ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
REVISED 2013
Table of Contents
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Language Arts and Literature Department
English Language ………………………………………………………………………………….2
English Literature …………………………………………………………………………………9
Modern Languages Department
French……………………………………………………………………………………………….
Spanish………………………………………………………………………………………………
Mathematics Department
Mathematics……..………………………………………………………………………………….
Science Department
Integrated Science ………………………………………………………………………………….
Agricultural Science ……………………………………………………………………………….
History Department
History…………..………………………………………………………………………………….
Home Economics / Industrial Arts Department
Home and Family ………………………………………………………………………………….
Design Technique ………………………………………………………………………………….
Religious Education Department
Religious Education……………………………………………………………………………...…
Visual Arts Department
Visual Arts……………….…………………………………………………………………………
Physical Education Department
Physical Education……….…………………………………………………………………………
Personal Development Department
Personal Development…..…………………………………………………………………………
Geography Department
Geography ……………………………………………………………………………………….…
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
ENGLISH LANGUAGE DEPARTMENT
ENGLISH LANGUAGE CURRICULUM
INTRODUCTION
This English Language Curriculum is to foster in Grade 8 students an extensive appreciation of language learning and language use. It is not
intended that the discrete compartments which are presented should be so taught and learned. Instead, an integrated approach should be adopted in
the actual teaching and learning process. The Guide is structured to allow for the development of competence through the acquisition of literacy
skills:
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Listening
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Speaking
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Reading
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Writing
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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.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Listed are specific objectives regarding the development of students’ speaking, listening, reading, writing and grammar skills that will be the focus
throughout the year.
SPECIFIC OBJECTIVES
LISTENING
1. To get meaning
2. To establish purpose
3. To establish sequence
4. To improve communication and human relationships
SPEAKING
1. To narrate events in sequence
2. To give and receive instructions
3. To use appropriate tone and body language
4. To speak with clarity and confidence
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
READING
1. To understand material at the literal and figurative level
2. To distinguish between fact and opinion
3. To summarize information read and heard
4. To distinguish main ideas and supporting details
5. To acquire and use the following reading skills as necessary:
*identification of sound
*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
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
GRAMMAR SKILLS
To write correctly using the basic structure and mechanics of Standard English
1. subject/verb agreement
2. singular and plural forms
3. present, past and future tense
4. subjective and objective forms of nouns
5. correct punctuation
Semester 1
Topic/ Content
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
Students should be able to:
- write topic sentences that state the specific idea
of the paragraph
- write supporting sentences
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
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Expository
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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
Students should be able to:
- identify main ideas
SEMESTER TWO (February - June)
TYPES OF WRITING
- Descriptive
- Short Story
- Report
Students should be able to:
- identify each type of writing
- write a descriptive passage that evokes strong sensory impressions
- identify the elements of narrative writing
- write an interesting narrative with events in sequential order
- distinguish between a narrator that is a character within the story or one
that is an observer of the action
- distinguish facts from opinions
- write a factual report with events in sequential order
LETTER WRITING
- Formal Letters
Students should be able to:
- 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
Students should be able to:
- 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
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
ENGLISH LANGUAGE DEPARTMENT
ENGLISH LITERATURE CURRICULUM
Introduction
This Literature curriculum is to engage the student’s interest in literature and promote the enjoyment of the different genres. The following skills
will be developed:
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Listening
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Speaking
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Thinking Analytically
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Reading
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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.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Semester I (September-January)
CONTENT
1. STUDYING THE GENRES OF
LITERATURE
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OBJECTIVES
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Identifying the genres of Literature
Discuss the elements of each genre
Appreciate literature as an art form and a form of expression
Prose
Poetry
Drama
2. THE NOVEL
 Animal Farm - British Literature
Elements of the novel
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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
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Poetry comprehension and analysis
Selected poems from prescribed text –
Voyages in English
4. THE SHORT STORY
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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
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Examine the presentation of characters
Explore the presentation of themes
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
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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
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Studying West Indian Drama Ti Jean and His Brothers
6. STUDY OF THE NOVEL CONT’D
The British Novel - Oliver Twist
7. POETRY
OBJECTIVES
Features of Drama
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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
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Examine the presentation of characters
Explore the presentation of themes
Examine the use of setting in the novel
Identify the narrative technique
Examine the structure and its relationship to the presentation of issues
Areas for Analysis
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
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Poetry comprehension and analysis
Selected poems from Voyages in
English
8. THE SHORT STORY
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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
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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
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Examine the presentation of characters
Explore the presentation of themes
Examine the use of setting in the story
Examine the structure of the story (plot, conflict, climax and resolution)
Uncover the meaning of words using the context clues from the story.
Recommended Text:
Oliver Twist by Charles Dickens retold by Debrah Tempest
Animal Farm by George Orwell
Voyages :An Anthology of Short stories and Poems
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
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.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Topic/Content
1.LISTENING
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2.SPEAKING
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3.READING
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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
Students should be able to:
-participate in role-play exercises where they act out dialogues
ask and respond to simple questions
-do simple descriptions of objects and persons
-participate in simple conversations based on everyday experiences
Students should be able to:
-read short passages in French using the correct pronunciation, fluency and
intonation
-read, understand and follow simple written instructions in the target language
-read and answer questions based on reading comprehension passages
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Students should be able to:
-write short, simple dialogues, letters and compositions based on topics
covered in the syllabus
-fill in simple forms e.g. forms requiring personal information
-complete written grammar and vocabulary exercises.
-answer questions based on a reading comprehension passage
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Students should be able to:
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
4.WRITING
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-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
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greetings and responses
-present tense of some irregular verbs
-holiday greetings
-numbers 1-100
-aller + infinitive; vouloir + infinitive
-reflexive verbs and reflexive pronouns(me,te,se,nous,vous,se)
-negation in French (ne…pas, plus, jamais, rien, personne etc…)
-parts of the house
-items in the house
-likes and dislikes
-weather
-food items
-talk about themselves ,their family,friends,past-time or leisure activities
-fill an ID card
-present a weather forecast
-describe weather conditions
-object pronouns
-occupations
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CULTURAL AWARENESS
VOCABULARY
SEMESTER 1 ( SEPTEMBERJANUARY )
UNITS 1-3
Students should be able to:
 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
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
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-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
Students should be able to:
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conjugate some more irregular verbs such as:
mettre,devoir,prendre
-revise possessive adjectives: mon, ma, mes
-use various negative expressions
-recognize and use object pronouns
-use various expressions with avoir
-use two verbs together:aller+;vouloir/voudrais+;aimer+infinitive
-use expressions associated with having meals
-improve their vocabulary on French cuisine
-know how to conjugate the most common reflexive verbs.
-know the professions
-make a French shopping list
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
RESOURCE MATERIAL USED IN GRADE 8
Main text
Hexagone 2
Other material to be used
JAFT (Jamaica Association of French Teachers) Curriculum Guide Grades 7-9
French First Year by Eli Baume and Gail Stein
ASSESSMENT: A unit test will be done at the end of each unit. For each sub-topic students will be assessed using graded class work and
homework assignments along with any other form of assessment the teacher may devise.
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
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
MODERN LANGUAGES DEPARTMENT
SPANISH CURRICULUM
INTRODUCTION
The goal of the GRADE 8 Spanish curriculum is chiefly to:
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continue to acquire the basic language skills for functioning in practical every day situations.
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allow students to have a solid base upon which they can continue to build and perfect their communicative skills
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continue presenting the Spanish language as an integral element of the culture.
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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
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increase awareness of the Spanish culture through continued exposure to different Spanish countries eg. Cuba and Mexico
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
SEMESTERS 1 & 2
TOPIC/CONTENT
OBJECTIVES
1) PERCEPTIVE LISTENING
Students should be able to:
a) understand aspects of the lesson while it is being presented orally.
2) PERCEPTIVE READING
Students should be able to:
a) read with correct pronunciation
b) comprehend what is read
3) PRODUCTIVE SPEAKING
Students should be able to:
a) give appropriate responses to situations arising from contexts taught
b) role-play in situations arising from topics
c) ask and respond to questions based on daily routine
4) PRODUCTIVE WRITING
5) CULTURE
6) GRAMMAR
7) VOCABULARY
Students should be able to:
a) answer general questions and give responses to situations from topics
taught
b) write simple letters- date, opening lines, closing lines etc.
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
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
SEMESTER 1( September-January)
TOPIC/CONTENT
OBJECTIVES
PRESCRIBED TEXT – ¿Qué Hay? Libro del
alumno2 Units 1,2&3
LESSON 1 – Greetings and Introductions
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Revise what to say when meeting new
people
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Review useful words and phrases
associated with schools
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Identify where different items are located
in the classroom
Grammar
 The use of éste / ésta, éstos,éstas, es / son
…(y) for informal introductions
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The use of (Te, Le, Les) with presento a
… formal introductions
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The use of ser ( to identify something, to
describe physical characteristic/ traits, to
Students should be able 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.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
describe professions, nationality and
expressions with time
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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, ahí. la
estantería, el casillero, al fondo, la papelera,
cuadernos de deberes, entre, al lado de debajo,
en sobre, encima, alrededor, enfrente, delante
de, etc.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
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
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The use of ‘un abrazo’
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Demonstrative pronoun éste etc.
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Introduction to the verb tener.
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Vocabulario: a mi ver, en mi opinión, yo
creo que, yo pienso que, opino que, me
parece que
Students should be able to:
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Describe type of school they attend
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Describe where it is located
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Identify the features and facilities of their school
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Express opinions about the school
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
 recreo, reunirse, el patio, ¿cuántos años
tiene?, tengo frío, tengo sed, tengo
hambre, tengo calor
Vocabulary
La oficina, la cancha, el auditorio, la biblioteca,
el laboratorio
LESSON 3-4
How do you get to school?
In order to go to school I always……
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Grammar
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The use of ir a + infinitive
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The use of demonstrative adjectives este,
Students should be able to:
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Explain how they get to school
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Identify types of public transportation
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Demonstrate their reasons for choosing a particular type of
esta, estos, and estas
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Adverbs of frequency
transport
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The use of para to express in order to
Vocabulary
en tren, en taxi, en carro, en bicicleta, en metro,
en camioneta, a pie, en autobús, en minibús, en
motocicleta, en bote
sano, cómodo, ecológico, cuida y protege el
ambiente, rápido
siempre, a veces, a menudo, muchas veces,
demasiado, de vez en cuando, una vez
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
LESSON 5 -6
REVISION AND ADMINSTRATION OF THE FIRST UNIT TEST
LESSON 6
Break time
I have, you have nothing to do
Grammar
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More uses of the verb tener
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Expressions with tener
Vocabulary:
el recreo, reunirse
LESSON 7-8
Students should be able to:
1) Talk about the time they go for break
2) Express clearly the things that they have / do not have in the
possession
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
What class do you have
My favourite subject!
What’s your timetable like?
Grammar
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Students should be able to:
The use of adjectives such as bueno, malo,
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Discuss their classes
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Identify and express what are their favourite subjects
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Discuss and prepare their timetables in the target language
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Use the expression me gusta/n to express the subject that they
grande
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Gustar and its forms
The use of a mi, a él, a ella, etc.
The use of ni , tampoco
like
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Present Tense of regular AR verbs
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Give a reasonable explanation for not liking a particular subject.
Grammar
el inglés, la informática, la educación fisica, el
recreo, el almuerzo
LESSON 9
ADMINISTRATION OF THE SECOND UNIT TEST
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
JANUARY
REVISION AND FIRST SEMESTER EXAMINATIONS.
SEMESTER 2- February- June
¿Qué Hay? Qué Hay Libro del alumno?2
Units 4 & 5
LESSON 1
I am very busy
I have to study now!
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Grammar
Students should be able to:
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Telling the time, es la/ son las, a la
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Talk about their school timetable/ schedule
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The used of ‘para las’ to express the
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Describe their study period
time eg. 9: 45 ‘son un cuarto para las
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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:
antipático/a, fácil, interesante, aburrido/a,
divertido/a
LESSONS 2 & 3
What are your hobbies?
What do your friends do for fun?
Grammar
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Students should be able to:
Regular AR verbs such as cocinar,
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Talk about their hobbies / interest and those of their friends
practicar, sacar, tocar
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Express what they do not do
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
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Stem changing verb jugar
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Go-go verb hacer, salir, poner, decir,
venir
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Regular ER and IR verbs such as
aprender, escribir
Vocabulary
el béisbol, el fútbol, el atletismo, el judo, el
baloncesto, el ajedrez and other sports,(each
taking its correct article)
el piano, el violín, la orquesta (musical
instruments)
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
LESSON 4
How is your school?
Grammar
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The use of a+e l (al) after the verb ir
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The use of interrogation word such as
¿cómo? ¿cuando? etc.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Vocabulary
Students should be able to:
¿cuál?, ¿quién?, ¿adónde?, ¿por qué?
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Say what their school is like
¿qué? etc.
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Say what their teachers are like
LESSON 5
Every day I normally …
Students should be able to:
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How often they do things
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Describe their daily routine and that of others
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Say what time they do various activities
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Grammar
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Reflexive verbs such as arreglarse,
ponerse, quedarse, aburrirse, quitarse,
peinarse,maquillarse,lavarse, llevarse
bien con alguien, prepararse, relajarse
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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)
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Ordinal numbers such as primer/o/a,
segundo/a tercer/o/a cuarto/a quinto/a
sexto/a séptimo/a octavo/a noveno/a
décimo/a
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Vocabulary
ropa, ¡qué pesado! los ejercicios de
calentamientos, menos, mal
UNIT TEST
LESSON 6
GENERAL REVISION OF THE AREAS
TAUGHT IN SEMESTERS ONE AND
TWO
Students should be able to:
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Talk about the type of house they live in
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Describe rooms and furniture in the house
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Talk about where things are in the house
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Students should be able to:
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Talk about what they do and have to do to help at home
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Learn to give instructions
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Students should be able to:
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talk about where you live
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describe what their home town is like
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talk about the activities that are there to do
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reply to invitations to different places
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Students should be able to:

Discuss the things they like to do at home

Explain why you prefer certain activities

Highlight people’s preferences
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Students should be able to:
 Describe the weather conditions in their region

Forecast weather conditions
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Students should be able to:

Talk about their future profession

Talk about the characteristics you may need for
that career

Describe people
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
REVISION AND END OF YEAR EXAMINATIONS
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
LESSON 7
What is your house like?
Welcome to my new house
Grammar

The use of possessive adjectives
such as ‘mi, mis tu, tus’

The verb ‘deber’
Vocabulary
las afueras, el barrio, un apartamento, el piso,
una urbanización, el dormitorio, la planta baja,
abajo, arriba, el comedor el garaje, la
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
mudanza, los muebles, el sofá, el microondas,
la lavadora, el aparato de música, la cama
matrimonio, la nevera etc.
LESSON 8
I do many chores at home
Wash the dishes!
Grammar

tener que + infinitive, tener
ganas de + infinitive

Singular informal Commands
Vocabulary
lavar, pasar la aspiradora, quitar el polvo,
fregar los platos, sacar la basura, prepara la
comida
LESSON 9
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
What is your town like?
Grammar

The difference between saber and
conocer

The difference between pedir and
preguntar

Names of shops in Spanish
Vocabulary
dar un paseo, ancho, fruta, frutero frutería,
carne, carnicero carnicería, zapato, zapatero,
zapatería, pan panadero panadería, pescado
pescadero pescadería
LESSON 10 & 11
What do you like to do?
I have a headache
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Grammar

Present continuous tense of verbs with
regular gerund eg. estoy bailando

Demonstrative pronouns such as éste,
ése, aquel, aquél etc.

The verb doler (radical changing verb
( o – ue) eg me duele la cabeza

Tener dolor de
Vocabulary
el hombre, la espalda, la mano, la garganta, la
pierna and other parts of the body.
LESSON 12
What is the weather like?
Grammar
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE

Expressing near future with ir + a +
infinitive eg. va a llover

Hacer with weather conditions

Estar with weather conditions
Vocabulary
hace sol, hace mal tiempo, va a llover, está
nublado , está lloviendo etc.
LESSON 13
What do you want to be?
Grammar

The use of por and para

Querer + ser + profession

Impersonal expressions such as me
fascina le fascinan le encanta, etc.
Vocabulary
la azafata, el/la abogado/a, el granjero, el/la
cantante
trabajadora, alegre
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
ASSESSMENT: A unit test will be done at the end of each unit. For each sub-topic students will be assessed using graded class work and
homework assignments along with any other form of assessment the teacher may devise.
Homework: 20% of the overall grade for the semester
Class Work: 20% of the overall grade for the semester
Tests
: 60% of the overall grade for the semester
Main Text
¿Qué Hay? Libro del Alumno 2
Other Resources
¿Qué Hay?
Cuaderno 2
Spanish Dictionary
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
MATHEMATICS DEPARTMENT CURRICULUM
INTRODUCTION
The purpose of the mathematics curriculum is to:
 develop an appreciation of Mathematics and its continued contribution to modern life
 develop critical thinking skills and spatial awareness
 help students develop skills to analyze and solve problems arising out of real-life situations
 help students to identify situations where mathematical skills may be applied
 develop investigative and problem solving skills
 develop an appreciation of the need to communicate quantitative data accurately
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
ASSESSMENT: A unit test will be done at the end of each unit. For each sub-topic students will be assessed using graded class work and
homework assignments along with any other form of assessment the teacher may devise.
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
MATERIAL AND EQUIPMENT:
 Oxford Mathematics for the Caribbean Book 2
 Sturdy notebook
 Homework book
 Set of Mathematical instruments
 Large graph book
 Calculator
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
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.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Topic / Content

Detecting the environment.

Light.

Light.(Rays, Beams)
4.
5
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 man’s 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.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
6
Light (Reflection).
1.
2.
3.
4.
7
Topic: Reflection II (laws of
reflection)
1. Conduct a simple experiment to prove the law, that the angle
of incidence is equal to the angle of reflection.
2. Use the law to explain why mirrors for example can be used
to direct light rays.
3. State the laws of reflection.
Unit Test for topics 1-7
8
Light (pin hole camera)
9
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.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
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.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
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 skin’s sensitivity
to touch.
1. Present the information gathered in a tabular form.
2. Analyse the information gathered and come to a reasoned
conclusion about the skin’s sensitivity.
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.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
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)
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
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.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
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.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
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.)
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE


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
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
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.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
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.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
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.
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
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
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
HOME ECONOMICS DEPARTMENT
HOME AND FAMILY CURRICULUM
CONTENT
OBJECTIVES
Students should be able to:
1
Introduction
Rules and Expectations
Review the examination paper done at Grade 7
2
The sewing machine
List at least five parts of the sewing machine and tell the function of each.
Demonstrate the use and care of the sewing machine.
Demonstrate how to thread the sewing machine.
Discuss sewing machine faults and remedies.
Practical
-
Stitching straight
stitching corners
Clothing and Textiles Workbook, pages 27 – 40.
3
Seams
List at least four types of seams- French, Open, Over laid and Double stitched Seams
State the main classifications of seams
Identify ways of neatening seams
Practical - Construct a Plain (open) seam and neaten with Edge stitching
3
Application of designs
List three (3) methods of applying designs.
Block printing
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
Stencil printing
Tie and dye.
Explain the processes involved in each method.
Practical
4
Blender
Name the parts of the blender.
State the three (3) uses of the blender
Tell how to store and care for the blender.
State four (4) points to look for when selecting a blender
List and Explain terms seen on the blender (chop, blend, whip, puree, grate)
Practical
Assignment
5
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
6
Refrigerator
State the function of the refrigerator
Name least three types of refrigerators (chest, combination, upright)
Label the parts of the refrigerator
State how to clean and care for the refrigerator
Discuss special features of modern refrigerator
Assignment - Collect pictures of different types of refigerators
7
Fruit
Define a fruit
List four (4) classification of fruits.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
State two (2) examples from each classification.
State three (3) factors to consider when choosing fruits.
State three (3) functions of fruits in the diet. (nutritive value)
Discuss water in the diet
List four (4) ways of serving fruits.
Caribbean Approach, Bk.2, pages 19 – 24.
Food and Nutrition Workbook, pages 108 – 109
8
Vegetables
Define vegetables
List four (4) classification of vegetables.
State two (2) examples from each classification.
State three (3) factors to consider when choosing vegetables.
Caribbean Approach, Bk.2, pages 19 – 24.
Food and Nutrition Workbook, pages 108 – 109
9
Salads
Define a salad and name three (3) types of salads.
Name the four (4) parts of a salad.
State at least four (4) guidelines when preparing and serving salads.
State three (3) functions of salad dressings.
State three uses of salads in meals.
Practical
-
Fruit salads, Main meal salads.
Caribbean Approach, Bk.2, pages 38, 39.
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
10
Family
Define the term family
Describe family forms in the Caribbean
(Single, Nuclear, Extended, New Extended and Sibling Family)
Discuss three (3) functions of families
Describe the role of various family members
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
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
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
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?
 Explain what electricity is.

The Structure of the Atom
The Flow of Electrons
© SEPTEMBER 2007
Define the following terms: matter, atom, element, compound, molecule,
protons, electrons, charge, ion and ionization.

Express the relationship between current, voltage and resistance.
65
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE

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
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
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
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
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
ARDENNE HIGH SCHOOL GRADE 8 CURRICULUM GUIDE
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
Students should be able to:
1. Define the terms worship, sacraments, ritual
2. Discuss elements that religious people have in common
with each other
3. Discuss three reasons why people worship
4. Name the two types of worship
5. Outline three sentiments that worship and prayer mean to
Muslims
6. Make up a prayer to reflect your belief that prayer changes
things
7. Debate the point that people should have one complete day
of rest each
Week
8. Draw and label pictures in a chronological order to
illustrate the different times that a Muslim prays each day
9. Design a poster with images of Hindus worshipping at
home and in the Mandir
10. Examine four factors that may influence a person’s choice
of faith in Jamaica
11. Demonstrate an awareness of the importance of worship
across religions
12. Be aware of and appreciate the influence of others on their
choice of faith
Students should be able to:
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
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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 Abraham’s ancestors
11. Show reverence for places of worship and worship activities which
take place within them
12. Understand the important contributions of founders to various
religions
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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 Qur’an and the Hadith
The Hindu Scriptures
© SEPTEMBER 2007
Students should be able to:
1. State one difference between the Old and the New Testament
2. Compare and contrast the role of a Bishop with that of a
Priest
3. Write three responsibilities of an Imam in the Mosque
4. Compose a song or dub-poetry to describe how you felt when
you visited a church for the first time.
5. Recognize and respect the importance of pilgrimage to
followers of various religions.
6. Show respect for religious leaders
7. Explain the term “gospel”
8. List the three parts of the Jewish scriptures
9. Discuss how Muhammad received the revelations that make
up the Qur’an
10. Work corporately in groups
11. Engage in discussion in order to display an understanding of
the evolution of sacred writings
12. Make comparisons between the sacred writings examined
13. Display an openness and respect for the sacred writings of
each religion
14. Recognize and appreciate some of the differences and
similarities in sacred writings.
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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
Students should be able to:
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
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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
Students should be able to:
1. Define the terms celebrations and festivals.
2. Name the festivals that mark the beginning of the Christian year
3. List two festivals in Judaism
4. Compare the Id-ul-Fitr and Holi festivals
5. Explore the Christian views regarding Epiphany
6. Research information on Christmas and Passover
7. Write an article on Holi
8. Design a poster showing the rituals associated with Id-ul-Adha
9. Draw a series of pictures showing the celebration of Yom Kippur
10. Design an Easter poster to illustrate the life, death and resurrection of Jesus
11. Show willingness to work in groups
12. Appreciate the role and function of the festivals and celebrations in the
lives of others
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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.)
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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.
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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
Students should be able to:
1. Draw and label the netball court
2. Answer questions regarding dimensions and rules governing
netball
3. Demonstrate landing and pivoting accurately.
4. Execute the shoulder, chest, bounce overhead, underarm and side
passes accurately.
5. Describe the skills above when called upon to do so and apply
technique of the skills effectively.
6. Use knowledge of skills to perform effectively in competitions.
7. Give a brief history of the game and identify the governing
bodies of the sport of netball
Shooting
Defending
Center pass
Game
FOOTBALL (BOYS)
- Revision from grade 7
. Heading (forward, left, right, standing,
jumping)
- Tackling
- Shooting
© SEPTEMBER 2007
Students should be able to:
Identify players, positions, equipment, measurements & weight of
equipment used.
Show willingness to help others
Refine and demonstrate correctly, skills taught previously.
Give a brief history of the game and identify the governing bodies of the
sport of football
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3.
TRACK AND FIELD
- Relay – as in Gr. 7
- Baton change
Change over zone
- Non visual down sweep pass
- Rules governing relays
Students should be able to:
1. Revise and perform the technique of the down sweep method of
change.
2. Demonstrate in relay races the exchange of batons
3. Choose to exercise for enjoyment and training benefits
4. Use knowledge of skills to perform effectively in competitions.
5. Give a brief history of the game and identify the governing
bodies of the sport of track and field
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
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Semester 2
TRACK AND FIELD CONTD.
- High jump
. Tisbury Flop
. Straddle
Students should be able to:
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
Students should be able to:
1. Demonstrate the correct body position
2. Execute the different passes efficiently
3. Show willingness to work with groups or teams
4. Explain why conditioning is a necessary element in the
preparation of the body for an activity
5. Discuss factors that influence performance of skills.
6. Use knowledge of skills to perform effectively in a game
situation.
7. Give a brief history of the game and identify the governing
bodies of the sport of track and field
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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
Students should be able to:
1. Explain how the game of basketball was developed.
2. Execute the following skills effectively, movements, footwork,
passing, dribbling and shooting
3. Use Answer questions relating to court dimensions and rules
when called upon to do so.
4. knowledge of the skills taught in doing the sport of basketball
effectively
Students should be able to:
1. Identify players, positions, equipment, measurements & weight
of equipment used and pitch dimensions.
2. Show willingness to help others.
3. Refine & demonstrate correctly skills taught previously.
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
Students should be able to:




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
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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.
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Personal Development
SEMESTER 1 (September – January) and SEMESTER 2 (February – June)
Topic/ Content
Objectives
Students should be able to:
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
Students should be able to:
.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.
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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 11–12 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.
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(b) Display appropriate behaviour during mealtime. “ He/She has not invited
me to his/her home again! Why?”
Being the gracious host or guest.
(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 C’s
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 Child’s 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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GEOGRAPHY DEPARTMENT
GEOGRAPHY CURRICULUM
Geography Grade 8
SEMESTER 1 (September – January) and SEMESTER 2 (February – June)
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.
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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
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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
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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
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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:
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


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)
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Climatic Characteristics
 Temperature; average and ranges of
temperature
 Rainfall; annual, monthly and daily average
 Interpretation of Equatorial climate graphs
Natural Vegetation: Tropical Rain Forest
 Characteristics of the Equatorial Forest:
layers of the forest- emergent, canopy, under
story and forest floor.
 Types of trees, plants and animals in the rain
forest.
 Indigenous peoples living in the rain forest
and their economic activities
Practice to draw a diagram of a tropical rain
forest and describe its vegetation.
Know its climatic characteristics in details.
Crayons are needed for this test.
e. TROPICAL CONTINENTAL CLIMATE

Location of Savanna Climate (stating
latitude and countries that experience this
type of climate)
Climatic Characteristics
 Average temperature and diurnal range
 Annual and monthly averages of rainfall
 Interpretation of Savanna climate graphs
Natural Vegetation- Savanna Grassland
 Types of vegetation on the savanna
 Wildlife on the Savanna
f. TROPICAL MARINE CLIMATE
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

Location of Tropical Marine Climate (stating
latitude and countries with this type of
climate)
Reasons for the tropical marine nature of
Jamaica’s climate

Climatic Characteristics
Average temperature
Rainfall; annual, monthly
Winds
Interpretation of Tropical Marine Climate graphs
MAP READING SKILLS

Representation of height on maps; spot
heights, trigonometrical stations etc.
Introduction to contour lines
 What are contour lines
 Contour intervals
 The spacing of contour lines and their
significance
 Types of slopes on maps
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
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
How the activities benefit people in the
environment
Assessment
Resources
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REVIEW FOR SEMESTER EXAMINATIONS
In reviewing for this examination, the following points should be considered:

Review all assignments and test papers. Many times the exam items are based on these exercises. It is advisable to make
corrections to any errors on these papers so as not to repeat the same mistakes on the major examinations.

Make sure all class notes are in order in your note book (s). Follow the syllabus guide/course outline if you are unsure of what you
may have missed.

Use other geography books and your prescribed texts to help you prepare you own notes.

Remember to carry all your tools you will need for the examination. These include; crayons, rulers, graph paper, a clean sheet of
paper for measuring distances, calculators etc.

All questions on the exam paper will be compulsory, so review all content areas/topics covered in class. The exam paper is usually
divided into three (3) section, they are – A multiple Choice section, - A map Reading section, - A structured questions section that
require the student to answer questions in complete sentences. These questions will range in difficulty from simple recall to higher
order reasoning, for example to explain what factors determine a named situation. The items tested in the structured section of the
examination are usually based on content covered in a given semester. The map reading, multiple choice and statistics (grade 9
only) sections of the examination are usually a reflection of the content done in a given semester and an overview of the previous
semester’s work.

Length of examination papers vary for each grade level, grade 7 may have papers in duration of 1 hour to 1 hour forty five
minutes, grade 8 examination papers may be for 2 hours and grade 9 may be as long as 2 ½ hours.

No student will be exempted from doing a Geography examination, unless such instructions are given by the principal
of the school. Where a student entered the school in the middle of and/ or near end of a semester, before the sitting of a
semester examination, the onus is on the student to acquire the content done before he/she joined the school/class, and
prepare his/her self for the examination.
© SEPTEMBER 2007
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