
My school is the bomb
What do you think about my school?
1) The verb tener

2) Tener expressions
3) Facilities in my school
Grammar
The use of the greetings querido and its
placement in letter writings
The use of un abrazo
Demonstrative pronoun ste etc.
Introduction to the verb tener.
Vocabulario: a mi ver, en mi opinin, yo

creo que, yo pienso que, opino que, me
parece que
Describe type of school they attend
Describe where it is located
Identify the features and facilities of their school
Express opinions about the school

recreo, reunirse, el patio, cuntos aos
tiene?, tengo fro, tengo sed, tengo
hambre, tengo calor
Vocabulary
La oficina, la cancha, el auditorio, la biblioteca,

el laboratorio
LESSON 3-4
How do you get to school?
In order to go to school I always

Grammar
The use of ir a + infinitive

The use of demonstrative adjectives este,
esta, estos, and estas
Explain how they get to school
Identify types of public transportation
Demonstrate their reasons for choosing a particular type of
Adverbs of frequency
transport
The use of para to express in order to
Vocabulary
en tren, en taxi, en carro, en bicicleta, en metro,
en camioneta, a pie, en autobs, en minibs, en
motocicleta, en bote
sano, cmodo, ecolgico, cuida y protege el
ambiente, rpido
siempre, a veces, a menudo, muchas veces,
demasiado, de vez en cuando, una vez
LESSON 5 -6
REVISION AND ADMINSTRATION OF THE FIRST UNIT TEST
LESSON 6
Break time
I have, you have nothing to do
Grammar
More uses of the verb tener
Expressions with tener
Vocabulary:
el recreo, reunirse
LESSON 7-8

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

What class do you have
My favourite subject!
Whats your timetable like?
Grammar

The use of adjectives such as bueno, malo,
grande
Gustar and its forms
The use of a mi, a l, a ella, etc.
The use of ni , tampoco
Discuss their classes
Identify and express what are their favourite subjects
Discuss and prepare their timetables in the target language
Use the expression me gusta/n to express the subject that they

like
Present Tense of regular AR verbs
Give a reasonable explanation for not liking a particular subject.
Grammar
el ingls, la informtica, la educacin fisica, el
recreo, el almuerzo
LESSON 9
ADMINISTRATION OF THE SECOND UNIT TEST
JANUARY REVISION AND FIRST SEMESTER EXAMINATIONS.

SEMESTER 2- February- June
Qu Hay? Qu Hay Libro del alumno?2
Units 4 & 5
LESSON 1
I am very busy
I have to study now!

Grammar
Telling the time, es la/ son las, a la
Talk about their school timetable/ schedule
The used of para las to express the
Describe their study period
time eg. 9: 45 son un cuarto para las
Revise hoe to say the time especially to highlight the hour they
cinco or son quince para las
are scheduled for class
diez.(This is will introduce students to

the variation of the language/ cultural
aspect)
Vocabulario:
antiptico/a, fcil, interesante, aburrido/a,
divertido/a
LESSONS 2 & 3
What are your hobbies?
What do your friends do for fun?
Grammar
Regular AR verbs such as cocinar,
Talk about their hobbies / interest and those of their friends
practicar, sacar, tocar
Express what they do not do
Stem changing verb jugar
Go-go verb hacer, salir, poner, decir,

venir
Regular ER and IR verbs such as

aprender, escribir
Vocabulary
el bisbol, el ftbol, el atletismo, el judo, el
baloncesto, el ajedrez and other sports,(each
taking its correct article)
el piano, el violn, la orquesta (musical
instruments)
LESSON 4
How is your school?
Grammar
The use of a+e l (al) after the verb ir
The use of interrogation word such as

cmo? cuando? etc.
Vocabulary
cul?, quin?, adnde?, por qu?
Say what their school is like
qu? etc.
Say what their teachers are like
LESSON 5
Every day I normally
How often they do things
Describe their daily routine and that of others
Say what time they do various activities
Grammar
Reflexive verbs such as arreglarse,

ponerse, quedarse, aburrirse, quitarse,
peinarse,maquillarse,lavarse, llevarse
bien con alguien, prepararse, relajarse
Reflexive verbs with stem- change such

as vestirse, pedir, servir (i-e)
despertarse,( e- ie) sentirse, preferir,
querer, sentarse, cerrar
empezar,comenzar, pensar acostarse,
dormir, volver, almorzar, costar, sonar,
poder (o-ue), jugar (u-ue)
Ordinal numbers such as primer/o/a,

segundo/a tercer/o/a cuarto/a quinto/a
sexto/a sptimo/a octavo/a noveno/a
dcimo/a
Vocabulary
ropa, qu pesado! los ejercicios de
calentamientos, menos, mal
UNIT TEST
LESSON 6
GENERAL REVISION OF THE AREAS
TAUGHT IN SEMESTERS ONE AND
TWO
Talk about the type of house they live in
Describe rooms and furniture in the house
Talk about where things are in the house
Talk about what they do and have to do to help at home
Learn to give instructions
talk about where you live
describe what their home town is like
talk about the activities that are there to do
reply to invitations to different places
Discuss the things they like to do at home
Explain why you prefer certain activities
Highlight peoples preferences

Describe the weather conditions in their region
Forecast weather conditions
Talk about their future profession
Talk about the characteristics you may need for

that career
Describe people
REVISION AND END OF YEAR EXAMINATIONS
LESSON 7
What is your house like?
Welcome to my new house
Grammar
The use of possessive adjectives

such as mi, mis tu, tus
The verb deber
Vocabulary
las afueras, el barrio, un apartamento, el piso,
una urbanizacin, el dormitorio, la planta baja,
abajo, arriba, el comedor el garaje, la

mudanza, los muebles, el sof, el microondas,
la lavadora, el aparato de msica, la cama
matrimonio, la nevera etc.
LESSON 8
I do many chores at home
Wash the dishes!
Grammar
tener que + infinitive, tener

ganas de + infinitive
Singular informal Commands
Vocabulary
lavar, pasar la aspiradora, quitar el polvo,
fregar los platos, sacar la basura, prepara la
comida
LESSON 9
What is your town like?

Grammar
The difference between saber and

conocer
The difference between pedir and

preguntar
Names of shops in Spanish
Vocabulary
dar un paseo, ancho, fruta, frutero frutera,
carne, carnicero carnicera, zapato, zapatero,
zapatera, pan panadero panadera, pescado
pescadero pescadera
LESSON 10 & 11
What do you like to do?
I have a headache
Grammar
Present continuous tense of verbs with

regular gerund eg. estoy bailando
Demonstrative pronouns such as ste,

se, aquel, aqul etc.
The verb doler (radical changing verb

( o ue) eg me duele la cabeza
Tener dolor de
Vocabulary
el hombre, la espalda, la mano, la garganta, la
pierna and other parts of the body.
LESSON 12
What is the weather like?
Grammar
Expressing near future with ir + a +

infinitive eg. va a llover
Hacer with weather conditions
Estar with weather conditions
Vocabulary
hace sol, hace mal tiempo, va a llover, est
nublado , est lloviendo etc.
LESSON 13
What do you want to be?
Grammar
The use of por and para
Querer + ser + profession
Impersonal expressions such as me

fascina le fascinan le encanta, etc.
Vocabulary
la azafata, el/la abogado/a, el granjero, el/la
cantante
trabajadora, alegre

Homework: 20% of the overall grade for the semester
Class Work: 20% of the overall grade for the semester
Tests
Main Text
Qu Hay? Libro del Alumno 2
Other Resources
Qu Hay?
Cuaderno 2
Spanish Dictionary
MATHEMATICS DEPARTMENT CURRICULUM
INTRODUCTION
The purpose of the mathematics curriculum is to:

develop an appreciation of Mathematics and its continued contribution to modern life
develop critical thinking skills and spatial awareness
help students develop skills to analyze and solve problems arising out of real-life situations
help students to identify situations where mathematical skills may be applied
develop investigative and problem solving skills
develop an appreciation of the need to communicate quantitative data accurately
Homework : 20% of the overall grade for the semester
Class Work : 30% of the overall grade for the semester
Tests
MATERIAL AND EQUIPMENT:

Oxford Mathematics for the Caribbean Book 2
Sturdy notebook
Homework book
Set of Mathematical instruments
Large graph book
Calculator
SCIENCE DEPARTMENT
INTEGRATED SCIENCE CURRICULUM
Introduction
This Guide is meant to be used as a tool to help parents and students keep abreast of the required learning outcomes for the academic year. The
guide outlines the topics, objectives, activities and resources that are used at this level. It is by no means exhaustive, but simply representative of
the syllabus for this level.
The 8th Grade syllabus builds on the foundation laid in Grade 7. It introduces more difficult concepts and prepares the student for the transition to
Grade 9.
Topic / Content
Detecting the environment.
Light.
Light.(Rays, Beams)
4.
Light (Objects and Light).
Light (Shadow Formation).
Objectives: Students should be able to:

1. Define the environment.
2. Explain how we detect the environment.
3. Recognize the importance of the senses to mans existence in the
environment.
1.
2.
3.
4.
Define light and state its speed.

Identify the relationship between light and sight.
Give two phenomena associated with light.
State the difference between luminous and non-luminous
objects giving at least 5 examples of each.
1.
2.
3.
4.
Define rays and beams.

Explain the differences between rays and beams.
Accurately draw diagrams of the three types of beams.
State the differences between a converging and diverging
beams.
1. Describe what are transparent, translucent and opaque

objects.
2. Explain with the use of materials how light affects the above
types of objects.
3. Conduct a simple exercise to demonstrate the effect of light
on each object.
4. Give examples of each type of material. ( opaque,
translucent, transparent
1. Define a shadow.
2. Explain how shadows are formed.
3. Use diagrams to show the difference between the shadows
formed by a point source and an extended source of light.
Light (Reflection).
1.
2.
3.
4.
Topic: Reflection II (laws of

reflection)
1. Conduct a simple experiment to prove the law, that the angle

of incidence is equal to the angle of reflection.
2. Use the law to explain why mirrors for example can be used
to direct light rays.
3. State the laws of reflection.
Unit Test for topics 1-7

8
Light (pin hole camera)
Reflection(comparison of
plane, convex and concave
mirror images).
10
Light (Refraction).
Explain what is meant by reflection.

Explain what is meant by diffused and regular reflection.
Identify occurrences of both types of reflection.
Use diagrams to illustrate and explain the difference between
both types of reflection.
Mixture of Multiple choice and short answer questions
1. Explain the principle behind the working of the pin - hole

camera.
2. Use the pin hole camera to examine the effects of various
modifications to the pin hole camera.
3. Explain clearly why the image is formed inverted.
1. Conduct a simple experiment to demonstrate the type of
image formed by each type of mirror.
2. Describe the images formed by the three types of mirror.
3. Explain what is meant by lateral inversion.
1. Define refraction.
2. Conduct a simple experiment to demonstrate at least two
effects of refraction.
3. Identify at least three instances of refraction.
11
Lenses.
12
Lenses II.(Experiment)
13
The eye.
14
The eye. (Eye Defects).
15
Aspects of sight.( Binocular

vision, persistence of
vision).
1. Describe the two main types of lenses.

2. Draw accurately each of the two type of lens.
3. With the use of diagrams show how each of the two type
of lens affects light rays.
4. List at least four other types of lens.
1. Conduct a simple experiment to find the focal of a given
convex lens.
2. Accurately record their observations.
3. Show a willingness to fully participate in and make their
contribution to the group activity.
1. Draw and accurately label cross section diagram of the
eye.
2. Explain how the labeled parts of the eye work.
3. Identify on a diagram the various parts of the eye.
1. Clearly explain what is near and far sightedness.
2. Use diagrams to show both near and far sightedness.
3. Use diagrams to help explain how each defect is
corrected.
1. Clearly describe binocular vision and an activity to
demonstrate it.
2. Clearly describe why persistence of vision occurs.
3. Demonstrate and illustrate the usefulness of persistence in
our lives.
15B Light & Sight Quiz\ test 8th

Grade
16
Sound.
1. conduct a simple experiment to prove that

movement(vibration) is need for sound to be made.

2. present their work using the scientific format.
17 Sound.
18
Sound
II.(Amplitude,Frequency)
19
The Ear.
20
The Skin.
21
The skin.(Sensitivity)
22
Smell(Nose) (2) Larynx

(Voice Box)
1. Define sound.
2. Clearly state how sounds are made.
3. Demonstrate how sounds can be made.
1. define frequency and amplitude.
2. differentiate between frequency and amplitude.
3. use diagrams to demonstrate the difference between
frequency and amplitude
1. identify the main parts and the three main sections of the
ear.
2. outline the process which allows humans to be able to
hear.
3. outline the function of the parts of the ear.
4. draw and label a diagram of the ear.
1. Draw a full and accurately labelled diagram of the skin.
2. Identify the two main layers of the skin (epidermis &
dermis)
3. Accurately identify the various labelled parts of the skin
on a blank diagram.
4. State at least five (5) functions of the skin.
1. Conduct a simple experiment to map the skins sensitivity
to touch.
1. Present the information gathered in a tabular form.
2. Analyse the information gathered and come to a reasoned
conclusion about the skins sensitivity.
1.
2.
3.
4.
5.
Identify the position of the smell receptors cells in the nose.

Explain how we are able to detect various odours.
State the name of the smell receptors.
Identify the location of the larynx.
Draw a diagram of the larynx.
6. Explain how the larynx functions.
23. The Endocrine System
1. Name the six (6) main glands which form part of the
endocrine system.
2. Identify the hormone secreted by each gland.
3. Correctly identify the location of each gland on a
diagram.
4. Give a basic outline of the influence of each hormone on
the body.
24 Taste and the Tongue.
1. State the four basic taste sensations. (Bitter, Sweet, Sour

and Salty.)
2. Identify on a diagram the regions on the tongue
responsible for each sensation.
3. Explain how the tongue as the organ of taste works.
4. Draw a diagram of the tongue showing the main regions
of sensation
25 Nerve & Brain.
1. Give a definition of a nerve.

2. Differentiate between the functions of a motor and a
sensory nerve.
3. Identify the three main parts of the brain and explain their
function.
1. Explain what is reflex action and give an examples.
2. conduct a simple experiment to show reflex action.
3. Explain what is meant by conscious action. And give
examples.
4. Demonstrate and explain what is meant by reaction time.
26 Brain & Nerve II (Reflex and

voluntary action)
Brain & Nerve Test
27
1. List the properties which are used to identify acids

2. Draw and label the line pH scale.
3. Correctly arrange a set of numbers indicating acidity or
alkalinity.
Acids and Alkalis. (Acids)
28
Acids II.
1. Conduct a simple experiment to identify acids.

2. Use the pH scale to rate the strength of acids used in the
experiment.
3. Conduct the experiment safely.
29
Alkalis and Neutralization.
30
Electricity.
1. Give the properties of alkalis.

2. Differentiate between caustic alkalis and mild alkalis.
3. Give the names of at least alkaline substances.
4. Explain what is meant by neutralization and state the end
products.
1. Give a basic definition for electricity.
2. State some effects of electricity on some objects.
3. Name the two types of electricity.
4. Define static electricity
31
Electricity (ATOMS)
32
Electricity (Current
Electricity).
33
Electricity (Circuits)
1.
2.
3.
4.
5.
34
The Dry Cell .
1. Draw and label the parts of a typical dry cell.

2. Explain how the dry cell is able to produce electricity.
3. Identify the parts of a dry cell on a diagram.
1. Define an atom.
2. Explain how electric charges are created.
3. List the particles which make up an atom.
4. Identify the charge carried by protons and electrons.
1. Explain what is meant by current electricity.
2. Define a circuit.
3. Explain what is an electromotive force.
Explain what is meant by an electrical conductor.
Explain what is an insulator.
Define a circuit.
Identify parallel and series circuits.
Draw circuit diagrams of each type of circuit.
SCIENCE DEPARTMENT
AGRICULTURAL SCIENCE CURRICULUM
Introduction
Agricultural Science is an applied Science. The aim of the Agricultural Science Department is to develop in students an appreciation and
understanding of plants, animals and the soil. With this knowledge students should be able to contribute to the food security of their
country while being of practical use to the students even after leaving school.
Topic / Content
1. Introduction to
Agriculture
-
Objectives: Students should be able to:

Give a suitable definition of agriculture
Describe the importance of agriculture too society
Outline the historic development of agriculture
List and describe the various areas of agriculture
Outline problems affecting agriculture locally and in the
Caribbean
Give a list of careers in agriculture
Identify and describe the role of the agricultural personnel
in the community/ country eg. Minister of agriculture,
veterinarian, extension officer and labourer.
2. The Plant
3. The Soil
make a seed box and seed bed

Transplant seedlings using proper technique.
Explain the necessity for moisture in the soil
Identify types of vegetables fruit, leaf, root, stem
Define soil.
Describe the major components of the soil (a) Minerals
(b) Organic matter
(c) Air
(d) Water
classify of the soil using the following properties
Sand
Silt
Clay
describe the texture of the soil
explain how soil is form (wind, water, temperature, changes in
biological factors)
describe the soil structure
Identify the following: Top soil, subsoil, and parent material
List uses of the animals (for meat, eggs etc.)
4. The Animal
5. Tools and Equipment
Differentiate classes and types of livestock

breeds and classes of livestock (classification based on type,
cattle, goat, pigs, poultry)
Distinguish ruminant and non ruminants
Describe what is a ruminant and a non ruminant
Name animals based on age and sex
Define of tools and equipment
Classify tools and equipment eg. Tractors, lawnmower, milking
machine
Identify hand tools and equipment eg. Spraying, measuring,
cutting, trimming
Describe the safe use of tools and equipment
Describe the maintenance and storage of tools and equipment
HISTORY DEPARTMENT CURRICULUM
The aim of the Grade 8 History Curriculum is a continuation of the grade 7 curriculum and is designed
To provide students with the basic knowledge of historical development of their country.
To provide students with knowledge and understanding of their ancestral background.
To discover and clarify their individual aptitudes, interest and aspirations.
To develop an appreciation for the uniqueness of a Pan-Caribbean history
To develop and hone their critical thinking skills.
OBJECTIVES
TOPIC/CONTENT
UNIT 3: SPANISH CONQUEST OF THE AZTECS
Describe the way of life of the Aztecs geographical location,

occupations, technology, religion, political organization etc.
Discuss the course of the Spanish conquest of the Aztecs year of
conquest, key personalities and the course.
Examine the factors that allowed the Spanish to conquer the
Aztecs.
Discuss the consequences of the Spanish conquest on the Aztec
society.
SEMESTER 2 FEBRUARY TO JUNE

UNIT 4: SPANISH CONQUEST OF THE INCAS
UNIT 5: BRITAIN IN THE NEW WORLD
Describe the way of life of the Incas geographical location,

occupations, technology, religion, political organization etc.
Discuss the course of the Spanish conquest of the Incas year of
conquest, key personalities and the course.
Examine the factors that allowed the Spanish to conquer the
Incas.
Discuss the consequences of the Spanish conquest on the Inca
society.
Define concepts colonialism, enslavement, mother country,
triangular trade, cash crop, plantation system
Examine motives for exploration and areas of settlement in the
Caribbean.
Examine the methods used to challenge Spanish monopoly
Describe the Western Design and Jamaica 1655
Assess the impact of the British in the New World the
plantation system and the enslavement of the Africans.
Identify the contributions to our Jamaican heritage and to the
Caribbean society.

TOPIC/CONTENT
OBJECTIVES
UNIT 2: THE AFRICANS
UNIT 6: THE AFRICANS
Identify place of origin on a world map West Africa

Describe the physical appearance
Describe the lifestyle dress, food, government, religion, beliefs,
language, and technology in West Africa.
Outline reasons for coming to the West Indies enslavement
Identify contributions to our Jamaican heritage and Caribbean
society.
Homework: 20% of the overall grade for the semester
Class Work: 30% of the overall grade for the semester
Tests
Prescribed text
Honychurch Lennox, The Caribbean People, Bk. 2, 3rd ed., United Kingdom: Nelson Tharnes, 2006.
Honychurch, Lennox, The Caribbean People, Bk. 1 3rd ed, United Kingdom: Nelson Tharnes, 2006
HOME ECONOMICS DEPARTMENT

HOME AND FAMILY CURRICULUM
CONTENT
1
Introduction
Rules and Expectations
The sewing machine
OBJECTIVES
Review the examination paper done at Grade 7
List at least five parts of the sewing machine and tell the function of each.
Demonstrate the use and care of the sewing machine.
Demonstrate how to thread the sewing machine.

Discuss sewing machine faults and remedies.
Practical
Stitching straight
stitching corners
Clothing and Textiles Workbook, pages 27 40.

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

Block printing

Stencil printing
Tie and dye.
Explain the processes involved in each method.
Practical
Blender
Name the parts of the blender.

State the three (3) uses of the blender
Tell how to store and care for the blender.
State four (4) points to look for when selecting a blender
List and Explain terms seen on the blender (chop, blend, whip, puree, grate)
Practical
Assignment
Beverage
- Dyeing method (Tie and Dye).

Printing method (Wall Hanging)
Fruit Drink.
Make a brochure
Define beverages.
State the classification of beverages.
State the use of beverages in the diet.
Demonstrate the serving of cold beverages.
Differentiate between juice and drink
Food and Nutrition Workbook, pages 114 118
Refrigerator
State the function of the refrigerator

Name least three types of refrigerators (chest, combination, upright)
Label the parts of the refrigerator
State how to clean and care for the refrigerator
Discuss special features of modern refrigerator
Assignment - Collect pictures of different types of refigerators
Fruit
Define a fruit
List four (4) classification of fruits.

State two (2) examples from each classification.
State three (3) factors to consider when choosing fruits.
State three (3) functions of fruits in the diet. (nutritive value)
Discuss water in the diet
List four (4) ways of serving fruits.
Caribbean Approach, Bk.2, pages 19 24.
8
Vegetables
Define vegetables
List four (4) classification of vegetables.
State two (2) examples from each classification.
State three (3) factors to consider when choosing vegetables.
Caribbean Approach, Bk.2, pages 19 24.
Salads
Define a salad and name three (3) types of salads.

Name the four (4) parts of a salad.
State at least four (4) guidelines when preparing and serving salads.
State three (3) functions of salad dressings.
State three uses of salads in meals.
Practical
Fruit salads, Main meal salads.
Caribbean Approach, Bk.2, pages 38, 39.

10
Family
Define the term family

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

DESIGN TECHNIQUES (ELECTRICAL TECHNOLOGY)
INTRODUCTION
The aim of this course is to provide students with the basic concepts and principles used in the electrical field, which can lead
to career opportunities that exist in Electrical and Electronic Engineering and other related fields.
SEPTEMBER 2007
64
Topic/ Content
1
Objectives (At the end of the unit students should be able to
General Health and Safety
List at least ten safety rules and practices.
Precautions
Conduct basic safety checks.
Safety Rules and Precautions
State three electrical hazards.
Electrical Hazards
State the causes of electrical shock, burn and fire.
Shock
State the effects of an electrical shock.
Fire
List the factors that affect the severity of an electric shock.
Burn
Describe first- aid treatments for electric shock and burn.
Grounding For Personal Safety
State ways to put out an electrical fire.

Discuss the importance of grounding/earthing.
2 The Electron Theory

What Is Electricity?
The Structure of the Atom
The Flow of Electrons
SEPTEMBER 2007
Explain what electricity is.
Define the following terms: matter, atom, element, compound, molecule,

protons, electrons, charge, ion and ionization.
Express the relationship between current, voltage and resistance.
65
Explain the difference conductors and insulators.
Charge
Identify different types of conductors and insulators.
Voltage
List at least four factors that affect the resistance of a material.
Electrical Terms
Current
Resistance
Conductor
Insulator
The Relationship Between Voltage,
Resistance and Current
3 Electrical Circuit and Symbols

Electrical Symbols
The Simple Circuit
Types Of Circuits
Series
Parallel
Series-Parallel
Circuit Defects
Open Circuit
Short Circuit
Reproduce various electrical symbols.

Define an electrical circuit.
Reproduce a labeled diagram of a simple
electrical circuit.
State the purpose of each component of a simple circuit.

List the three types of circuits.
State the characteristics of the different types of circuits.
Explain the following circuit defects: open circuit, short circuit and
overloading.
List the factors that cause open circuit, short circuit and overloading.
o Overloading
SEPTEMBER 2007
66
5 Power and Energy
Define power and energy.
Definition of Power and Energy
Calculate power given current and voltage.
Calculation Of Power and Energy
Calculate power given energy and time.
Given Voltage and Current
Read the Kilowatt-hour meter.
With Respect to Time
Calculate electrical energy bills.
Reading the Kilowatt-Hour Meter

Calculation of Electrical Energy Bill
SEPTEMBER 2007
67
RELIGIOUS EDUCATION CURRICULUM
INTRODUCTION
The Grade 8 Religious Education Curriculum is designed to continue with the study of the history of the 4 major world
religions, noting their similarities and differences. The curriculum is also designed to create in students an awareness of their
freedom of choice with respect to religious beliefs.
It is hoped that students will be instilled with a sense of responsibility, trust and accountability through learning about
stewardship in this curriculum.
SEPTEMBER 2007
68
SEMESTER 1
CONTENT OUTLINE
1. RELIGIOUS WORSHIP
a. Definition of concepts worship,
reverence, prayer
b. Reasons why people worship across
religions
c. Elements of worship
d. Forms of worship
e. Times of worship
f. Sacraments in worship
g. Sacraments in worship
2. FOUNDERS, LEADERS AND

PLACES
a. Definition of concepts founders,
leaders and patriarchs
b. The Patriarchs of Judaism Abraham,
Isaac and Jacob (Genesis 12: 1 20,
21: 1 8, 25: 19 26)
c. The early life, later life and
contributions of Moses (Exodus 2: 1
SEPTEMBER 2007
SEPTEMBER- JANUARY
OBJECTIVES

1. Define the terms worship, sacraments, ritual
2. Discuss elements that religious people have in common
with each other
3. Discuss three reasons why people worship
4. Name the two types of worship
5. Outline three sentiments that worship and prayer mean to
Muslims
6. Make up a prayer to reflect your belief that prayer changes
things
7. Debate the point that people should have one complete day
of rest each
Week
8. Draw and label pictures in a chronological order to
illustrate the different times that a Muslim prays each day
9. Design a poster with images of Hindus worshipping at
home and in the Mandir
10. Examine four factors that may influence a persons choice
of faith in Jamaica
11. Demonstrate an awareness of the importance of worship
across religions
12. Be aware of and appreciate the influence of others on their
choice of faith
1. Define the term patriarchs
2. Identify the founders and leaders of the four major world religions
3. Discuss the role played by Moses as a Jewish leader
4. Explain why Makkah became the most holy city in Islam
69
d.
e.
f.
g.
h.
i.
j.
25)
The early life, later life and
contributions of Jesus
Miracles and Parables The Lost Son,
The Lost Sheep, The Lost Coin (Luke
15: 1 32) and The Wedding in Cana
(John 2: 1 11).
The early life, later life and
contributions of the Prophet
Muhammad
Pilgrimage Definition and reasons for
going on a pilgrimage
Holy Places and Pilgrimages for
Christianity, Judaism, Islam and
Hinduism
Places of Worship Church,
Synagogue, Mandir, Mosque
Religious Leaders Christianity,
Judaism, Islam and Hinduism
SEPTEMBER 2007
5. List three important Christian pilgrimage destinations and describe

one of them.
6. Identify why Jerusalem is important to the followers of Judaism,
Christianity and Islam.
7. Illustrate the places of pilgrimages for the four major world
religions by drawing a diagram
8. Make a model of any place of worship in groups
9. Write a letter to the Roman Emperor asking for the resignation of
Pontius Pilate
10. Design a family tree based on Abrahams ancestors
11. Show reverence for places of worship and worship activities which
take place within them
12. Understand the important contributions of founders to various
religions
70
3. SACRED WRITINGS
a.
b.
c.
d.
e.
Definition of the term sacred writing

The Bible (Acts 9: 1 22)
The Tenakh and Talmud
The Quran and the Hadith
The Hindu Scriptures
SEPTEMBER 2007

1. State one difference between the Old and the New Testament
2. Compare and contrast the role of a Bishop with that of a
Priest
3. Write three responsibilities of an Imam in the Mosque
4. Compose a song or dub-poetry to describe how you felt when
you visited a church for the first time.
5. Recognize and respect the importance of pilgrimage to
followers of various religions.
6. Show respect for religious leaders
7. Explain the term gospel
8. List the three parts of the Jewish scriptures
9. Discuss how Muhammad received the revelations that make
up the Quran
10. Work corporately in groups
11. Engage in discussion in order to display an understanding of
the evolution of sacred writings
12. Make comparisons between the sacred writings examined
13. Display an openness and respect for the sacred writings of
each religion
14. Recognize and appreciate some of the differences and
similarities in sacred writings.
71
CONTENT OUTLINE
4. SIGNS AND SYMBOLS
a. Definition of concepts signs and
symbols
b. Symbolic gestures
c. Symbolic colours in the four major
world religions
d. Symbolic vestments
e. Christian symbols
f. Jewish symbols (Leviticus 11: 1 26)
g. Muslim symbols
h. Hindu symbols
SEPTEMBER 2007
OBJECTIVES
1. Define the concepts of signs and symbols
2. State the names of two Muslim symbols
3. Explain the difference between a cross and a crucifix
4. Discuss why kosher food is a symbol
5. List three Christian symbols
6. Differentiate between kosher and treifah foods in Judaism.
7. Read and select main ideas from the various scriptures read
8. Draw two symbols from each religion
9. Make comparisons and distinguish between symbols of different religions
10. Use signs and symbols to explain their own beliefs, values and attitudes
11. Appreciate the contribution made by words, objects, dance and drama as
signs and symbols in the enrichment of worship
12. Become aware of the relationship between symbols that are common to all
religions
72
5. CELEBRATIONS
a. Definition of festival
b. Reasons for the celebration of festivals
c. Christian festivals (Matthew 1: 18 25,
2: 1 12, John 19: 1 42)
d. Jewish festivals (Exodus 12: 1 51,
Luke 2: 41 52)
e. Muslim festivals
f. Hindu festivals
SEPTEMBER 2007

1. Define the terms celebrations and festivals.
2. Name the festivals that mark the beginning of the Christian year
3. List two festivals in Judaism
4. Compare the Id-ul-Fitr and Holi festivals
5. Explore the Christian views regarding Epiphany
6. Research information on Christmas and Passover
7. Write an article on Holi
8. Design a poster showing the rituals associated with Id-ul-Adha
9. Draw a series of pictures showing the celebration of Yom Kippur
10. Design an Easter poster to illustrate the life, death and resurrection of Jesus
11. Show willingness to work in groups
12. Appreciate the role and function of the festivals and celebrations in the
lives of others
73
ASSESSMENT: A unit test will be done at

the end of each unit. For each sub-topic
students will be assessed using graded class
work and homework assignments along with
any other form of assessment the teacher
may devise.
Homework : 20% of the overall grade for
the semester
Class Work : 30% of the overall grade for
the semester
Tests
: 50% of the overall grade for
the semester
Prescribed text
Michael Keene et al., Religious
Education for Jamaica, Book 2
The Bible (N.I.V. or R.S.V.)
SEPTEMBER 2007
74
Physical Education
PHYSICAL EDUCATION DEPARTMENT CURRICULUM
INTRODUCTION
The aim of the Physical Education Curriculum is to allow students to:
1.
Get together and have fun
2.
Experience success and achievement.
3.
Keep fit and healthy.
4.
Learn physical and technical skills.
5.
Improve their mental skills.
6.
Cooperate and communicate with others.
It is also geared to enhance motivation, organization, leadership and interpersonal skills.
SEPTEMBER 2007
75
SEMESTER 1 (September January) and SEMESTER 2 (February June)

Topic/ Content
NETBALL
- Revision of Passes: Overhead
Shoulder
Chest
Bounce
Under arm
Side
- Marking & dodging
. Close marking
. Space marking
2.
Objectives
1. Draw and label the netball court
2. Answer questions regarding dimensions and rules governing
netball
3. Demonstrate landing and pivoting accurately.
4. Execute the shoulder, chest, bounce overhead, underarm and side
passes accurately.
5. Describe the skills above when called upon to do so and apply
technique of the skills effectively.
6. Use knowledge of skills to perform effectively in competitions.
7. Give a brief history of the game and identify the governing
bodies of the sport of netball
Shooting
Defending
Center pass
Game
FOOTBALL (BOYS)
- Revision from grade 7
. Heading (forward, left, right, standing,
jumping)
- Tackling
- Shooting
SEPTEMBER 2007

Identify players, positions, equipment, measurements & weight of
equipment used.
Show willingness to help others
Refine and demonstrate correctly, skills taught previously.
Give a brief history of the game and identify the governing bodies of the
sport of football
76
3.
TRACK AND FIELD

- Relay as in Gr. 7
- Baton change
Change over zone
- Non visual down sweep pass
- Rules governing relays

1. Revise and perform the technique of the down sweep method of
change.
2. Demonstrate in relay races the exchange of batons
3. Choose to exercise for enjoyment and training benefits
4. Use knowledge of skills to perform effectively in competitions.
bodies of the sport of track and field
FITNESS
-
Physical fitness
Exercise routine
Components of Physical Fitness
THEORY SESSIONS
b. Research
c. Notes
d. Handouts
e. Tests
SEPTEMBER 2007
Students should be able:

Describe the term Physical Fitness
Describe warm up and cool down activities
List and describe the components of Physical Fitness
1. To test and measure students critical, analytical and

comprehensive skills
Students should be able to correctly answer short multiple choice test on
aspect of the various sports
77
Semester 2
TRACK AND FIELD CONTD.
- High jump
. Tisbury Flop
. Straddle

1. Demonstrate the run up, take off, flight and landing for long
jump
2. Demonstrate the long jump technique
3. Perform the run up, flight and landing in high jump
4. Choose to exercise for enjoyments and training benefits
5. Use knowledge of skills to perform effectively in competition
2. VOLLEYBALL
- Conditioning
- Volley
- The dig pass
- Service
- The smash / block
- Rules
- Game

1. Demonstrate the correct body position
2. Execute the different passes efficiently
3. Show willingness to work with groups or teams
4. Explain why conditioning is a necessary element in the
preparation of the body for an activity
5. Discuss factors that influence performance of skills.
6. Use knowledge of skills to perform effectively in a game
situation.
bodies of the sport of track and field
SEPTEMBER 2007
78
3. BASKETBALL
- Revision of grade 7 Rules, court
dimension, history
- Movement / getting free
- Dribbling
- Shooting
- Passing drills
- Footwork
- Mini basketball
4.
-
CRICKET
Revision of grade 7
Pitch

1. Explain how the game of basketball was developed.
2. Execute the following skills effectively, movements, footwork,
passing, dribbling and shooting
3. Use Answer questions relating to court dimensions and rules
when called upon to do so.
4. knowledge of the skills taught in doing the sport of basketball
effectively

1. Identify players, positions, equipment, measurements & weight
of equipment used and pitch dimensions.
2. Show willingness to help others.
3. Refine & demonstrate correctly skills taught previously.
THE HUMAN BODY

-
The muscular system

What makes up the muscular system?
Functions of the muscular system
Types of Muscles
The effects of Physical activity on The
Muscular System
Describe the structure of the muscular system

State the functions of the muscular system
Identify the three types of muscles in the human body
Describe the effects of physical activity on the muscular system
THEORY SESSIONS
a. Research
b. Notes
c. Handouts
d.Tests
SEPTEMBER 2007
79
PERSONAL DEVELOPMENT DEPARTMENT

PERSONAL DEVELOPMENT CURRICULUM
Grade 8
If parents and students of second formers and transfer students utilize the information on the book marker given at
orientation session along with the Personal Development Book, Preparing for Exams and Beyond Books 1 and 2, the
transition period will be much smoother for all stakeholders.
SEPTEMBER 2007
80
Personal Development
Topic/ Content
Objectives
1. Memory lane
(a)
Identify negatives and positives in 1st form and if they were resolved.
(b)
I want to be like Noah Bk. 2, page 20
(c)
Discuss more on visioning and goal setting A letter from me to me

highlighting my weaknesses and
strengths in grade 7
(d) Set guidelines or planning goals (values & resources) Bk. 2, page 21-27
(e) Identify signs of a successful person - Pg 8, Bk. 2

.Visioning and goal setting
SEPTEMBER 2007
Activity My Book of Dreams (3 4 pages)

a) Make a book part pictorial and show things that you have achieved and what
is expected, e.g. medals, certificates, trophies, high grades, scholarships,
money, house, yacht, etc.
81
b) Plan on how I see myself in ______ years time

c) List how I plan to achieve my goals
d) Plan my chosen career, qualifications, length of study, places of study, possible places of
employment
e) List some possible obstacles and how to overcome them.
(a)
Recall values What are they and who sets them? The importance of
values. Telling on myself - Pg 1112 Bk. 1
(Recap on page 3 7 in book 1:
(b)
List resources
Assignment page 89)
( c)
Practise more on saying no and meaning it - Daniel 3: 15
More on brightening my self-esteem
More on basic steps to academic

success
(a) Continue setting questions and answering - Pg 82 Bk. 1

(b) Interpret exam questions - Pg 79 Bk. 1
(c) Demonstrate proper time management - Pg 70 Bk. 1
(d) Understand relationship between all the subjects and the relationship between
subjects and various careers - Pg 94 Bk. 1
(e) Prepare for Exams - before and on the day.
(f)
More social graces
SEPTEMBER 2007
Demonstrate Eating healthily - Pg 14 Bk. 1
(a) Be familiar with some table appointments/accessories.
82
(b) Display appropriate behaviour during mealtime. He/She has not invited
Being the gracious host or guest.
me to his/her home again! Why?

(c) Practise Making introductions Why make introductions, introducing
classmate to parents, confidence. (See Book 2 for more information.).
Do unto others as you would have
(a)
Identify effective communication The positive Cs
them do unto you
(b)
Understand the role of communication in relationships Pg 18 Bk. 1.
( c)
State various forms of communication Verbal and Non-verbal.
(d)
Demonstrate respecting others property school furniture, public

transportation.
( e)
Appreciate being a great neighbour in school upholding principles

How can I make a difference? Positive or negative. (Ardenne Angel
Network).
(f)
Complete exercise on Classy comments.
7.Relationships
(a) State what is a relationship?

More on physical development
(b) Interpret No man is an island (social interdependence)

(c) Demonstrate Friendships
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May Childs Month:
Rights and responsibilities of children- Pg 20 21 Bk. 1.

(a)
Child abuse Pg 38 46 Bk 1.
(b)
Good and evil do exist in this world Pg 34 35 Bk 1.
Project 26 words (A Z) relating to the body.
PROJECT
Each form should identify an area and work with it for the entire school year, for example: the welfare programme, a
section of the school, etc.
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84
GEOGRAPHY DEPARTMENT
GEOGRAPHY CURRICULUM
Geography Grade 8
Topic/ Content
Objectives
THE ATMOSPHERE
At the end of the unit, students should be able to:
Key Terms: Atmosphere, Ozone, Troposphere,
Stratosphere, Mesosphere,
1. Explain the concept of a layered atmosphere and the
importance of each layer to life on
earth especially as it
What is the atmosphere?
relates to weather and climate.
What makes up the atmosphere
The layers of the atmosphere and their
characteristics
The layer of the atmosphere weather occurs
2. PEOPLE AND WEATHER
Key Terms: Weather, Climate, Meteorology,
Climatology, Meteorologist, Climatologist,
Forecast
Differentiate between weather and climate
Differentiate between a meteorologist and a
Climatologist
Importance of weather forecasting
Persons who relies on accurate weather
forecasting and reports
How is weather information acquired; e.g.
SEPTEMBER 2007
1. Define the terms related to people and weather as outlined

in the course outline.
2. State the importance of weather forecasting and name at
least five (5) individuals or five(5) groups of people who
rely on accurate weather forecasting.
3. Explain why weather forecasting is more accurate today
than in previous years.
85
satellites, weather planes etc.
WEATHER ELEMENTS AND

INSTRUMENTS
a. THE WEATHER STATION - THE
STEVEVSON SCREEN
What is the Stevenson Screen?
Physical Characteristics of the Stevenson
Screen
Instruments housed in the Stevenson
Screen
Where Stevenson Screens are placed
b.
ELEMENTS OF WEATHER
The Seven Elements of Weather:
Temperature, Rainfall, Wind (wind direction and
wind speed), Humidity, Atmospheric Pressure,
Clouds, Sunshine
c. TEMPERATURE
What is temperature?
What are isotherms?
Factors affecting the temperature of a place:
latitude, altitude, distance from the sea etc
What is a thermometer?
Description of the thermometer
How to read and record temperature from the
thermometer
SEPTEMBER 2007
1. Name the seven elements of weather and the instruments

used to measure each.
2. State how the weather elements influence the weather of a
particular place/region
3. Name and describe the weather station (Stevenson screen)
and explain why it is constructed the way it is.
4. Name at least two (2) different types of thermometer and
be able to draw, label and describe a simple thermometer.
5. Calculate accurately different types of temperature
readings, e.g. daily average temperature.
6. Convert daily temperature readings i.e. form degrees
Celsius to degree Fahrenheit and vice versa.
7. Name the three types of rainfall.
8. Draw and label diagrams showing relief and convectional
rainfall and explain how these type of rainfall occurs.
9. Explain how the processes of the water cycle work.
10. Describe the instruments used to measure rainfall and
explain why it is placed in restricted locations.
11. Name and identify rainfall symbols as it relates to rainfall
conditions.
12. Name the levels at which clouds appear and the type of
clouds at each level.
13. Identify and describe the different cloud types, and the type
of weather associated with each.
14. Name and identify cloud symbols as it relates to amount of
86
Types of thermometers
The temperature scale: degree Celsius,
degree Fahrenheit
Temperature conversion, that is converting
from degree Celsius to degree Fahrenheit,
vice versa
cloud cover and cloud types.

15. Explain how clouds are formed.
16. Name the instruments used to measure wind direction and
wind speed and explain how the instruments used to
measure these elements work.
17. Name the different types of winds and explain how they
influences temperatures/rainfall where they go.
18. Name the type of pressure systems and explain the type of
weather associated with each.
19. Name and identify on weather maps isotherms and isobars
and explain the temperature and pressure systems
associated with each
20. Name and identify the symbols on the Beaufort Scale as it
relates to wind speed and directions.
Calculating types of temperature:

Daily/diurnal range of temperature,
average/mean daily temperature, average
monthly temperature
RAINFALL
Understanding key terms:
Hydrology, Hydrological Cycle, Precipitation,
Evaporation, Transpiration, Condensation, Rain,
Rainfall,
What is rain?
What is rainfall?
What is the water cycle?
How the water cycle works
Factors that affect the water cycle
Drawing the water cycle
SEPTEMBER 2007
87
Types of Rainfall:
Frontal, Convectional, Orographic/Relief: an
examination of how each occurs
Measuring Rainfall
Unit of measurement for rainfall
Instrument used to measure rainfall
Where to place the rain gauge for collecting
rainfall
Reading and recording rainfall data
CLOUDS
a) What are clouds?
b) How clouds are formed?
c) Different types of clouds and their
characteristics
d) Cloud cover symbols
iv) ATMOSPHERIC PRESSURE
Understanding key terms:
Air pressure, millibars, high pressure, low
pressure, fronts, cold front, warm front,
stationary front
a) Measurement of pressure
b) Identifying high and low pressure regions
c) Weather conditions associated with high and
low pressure
d) Instrument used to measure atmospheric
pressure- barometer
e) How the barometer works
v) WIND DIRECTION AND WIND SPEED
SEPTEMBER 2007
88
Understanding key terms: wind, wind speed,

wind direction, knots, Beaufort scale, hurricane,
storm, and tropical storm, wind vane,
anemometer
What is wind?
How winds occur and move
Measurement of wind speed and wind
direction: anemometer and wind vane
MAP READING SKILLS

i)
FOUR AND SIX FIGURE GRID

REFERENCE
What is a grid
Importance of four figure grid
reference
Easting and Northing lines
Locating places and features using
four and six figure grid references
ii)
COMPASS DIRECTION AND

COMPASS BEARINGS
Stating the compass directions and bearings
of a place or a feature on a map
1. Use their previous knowledge acquired in grade seven map

reading to locate places on a map and calculate straight
distances between places and features on a map. Review of
grade 7 map skills: (Level 1 Geography) - basic map
features, conventional map symbols, sixteen-point compass
direction etc.
2. Locate places and or features on maps using four and six
figure grid references.
3. Identify regions with tropical climates on a world map and
explain how vegetation in these locations has adapted to the
existing climatic conditions in the locations.
4. They should be able to explain the relationships between
the elements of weather and world climate.
TROPICAL CLIMATES
. The tropical climates to be studied are:
SEPTEMBER 2007
89
Equatorial Climate
Tropical Savanna
Tropical Marine
. Factors influencing temperature and climate

b. Natural and Cultivated Vegetation
Key Terms: Humus, extinct, nutrients,
succession, roots, communities, photosynthesis,
reproduce,
ecosystem,
ecology,
natural,
cultivated, soil, rainfall, temperature
Distinguish between: Natural and Cultivated

vegetation
The relationship between climate and natural
vegetation, for example how the amount of
rainfall affects soil moisture and vegetation
growth.
Importances of vegetation cover on the land.
c. Introducing Climate Graphs:
Reading and interpreting temperature and
rainfall data Looking at:
Average temperature and rainfall
Highest and lowest temperature per
month
Highest and lowest amount of rainfall
d. EQUATORIAL CLIMATE AND
VEGETATION
Location of Equatorial Climate (stating

latitude and countries with this type of
climate)
SEPTEMBER 2007
90
Climatic Characteristics
Temperature; average and ranges of
temperature
Rainfall; annual, monthly and daily average
Interpretation of Equatorial climate graphs
Natural Vegetation: Tropical Rain Forest
Characteristics of the Equatorial Forest:
layers of the forest- emergent, canopy, under
story and forest floor.
Types of trees, plants and animals in the rain
forest.
Indigenous peoples living in the rain forest
and their economic activities
Practice to draw a diagram of a tropical rain
forest and describe its vegetation.
Know its climatic characteristics in details.
Crayons are needed for this test.
e. TROPICAL CONTINENTAL CLIMATE
Location of Savanna Climate (stating

latitude and countries that experience this
type of climate)
Average temperature and diurnal range
Annual and monthly averages of rainfall
Interpretation of Savanna climate graphs
Natural Vegetation- Savanna Grassland
Types of vegetation on the savanna
Wildlife on the Savanna
f. TROPICAL MARINE CLIMATE
SEPTEMBER 2007
91
Location of Tropical Marine Climate (stating

latitude and countries with this type of
climate)
Reasons for the tropical marine nature of
Jamaicas climate
Average temperature
Rainfall; annual, monthly
Winds
Interpretation of Tropical Marine Climate graphs
MAP READING SKILLS
Representation of height on maps; spot

heights, trigonometrical stations etc.
Introduction to contour lines

What are contour lines
Contour intervals
The spacing of contour lines and their
significance
Types of slopes on maps
1. Identify the various ways in which height is represented on

maps.
2. Name, identify and draw the different types of slopes on
maps.
3. Explain why land use activities are associated with relief.
Land use represented on maps- agricultural,

structural, mining etc
Factors influencing location
SEPTEMBER 2007
92
How the activities benefit people in the

environment
Assessment
Resources
SEPTEMBER 2007
93
REVIEW FOR SEMESTER EXAMINATIONS

In reviewing for this examination, the following points should be considered:
Review all assignments and test papers. Many times the exam items are based on these exercises. It is advisable to make
corrections to any errors on these papers so as not to repeat the same mistakes on the major examinations.
Make sure all class notes are in order in your note book (s). Follow the syllabus guide/course outline if you are unsure of what you
may have missed.
Use other geography books and your prescribed texts to help you prepare you own notes.
Remember to carry all your tools you will need for the examination. These include; crayons, rulers, graph paper, a clean sheet of
paper for measuring distances, calculators etc.
All questions on the exam paper will be compulsory, so review all content areas/topics covered in class. The exam paper is usually
divided into three (3) section, they are A multiple Choice section, - A map Reading section, - A structured questions section that
require the student to answer questions in complete sentences. These questions will range in difficulty from simple recall to higher
order reasoning, for example to explain what factors determine a named situation. The items tested in the structured section of the
examination are usually based on content covered in a given semester. The map reading, multiple choice and statistics (grade 9
only) sections of the examination are usually a reflection of the content done in a given semester and an overview of the previous
semesters work.
Length of examination papers vary for each grade level, grade 7 may have papers in duration of 1 hour to 1 hour forty five
minutes, grade 8 examination papers may be for 2 hours and grade 9 may be as long as 2 hours.
No student will be exempted from doing a Geography examination, unless such instructions are given by the principal
of the school. Where a student entered the school in the middle of and/ or near end of a semester, before the sitting of a
semester examination, the onus is on the student to acquire the content done before he/she joined the school/class, and
prepare his/her self for the examination.
SEPTEMBER 2007
94

Grade 8 Curriculum Guide (Revised)

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Grade 8 Curriculum Guide (Revised)

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ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE

Language Arts and Literature Department

ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE

ENGLISH LANGUAGE DEPARTMENT

ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE

ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE

ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE

Students should be able to:

ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE

create effective ending sentences

Students should be able to:

SEMESTER TWO (February - June)

Students should be able to:

Students should be able to:

Students should be able to:

ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE

ENGLISH LANGUAGE DEPARTMENT

ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE

Identifying the genres of Literature

Elements of the novel

Examine the presentation of characters

Poetry comprehension and analysis

4. THE SHORT STORY

Story comprehension and analysis

Examine the presentation of characters

ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE

Selected Stories from Voyages in

Examine the use of setting in the story

Studying West Indian Drama Ti Jean and His Brothers

6. STUDY OF THE NOVEL CONTD

Identify the elements of Drama (Props, costume, actors/actresses, backdrop,

Areas for Analysis

Examine the presentation of characters

Areas for Analysis

ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE

Poetry comprehension and analysis

8. THE SHORT STORY

Story comprehension and analysis

ASSESSMENT: A unit test will be done at the

Identifying types/forms of poems

Examine the presentation of characters

ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE

MODERN LANGUAGES DEPARTMENT

ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE

Students should be able to:

Students should be able to:

Students should be able to:

Students should be able to:

ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE

greetings and responses

Students should be able to:

ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE

-describe the house/apartment that they live in

Students should be able to:

conjugate some more irregular verbs such as:

ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE

: 50% of the overall grade for the semester

ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE

MODERN LANGUAGES DEPARTMENT

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

continue to encourage an appreciation of Spanish through:

ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE

Students should be able to:

Students should be able to: