GRADE 8
Curriculum Package
(September 2010)
For ease of reference, this Grade 8 Curriculum Package compiles all Prescribed Learning
Outcomes and Suggested Achievement Indicators from within each subject-based curriculum into
one comprehensive document.
www.bced.gov.bc.ca/irp
TABLE OF CONTENTS
TABLE OF CONTENTS
INTRODUCTION
Introduction ........................................................................................................................................................ 5
Required Areas of Study .................................................................................................................... 5
How to Use This Document ............................................................................................................... 5
GRADE 8 PRESCRIBED LEARNING OUTCOMES AND SUGGESTED ACHIEVEMENT INDICATORS
English Language Arts ..................................................................................................................................... 7
Health and Careers Education ...................................................................................................................... 31
Mathematics .................................................................................................................................................... 41
Physical Education ......................................................................................................................................... 53
Science .............................................................................................................................................................. 59
Social Studies .................................................................................................................................................. 67
Daily Physical Activity .................................................................................................................................. 73
Applied Skills ................................................................................................................................................ 75
Business Education .......................................................................................................................... 75
Home Economics .............................................................................................................................. 77
Information Technology ................................................................................................................. 81
Technology Education ..................................................................................................................... 83
Fine Arts .......................................................................................................................................................... 87
Dance .................................................................................................................................................. 87
Drama ................................................................................................................................................. 91
Music .................................................................................................................................................. 97
Visual Arts ........................................................................................................................................ 101
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 3
INTRODUCTION
T
his document provides basic information
about the provincial curriculum
requirements for Grade 8 students in
British Columbia. The full text of all provincial
curricula is available online at
www.bced.gov.bc.ca/irp/irp.htm
REQUIRED AREAS OF STUDY
As stated in the Required Areas of Study In An
Educational Program Order
(http://www.bced.gov.bc.ca/legislation/schoollaw/
e/m295-95.pdf) each school year a board must
offer to all students in Grade 8 an educational
program that meets all the Prescribed Learning
Outcomes set out in the applicable educational
program guide in:
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A second language, or in the case of a French
immersion student, French Language Arts
Social Studies
English Language Arts, or in the case of a
student enrolled in a francophone educational
program, French Language Arts (Note: in
order to satisfy the Grade 8 Second Language
requirement, schools may choose to offer any
language. A list of options is available on the
Ministry of Education International
Languages Curriculum web page:
http://www.bced.gov.bc.ca/irp/irp_lang.htm)
Mathematics
Science
Physical Education
One of the following Fine Arts: Dance,
Drama, Music, or Visual Arts
One of the following Applied Skills:
Technology Education, Information
Technology, Home Economics, or Business
Education
Health and Career Education
Daily Physical Activity
HOW TO USE THIS DOCUMENT
For each required area of study for Grade 8, the
Prescribed Learning Outcomes and corresponding
Suggested Achievement Indicators are presented
in a series of tables.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
Prescribed Learning Outcomes
Prescribed Learning Outcomes are content standards
for the provincial education system; they are the
prescribed curriculum. Clearly stated and
expressed in measurable and observable terms,
prescribed learning outcomes set out the required
attitudes, skills, and knowledge – what students
are expected to know and be able to do – by the
end of the specified subject and grade.
Schools are responsible for ensuring that all
Prescribed Learning Outcomes for each required
area of study are met; however, schools have
flexibility in determining how delivery of the
curriculum can best take place.
It is expected that student achievement will vary
in relation to the learning outcomes. Evaluation,
reporting, and student placement with respect to
these outcomes are dependent on the professional
judgment and experience of teachers, guided by
provincial policy.
All prescribed learning outcomes complete the
stem, “It is expected that students will ….”
Prescribed Learning Outcomes are presented by
curriculum organizer (and suborganizer as
applicable), and for some subjects are coded
alphanumerically for ease of reference; however,
this arrangement is not intended to imply a
required instructional sequence.
Suggested Achievement Indicators
Suggested Achievement Indicators in relation to
each Prescribed Learning Outcome are included to
support the assessment of provincially prescribed
curricula.
Achievement indicators support the principles of
assessment for learning, assessment as learning,
and assessment of learning. They provide teachers
and parents with tools that can be used to reflect
on what students are learning, as well as provide
students with a means of self-assessment and
ways of defining how they can improve their own
achievement.
 5
INTRODUCTION
Suggested Achievement Indicators describe what
evidence to look for to determine whether or not
the student has fully met the intent of the learning
outcome. Since each achievement indicator
presents only one aspect of the corresponding
learning outcome, the entire set of achievement
indicators can assist teachers when determining
whether students have fully met the learning
outcome.
Achievement indicators are not mandatory; they
are suggestions only, provided to assist in the
assessment of how well students achieve the
Prescribed Learning Outcomes.
(Note: at the time of publication of this document,
Suggested Achievement Indicators had not been
developed for Dance, Drama, Music, and Visual
Arts; and for Technology Education, Information
Technology, and Business Education.
For the complete curriculum go to
www.bced.gov.bc.ca/irp/irp.htm
.
6 
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ENGLISH LANGUAGE ARTS – GRADE 8
ENGLISH LANGUAGE ARTS – GRADE 8
Prescribed Learning Outcomes and
Suggested Achievement Indicators
PURPOSES (ORAL LANGUAGE)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
A1 interact and collaborate in pairs
and groups to
– support the learning of self
and others
– explore experiences, ideas,
and information
– understand the
perspectives of others
– comprehend and respond
to a variety of texts
– create a variety of texts
A2 express ideas and information
in a variety of situations and
forms to
– explore and respond
– recall and describe
– narrate and explain
– persuade and support
– engage and entertain
By the end of Grade 8, students who have fully met the Prescribed
Learning Outcome are able to:

collaborate with members of a group (e.g., listen and
speak respectfully, ask questions, take turns,
cooperate, disagree courteously) to achieve a common
purpose (e.g., discuss social issues, compare
characters, explore themes)

determine and distribute group roles and
responsibilities (e.g., listen to and carry out
instructions; take turns as leader, timekeeper, recorder,
contributor, reporter)

express opinions and ideas and encourage the
opinions and ideas of others (e.g., invite participation,
acknowledge other perspectives)

demonstrate active nonverbal participation in group
activities (e.g., physical proximity to group, eye
contact, facial expression)


identify and describe purpose for speaking

provide clear organizational cues when presenting or
discussing (e.g., use transition words and phrases)

modify language, ideas, and information in relation to
the needs and interests of the audience

present ideas, information, and emotions in an
imaginative and relevant way (e.g., description,
significant details)
sustain group and class discussions through relevant
and thoughtful contributions (e.g., build on other
students’ ideas)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 7
ENGLISH LANGUAGE ARTS – GRADE 8
PRESCRIBED LEARNING OUTCOMES
A3 listen to comprehend, interpret,
and evaluate ideas and
information from a variety of
texts, considering
– purpose
– messages
– tone
– structure
– effects and impact
– bias
SUGGESTED ACHIEVEMENT INDICATORS

identify the purpose of the text, and the evidence used
to support that purpose

identify persuasive techniques (e.g., statistics, real-life
examples)

summarize and clarify ideas and information (e.g.,
take turns summarizing text with a partner, ask
questions to clarify understanding)

describe the effects and impact of tone (e.g., identify
words that create an emotional effect)

attend to organizational cues in text (e.g., transitions,
emphasis)

recognize text-specific devices and elements
(e.g., sound devices, setting)

make judgments about the effectiveness of the text
(e.g., in relation to purpose, ideas, techniques)

identify and explain possible bias (e.g., “The presenter
only gave positive examples to prove...”)
STRATEGIES (ORAL LANGUAGE)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
A4 select and use a range of
strategies to interact and
collaborate with others in pairs
and groups, including
– selecting methods for
working together
effectively
– listening actively
– contributing ideas and
recognizing the ideas of
others
– demonstrating awareness
of diverse points of view
– reaching consensus or
agreeing to differ
8 
By the end of Grade 8, students who have fully met the Prescribed
Learning Outcome are able to:

choose ways for group members to achieve task
requirements (e.g., checklists, timelines)

create and follow classroom guidelines for interacting
(e.g., listen and speak respectfully, take turns,
cooperate, disagree courteously)



ask questions to clarify views or ideas of others

seek out multiple points of view (e.g., brainstorm
various perspectives on the topic, considering culture,
age, ability)
extend ideas stated by others
suggest ways to include and relate different points of
view (e.g., appoint spokespersons to represent
different points of view)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ENGLISH LANGUAGE ARTS – GRADE 8
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
A5 select and use a range of
strategies to prepare oral
communications, including
– interpreting a task and
setting a purpose
– considering audience
– generating ideas
– making connections among
relevant knowledge and
experiences
– planning and rehearsing
presentations

identify purpose and audience (e.g., choose register
and diction appropriate to task and audience)

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brainstorm or list topics or ideas
A6 select and use a range of
strategies to express ideas and
information in oral
communications, including
– vocal techniques
– style and tone
– nonverbal techniques
– visual aids
– organizational and
memory aids
– monitoring methods

use and adjust vocal techniques to make presentations
effective and appropriate to audience (e.g., expression,
audibility)

use and adjust nonverbal techniques to make
presentations effective and appropriate to audience
(e.g., eye contact, body language)

use props, diagrams, computer presentations, and
artifacts to enhance delivery

use organizational and memory prompts to aid
effective delivery (e.g., notes, index cards, outlines)

monitor listeners’ reactions (e.g., check for
understanding) and make adjustments accordingly
(e.g., provide definitions, give further details)

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explain predictions (e.g., how reached, evidence)

use examples beyond the text when making
connections (e.g., text-to-text, text-to-self, text-toworld)

consider and suggest a main idea or theme and
provide support

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distinguish between fact and opinion

act to re-establish meaning (e.g., ask for clarification or
examples)
A7 use listening strategies to
understand, recall, and analyse
a variety of texts, including
– connecting to prior
knowledge
– making reasonable
predictions
– identifying main points
– generating thoughtful
questions
– clarifying and confirming
meaning
compare and select relevant ideas
organize information around key ideas or questions
seek out and act on suggestions of others
choose techniques for presenting
prepare visual aids, materials, and equipment for
presentations
identify and restate important points (e.g., use graphic
organizers, take notes)
identify point of view and speaker bias
identify when and describe why understanding failed
(e.g., “The information was too complex,” “There was
too much information.”)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 9
ENGLISH LANGUAGE ARTS – GRADE 8
THINKING (ORAL LANGUAGE)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
A8 speak and listen to make
personal responses to texts, by
– making connections with
prior knowledge and
experiences
– describing reactions and
emotions
– generating thoughtful
questions
– developing opinions with
reasons
A9 speak and listen to interpret
and analyse ideas and
information from texts, by
– examining and comparing
ideas and elements within
and among texts
– identifying perspectives
– identifying bias and
contradictions
10 
By the end of Grade 8, students who have fully met the Prescribed
Learning Outcome are able to:

use oral modes to express response to text (e.g.,
questions, class discussion, interview, speech, drama,
poetry)

describe and explain connections, reactions, and
emotional responses (e.g., “This reminds me of...”)

ask questions that deepen personal response (e.g.,
“How does this make me feel?” “Why do I feel this
way?”)

state reasons for personal opinions (e.g., “The speech
inspired me because...”)

demonstrate listening to oral texts to express a
personal response through a variety of modes (e.g.,
journal, speech, drama, poetry, visual representation,
multimedia, song)

determine purpose and main ideas and identify
supporting evidence

use class- or teacher- generated criteria to identify
aspects of content, presentation, and style.

express and explain feelings or opinions evoked by the
text

identify words, elements, and techniques that
influence the audience’s feelings and attitudes (e.g.,
sound devices, imagery, suspense, dialogue,
character)

discuss the point of view presented and any
inconsistencies
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ENGLISH LANGUAGE ARTS – GRADE 8
PRESCRIBED LEARNING OUTCOMES
A10 speak and listen to synthesize
and extend thinking, by
– personalizing ideas and
information
– explaining relationships
among ideas and
information
– applying new ideas and
information
– transforming existing ideas
and information
A11 use metacognitive strategies to
reflect on and assess their
speaking and listening, by
– referring to criteria
– setting goals for
improvement
– creating a plan for
achieving goals
– evaluating progress and
setting new goals
SUGGESTED ACHIEVEMENT INDICATORS

combine prior knowledge with newly acquired
information and ideas

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trace the development of own changing opinions

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defend a new idea with support

apply a newly acquired idea, piece of information, or
strategy to a new situation or task

transform ideas by expanding on them (e.g., suggest a
new ending, continue a narrative)

contribute relevant ideas and opinions to discussions
about effective speaking and listening


generate and select criteria for speaking and listening

evaluate speaking and listening through meaningful
self-assessment (e.g., “I had an effective introduction,”
“People couldn’t hear me well enough,” “I listened for
the main ideas”)

set new goals and create a plan for implementation
(e.g., “I need to pronounce my words more clearly, so I
will rehearse future presentations.”)

periodically review goals and assess progress (e.g.,
“I’m getting better at...,” “I need to continue to work
on...”)
generate questions to enhance understanding, explore
possibilities, and lead to further inquiry
consider and suggest other outcomes or solutions
build on the ideas of others and voice new
understandings
demonstrate understanding of strategies available to
increase success in speaking and listening
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 11
ENGLISH LANGUAGE ARTS – GRADE 8
FEATURES (ORAL LANGUAGE)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
A12 recognize and apply the
structures and features of oral
language to convey and derive
meaning, including
– context
– text structures
– syntax
– diction
– usage conventions
– rhetorical devices
– vocal techniques
– nonverbal techniques
12 
By the end of Grade 8, students who have fully met the Prescribed
Learning Outcome are able to:


identify context (e.g., audience, purpose, situation)

when listening, demonstrate behaviours that
contribute to successful listening (e.g., respectful
attention and appropriate response)

identify and use some typical text structures (e.g.,
chronological order, introduction-body-conclusion)
and rhetorical devices (e.g., repetition, questions) that
shape meaning in texts

use logical syntax (e.g., subject-verb agreement) and
accepted conventions of usage (e.g., pronoun
agreement)

avoid repetitive “filler” words and expressions (e.g.,
like, you know, right, um)

in formal situations, speak with clarity, appropriate
pace and volume, and with some purposeful inflection

when speaking, use body language and gestures to
convey and clarify meaning or for emphasis

when listening, identify when a speaker’s gestures,
body language, or emphasis suggests important
information
select appropriate tone (e.g., formal, informal) and
diction (e.g., word choice, colloquialisms)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ENGLISH LANGUAGE ARTS – GRADE 8
PURPOSES (READING AND VIEWING)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome. For further information, see the BC Performance
Standards for Reading.
It is expected that students will:
B1
read, both collaboratively and
independently, to comprehend
a variety of literary texts,
including
– literature reflecting a
variety of times, places,
and perspectives
– literature reflecting a
variety of prose forms
– poetry in a variety of
narrative and lyric forms
– significant works of
Canadian literature (e.g.,
the study of plays, short
stories, poetry, or novels)
– traditional forms from
Aboriginal and other
cultures
– student-generated material
By the end of Grade 8, students who have fully met the Prescribed
Learning Outcome are able to:

identify how the key elements of a story (e.g., setting,
plot, character and mood) influence each other (e.g.,
elements of setting influence character action,
character action contributes to understanding of
characterization, plot events can contribute to mood)

identify how elements of poetry (e.g., figurative
language, form, sound devices) contribute to
construction of meaning (e.g., “Robert Service uses
repetition because he is writing a ballad.”)

make and explain inferences about the text (e.g., “The
hero’s strength was his insight into the feelings of
others,” “Because this took place a long time ago, she
wasn’t allowed to reach her potential.”)

offer relevant insights regarding the text and/or author
(e.g., “The speaker regrets his unkindness to his
mother,” “In this poem the writer is suggesting that
people are often unkind to those they love.”)

make and support connections between the text and
personal experience (e.g., “This made me think about
the use of the circle in my culture.”)

make and support connections to other texts (e.g.,
“This reminds me of when we read about the lord’s
bad treatment of the serfs.”)

explain how descriptive language helps to create
meaning (e.g., “When E.J. Pratt describes the cliff, it
makes me understand the woman’s sadness.”)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 13
ENGLISH LANGUAGE ARTS – GRADE 8
PRESCRIBED LEARNING OUTCOMES
B2
B3
14 
SUGGESTED ACHIEVEMENT INDICATORS
read, both collaboratively and
independently, to comprehend
a variety of information and
persuasive texts with some
complexity of ideas and form,
such as
– articles and reports
– biographies and
autobiographies
– textbooks, magazines, and
newspapers
– print and electronic
reference material
– advertising and
promotional material
– opinion-based material
– student-generated material

determine and state a purpose for reading (e.g., “I am
looking for connections to my life in northern BC…,”
“My partner and I need to find the main idea.”)


restate main ideas in own words

make notes by creating categories that reflect the main
ideas or topics

support inferences or interpretations with specific
evidence from the text (e.g., “Deborah Ellis lets the
women of Afghanistan tell their own stories. That
way…,”)

use glossaries, tables of contents, indices, appendices,
navigation bars, and search engines to locate specific
information

find information from a variety of sources, including
magazines, newspapers, web sites, electronic media,
and anthologies
view, both collaboratively and
independently, to comprehend
a variety of visual texts, such as
– broadcast media
– web sites
– graphic novels
– films and videos
– photographs
– art
– visual components of print
media
– student-generated material
Suggested Achievement
Indicators

set a purpose for viewing (e.g., “I am looking for
examples of co-operation in this documentary,” “I
want to find out how climate relates to tornado
activity.”)

explain how visual elements (e.g., line, texture,
formatting, layout, colour) create meaning (e.g., “All of
the images of the flood showed how terrible it was for
the people who live there.”)

compare information from more than one visual text
on the same topic (e.g., pictures of traditional dress,
paintings from the Enlightenment)

offer reasonable interpretations of the purpose of the
visual text (e.g., “I think the artist is trying to say…,”
“This blog is written to help students learn math.”)

identify visual content that affects the viewer’s
response (e.g., “I really like the lighting in Karsh’s
black and white portraits,” “All the graphs and
diagrams made the report seem convincing.”)

make and justify inferences and predictions about
visual text and about material that is implicit or absent
(e.g., about what happened before/after a picture,
about feelings of people in photographs)
locate details relevant to reader’s purpose, including
those provided in visual or graphic materials
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ENGLISH LANGUAGE ARTS – GRADE 8
PRESCRIBED LEARNING OUTCOMES
B4
independently select and read,
for sustained periods of time,
texts for enjoyment and to
increase fluency
SUGGESTED ACHIEVEMENT INDICATORS

choose text of appropriate difficulty (e.g., apply fivefinger rule, paraphrase a paragraph)

select texts based on personal interest or topic of study
(e.g., read back cover, choose by genre and/or author,
choose resource from a text set)

read independently every day (e.g., 15-20 minutes in
class, 30-40 minutes on own time)

track and/or describe independent reading (e.g., home
reading logs, literary journals, book reviews, partner
talk)

offer to read aloud to various audiences (e.g., family
members, a partner, information circle, research
group)

use knowledge of genre and text structure to improve
fluency and expression when reading aloud

talk about independent reading as an enjoyable and
shared experience (e.g., “If you like that author, you’ll
like...”)

describe text, author, and/or genre preferences (e.g.,
“I’ve been reading The Sky is Falling because I’m
interested in learning about WW II.”)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 15
ENGLISH LANGUAGE ARTS – GRADE 8
STRATEGIES (READING AND VIEWING)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome. For further information, see the BC Performance
Standards for Reading.
It is expected that students will:
B5
16 
before reading and viewing,
select and use a range of
strategies to anticipate content
and construct meaning,
including
– interpreting a task
– setting a purpose
– accessing prior knowledge
– making logical predictions
– generating guiding
questions
By the end of Grade 8, students who have fully met the Prescribed
Learning Outcome are able to:


articulate/discuss a purpose for reading and viewing

use a variety of alternative sources to locate
information and expand background knowledge about
the topic (e.g., encyclopedia, Internet, books, articles)

sort and categorize vocabulary/key terms/images
provided

state and support predictions based on prior
knowledge and preview of the text

generate and ask questions to guide reading and
viewing

record ideas in a graphic organizer
brainstorm/explain what is already known about the
topic and genre/form
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ENGLISH LANGUAGE ARTS – GRADE 8
PRESCRIBED LEARNING OUTCOMES
B6
B7
during reading and viewing,
select and use a range of
strategies to construct,
monitor, and confirm meaning,
including
– predicting, questioning,
visualizing, and making
connections
– making inferences and
drawing conclusions
– differentiating main ideas
and supporting details
– summarizing
– using text features
– determining the meaning
of unknown words and
phrases
– self-monitoring and selfcorrecting
after reading and viewing,
select and use a range of
strategies to extend and
confirm meaning, including
– responding to text
– asking questions
– reviewing text and purpose
for reading
– making inferences and
drawing conclusions
– summarizing,
synthesizing, and applying
ideas
SUGGESTED ACHIEVEMENT INDICATORS

discuss and/or explain predictions (e.g., compare new
information to predictions)

generate, share, and/or record questions and
inferences

describe, sketch, or use graphic organizers to record
mental images

identify and communicate connections (e.g., text-totext, text-to-self, text-to-world) made while reading
(e.g., concept map, journal response, coding text,
partner chats)

identify graphic and visual cues used to find
information and clarify understanding (e.g., glossaries,
summaries, questions in text, outlines, sidebars,
navigation bars, and hyperlinks)

make relevant notes using logical categories (e.g.,
outlines, mind maps, timelines)


restate main ideas/events in own words

identify when meaning-making is breaking down

consider and express initial response (e.g., journal
entry, partner talk, whole-group discussion)

generate and communicate questions related to and
going beyond the text



re-state or redefine purpose for reading/viewing


consider and express alternative interpretations

generate and integrate new ideas (e.g., suggest an
alternative approach; articulate personal change; based
on new understanding/information, suggest what is
missing in other texts)
use context cues, word structure, illustrations, and
classroom resources to figure out unfamiliar
vocabulary
state the main ideas and provide supporting details
suggest inferences and conclusions supported by
evidence from the text
compare the ideas expressed in the text to ideas from
other sources (e.g., prior knowledge, partner talk, class
discussions, secondary texts, media sources)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 17
ENGLISH LANGUAGE ARTS – GRADE 8
THINKING (READING AND VIEWING)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome. For further information, see the BC Performance
Standards for Reading.
It is expected that students will:
B8
B9
18 
explain and support personal
responses to texts, by
– making connections with
prior knowledge and
experiences
– describing reactions and
emotions
– generating thoughtful
questions
– developing opinions using
evidence
interpret and analyse ideas and
information from texts, by
– making and supporting
judgments
– examining and comparing
ideas and elements within
and among texts
– identifying points of view
– identifying bias and
contradictions
By the end of Grade 8, students who have fully met the Prescribed
Learning Outcome are able to:

offer and explain connections between a text and own
ideas, beliefs, experiences, and feelings (e.g., “I think
that…,” “This reminds me of...”)

make and support connections to reading and viewing
selections (e.g., “The image of the cramped Japanese
hotel reminds me of the cabins at summer camp.
Both...”)

describe and discuss emotions evoked by a text
supported by reasons, explanations, and evidence
(e.g., “I felt worried because her father was...”)

pose questions that demonstrate personal connections
to the text or author (e.g., “What would I do if I were
in this situation?”)

express opinions regarding a text supported by
reasons, explanations, and evidence (e.g., “I think
Stargirl is not as secure as she seems. She...”)

make judgments about the text based on evidence
(e.g., “The argument in this passage does not prove the
author’s points. She should have considered...”)

recognize significant patterns in text (e.g., “In the film,
the music gets scary every time the hero is in danger.”)

examine and compare ideas and information from a
variety of texts (e.g., “In The Outsiders, Johnny’s
struggle to survive is different from...”)

discuss a point of view presented in a text (e.g.,
“Kerry does not believe in...”)

identify and describe contradictions within texts (e.g.,
“The statistics in the pie graph don’t match those in the
passage. If you look at the chart...”)

identify and evaluate assumptions implicit within
texts (e.g., “The author is probably a teacher. She
understands how busy students are.”)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ENGLISH LANGUAGE ARTS – GRADE 8
PRESCRIBED LEARNING OUTCOMES
B10 synthesize and extend thinking
about texts, by
– personalizing ideas and
information
– explaining relationships
among ideas and
information
– applying new ideas and
information
– transforming existing ideas
and information
B11 use metacognitive strategies to
reflect on and assess their
reading and viewing, by
– referring to criteria
– setting goals for
improvement
– creating a plan for
achieving goals
– evaluating progress and
setting new goals
SUGGESTED ACHIEVEMENT INDICATORS

integrate new information into existing knowledge
and beliefs (e.g., describe relationship between new
and background knowledge)

combine perspectives relating to a text (e.g., combine
own and others’ perspectives)

juxtapose and merge related ideas (e.g., describe the
similarities between characters’ choices)

use key ideas and relevant details from texts to create
representations/responses/artifacts (e.g., create a chart,
web, or diagram that demonstrates connections
between ideas presented and personal thinking)

consider developments extending beyond the text
(e.g., suggest alternative and/or creative outcomes)

contribute relevant ideas and opinions to discussions
about effective reading and viewing


generate and select criteria for reading and viewing

demonstrate understanding of strategies available to
increase success in reading and viewing

evaluate reading and viewing through meaningful
self-assessment (e.g., “I was able to paraphrase the
author’s main point.”)

set new goals and create a plan for implementation
(e.g., “I want to expand my vocabulary by creating a
personal word list.”)

periodically review goals and assess progress (e.g.,
“I’m getting better at...,” “I need to continue to work
on...”)
identify strengths as readers and viewers using
vocabulary from class-developed criteria and/or other
criteria
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 19
ENGLISH LANGUAGE ARTS – GRADE 8
FEATURES (READING AND VIEWING)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome. For further information, see the BC Performance
Standards for Reading.
It is expected that students will:
B12 recognize and explain how
structures and features of text
shape readers’ and viewers’
construction of meaning,
including
– form and genre
– functions of text
– literary elements
– literary devices
– use of language
– non-fiction elements
– visual/artistic devices
B13 demonstrate increasing word
skills and vocabulary
knowledge, by
– analysing the origins and
roots of words
– determining meanings and
uses of words based on
context
– using vocabulary
appropriate to audience
and purpose
20 
By the end of Grade 8, students who have fully met the Prescribed
Learning Outcome are able to:

identify structures of text (e.g., stanza, paragraph,
position statement)

explain the function of a text (e.g., to describe, inform,
narrate)

explain how literary elements contribute to
understanding (e.g., conflict reveals the character’s
motivation)

explain how literary devices contribute to
understanding (e.g., imagery in a poem develops the
theme)

describe how the author’s use of language contributes
to understanding (e.g., character’s dialect reveals his or
her background)

explain the function of non-fiction elements (e.g.,
thesis statement introduces the author’s perspective)

explain the function of visual/artistic devices (e.g.,
camera angle intensifies suspense)

apply knowledge of word origins and word
relationships to determine meaning (e.g., most
common prefixes and suffixes)

derive word meanings from context and verify those
meanings (e.g., substitute synonyms to figure out
unfamiliar or challenging words)

explain why an author might have chosen a word that
has multiple connotative meanings (e.g., Dad, Father,
Papa)

identify new vocabulary introduced in texts, including
vocabulary related to English Language Arts and other
subject areas

use newly acquired vocabulary in speaking and
writing experiences

choose to use or avoid colloquialisms
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ENGLISH LANGUAGE ARTS – GRADE 8
PURPOSES (WRITING AND REPRESENTING)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome. For further information, see the BC Performance
Standards for Reading.
It is expected that students will:
C1 write meaningful personal
texts that explore ideas and
information to
– experiment
– express self
– make connections
– reflect and respond
– remember and recall
C2 write purposeful information
texts that express ideas and
information to
– explore and respond
– record and describe
– analyse and explain
– persuade
– engage
By the end of Grade 8, students who have fully met the Prescribed
Learning Outcome are able to:

experiment with various forms of personal writing,
including impromptu, to explore ideas, feelings, and
opinions (e.g., experiment with various views and
voices)

express ideas, feelings, insights, and personal views
through sustained writing

make connections between experiences and/or texts
(e.g., integrate new ideas and opinions)

reflect on and respond to a topic/issue/theme to
develop an opinion

remember and recall relevant details from texts and
prior experiences

explore and respond to ideas and information through
various forms of information writing, including
impromptu

write information text that accomplishes a clearly
stated purpose (e.g., instructions to be followed;
includes details to support a thesis)


use relevant details to express and justify a viewpoint

modify language in relation to the needs and interests
of the audience

present ideas and information in a purposeful and
relevant way (e.g., description, narration) .
include details that anticipate and answer some of the
reader’s questions
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 21
ENGLISH LANGUAGE ARTS – GRADE 8
PRESCRIBED LEARNING OUTCOMES
C3 write effective imaginative
texts to explore ideas and
information to
– make connections and
develop insights
– explore literary forms and
techniques
– experiment with language
and style
– engage and entertain
C4 create thoughtful
representations that
communicate ideas and
information to
– explore and respond
– record and describe
– explain and persuade
– engage
SUGGESTED ACHIEVEMENT INDICATORS

express ideas, feelings, insights, and personal views
through sustained writing

create various forms or genres of imaginative writing,
including impromptu, that develop ideas through
details, images, and emotions

develop ideas and emotions indirectly (e.g., dialogue,
showing characters through their actions)

use figurative language to enhance meaning and
emotion

write creative texts that consider audience and
purpose

demonstrate imaginative connections to personal
feelings, experiences, and opinions

create representations that convey information and/or
emotion for a specific purpose and audience

develop key ideas through details, images, and
emotions

experiment with visual/artistic devices and forms to
create impact and enhance communication
See “Features” section for additional criteria relating to features
and conventions.
22 
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ENGLISH LANGUAGE ARTS – GRADE 8
STRATEGIES (WRITING AND REPRESENTING)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome. For further information, see the BC Performance
Standards for Reading.
It is expected that students will:
C5 select and use a range of
strategies to generate, develop,
and organize ideas for writing
and representing, including
– making connections
– setting a purpose and
considering audience
– gathering and
summarizing ideas from
personal interest,
knowledge, and inquiry
– analysing writing samples
or models
– setting class-generated
criteria
By the end of Grade 8, students who have fully met the Prescribed
Learning Outcome are able to:

consider prior knowledge and other sources (e.g.,
writing about what they know and care about,
building on others’ ideas, research from a variety of
sources)

discuss purpose and identify an audience for writing
or representing

generate, collect, and develop ideas in a variety of
ways (e.g., brainstorming, free-writing, interviewing)

categorize and organize ideas and information using
outlines and graphic organizers before and during
writing/representing

record sources for citation during research and note
taking

conceptualize the final product and plan the steps to
achieve it

examine models of the genre and form, and identify
and analyse characteristics

generate class criteria for writing and representing
(e.g., variety of sentence types and lengths, elements
specific to genre and/or form)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 23
ENGLISH LANGUAGE ARTS – GRADE 8
PRESCRIBED LEARNING OUTCOMES
C6 select and use a range of
drafting and composing
strategies while writing and
representing, including
– using a variety of sources
to collect ideas and
information
– generating text
– organizing ideas and
information
– analysing writing samples
or models
– creating and consulting
criteria
C7 select and use a range of
strategies to revise, edit, and
publish writing and
representing, including
– checking work against
established criteria
– enhancing supporting
details and examples
– refining specific aspects
and features of text
– proofreading
24 
SUGGESTED ACHIEVEMENT INDICATORS

expand ideas from prewriting to writing/representing
(e.g., refer to notes for additional ideas, ask for and
incorporate feedback from others)

consult a variety of texts for ideas and information and
as models

compose and share work in progress (e.g., peer and
teacher conferences, PQP)

identify and restate main points in order to clarify
meaning

use models to assist in understanding form (e.g., short
story, essay, ad) and features (e.g., use of dialogue,
provocative introduction, visual elements such as font
and colour)

use print and electronic references and tools while
drafting (e.g., dictionaries, graphics programs,
cut/paste)

refer to self-generated, class, school, and provincial
criteria

persevere through the revision process until a
satisfactory product is achieved

reconsider or review for specific features or
established criteria (e.g., supporting details, sentence
variety, effectiveness of visual elements)


select areas for revision and revise to enhance work

accept and incorporate some revision suggestions
from peers and teacher (e.g., more descriptive
language, add detail to illustration)

edit and proofread for clarity, spelling, and
punctuation, and overall appearance

attend to presentation details appropriate to medium
(e.g., legibility, visual impact, spatial organization)
review and confirm organization (e.g., sequencing,
transitions, development of ideas)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ENGLISH LANGUAGE ARTS – GRADE 8
THINKING (WRITING AND REPRESENTING)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome. For further information, see the BC Performance
Standards for Reading.
It is expected that students will:
C8 write and represent to explain
and support personal
responses to texts, by
– making connections with
prior knowledge and
experiences
– describing reactions and
emotions
– generating thoughtful
questions
– developing opinions using
evidence
C9 write and represent to interpret
and analyse ideas and
information from texts, by
– making and supporting
judgments
– examining and comparing
ideas and elements within
and among texts
– identifying points of view
– identifying bias and
contradictions
By the end of Grade 8, students who have fully met the Prescribed
Learning Outcome are able to:

suggest and support connections among own ideas,
beliefs, experiences, feelings, and/or texts (e.g., Student
writes, “The fires in the Interior were similar to...”)

describe and discuss reactions to text supported by
reasons, explanations, and evidence (e.g., Student
writes, “I’m frustrated about this because...”)

pose open-ended questions about the text or author
(e.g., Student writes, “Why did the author choose
to...?”)

express opinions regarding a text supported by
reasons, explanations, and evidence (e.g., Student
writes, “There is no way that we will be able to agree
on a single solution because...”)

respond in various forms (e.g., written, visual,
kinesthetic, electronic)

use vocabulary that expresses a depth and range of
response

make judgments based on evidence (e.g., rank and
explain reasoning for their five favourite movies)

assess the effectiveness of ideas and information (e.g.,
identify and analyse a viewpoint)

examine and compare ideas and information from a
variety of texts (e.g., write a journal entry comparing
protagonists’ problems)

recognize and describe own and others’ viewpoints
(e.g., Student writes, “I really think... but my parents
think...”)

identify assumptions within texts (e.g., Student writes,
“Nobody in the story takes into account...”)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 25
ENGLISH LANGUAGE ARTS – GRADE 8
PRESCRIBED LEARNING OUTCOMES
C10 write and represent to
synthesize and extend
thinking, by
– personalizing ideas and
information
– explaining relationships
among ideas and
information
– applying new ideas and
information
– transforming existing ideas
and information
C11 use metacognitive strategies to
reflect on and assess their
writing and representing, by
– relating their work to
criteria
– setting goals for
improvement
– creating a plan for
achieving goals
– evaluating progress and
setting new goals
26 
SUGGESTED ACHIEVEMENT INDICATORS

integrate new information into existing knowledge
and beliefs (e.g., describe relationship between new
and background knowledge)

combine perspectives relating to a text (e.g., combine
own and others’ perspectives)

juxtapose and merge related ideas (e.g., describe the
similarities between characters’ choices)

use key ideas and relevant details from texts to create
representations/responses (e.g., create a chart, web, or
diagram that demonstrates connections between ideas
presented and personal thinking)

develop extensions or revisions of texts (e.g., suggest
alternative and/or creative outcomes, integrate a
different perspective)

contribute relevant ideas and opinions to discussions
about effective writing and representing (e.g., “This
short story uses lots of sensory details.”)


generate and select criteria specific to writing tasks

identify and assess strategies used in
writing/representing

set personal goals for writing and representing (e.g., “I
need to use more powerful words to describe things.”)

develop and implement a plan to achieve the goals
(e.g., “I will start a list of powerful words and add to it
every week.”)

periodically review goals and assess progress (e.g.,
“I’m getting better at...,” “I need to continue to work
on...”)
identify strengths and areas for growth as authors
using vocabulary from class-developed and/or other
criteria (e.g., “I’m getting better at sticking to the topic,
but I didn’t use precise vocabulary.”)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ENGLISH LANGUAGE ARTS – GRADE 8
FEATURES (WRITING AND REPRESENTING)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome. For further information, see the BC Performance
Standards for Reading.
It is expected that students will:
C12 use and experiment with
elements of style in writing and
representing, appropriate to
purpose and audience, to
enhance meaning and artistry,
including
– syntax and sentence
fluency
– diction
– point of view
– literary devices
– visual/artistic devices
By the end of Grade 8, students who have fully met the Prescribed
Learning Outcome are able to:
Syntax/Sentence Fluency




use a variety of sentence lengths and structures

use transitional words/phrases within and between
sentences and paragraphs
use a variety of sentence types for effect
deliberately use sentence fragments for effect
combine sentences using subordinate and independent
clauses
Diction




experiment with vocabulary
use clear language and content words effectively
demonstrate increasing specificity of language
experiment with word choice and phrasing based on
audience and purpose (e.g., colloquial language
between characters)
Point of View

incorporate appropriate register based on audience
and purpose



maintain consistent tone
maintain a consistent point of view
reveal individual perspective
Literary Devices


use descriptive/sensory details to develop ideas

incorporate literary devices to enhance meaning
create effective images through figurative and
evocative language
Visual/Artistic Devices



choose a form appropriate to purpose
show attention to detail and some control of form
integrate visual elements and language to develop
meaning (e.g., colour, camera angle)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 27
ENGLISH LANGUAGE ARTS – GRADE 8
PRESCRIBED LEARNING OUTCOMES
C13 use and experiment with
elements of form in writing
and representing, appropriate
to purpose and audience, to
enhance meaning and artistry,
including
– organization of ideas and
information
– text features and visual/
artistic devices
SUGGESTED ACHIEVEMENT INDICATORS
Organization of Ideas and Information

follow “rules” of a specific form or genre to match the
writing task

use internal elements/text structures (e.g., salutation in
letter, “hook” in paragraph) appropriate to purpose
and audience


unify writing with a controlling purpose


develop a sequence of ideas with helpful transitions
begin with an effective introduction/engaging opening
(e.g., clearly indicates purpose, grabs reader’s
attention)
finish with a logical conclusion/effective ending
Text Features and Visual/Artistic Devices
28 

include text features when appropriate (e.g., diagrams,
graphics)

include visual/artistic devices when appropriate (e.g.,
labels, colour, space) clearly and effectively to enhance
meaning

integrate visual/artistic devices and language to
develop meaning
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ENGLISH LANGUAGE ARTS – GRADE 8
PRESCRIBED LEARNING OUTCOMES
C14 use conventions in writing and
representing, appropriate to
purpose and audience, to
enhance meaning and artistry,
including
– grammar and usage
– punctuation, capitalization,
and Canadian spelling
– copyright and citation of
references
– presentation/layout
SUGGESTED ACHIEVEMENT INDICATORS
Grammar and Usage

use coordinating and subordinating conjunctions to
create compound and complex sentence structures
with few run-ons or fragments

maintain subject-verb agreement and pronounantecedent agreement



properly place modifiers
maintain consistent verb tense
use active voice for clarity and impact
Punctuation/Capitalization/Spelling

use standard punctuation, including commas, semicolons, and quotation marks, and capitalization to
communicate clearly

employ knowledge of spelling rules and word patterns
to correct spelling errors

use reference materials to confirm spellings and to
solve spelling problems when editing (e.g.,
dictionaries, spell-checkers, personal word list)
Copyright/Citation of References

define and explain copyright and plagiarism in
context

acknowledge sources of information when creating
texts (e.g., print, web-based)


respect and acknowledge copyright
cite research information, ideas, and quotations in a
consistent and ethical manner
Presentation/Layout


write legibly or word-process in a readable format

attend to aspects of presentation appropriate to
medium (e.g., visual impact, spatial organization)
use headings, titles, graphics, and illustrations
appropriate to context and purpose
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 29
HEALTH AND CAREER EDUCATION – GRADE 8
HEALTH AND CAREER EDUCATION –
GRADE 8
Prescribed Learning Outcomes and
Suggested Achievement Indicators
EDUCATION AND CAREERS
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:


describe how personal attributes
can be related to career options
identify skills that are
transferable to new tasks and
situations within and outside
the school, including:
– personal management
skills
– academic skills
– teamwork skills
Students who have fully met the Prescribed Learning Outcome
are able to:

identify a range of personal attributes (e.g., interests,
skills, ideals)

identify one or more potential career options and
relate them to their personal attributes

based on class discussions and activities, create a list of
skills that are transferable to a variety of situations,
including:
– personal management skills (e.g., being on time,
being prepared, being responsible, being
organized, managing time effectively, setting
priorities)
– academic skills (e.g., reading and writing skills,
oral communication skills, number skills,
computer skills, research skills)
– teamwork skills (e.g., co-operation, following
directions, leadership, encouraging and
acknowledging others’ ideas and contributions,
effective communication)

give specific examples of how these skills can be
transferred to a variety of situations (e.g., school
projects, co-curricular activities, volunteer activities,
leisure activities, part-time employment, future
careers)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 31
HEALTH AND CAREER EDUCATION – GRADE 8
HEALTH
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following suggested indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
Healthy Living


32 
Students who have fully met the Prescribed Learning Outcome
are able to:

list factors that contribute to emotional health and
wellbeing (e.g., having effective coping strategies and
stress management techniques, knowing how to set
boundaries, having trusted friends and adults to talk
to about problems, self-esteem, getting adequate sleep,
balancing the number of activities)

list factors that contribute to physical health and
wellbeing (e.g., adequate nutrition, enjoyable physical
activity, sufficient sleep, being tobacco-free, access to
accurate information for new and changing health
issues)

create a list of potential personal goals related to
physical and emotional health (e.g., “I will respect the
ways my body is growing and changing.” “I will talk
to a trusted adult about my problems.” “I will
participate regularly in activities that I find enjoyable
and rewarding.” “I will remain tobacco free.” “ I will
go to a bed at a reasonable time in order to get the
sleep my body needs.” “I will not listen to or pass on
rumours and gossip.” “I will learn a new relaxation
technique.”)

based on class discussions and activities, describe
potential strategies for reaching their goals for physical
and emotional health

analyse various influences on personal food choices,
including:
– media (e.g., advertising, food labels, magazine
articles, web sites, popular culture, fads)
– peers and family (e.g., tastes, availability, budget,
group vs. individual choices)
set personal goals for attaining
and maintaining a healthy
lifestyle
analyse influences on eating
habits, including family, peers,
and media
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
HEALTH AND CAREER EDUCATION – GRADE 8
PRESCRIBED LEARNING OUTCOMES

identify factors that influence
healthy sexual decision making
SUGGESTED ACHIEVEMENT INDICATORS

identify a variety of factors that influence healthy
sexual decision making, including:
– knowing and respecting personal and family
values
– knowing boundaries and being able to
communicate them
– peer, family, and social expectations
– role models and personal support networks
– media (e.g., body image messages, myths and
stereotypes about sexual activity or safer sex
practices)
– changing hormone levels
– access to accurate information (e.g., safer sex
practices, sexually transmitted infections, healthy
relationships)
– participation in risky situations (e.g., substance use
resulting in impaired judgment, entering
potentially unsafe situations)

describe how substance use affects sexual decision
making (e.g., decreases inhibitions, decreases ability to
make safer sexual decisions)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 33
HEALTH AND CAREER EDUCATION – GRADE 8
PRESCRIBED LEARNING OUTCOMES

34 
demonstrate an understanding
of the consequences of
contracting sexually transmitted
infections including HIV/ AIDS
(e.g., symptoms, short-term and
long-term health issues)
SUGGESTED ACHIEVEMENT INDICATORS

based on class discussions and activities, give
examples of sexually transmitted infections (e.g.,
chlamydia, genital herpes, gonorrhea, HIV, hepatitis B,
syphilis) and how they are contracted

based on class discussions and activities, list potential
effects of a range of sexually transmitted infections
(e.g., visible sores or rash, painful urination, infertility,
risk to fetus when pregnant, organ damage, increased
risk of cancer, death)

create a comprehensive list of behaviours that
contribute to the spread of sexually transmitted
infections including HIV/AIDS (e.g., unprotected
sexual activity, using unclean needles, tattooing/body
piercing with non-sterile equipment)

create a comprehensive list of practices that reduce the
risk of spreading sexually transmitted infections
including HIV/AIDS (e.g., abstaining from sexual
activity, using safer sex practices such as proper use of
condoms, testing for HIV and STIs)

list and describe the social responsibilities associated
with STI infections (e.g., testing and treatment
protocol, mandatory reporting for certain STIs, the
need to avoid infecting others, need to communicate
with former sexual partners)

list relevant local sources of accurate information
about sexually transmitted infections, including
transmission and confidential testing
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
HEALTH AND CAREER EDUCATION – GRADE 8
PRESCRIBED LEARNING OUTCOMES
Healthy Relationships

assess the importance of healthy
relationships (e.g., with friends,
family, teachers, mentors)
SUGGESTED ACHIEVEMENT INDICATORS

describe, with examples, characteristics of healthy
relationships (e.g., honesty, respect, open
communication, shared interests)

list and describe the emotional health benefits of
healthy relationships (e.g., sense of connectedness to
others, increased self-esteem, empathy, shared
interests, giving and receiving help and support)

list the potential negative effects of a lack of healthy
relationships (e.g., feelings of isolation, increased
likelihood of making unhealthy personal choices,
depression)

demonstrate an understanding that relationships
develop and change over time (e.g., in response to
changing interests, maturity level, independence)

identify school and community
sources of information and
support for individuals in
unhealthy, abusive, or
exploitative relationships (e.g.,
school counsellor, help line)

based on class discussions and activities, list a variety
of school and community resources for individuals in
unhealthy, abusive, or exploitative relationships,
including counselling, intervention, and legal services
(e.g., trusted adults, community health organizations,
youth help lines, police, resources specific to the local
school and community)

describe ways in which they can
contribute to a safe and caring
school environment

with teacher and peer support, identify characteristics
of safe and caring schools (e.g., respect for diversity;
free from bullying, harassment, and intimidation;
inclusive social environment)

brainstorm and describe specific actions and
behaviours they can take or participate in to contribute
to a safe and caring school environment (e.g., refuse to
spread gossip and rumours, practise inclusive
behaviour with peers, avoid abusive language)

list relevant school and community resources for
students who experience bullying, harassment,
intimidation, or exclusion
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 35
HEALTH AND CAREER EDUCATION – GRADE 8
PRESCRIBED LEARNING OUTCOMES
Safety and Injury Prevention


36 
SUGGESTED ACHIEVEMENT INDICATORS

list road-related situations that have potential risks,
such as:
– being on the road at night
– being on the road during heavy traffic times
– using active transportation without protective
equipment
– being a passenger in a vehicle with an
inexperienced or impaired driver
– being in a vehicle with unsafe passenger
behaviour

responding to case examples, assess the potential risks
associated with various road-related situations (e.g.,
wearing dark clothing when on the road at night,
cycling to school, skating without helmet or wrist
guards, riding with an impaired driver, road racing,
dares, distracting the driver)

describe how understanding the potential risks can
affect a person’s decision making related to road use
(e.g., allows for advance planning, supports informed
decision making)

with teacher support, describe school protocol for
emergency response (e.g., fire, earthquake, critical
incidents, extreme weather, criminal incidents,
injuries, illnesses)

using scenarios, identify strategies and basic principles
for responding to emergencies (e.g., be prepared;
determine immediate hazards; ensure there is no
further danger to self or others; use first aid and/or
rescue skills if trained to do so; know how to access
help and/or report to appropriate services such as
police, fire, ambulance, or coast guard)
assess the potential risks
associated with a variety of
road-related situations
describe appropriate procedures
for responding to emergencies
(e.g., be prepared, ensure there
is no further danger to self or
others, know how to access
help)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
HEALTH AND CAREER EDUCATION – GRADE 8
PRESCRIBED LEARNING OUTCOMES

assess the potential hazards
associated with various jobs
(e.g., garden work, babysitting,
newspaper delivery, snow
shovelling)
SUGGESTED ACHIEVEMENT INDICATORS

with teacher support, list and assess the potential
hazards (e.g., personal injury, injury to others,
property damage) associated with various jobs and
tasks such as:
– garden work (e.g., injury from lawn mower or
clippers, back strain, sun and heat exposure)
– babysitting (e.g., burn from stove, dangers from
being in an unfamiliar situation)
– newspaper delivery (e.g., traffic-related risks, back
strain, dog attack)
– snow shovelling (e.g., back strain, slipping on ice,
risk of being hit by flying or falling ice)

with teacher support, list and describe ways of
reducing or avoiding hazards associated with various
jobs and tasks (e.g., assessing potential risks, using
appropriate protective equipment, not using
unfamiliar machinery, taking a training course, getting
adequate sleep and nutrition)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 37
HEALTH AND CAREER EDUCATION – GRADE 8
PRESCRIBED LEARNING OUTCOMES

38 
propose strategies for the safe
use of wirerless and online
communications (e.g., cell
phones, Internet, PDAs)
SUGGESTED ACHIEVEMENT INDICATORS

describe safety guidelines for using wireless and
online wireless and online communications, such as
chat, instant messaging, blogs, or Internet message
boards (e.g., don’t identify your gender in your e-mail
address or screen name; use a screen name that is
different than your real name; keep online friendships
in the virtual world only; exit immediately from any
conversation that makes you feel uncomfortable or in
danger; report any incidents that make you feel
uncomfortable or in danger to a trusted adult)

describe the kinds of private identity information that
should never be shared when using wireless and
online communications (e.g., name or address of
school, passwords, calling card number, names of
family members, where your parents work, digital
photos in which you can be recognized)

identify situations where a person might inadvertently
give away private identity information (e.g., profiles,
surveys, contest entries, phishing, chat lines and chat
rooms, online discussion forums)

brainstorm and discuss situations where a person
might feel confused or uncomfortable about wireless
or online communications (e.g., invitation to meet
people you have met online, invitation to view or
share inappropriate images, cyber-bullying)

describe strategies for dealing responsibly with online
bullying and harassment (e.g., sign off the computer,
leave the chat room or web site, block the harassing
messages, save and print the bullying e-mails or
message logs as evidence, never reply to a bullying
message, talk about the situation with a trusted adult
or friend, report the experience to a trusted adult)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
HEALTH AND CAREER EDUCATION – GRADE 8
PRESCRIBED LEARNING OUTCOMES
Substance Misuse Prevention


analyse influences related to
substance misuse (e.g., friends,
family, media)
propose strategies that can assist
youth in making healthy choices
related to substance use (e.g.,
assertive communication,
refusal/delay/ negotiation skills,
avoidance of risk situations,
participating in alternative
activities)
SUGGESTED ACHIEVEMENT INDICATORS

with teacher and peer support, identify situations
where youth are challenged to make decisions about
substance misuse (e.g., raves, parties, new and
unfamiliar social groupings)

using specific examples, describe how various
influences (e.g., friends, family, media, curiosity)
might have a positive or a negative effect on a person’s
decisions related to substance misuse

assess the relevance of various influences on decision
making related to substance misuse

with teacher support, identify and describe healthy
ways of coping with insecurity, stress, and other
emotional issues as alternatives to substance misuse
(e.g., physical activity, healthy communication,
relaxation techniques)

identify and describe healthy ways of having fun as
alternatives to substance misuse (e.g., sports,
recreational activities, volunteering, group activities in
the community)

outline a variety of strategies that youth can use to
make healthy choices related to substance misuse (e.g.,
assertive communication, including deflection, refusal,
delay, or negotiation skills; knowing when to seek
help; avoiding higher-risk situations; not consuming
any unknown substance; knowing how to access
accurate information)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 39
MATHEMATICS – GRADE 8
MATHEMATICS – GRADE 8
Prescribed Learning Outcomes and
Suggested Achievement Indicators
NUMBER
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following set of indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
A1 demonstrate an understanding
of perfect square and square
root, concretely, pictorially, and
symbolically (limited to whole
numbers)
[C, CN, R, V]
A2 determine the approximate
square root of numbers that are
not perfect squares (limited to
whole numbers)
[C, CN, ME, R, T]
[C]
Communication
[CN] Connections
Students who have fully met the Prescribed Learning Outcome
are able to:

represent a given perfect square as a square region
using materials such as grid paper or square shapes

determine the factors of a given perfect square, and
explain why one of the factors is the square root and
the others are not

determine whether or not a given number is a perfect
square using materials and strategies such as square
shapes, grid paper, or prime factorization, and explain
the reasoning

determine the square root of a given perfect square
and record it symbolically

determine the square of a given number

estimate the square root of a given number that is not a
perfect square using the roots of perfect squares as
benchmarks

approximate the square root of a given number that is
not a perfect square using technology (e.g., calculator,
computer)

explain why the square root of a number shown on a
calculator may be an approximation

identify a number with a square root that is between
two given numbers
[ME] Mental Mathematics
and Estimation
[PS]
[R]
Problem Solving
Reasoning
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
[T]
[V]
Technology
Visualization
 41
MATHEMATICS – GRADE 8
PRESCRIBED LEARNING OUTCOMES
A3 demonstrate an understanding
of percents greater than or
equal to 0%
[CN, PS, R, V]
A4 demonstrate an understanding
of ratio and rate
[C, CN, V]
SUGGESTED ACHIEVEMENT INDICATORS

provide a context where a percent may be more than
100% or between 0% and 1%


represent a given fractional percent using grid paper

determine the percent represented by a given shaded
region on a grid, and record it in decimal, fractional,
and percent form





express a given percent in decimal or fractional form

solve a given problem that involves finding the
percent of a percent (e.g., A population increased by
10% one year and then 15% the next year. Explain why
there was not a 25% increase in population over the
two years.)

express a two-term ratio from a given context in the
forms 3:5 or 3 to 5

express a three-term ratio from a given context in the
forms 4:7:3 or 4 to 7 to 3

express a part to part ratio as a part to whole fraction
(e.g., frozen juice to water; 1 can concentrate to 4 cans
1
of water can be represented as , which is the ratio of
represent a given percent greater than 100 using grid
paper
express a given decimal in percent or fractional form
express a given fraction in decimal or percent form
solve a given problem involving percents
solve a given problem involving combined percents
(e.g., addition of percents, such as GST + PST)
4
5
concentrate to solution, or , which is the ratio of
5
water to solution)
[C]
Communication
[CN] Connections
42 


identify and describe ratios and rates from real-life

express a given ratio as a percent and explain why a
rate cannot be represented as a percent
examples, and record them symbolically express a
given rate using words or symbols (e.g., 20 L per
100 km or 20 L/100 km)
[ME] Mental Mathematics
and Estimation
[PS]
[R]
Problem Solving
Reasoning
[T]
[V]
Technology
Visualization
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
MATHEMATICS – GRADE 8
PRESCRIBED LEARNING OUTCOMES
A5 solve problems that involve
rates, ratios, and proportional
reasoning
[C, CN, PS, R]
A6 demonstrate an understanding
of multiplying and dividing
positive fractions and mixed
numbers, concretely,
pictorially, and symbolically
[C, CN, ME, PS]
SUGGESTED ACHIEVEMENT INDICATORS


𝑎
explain the meaning of within a given context
𝑏
𝑎
provide a context in which represents a:
𝑏
–
–
–
–
–
fraction
rate
ratio
quotient
probability

solve a given problem involving rate, ratio, or percent

identify the operation required to solve a given
problem involving positive fractions

provide a context that requires the multiplying of two
given positive fractions

provide a context that requires the dividing of two
given positive fractions

estimate the product of two given positive proper
fractions to determine if the product will be closer
1
to 0, , or 1

estimate the quotient of two given positive fractions
and compare the estimate to whole number
benchmarks

express a given positive mixed number as an improper
fraction and a given positive improper fraction as a
mixed number

model multiplication of a positive fraction by a whole
number concretely or pictorially and record the
process

model multiplication of a positive fraction by a
positive fraction concretely or pictorially using an area
model and record the process

model division of a positive proper fraction by a whole
number concretely or pictorially and record the
process

model division of a positive proper fraction by a
positive proper fraction pictorially and record the
process

generalize and apply rules for multiplying and
dividing positive fractions, including mixed numbers

solve a given problem involving positive fractions,
taking into consideration order of operations (limited
to problems with positive solutions)
2
[C]
Communication
[CN] Connections
[ME] Mental Mathematics
and Estimation
[PS]
[R]
Problem Solving
Reasoning
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
[T]
[V]
Technology
Visualization
 43
MATHEMATICS – GRADE 8
PRESCRIBED LEARNING OUTCOMES
A7 demonstrate an understanding
of multiplication and division
of integers, concretely,
pictorially, and symbolically
[C, CN, PS, R, V]
[C]
Communication
[CN] Connections
44 
SUGGESTED ACHIEVEMENT INDICATORS

identify the operation required to solve a given
problem involving integers

provide a context that requires multiplying two
integers


provide a context that requires dividing two integers

model the process of dividing an integer by an integer
using concrete materials or pictorial representations
and record the process

solve a given problem involving the multiplication of
integers (2-digit by 1-digit) without the use of
technology

solve a given problem involving the division of
integers (2-digit by 1-digit) without the use of
technology

solve a given problem involving the division of
integers (2-digit by 2-digit) with the use of technology

generalize and apply a rule for determining the sign of
the product and quotient of integers
model the process of multiplying two integers using
concrete materials or pictorial representations and
record the process
[ME] Mental Mathematics
and Estimation
[PS]
[R]
Problem Solving
Reasoning
[T]
[V]
Technology
Visualization
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
MATHEMATICS – GRADE 8
PATTERNS AND RELATIONS (PATTERNS)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following set of indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
B1
graph and analyse two-variable
linear relations
[C, ME, PS, R, T, V]
[C]
Communication
[CN] Connections
Students who have fully met the Prescribed Learning Outcome
are able to:

solve a given problem involving integers taking into
consideration the order of operations

determine the missing value in an ordered pair for a
given equation

create a table of values by substituting values for a
variable in the equation of a given linear relation

construct a graph from the equation of a given linear
relation (limited to discrete data)

describe the relationship between the variables of a
given graph
[ME] Mental Mathematics
and Estimation
[PS]
[R]
Problem Solving
Reasoning
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
[T]
[V]
Technology
Visualization
 45
MATHEMATICS – GRADE 8
PATTERNS AND RELATIONS (VARIABLES AND EQUATIONS)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following set of indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
B2
model and solve problems
using linear equations of the
form
– 𝑎𝑥 = 𝑏
𝑥
–
= 𝑏, 𝑎 ≠ 0
Students who have fully met the Prescribed Learning Outcome
are able to:

model a given problem with a linear equation and
solve the equation using concrete models
(e.g., counters, integer tiles)

verify the solution to a given linear equation using a
variety of methods, including concrete materials,
diagrams, and substitution


draw a visual representation of the steps used to

identify and correct an error in a given incorrect
solution of a linear equation

apply the distributive property to solve a given linear
equation (e.g., 2(x + 3) = 5; 2x + 6 = 5; …)

solve a given problem using a linear equation and
record the process
𝑎
–
–
𝑎𝑥 + 𝑏 = 𝑐
𝑥
+ 𝑏 = 𝑐, 𝑎 ≠ 0
𝑎
– 𝑎(𝑥 + 𝑏) = 𝑐
concretely, pictorially, and
symbolically, where a, b, and c
are integers
[C, CN, PS, V]
[C]
Communication
[CN] Connections
46 
solve a given linear equation and record each step
symbolically solve a given linear equation
symbolically
[ME] Mental Mathematics
and Estimation
[PS]
[R]
Problem Solving
Reasoning
[T]
[V]
Technology
Visualization
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
MATHEMATICS – GRADE 8
SHAPE AND SPACE (MEASUREMENT)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following set of indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
C1 develop and apply the
Pythagorean theorem to solve
problems
[CN, PS, R, T, V]
C2 draw and construct nets for 3-D
objects [C, CN, PS, V]
C3 determine the surface area of
– right rectangular prisms
– right triangular prisms
– right cylinders
to solve problems
[C, CN, PS, R, V]
[C]
Communication
[CN] Connections
Students who have fully met the Prescribed Learning Outcome
are able to:

model and explain the Pythagorean theorem
concretely, pictorially, or using technology

explain, using examples, that the Pythagorean theorem
applies only to right triangles

determine whether or not a given triangle is a right
triangle by applying the Pythagorean theorem

determine the measure of the third side of a right
triangle, given the measures of the other two sides, to

solve a given problem solve a given problem that
involves Pythagorean triples (e.g., 3, 4, 5 or 5, 12, 13)



match a given net to the 3-D object it represents

predict 3-D objects that can be created from a given net
and verify the prediction

explain, using examples, the relationship between the
area of 2-D shapes and the surface area of a given 3-D
object

identify all the faces of a given prism, including right
rectangular and right triangular prisms

describe and apply strategies for determining the
surface area of a given right rectangular or right
triangular prism

describe and apply strategies for determining the
surface area of a given right cylinder

solve a given problem involving surface area
construct a 3-D object from a given net
draw nets for a given right circular cylinder, right
rectangular prism, and right triangular prism, and
verify by constructing the 3-D objects from the nets
[ME] Mental Mathematics
and Estimation
[PS]
[R]
Problem Solving
Reasoning
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
[T]
[V]
Technology
Visualization
 47
MATHEMATICS – GRADE 8
PRESCRIBED LEARNING OUTCOMES
C4 develop and apply formulas for
determining the volume of
right prisms and right cylinders
[C, CN, PS, R, V]
SUGGESTED ACHIEVEMENT INDICATORS

determine the volume of a given right prism, given the
area of the base

generalize and apply a rule for determining the
volume of right cylinders

explain the connection between the area of the base of
a given right 3-D object and the formula for the
volume of the object

demonstrate that the orientation of a given 3-D object
does not affect its volume

apply a formula to solve a given problem involving the
volume of a right cylinder or a right prism
SHAPE AND SPACE (3-D OBJECTS AND 2-D SHAPES)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following set of indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
C5 draw and interpret top, front,
and side views of 3-D objects
composed of right rectangular
prisms
[C, CN, R, T, V]
[C]
Communication
[CN] Connections
48 
Students who have fully met the Prescribed Learning Outcome
are able to:

draw and label the top, front, and side views for a
given 3-D object on isometric dot paper

compare different views of a given 3-D object to the
object

predict the top, front, and side views that will result
from a described rotation (limited to multiples of
90 degrees) and verify predictions

draw and label the top, front, and side views that
result from a given rotation (limited to multiples of 90
degrees)

build a 3-D block object, given the top, front, and side
views, with or without the use of technology

sketch and label the top, front, and side views of a 3-D
object in the environment with or without the use of
technology
[ME] Mental Mathematics
and Estimation
[PS]
[R]
Problem Solving
Reasoning
[T]
[V]
Technology
Visualization
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
MATHEMATICS – GRADE 8
SHAPE AND SPACE (TRANSFORMATIONS)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following set of indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
C6 demonstrate an understanding
of tessellation by
– explaining the properties of
shapes that make
tessellating possible
– creating tessellations
– identifying tessellations in
the environment
[C, CN, PS, T, V]
[C]
Communication
[CN] Connections
Students who have fully met the Prescribed Learning Outcome
are able to:

identify, in a given set of regular polygons, those
shapes and combinations of shapes that will tessellate,
and use angle measurements to justify choices (e.g.,
squares, regular n-gons)

identify, in a given set of irregular polygons, those
shapes and combinations of shapes that will tessellate,
and use angle measurements to justify choices

identify a translation, reflection, or rotation in a given
tessellation

identify a combination of transformations in a given
tessellation

create a tessellation using one or more 2-D shapes, and
describe the tessellation in terms of transformations
and conservation of area

create a new tessellating shape (polygon or nonpolygon) by transforming a portion of a given
tessellating polygon (e.g., one by M. C. Escher), and
describe the resulting tessellation in terms of
transformations and conservation of area

identify and describe tessellations in the environment
[ME] Mental Mathematics
and Estimation
[PS]
[R]
Problem Solving
Reasoning
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
[T]
[V]
Technology
Visualization
 49
MATHEMATICS – GRADE 8
STATISTICS AND PROBABILITY (DATA ANALYSIS)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following set of indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
D1 critique ways in which data is
presented
[C, R, T, V]
[C]
Communication
[CN] Connections
50 
Students who have fully met the Prescribed Learning Outcome
are able to:

compare the information that is provided for the same
data set by a given set of graphs, including circle
graphs, line graphs, bar graphs, double bar graphs,
and pictographs, to determine the strengths and
limitations of each graph

identify the advantages and disadvantages of different
graphs, including circle graphs, line graphs, bar
graphs, double bar graphs, and pictographs, in
representing a specific given set of data

justify the choice of a graphical representation for a
given situation and its corresponding data set

explain how the format of a given graph, such as the
size of the intervals, the width of bars, and the visual
representation, may lead to misinterpretation of the
data

explain how a given formatting choice could
misrepresent the data

identify conclusions that are inconsistent with a given
data set or graph, and explain the misinterpretation
[ME] Mental Mathematics
and Estimation
[PS]
[R]
Problem Solving
Reasoning
[T]
[V]
Technology
Visualization
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
MATHEMATICS – GRADE 8
STATISTICS AND PROBABILITY (CHANCE AND UNCERTAINTY)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following set of indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
D2 solve problems involving the
probability of independent
events
[C, CN, PS, T]
[C]
Communication
[CN] Connections
Students who have fully met the Prescribed Learning Outcome
are able to:

determine the probability of two given independent
events and verify the probability using a different
strategy

generalize and apply a rule for determining the
probability of independent events

solve a given problem that involves determining the
probability of independent events
[ME] Mental Mathematics
and Estimation
[PS]
[R]
Problem Solving
Reasoning
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
[T]
[V]
Technology
Visualization
 51
PHYSICAL EDUCATION – GRADE 8
PHYSICAL EDUCATION – GRADE 8
Prescribed Learning Outcomes and
Suggested Achievement Indicators
ACTIVE LIVING
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following set of indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
A1 assess the positive implications
of active living
A2 describe
– health-related components
of fitness (muscular
strength, muscular
endurance, cardiovascular
endurance, and flexibility)
– skill-related components of
fitness (e.g., agility, speed,
reaction time, coordination, balance)
Students who have fully met the Prescribed Learning Outcome
are able to:

assess the short-term and long-term physical and
emotional benefits of regular participation in physical
activity (e.g., stress reduction, social interaction,
enjoyment, increased energy level, improved ability to
focus and concentrate, healthy heart)

analyse the importance of nutrition choices for active
living (e.g., sufficient hydration, appropriate foods to
provide adequate energy, eating at approprate times in
relation to physical activity)

identify and describe factors that affect choices relating
to lifelong physical activity (e.g., location, cost, climate,
accessibility, training, equipment required, personal
preference, social aspect)

identify the health-related components of fitness—
muscular strength, muscular endurance,
cardiovascular endurance, and flexibility

give examples of skill-related components of fitness
(e.g., agility, speed, reaction time, co-ordination,
balance)

describe the significance of the health-related and skillrelated components of fitness for overall personal
health and the performance of specific activities (e.g.,
balance in agility ladder drills, co-ordination in table
tennis, cardiovascular endurance for dance activities)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 53
PHYSICAL EDUCATION – GRADE 8
PRESCRIBED LEARNING OUTCOMES
A3 describe principles of training
A4 describe the importance of
assessing their rate of exertion
during physical activity
A5 pursue personal physical
activity goals related to healthrelated components of fitness
(muscular strength, muscular
endurance, cardiovascular
endurance, or flexibility)
Participation
SUGGESTED ACHIEVEMENT INDICATORS

list and describe principles of training (e.g., duration,
repetition, intensity, frequency, type of activity)

identify the effects of specific types of physical activity
on body systems during and after physical activity

describe how aerobic activity contributes to
cardiovascular endurance

list ways to assess rate of exertion during physical
activity (e.g., electronic heart rate monitors, pulse rate,
rate of perceived exertion scales)

explain why assessing their own rate of exertion
during participation in physical activities is important

describe how monitoring rate of exertion contributes
to living a healthy active lifestyle

articulate measurable and time-specific goals related to
one health-related component of fitness—muscular
strength, muscular endurance, cardiovascular
endurance, or flexibility

identify and follow steps to achieve their goals (e.g.,
selecting specific activities, considering time and
intensity)

measure, monitor, and reflect on their progress (e.g.,
log, video, demonstration)

participate in moderate to vigorous physical activity
for an extended period of time (e.g., resulting in a rate
of perceived exertion of 4-7 on a 10-point scale,
reaching an appropriate heart rate training zone)

participate appropriately in a wide range of activities
by demonstrating
– punctuality
– preparedness (e.g., wearing appropriate clothing
and footwear)
– time on task (engagement, attentiveness, following
instructions)
– enthusiasm and enjoyment
– co-operation

conduct ongoing self-assessment of their own
participation in a range of activities
A6 participate daily in moderate to
vigorous physical activity to
enhance fitness
A7 demonstrate a willingness to
participate in a wide range of
physical activities, including
– individual and dual
activities
– games
– rhythmic movement
activities (including dance
and gymnastic activities)
54 
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
PHYSICAL EDUCATION – GRADE 8
MOVEMENT
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following set of indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
B1
B2
apply fundamental movement
skills in structured individual
and dual activities
apply fundamental movement
skills in games activities in
predictable situations
Students who have fully met the Prescribed Learning Outcome
are able to:

demonstrate a variety of specific non-locomotor,
locomotor, and/or manipulative movement skills in
individual and dual activities (e.g., proper body
position in performing a squat, j-shaped run-up in
high jump, side break fall in judo)

perform combinations of learned non-locomotor,
locomotor, and/or manipulative movement skills in
individual and dual activities (e.g., ab crunches using a
medicine ball, shot-put, rope skipping)

demonstrate flow and smooth transitions between
combined movements

with teacher support, demonstrate proper practice
techniques to improve performance and avoid injury

demonstrate a variety of specific non-locomotor,
locomotor, and/or manipulative movement skills in
games activities (e.g., catch an ultimate disc, receive a
pass in hockey, execute a V-cut)

perform combinations of learned non-locomotor,
locomotor, and/or manipulative movement skills in a
variety of types of games activities (e.g., execute a layup in basketball, return a serve or volley in tennis)

demonstrate basic games-related offensive strategies
(e.g., fake, create open space) demonstrate basic
games-related defensive strategies (e.g., identify and
cover a check)

demonstrate flow and smooth transitions between
combined movements

with teacher support, demonstrate proper practice
techniques to improve performance and avoid injury
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 55
PHYSICAL EDUCATION – GRADE 8
PRESCRIBED LEARNING OUTCOMES
B3
B4
56 
apply fundamental movement
skills in structured rhythmic
movement activities
demonstrate principles of
training for improving their
fitness
SUGGESTED ACHIEVEMENT INDICATORS

demonstrate a variety of specific non-locomotor,
locomotor, and/or manipulative movement skills in
rhythmic movement activities (e.g., one-point balance,
change of direction, step-turn, box step)

follow modelled patterns of non-locomotor and
locomotor skills to perform rhythmic movement
sequences (e.g., line dance, aerobics, three-skill floor
routine)
– alone and with others
– with or without music

demonstrate flow and smooth transitions between
combined movements

with teacher support, demonstrate proper practice
techniques to improve performance and avoid injury

with teacher support, select the appropriate principles
of training (e.g., duration, repetition, intensity,
frequency, type of activity) that can help them to
maintain or improve their
– health-related components of personal fitness
(muscular strength, muscular endurance,
cardiovascular endurance, flexibility)
– skill-related components of personal fitness (e.g.,
agility, speed, reaction time, co-ordination,
balance)

demonstrate ways to monitor their exertion during
training

follow teacher direction and all safety rules to avoid
injury

use information from various sources (e.g., teacher,
coach, previous performance measurements) to
maintain or improve fitness
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
PHYSICAL EDUCATION – GRADE 8
PRESCRIBED LEARNING OUTCOMES
B5
relate activity-based movement
skills to movement concepts,
including
– body awareness (e.g., parts
of -the body, weight
transfer)
– spatial awareness (e.g.,
personal and general space,
directional, pathways,
levels, planes)
– qualities of movement (e.g.,
speed, force, flow)
– relationships (e.g., to
people, to objects)
SUGGESTED ACHIEVEMENT INDICATORS

identify one or two key movement concepts that are
applied in each physical activity that they participate
in, including
– individual and dual activities (e.g., using weight
transfer -and opposition in a paddling stroke)
– games activities (e.g., follow-through when
throwing and -hitting to enhance force and
direction)
– rhythmic movement activities (e.g., speed, weight
transfer, -or approach pathway in a gymnastic
vault; position of arms and distance from partner
in a line dance)

incorporate selected movement concepts into the
performance of a variety of activity-based nonlocomotor, locomotor, and/ or manipulative movement
skills
SAFETY, FAIR PLAY AND LEADERSHIP
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following set of indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
C1 demonstrate behaviours that
minimize the risk of injury to
self and others in physical
activity
Students who have fully met the Prescribed Learning Outcome
are able to:

follow personal safety practices during physical
activity (e.g., respecting own and others’ abilities and
limits, wearing appropriate clothing and footwear,
following instructions, knowing and following school
and facility-specific emergency plans and procedures)

identify and follow particular rules and guidelines for
participating safely in specific activities (e.g., spotting
procedures in weight training or gymnastics, wearing
appropriate clothing for outside activities)

participate in
– dynamic warmup activities
– cooldown activities
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 57
PHYSICAL EDUCATION – GRADE 8
PRESCRIBED LEARNING OUTCOMES
C2 follow guidelines for proper
use of equipment and facilities
C3 demonstrate fair play in
physical activities across the
activity categories
C4 exhibit leadership in specific
physical activities
58 
SUGGESTED ACHIEVEMENT INDICATORS

identify guidelines for proper use of activity-specific
equipment, including those relating to
– using equipment and facility only for its intended
purpose
– care
– storage
– reporting damage

follow activity-specific guidelines for proper use of
equipment and facilities (e.g., not lofting the bowling
ball, assembling kayak paddle correctly, not bringing
food into gym)


respect and follow all rules

demonstrate respect for officials (e.g., accept their
decisions without questioning their integrity or ability)

demonstrate respect for their own and others’
individual abilities

demonstrate emotional self-control (e.g., in defeat,
recognizing with dignity the success of the opponent;
acting graciously in victory)

demonstrate knowledge of guidelines and etiquette for
participation in specific activities (e.g., cleaning shoes
off before going onto the curling surface, not talking
while golfer is swinging)

demonstrate leadership in specific physical activities,
such as by
– volunteering in class
– encouraging others
– demonstrating or modelling specific techniques
– demonstrating or modelling proper use of
equipment
– initiating equipment set-up or take-down
demonstrate a commitment to competing fairly (e.g.,
using talent and ability to win, following both the
spirit and letter of the rules)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
SCIENCE – GRADE 8
SCIENCE – GRADE 8
Prescribed Learning Outcomes and
Suggested Achievement Indicators
PROCESS OF SCIENCE
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following set of indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
A1 demonstrate safe procedures
Students who have fully met the Prescribed Learning Outcome
are able to:

identify a variety of dangers in procedures (e.g., cuts
from sharp objects; burns from heating devices; shocks
from misuse of electrical equipment)

identify appropriate equipment for an lab activity (e.g.,
Bunsen burner vs. hotplate)

identify and use appropriate personal protective
equipment (e.g., hand and eye protection) and
procedures (e.g., hair tied back, clear work area, no
loose clothing, no horseplay)

use proper techniques for handling and disposing of
lab materials (e.g., using tongs, waste receptacles to
handle and dispose of chemical or biological materials)

with teacher support, describe appropriate emergency
response procedures (e.g., how to use a fire
extinguisher/blanket, eye wash station, first aid for
cuts, knowing who to contact and how)

describe safe dissection techniques involved in an
actual (or virtual) dissection
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 59
SCIENCE – GRADE 8
PRESCRIBED LEARNING OUTCOMES
A2 perform experiments using the
scientific method
A3 represent and interpret
information in graphic form
A4 use models to explain how
systems operate
60 
SUGGESTED ACHIEVEMENT INDICATORS

describe the elements of a valid experiment:
– formulate an hypothesis
– make a prediction
– identify controlled versus experimental variables
– observe, measure, and record using appropriate
units
– interpret data
– draw conclusions

use information and conclusions as a basis for further
comparisons, investigations, or analyses

communicate results using a variety of methods

identify the most appropriate type of graph to
represent a given type of data (e.g., pie, bar, table, line
graph)

convey information, using appropriate units as
applicable, in
– -bar graphs (e.g., variables in aquatic
environments)
– line graphs (e.g., mass versus volume)
– pie charts (e.g., percentages of water distribution)
– tables
– diagrams (e.g., of a cell, of systems)

distinguish between dependent and independent
variables in a graph

draw a best fit line or curve given a set of data points
on a graph



extrapolate and interpolate points on a graph

give examples of how various processes could be
modelled (e.g., diagrams or demonstrations of energy
transfer, refraction, wave action, phase change)

construct a variety of models (e.g., a cell, the eye, wave
components)

describe the relationships between components of the
model and what it represents
use appropriate scale and axis to create a graph
extract relevant information from pie charts, bar
graphs, line graphs, and tables
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
SCIENCE – GRADE 8
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS

identify the main points in a science-related article or
illustration

describe the qualities of the scientifically literate
person, such as
– awareness of assumptions (their own and
authors’)
– respect for precision
– ability to separate fundamental concepts from the
irrelevant or unimportant
– recognizing that scientific knowledge is
continually developing and often builds upon
previous theories

use given criteria for evaluating evidence and sources
of information (e.g., identify supporting or refuting
information and bias)

explain how science and technology affect individuals,
society, and the environment
A6 demonstrate ethical,
responsible, cooperative
behaviour

describe and demonstrate
– ethical behaviour (e.g., honesty, fairness,
reliability)
– open-mindedness (e.g., ongoing examination and
reassessment of own beliefs)
– willingness to question and promote discussion
– skills of collaboration and co-operation
– respect for the contributions of others
A7 describe the relationship
between scientific principles
and technology

give examples of scientific principles that have
resulted in the development of technologies (e.g.,
pressure—diving equipment, pumps, vacuum
cleaners; optics—lasers, eyeglasses, headlights,
mirrors)

identify a variety of technologies and explain how they
have advanced our understanding of science (e.g.
microscopes for observing cell structure)

select and carefully use appropriate technologies,
including
– microscope
– balances and other measurement tools (e.g.,
thermometers)
– ray boxes, lenses, mirrors

proficiently use the Internet as a research tool
A5 demonstrate scientific literacy
A8 demonstrate competence in the
use of technologies specific to
investigative procedures and
research
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 61
SCIENCE – GRADE 8
LIFE SCIENCE (CELLS AND SYSTEMS)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following set of indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
B1
B2
B3
62 
demonstrate knowledge of the
characteristics of living things
relate the main features and
properties of cells to their
functions
explain the relationship
between cells, tissues, organs,
and organ systems
Students who have fully met the Prescribed Learning Outcome
are able to:

identify various characteristics of living things (e.g.,
require energy, respond to the environment, perform
gas exchange, excrete waste, reproduce)

relate characteristics of living things to viruses,
bacteria, plants, and animals

summarize cell theory (e.g., recognize that all living
things are composed of cells, and all cells come from
pre-existing cells)

accurately list similarities and differences between cell
types (plant, animal, and bacteria)

describe the structure and function of cell organelles
(e.g., cell membrane, nucleus, cytoplasm,
mitochondrion, cell wall, chloroplast, vacuole,
ribosome)


recognize and name parts of a cell using a microscope


define the terms tissue, organ, and organ system

identify the main components of the human organ
systems (e.g., respiratory, circulatory, digestive, and
excretory systems)

describe how organ systems work together to obtain
and transport nutrients, remove wastes, and exchange
gases
relate the concepts of osmosis and diffusion to
transport of materials across cell membranes
distinguish between cells, tissues, organs, and organ
systems, based on structure and function
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
SCIENCE – GRADE 8
PRESCRIBED LEARNING OUTCOMES
B4
explain the functioning of the
immune system, and the roles
of the primary, secondary, and
tertiary defence systems
SUGGESTED ACHIEVEMENT INDICATORS

identify components of the primary defence systems,
including skin, tears, ear wax, saliva, gastric juice, cilia,
mucus

identify phagocytic white blood cells as the major
component of the secondary defence system

identify white blood cells that produce antibodies as
the major component of the tertiary defence system

describe how each of the defence system components
works (e.g., skin prevents bacteria from entering the
body, phagocytic white blood cells engulf and destroy
viruses and bacteria, and white blood cells produce
antibodies that combine with antigens)

describe factors that can have a negative effect on body
systems, including pathogens (e.g., E. coli, influenza
viruses, HIV) and toxins (e.g., botulism)
PHYSICAL SCIENCE (OPTICS)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following set of indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
C1 demonstrate knowledge of the
behaviour of waves
Students who have fully met the Prescribed Learning Outcome
are able to:

define waves and describe their characteristics, using
examples and sketches

demonstrate wavelength, frequency, and amplitude,
with corresponding explanations

describe how waves are reflected off a barrier and
refracted when passing from one medium to another
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 63
SCIENCE – GRADE 8
PRESCRIBED LEARNING OUTCOMES
C2 explain the properties of visible
light
C3 compare visible light to other
types of electromagnetic
radiation
C4 explain how human vision
works
C5 explain the concept of force
64 
SUGGESTED ACHIEVEMENT INDICATORS

connect the behaviour of waves to visible light (e.g.,
both waves and light reflect and refract)

identify and describe properties of visible light (e.g.,
prism to demonstrate spectrum of colour, pinhole
camera to demonstrate how light travels in a straight
line)

show how light is transmitted and absorbed by
different materials (e.g., opaque, translucent,
transparent; creation of shadows)

demonstrate how visible light is reflected (e.g., relate
angle of incidence and angle of reflection for curved
and plane mirrors)

demonstrate how visible light is refracted (e.g.,
bending of rays, changes of speed, diverging and
converging lenses)

differentiate radio waves, microwaves, infrared, visible
light, ultraviolet, X-rays, and gamma rays in terms of
wavelength, frequency, and energy transferred

relate different types of electromagnetic radiation to
their daily lives

illustrate the parts of the eye, including sclera, cornea,
retina, lens, optic nerve and blind spot, iris, and pupil


describe the cornea-lens-retina system

describe several ways of correcting or extending
human vision (e.g., contact lenses, laser surgery,
binoculars)

identify similarities and differences between the eye
and another optical system (e.g., microscopes,
telescopes)


define force (push or pull of one object on another)


differentiate between mass and weight
describe common defects in human vision (e.g., nearsighted, far-sighted)
list different types of forces (e.g., magnetic, friction,
gravitational, elastic, electrical)
describe the movement of objects in terms of balanced
and unbalanced forces
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
SCIENCE – GRADE 8
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
C6 describe the relationship
between solids, liquids, and
gases, using the kinetic
molecular theory


outline the kinetic molecular theory

define terms related to changes of state (e.g.,
temperature, heat, evaporation, condensation,
solidification, melting, sublimation)
C7 determine the density of
various substances

for a fixed mass and temperature, describe the
differences between volume and density for each of
the states of matter

describe the effects of changes in temperature on the
density of solids, liquids, and gases (e.g., compression
and expansion)

conduct experiments to calculate the density of
regularly shaped objects [D= m/V] and irregularly
shaped objects [D = m/(V2-V1)]
C8 explain the relationship
between pressure, temperature,
area, and force in fluids

explain pressure with reference to force and area (i.e.,
compression and expansion)

describe the relationship between temperature, area,
and pressure, with reference to the kinetic molecular
theory
C9 recognize similarities between
natural and constructed fluid
systems (e.g., hydraulic,
pneumatic)

give examples of natural fluid systems (e.g.,
circulatory and respiratory system) and constructed
fluid systems (e.g., hydraulic and air brakes)

recognize the scientific principles involved in fluid
systems (e.g., fluids can be compressed and flow;
pressure differences can cause movement)

identify possible problems in natural or constructed
fluid systems (e.g., high/low blood pressure)
distinguish between solids, liquids, and gases based on
particle arrangement and motion
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 65
SCIENCE – GRADE 8
EARTH AND SPACE SCIENCE (WATER SYSTEMS ON EARTH)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following set of indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
D1 explain the significance of
salinity and temperature in the
world’s oceans
D2 describe how water and ice
shape the landscape
D3 describe factors that affect
productivity and species
distribution in aquatic
environments
66 
Students who have fully met the Prescribed Learning Outcome
are able to:

describe the world distribution of water (97.2% ocean,
2.8% fresh, 2.15% ice, 0.61% groundwater, 0.01 lakes
and rivers, 0.001% atmosphere)

identify similarities and differences between salt water
and fresh water (e.g., freezing point, density)


define ocean currents


define weathering and erosion

identify and illustrate various alpine and continental
glacial features (e.g., cirques, arêtes, horns, hanging
valleys, crevasses, moraines, eskers, outwash, fiords,
icebergs, striations, erratics)

describe how waves and tides are generated (e.g.,
waves: wind action; tsunamis: tectonic processes; tides:
gravitational pull)

describe the impact of water movement (e.g., waves,
tides, river flow) on surface features (e.g., weathering,
erosion, deposition)

identify various factors that affect productivity and
species distribution in aquatic environments (e.g.,
temperature, nutrients in the water, turbidity, currents,
sunlight, salinity, pollutants, water depth, resource
extraction, dams)

describe how changes in aquatic environments are
monitored (e.g., through the use of satellite imagery)

relate human activities to the distribution of aquatic
species, with specific reference to First Nations peoples
in BC (e.g., harvesting technologies, preservation
techniques, use of resource)
describe how winds and ocean currents influence
regional climates (e.g., moderating effects)
describe how gravity directs the movement of water
and ice and transports weathered materials through
slow processes (rivers and glaciers) and fast processes
(landslides)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
SOCIAL STUDIES – GRADE 8
SOCIAL STUDIES – GRADE 8
Prescribed Learning Outcomes and
Suggested Achievement Indicators
APPLICATIONS OF SOCIAL STUDIES
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:






identify and clarify a problem,
an issue, or an inquiry
gather and organize a body of
information from primary and
secondary print and non-print
sources, including electronic
sources
interpret and evaluate a variety
of primary and secondary
sources
assess a variety of positions on
controversial issues
plan, revise, and deliver written
and oral presentations
co-operatively plan and
implement a course of action
that addresses the problem,
issue, or inquiry initially
identified
Suggested Achievement Indicators will be included in
future documents.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 67
SOCIAL STUDIES – GRADE 8
SOCIETY AND CULTURE (CIVILIZATIONS FROM 500 TO 1600)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:






68 
identify factors that influence
the development and decline of
world civilizations
compare daily life, family
structures, and gender roles in a
variety of civilizations
describe a variety of diverse
cultural traditions and world
religions
demonstrate awareness of
artistic expression as a reflection
of the culture in which it is
produced
identify periods of significant
cultural achievement, including
the Renaissance
describe how societies preserve
identity, transmit culture, and
adapt to change
Suggested Achievement Indicators will be included in
future documents.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
SOCIAL STUDIES – GRADE 8
POLITICS AND LAW (CIVILIZATIONS FROM 500 TO 1600)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:




demonstrate understanding of
the tension between individual
rights and the responsibilities of
citizens in a variety of
civilizations
assess the impact of contact,
conflict, and conquest on
civilizations
describe various ways
individuals and groups can
influence legal systems and
political structures
explain the development and
importance of government
systems
Suggested Achievement Indicators will be included in
future documents.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 69
SOCIAL STUDIES – GRADE 8
ECONOMY AND TECHNOLOGY (CIVILIZATIONS FROM 500 TO 1600)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:




70 
compare basic economic
systems and different forms of
exchange
analyse the effect of commerce
on trade routes, settlement
patterns, and cultural exchanges
compare the changing nature of
labour in rural and urban
environments
describe the impact of
technological innovation and
science on political, social, and
economic structures
Suggested Achievement Indicators will be included in
future documents.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
SOCIAL STUDIES – GRADE 8
ENVIRONMENT (CIVILIZATIONS FROM 500 TO 1600)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:





construct, interpret, and use
graphs, tables, grids, scales,
legends, and various types of
maps
locate and describe major world
landforms, bodies of water, and
political boundaries on maps
locate and describe current and
historical events on maps
describe how physical
geography influenced patterns
of settlement, trade, and
exploration
analyse how people interacted
with and altered their
environments, in terms of
– population
– settlement patterns
– resource use
– cultural development
Suggested Achievement Indicators will be included in
future documents.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 71
DAILY PHYSICAL ACTIVITY – GRADE 8
DAILY PHYSICAL ACTIVITY – GRADE 8
Prescribed Learning Outcomes and
Suggested Achievement Indicators
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following set of indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:




Students who have fully met the Prescribed Learning Outcome
are able to:
participate in physical activities
for a minimum of 30 minutes
during each school day


participate in daily physical activities
participate in a range of
endurance activities

participate in physical activities that help develop their
cardiovascular endurance

participate daily in endurance activities (e.g., brisk
walking, swimming, cycling, jogging, soccer, aerobics,
dancing, cross-country skiing, relay games, tag games)
participate in a range of strength
activities


participate in activities that help develop their strength
participate in a range of
flexibility activities

participate in activities that help develop their
flexibility

participate daily in activities that help to develop the
flexibility of different parts of the body (e.g., stretches,
pilates, dancing)
participate in physical activity in blocks of at least 10
minutes at a time, totalling a minimum of 30 minutes
per day (students in half-day Kindergarten programs
will be expected to participate in physical activities for
a minimum of 15 minutes during each school day)
participate daily in activities that help to develop the
strength of different muscle groups (e.g., rope
climbing, push-ups, racquet and ball games, core
strength training, skating)
ADDITIONAL LANGUAGES:
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 73
APPLIED SKILLS
BUSINESS EDUCATION – GRADE 8
APPLIED SKILLS:
BUSINESS EDUCATION – GRADE 8
Prescribed Learning Outcomes and
Suggested Achievement Indicators
BUSINESS COMMUNICATION
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:



demonstrate Level I touch
keyboarding on alphanumeric
keyboards
use appropriate communication
tools and skills needed for
business and the workplace
outline ways that businesses
communicate information
regarding copyright, potential
risks, and products or services
Suggested Achievement Indicators have not been
developed.
FINANCE
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:


prepare and use a budget and
evaluate its effectiveness in
meeting a specific need
describe ways financial
institutions assist businesses
and individuals with money
management
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 75
BUSINESS EDUCATION – GRADE 8
APPLIED SKILLS
ECONOMICS
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:

outline the effects on a local
economy of changes both in
consumer needs and wants and
in the supply of and demand for
resources
Suggested Achievement Indicators have not been
developed.
MARKETING
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:


explain how marketing practices
within the marketing mix affect
consumers
describe the channels of
distribution involved in the flow
of products and services from
producer to consumer
Suggested Achievement Indicators have not been
developed.
ENTREPRENEURSHIP
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:



76 
explain the role of entrepreneurs
in economies
describe entrepreneurial skills
and attributes applicable to a
variety of work environments
generate business ideas to meet
identified needs or
opportunities
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
APPLIED SKILLS
HOME ECONOMICS – GRADE 8
APPLIED SKILLS:
HOME ECONOMICS – GRADE 8
Prescribed Learning Outcomes and
Suggested Achievement Indicators
FOOD PREPARATION FOUNDATIONS
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following set of indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
Safety and Sanitation
A1 identify sources of food
contamination and
demonstrate appropriate
preventative measures,
including
– washing hands
– sanitizing work surfaces
– cross-contamination
prevention
– proper dishwashing
– clean-up procedures
Students who have fully met the Prescribed Learning Outcome
are able to:

describe potential sources of food contamination (e.g.,
food handler with illness, poor hygiene, unsanitary
work area, unpotable water)

without reminders, apply the 30-second rule for
washing hands, tie back hair, put on apron, sanitize
work surfaces

identify situations where cross-contamination can
occur and use appropriate prevention methods (e.g.,
clean cutting surfaces and equipment after handling
foods such as meat, wash hands at every possibility of
contamination, use plastic gloves when hands have
cuts, burns, or skin conditions)

consistently wash dishes using appropriate techniques
(e.g., wash in correct order; use 45°C water for
washing and rinsing, dish soap, drain racks, clean
towels for drying)

without reminders, use appropriate clean-up
procedures (e.g., spills, broken glass, sweeping,
laundry)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 77
HOME ECONOMICS – GRADE 8
PRESCRIBED LEARNING OUTCOMES
APPLIED SKILLS
SUGGESTED ACHIEVEMENT INDICATORS
A2 demonstrate a knowledge of
precautionary measures and
emergency response associated
with food preparation,
including
– handling hot foods safely
(e.g., to prevent steam
scalds, burns from hot oil)
– responding appropriately
to emergencies (e.g., fires,
burns, cuts)

handle hot foods appropriately (e.g., proper lid-lifting
and saucepan-lifting techniques, spatter and scalding
protection, cooling racks/mats)

recognize emergency situations and describe correct
response procedures (e.g., alert appropriate authority,
apply basic first aid, use appropriate fire suppression
methods)
A3 demonstrate safe use of
equipment needed to prepare
food items

use equipment safely (e.g., handle knives correctly, cut
on cutting boards instead of counter, use oven mitts
instead of towels for hot food)
Kitchen Basics

correctly use appropriate equipment (e.g., spatulas,
wooden spoons, beaters, bowls, knives, cutting boards)

with minimal teacher support, use correct measuring
equipment and techniques (e.g., heap and level for dry
measures, at eye-level on a flat surface for liquid
measure, packing, water displacement, metric and
Imperial conversions)


complete assigned tasks within a specified time period
A5 care for and store equipment
appropriately

consistently clean and return equipment to its proper
place
A6 demonstrate co-operation in
partner and group work

share tasks equitably within a group, assisting others
in group when necessary (e.g., cooking, clean-up,
projects)
Function of Ingredients

describe basic functions of commonly used dry
ingredients (e.g., baking powder, baking soda, flour,
sugar, salt) and liquid ingredients (e.g., milk, water,
eggs, oil)
A4 demonstrate the ability to
follow a recipe, including
– selecting appropriate
equipment
– using appropriate
measuring techniques
– time management
– understanding of
terminology
A7 identify basic functions of
common ingredients used in
food preparation
78 
demonstrate understanding of cooking terminology
and abbreviations (e.g., sift, cream, sauté, knead, whip,
boil, steam, preheat, mL, f.g., oz., pkg., w.w. flour)
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
APPLIED SKILLS
HOME ECONOMICS – GRADE 8
FOOD PREPARATION TECHNIQUES
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following set of indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:
Food Products
B1
follow a recipe to produce a successful product within
a specified time period (e.g., breakfast smoothie, highfibre muffins, veggies and dip, sandwich, biscuit-crust
pizza, stir-fry)

use procedures and techniques for a variety of cooking
methods (e.g., baking, boiling, stir-frying,
microwaving)
use recipes to prepare simple,
healthy snacks and dishes
Methods of Cooking
B2

use a variety of cooking
methods to prepare food
NUTRITION AND HEALTHY EATING
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following set of indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:
C1 describe the importance of
nutrition and other factors that
contribute to health

identify factors that contribute to healthy adolescent
bodies (e.g., eating minimum recommended servings
from Eating Well with Canada’s Food Guide or Eating
Well with Canada’s Food Guide - First Nations, Inuit, and
Métis, selecting nutrient-dense foods versus highcalorie/low-nutrient foods, the importance of breakfast
and regular meals for greater energy and long-term
health benefits, sufficient sleep, and regular exercise)
C2 use Eating Well with Canada’s
Food Guide to plan simple,
nutritious dishes and snacks

identify the various food groups, the types of food
within each food group, specified serving sizes, and
recommended daily servings from each food group

analyse and modify menus to meet the
recommendations in Eating Well with Canada’s Food
Guide or Eating Well with Canada’s Food Guide - First
Nations, Inuit, and Métis
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 79
HOME ECONOMICS – GRADE 8
PRESCRIBED LEARNING OUTCOMES
C3 use product labels to identify
and compare the nutritional
value of a variety of food
products
APPLIED SKILLS
SUGGESTED ACHIEVEMENT INDICATORS

with teacher support, use labels of commercial food
products to examine fats, salt, sugar, fibre content, and
additives and determine the healthier choice (e.g.,
compare breakfast cereals, snack foods, cookies,
beverages)
SOCIAL, ECONOMIC AND CULTURAL INFLUENCES
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following set of indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:
D1 describe factors that influence
personal food choices

discuss personal food choices and the factors that
influence those choices (e.g., personal preference, food
availability, budgetary considerations, peer and media
influences, cultural background, religion,
environmental considerations)
D2 identify and apply classroom
table etiquette

without reminders, display appropriate classroom
table behaviours (e.g., setting table, sitting and eating
as a group, respectful conversation)
80 
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
APPLIED SKILLS
INFORMATION TECHNOLOGY – GRADE 8
APPLIED SKILLS:
INFORMATION TECHNOLOGY – GRADE 8
Prescribed Learning Outcomes and
Suggested Achievement Indicators
FOUNDATIONS
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:











identify information technology
tools used to access information
protect information using
information technology tools
enter information accurately using
appropriate keyboarding
techniques and software that allows
for the storage, retrieval, and
editing of material
demonstrate the ability to formulate
questions and to use a variety of
sources and tools to access, capture,
and store information
use appropriate information
technology terminology
evaluate a variety of input and
output devices
demonstrate the ability to install
software
describe and practise appropriate
safety procedures when working
with information technology tools
apply a variety of troubleshooting
techniques related to information
technology
demonstrate an awareness of the
impact of information technology
tools on society
identify careers and occupations
that use information technology
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 81
INFORMATION TECHNOLOGY – GRADE 8
APPLIED SKILLS
PROCESS
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:






apply management skills to
complete a project
use a variety of information
technology tools to help them
solve problems
apply predetermined search
criteria to locate, retrieve, and
evaluate information
create electronic text documents
evaluate information retrieved
electronically for authenticity,
bias, and timeliness
synthesize information from a
variety of electronic sources for
their presentations
Suggested Achievement Indicators have not been
developed.
PRESENTATION
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:





82 
identify and consider ethical
and legal issues when
presenting information
use a variety of software to
present messages
demonstrate the ability to
arrange information in different
forms to create new meaning
analyse the effects of
information technology on
presentations
describe the effect of
multimedia presentations on
intended audiences
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
APPLIED SKILLS
TECHNOLOGY EDUCATION – GRADE 8
APPLIED SKILLS:
TECHNOLOGY EDUCATION – GRADE 8
Prescribed Learning Outcomes and
Suggested Achievement Indicators
SELF AND SOCIETY
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:





demonstrate confidence and
positive attitudes when solving
problems that arise during the
design process
identify practical problems
involving technology in a
variety of contexts
work with others to solve
problems that come up during
the design process
list career paths in technological
fields, and examine potential
career opportunities
demonstrate a willingness to
express thoughts and feelings
about the effects of technology
on their personal lives, society,
and the environment
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 83
TECHNOLOGY EDUCATION – GRADE 8
APPLIED SKILLS
COMMUNICATIONS
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:





84 
produce initial concept sketches
and final drawings using a
design process
solve problems that come up
during the design process by
using various information
sources
develop two- and threedimensional graphics using
manual and computer-assisted
processes
revise presentations based on
suggestions and comments from
others
identify how information and
concepts from other fields of
knowledge are used in the
design process
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
APPLIED SKILLS
TECHNOLOGY EDUCATION – GRADE 8
PRODUCTION
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:








describe and use the process of
product design
identify and classify the
properties of materials used to
manufacture products
select materials based on a set of
design specifications
describe combining, forming,
separating, and finishing
processes as they relate to
materials used in product
manufacturing
apply finishes and details to
manufactured products to
enhance their appearance and
durability
evaluate the efficiency of a
production process
identify ways to minimize waste
and reuse products
demonstrate safe work habits
when using tools, equipment,
and technical processes
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 85
TECHNOLOGY EDUCATION – GRADE 8
APPLIED SKILLS
CONTROL
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:




design and construct a control
device that senses, switches, or
regulates
compare ways that various
control devices work, and
explain their applications
integrate electric, electronic,
pneumatic, and mechanical
control devices within a system
demonstrate an understanding
of the concept of control by
dismantling devices
Suggested Achievement Indicators have not been
developed.
ENERGY AND POWER
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:




86 
incorporate selected devices in
the design of energy
transmission and conversion
systems
explain how systems transmit
and convert energy
identify how simple machines
are combined into energy and
power systems
construct devices that are
powered in various ways
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
FINE ARTS
DANCE – GRADE 8
FINE ARTS: DANCE – GRADE 8
Prescribed Learning Outcomes and
Suggested Achievement Indicators
ELEMENTS OF MOVEMENT
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:




demonstrate dance techniques
associated with particular
genres
apply principles of movement
(alignment, balance, breathing,
flexibility, strength) to dance
apply principles of fitness,
health, and safety to dance
use elements of movement in a
variety of combinations, as
appropriate to the given genre
or purpose
Suggested Achievement Indicators have not been
developed.
CREATION AND COMPOSITION
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:




create movement in response to
the expressive elements of
sound and music
transform a given dance
sequence for a specific purpose
choreograph a movement
sequence for a variety of
environments and purposes
apply the creative process to
revise and refine dance
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 87
DANCE – GRADE 8
FINE ARTS
PRESENTATION AND PERFORMANCE
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following set of indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:




88 
rehearse and perform dance for
a specific environment
demonstrate dance movements
in the appropriate style for the
chosen genre or choreography
demonstrate skills and attitudes
appropriate to a range of dance
experiences as performer,
participant, and audience,
demonstrating:
– an awareness of a sense of
community
– audience and performer
etiquette
– performance skills
– respect for others’
contributions
use established criteria to
analyse the work of self and
others
Students who have fully met the Prescribed Learning Outcome
are able to:
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
FINE ARTS
DANCE – GRADE 8
DANCE AND SOCIETY
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:




analyse dances of a variety of
cultures, considering elements
of movement, historical and
social context, and use of music
and stagecraft
describe the purposes of dance
in various cultures
analyse roles in dance (e.g., of
gender, status, age)
identify personal and career
opportunities in dance
(occupation, recreation,
entertainment)
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 89
FINE ARTS
DRAMA – GRADE 8
FINE ARTS: DRAMA – GRADE 8
Prescribed Learning Outcomes and
Suggested Achievement Indicators
EXPLORATION AND IMAGINATION (EXPRESSION AND TRUST)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:




demonstrate trust through
collaborative drama
demonstrate the unique ability
of drama to unify a diverse
group
demonstrate an appreciation for
the diversity of others and their
various perspectives
make choices among a variety of
ways to express thoughts,
feelings, and beliefs
Suggested Achievement Indicators have not been
developed.
EXPLORATION AND IMAGINATION (CRITICAL ANALYSIS)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:




suggest and try a variety of
appropriate solutions to a given
problem
make and act on reasoned and
thoughtful decisions
identify ways to advance
dramatic action
use given criteria to assess and
evaluate their work
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 91
DRAMA – GRADE 8
FINE ARTS
DRAMA SKILLS (BODY AND VOICE)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:





identify a variety of movement
possibilities that could be used
to create a specific effect
identify a variety of vocal
techniques that could be used to
communicate a specific meaning
identify examples of the
interrelationship of movement
and voice in communicating
meaning
use sensory recall and
visualization to enhance their
work
demonstrate how various
emotions affect vocal and
physical expression
Suggested Achievement Indicators have not been
developed.
DRAMA SKILLS (ROLE)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:




92 
compare the world of the role
with the world of the player
consistently apply the ability to
sustain a role in a given
situation with others
adjust the movement, language,
and gesture of the role to
changing dramatic situations
reflect on and express their
experiences both in and out of
role
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
FINE ARTS
DRAMA – GRADE 8
DRAMA SKILLS (DRAMA AS METAPHOR)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:




suspend disbelief to transform
objects and create character
demonstrate an awareness that
drama has symbolic meaning
organize abstract ideas into a
concrete dramatic form
demonstrate an awareness of
dramatic work as a metaphor
Suggested Achievement Indicators have not been
developed.
DRAMA SKILLS (ELEMENTS AND STRUCTURES)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:







identify the values, attitudes,
and beliefs of characters
analyse the motivation, tension,
and conflict of a character with
reference to other characters
plan and create settings to
enhance the dramatic situation
portray the central image in a
drama
create a unified drama with a
distinct beginning, middle, and
end
use a variety of dramatic forms
to portray a given theme, story,
or structure
use appropriate vocabulary to
describe drama and theatre
elements
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 93
DRAMA – GRADE 8
FINE ARTS
DRAMA SKILLS (TECHNIQUE)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:





apply theatrical conventions to
dramatic forms
select design elements—colour,
level, space—to achieve a
desired effect
demonstrate an awareness of
the need for rehearsal to create a
polished presentation
demonstrate respect for the
nature of their audience
enhance dramatic work with
available technical elements
Suggested Achievement Indicators have not been
developed.
CONTEXT (SOCIAL AND CULTURAL CONTEXT)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:



94 
reflect the cultural variety of
their communities in their
dramatic work
identify and describe the
influence of the media on their
own work in drama
identify and examine
relationships between real-life
experiences and dramatic
presentations
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
FINE ARTS
DRAMA – GRADE 8
CONTEXT (MAKING CONNECTIONS)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:





identify criteria for their own
aesthetic responses
identify similarities and
differences in how drama
expresses ideas and emotions
compared to other art forms
select and use dramatic
knowledge and skills to enhance
learning in other subject areas
investigate various career
possibilities in which dramatic
skills may be useful
apply their knowledge of the
arts in their choices of
recreational activities
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 95
FINE ARTS
MUSIC – GRADE 8
FINE ARTS: MUSIC – GRADE 8
Prescribed Learning Outcomes and
Suggested Achievement Indicators
STRUCTURE (ELEMENTS OF RHYTHM)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:



create, notate, and perform
rhythms in a variety of metres
analyse rhythmic choices in
performing and listening
repertoire
use appropriate music
terminology to describe rhythm
and metre
Suggested Achievement Indicators have not been
developed.
STRUCTURE (ELEMENTS OF MELODY)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:




create, notate, and perform
melodic patterns
apply an understanding of
melodic direction and contour
to expressive phrasing
identify tonal centres in a
variety of melodies
use appropriate music
terminology to describe melody
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 97
MUSIC – GRADE 8
FINE ARTS
STRUCTURE (ELEMENTS OF EXPRESSION)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:





read and maintain a part within
complex textures and harmonies
apply an increasing range of
tempos, dynamics, articulation,
and timbres in classroom
repertoire
analyse the use of the elements
of expression in performing and
listening repertoire
describe the elements of
expression using appropriate
music terminology
describe the elements of
expression in terms of the
physical properties of sound
Suggested Achievement Indicators have not been
developed.
STRUCTURE (FORM AND THE PRINCIPLES OF DESIGN)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
The following set of indicators may be used to assess student
achievement for each corresponding Prescribed Learning
Outcome.
It is expected that students will:





98 
identify an expanded variety of
music forms
apply a variety of music forms
and principles of design to
composition
represent the form of a piece of
music
use appropriate terminology to
describe form and the principles
of design
compare and contrast the form
of two or more music
compositions
Students who have fully met the Prescribed Learning Outcome
are able to:
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
FINE ARTS
MUSIC – GRADE 8
THOUGHT, IMAGES AND FEELINGS
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:






represent thoughts, images, and
feelings derived from a music
experience
apply the elements of rhythm,
melody, and expression to
interpret and represent a broad
range of thoughts, images, and
feelings
demonstrate a willingness to
share personal insights arising
from experiences with music
explain personal meaning
derived from music without
reference to stories or visual
artifacts
defend personal music choices,
demonstrating awareness of the
thoughts, images, and feelings
that the music expresses
demonstrate respect for the
thoughts, feelings, and music
choices of others
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 99
MUSIC – GRADE 8
FINE ARTS
CONTEXT (SELF AND COMMUNITY)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:




use skills and attitudes
appropriate to a range of music
experiences in a variety of
venues, as performer,
participant, and audience,
demonstrating:
– an awareness of the sense
of community
– audience and performer
etiquette
– performance skills
– respect for others’
contributions
demonstrate an ability to
provide and accept constructive
feedback
demonstrate an understanding
of physical well-being while
experiencing music
identify career-related music
experiences represented in the
local community
Suggested Achievement Indicators have not been
developed.
CONTEXT (HISTORICAL AND CULTURAL)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:



compare and contrast music
from a range of historical and
cultural contexts
compare and contrast music
created for a variety of purposes
demonstrate respect for music
of various historical and cultural
contexts
100 
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
FINE ARTS
VISUAL ARTS – GRADE 8
FINE ARTS: VISUAL ARTS – GRADE 8
Prescribed Learning Outcomes and
Suggested Achievement Indicators
IMAGE DEVELOPMENT AND DESIGN STRATEGIES (PERCEIVING/RESPONDING)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:





use vocabulary related to 2-D
and 3-D art forms and image
development
compare a variety of images of a
given subject in different media,
styles, techniques, and so on
analyse a variety of image
development techniques and
design strategies as used by a
variety of artists for a variety of
purposes
identify possible purposes for
the creation of given images
demonstrate an awareness of
ethical considerations associated
with reproduction as an image
development strategy
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 101
VISUAL ARTS – GRADE 8
FINE ARTS
IMAGE DEVELOPMENT AND DESIGN STRATEGIES (CREATING/COMMUNICATING)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:


develop and make images:
– using a variety of design
strategies and sources of
imagery, individually and
in combination
– incorporating some
elements from a variety of
styles
– that solve complex design
problems, considering form
and function (2-D and 3-D)
– for specific purposes such
as social commentary, selfanalysis, entertainment
– that engage more than one
of the senses
draft and refine ideas relating to
fields other than visual arts,
using various imagedevelopment strategies and
sources
102 
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
FINE ARTS
VISUAL ARTS – GRADE 8
CONTEXT (PERCEIVING/RESPONDING)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:






identify art careers in a variety
of contexts
identify similarities and
differences in the roles of artists
and the visual arts in a variety
of contexts
demonstrate an awareness of
the meanings and purposes of
images within a variety of
contexts
identify characteristics of
representations in images from
a variety of world cultures
analyse and evaluate displays,
considering the nature of
artwork, presentation, venue,
and audience
describe selected works and
explain personal preferences
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 103
VISUAL ARTS – GRADE 8
FINE ARTS
CONTEXT (CREATING/COMMUNICATING)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:


create images:
– that support or challenge
personal and societal
beliefs, values, traditions,
or practices
– that incorporate stylistic
elements from various
artists, movements, and
periods
– in response to historical
and contemporary images
or issues
– that reflect a sense of
personal and social
responsibility
make a display or portfolio of
work, taking into consideration
the venue and audience
104 
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
FINE ARTS
VISUAL ARTS – GRADE 8
VISUAL ELEMENTS AND PRINCIPLES OF ART AND DESIGN (PERCEIVING/RESPONDING)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:





use appropriate vocabulary in
oral and written analyses of
works of art
analyse how individual visual
elements and principles of art
and design are used to create
meaning in images
analyse how the physical
qualities of visual elements and
principles of art and design are
used to create effects and mood
in representational and nonrepresentational images
analyse 2-D and 3-D images for
their use of particular visual
elements and principles
evaluate personal use of the
elements and principles of art
and design
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 105
VISUAL ARTS – GRADE 8
FINE ARTS
VISUAL ELEMENTS AND PRINCIPLES OF ART AND DESIGN
(CREATING/COMMUNICATING)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:

create 2-D and 3-D images that:
– deliberately employ
physical and expressive
qualities of the visual
elements and principles of
art and design to create an
effect or mood
– use a selected element of
art to convey an idea or
concept
– combine and emphasize
particular visual elements
and principles of art and
design
– create variations of an
image through
manipulation of particular
elements or principles of
art and design
106 
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
FINE ARTS
VISUAL ARTS – GRADE 8
MATERIALS, TECHNOLOGIES, AND PROCESSES (PERCEIVING/RESPONDING)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:






apply vocabulary for materials,
processes, and technologies
used in 2-D and 3-D image
development
identify the contributions of
materials, processes, and
technologies to the meaning of
an image and evaluate the
appropriateness of their use
evaluate the effectiveness of the
use of particular materials and
processes
identify tools and equipment
used to create images
demonstrate an awareness of
safety and environmental
considerations related to
materials, technologies, and
processes
demonstrate respect for their
work and the work of others
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
 107
VISUAL ARTS – GRADE 8
FINE ARTS
MATERIALS, TECHNOLOGIES, AND PROCESSES (PERCEIVING/RESPONDING)
PRESCRIBED LEARNING OUTCOMES
SUGGESTED ACHIEVEMENT INDICATORS
It is expected that students will:
Students who have fully met the Prescribed Learning Outcome
are able to:





use materials, technologies, and
processes, both alone and in
combination, to make
personally meaningful images
select materials, technologies,
and processes appropriate for a
planned work
use, care for, and maintain
materials, technologies, and
work space in a safe and
environmentally sensitive
fashion
demonstrate a willingness to try
unfamiliar materials and
processes and adapt familiar
ones for unfamiliar uses
invent and construct a
technology for an applied use
108 
Suggested Achievement Indicators have not been
developed.
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm