INTRODUCTION TO GRADE EIGHT
David Giles (Grade 8 team leader)
The Grade Eight class includes about 85 students. Students are divided into four homeroom groups—A, B, C, D—which have been selected so that there is a heterogeneous mix of students in each group. Thus, each homeroom group has students with a variety of academic abilities from a variety of ethnic backgrounds.
Grade 8 students travel through most of their academic day with their homeroom group. However, homeroom groups are reorganised into other groups for Modern Languages and the Arts. The school day is divided into a 9 period day (beginning each day in the homeroom) and a two week cycle - an A week and a B week. B weeks are a mirror image of A weeks and gives students the opportunity of attending classes at different times of the day. Every week, students will attend the following lessons :
| Course | Lessons per week |
| Language A: English | 6 |
| Mathematics | 5 |
| Humanities (History & Geography) | 5 |
| Science | 6 |
| Language B-French | Spanish | Kiswahili | 5 |
| PE and Swimming | 4 |
| Art, Drama, Music | 6 |
| Information Technology | 2 |
| Health and Social Education | 1 |
| Homeroom activities | |
| Click on subject for more details or scoll down the page. | |
Grade 8 teachers are organized into a team which meets biweekly to discuss students and coordinate the academic and co-curricular programme. Each year Grade 8 Students go on a Grade 8 Beach Day and participate in homeroom activities and competitions. Students will also participate in our Extended Study Program.
We expect Grade 8 students to spend up to two hours per night on homework. A learning specialist is assigned to the Grade 8 team and s/he will give extra support to students who are having difficulties with the English or have a specific learning difficulty. Most of this assistance is extended to students as they attend regular classes; however, in some cases students will be pulled out of their regular class scheduled in order to give this support. The Middle School counselor teaches all the Health and Social Education classes.
Grade 8 students are building their exam and test-taking skills as well as their writing skills. They will be given a variety of tests and quizzes during the year with teacher assistance in planning and revising for tests. However, overall grades for these students are calculated using a variety of assessment tools including course work, homework, project, and performance on exams.
The overall programme of studies for all students in Grades 6 – 10 is guided by the International Baccalaureate Organisation via the Middle Years Programme (MYP). Please see the following pages for a more complete description of the IBMYP and the courses we offer at IST.
LANGUAGE A: ENGLISH
AIMS
IST’s English syllabus follows the IB / MYP programme. The three key components of this programme - Holistic Education, Communication and Intercultural Awareness - are intrinsic features of our school-based curriculum. The study of English invites students to question and evaluate information critically, to seek out and explore imagination through literature, and to develop an awareness of their own place in the world.
The Language A (English) programme aims to develop students’ ability to:
• use English with enjoyment as a vehicle for thought, creativity, learning and self-expression
• respond appropriately to a variety of texts
• gain a deeper understanding of human nature and thus of themselves and others
• develop a critical approach to literature
• develop the sense of a new humanism by exploring the interdependence of human beings and their environment in this technological age
• comprehend more clearly aspects of their own culture and those of other people’s cultures
• encourage a wide reading for enjoyment
CONTENT
• Peer Profiles – Journalistic Writing and Desktop Publishing
• The Curious Incident of the Dog in the Night-time – a novel by Mark Haddon
• Romeo and Juliet – a play by William Shakespeare
• Media Unit
• The Giver – a novel by Lois Lowry
• Persuasive writing and debating – World Food Project
ASSESSMENT
Assessment takes two forms: ongoing, day-to-day marking and comment on individual pieces of work and a yearly overview of student performance. The areas to be assessed and the criteria for assessing them are the same throughout. Student self-evaluation is encouraged through the self-assessment component as required in MYP. Homework is set on a regular basis, often as a completion of classwork.
The IBMYP assessment criteria are:
• Content
• Organisation
• Style and Language Use
HUMANITIES
AIMS:
• To develop an understanding of the wider world and our place and role in it
• To develop an awareness and acceptance of other cultures
• To research and present ideas and information in a variety of ways
• To interpret, analyze, and evaluate information from different sources
• To apply what has been learnt to new and different situations
• To organize and present information in a clear, coherent, and cohesive manner
• To work co-operatively and collaboratively with others
CONTENT:
Where Am I?: Map and graphing skills
The Making of Me: Culture in today’s world and how it makes us who we are
Rebirth in Europe: The Italian Renaissance
Tourism – A Blessing or a Blight?: Human impact on the natural environment
The World Food Project: The North/South Divide and Development
ASSESSMENT:
Assessment activities will include: role plays, extended written work, projects, visual displays, oral and power point presentations, class discussions, quizzes, and end-of-topic tests.
Students will be assessed using the IB MYP assessment criteria:
• Knowledge
• Concepts
• Skills
• Organization and Presentation
MATHEMATICS
OBJECTIVES
To enable students to:
• Grasp mathematical concepts and acquire skills with confidence and pleasure;
• Symbolise and verbalise a piece of mathematics appropriately;
• Develop the ability to apply mathematics;
• Move with confidence between different forms of representation (e.g. tables, graphs, geometry, flowcharts, formulae);
• Develop an understanding of mathematical reasoning and its use in context;
• Develop mathematical intuition;
• Reflect upon the problem solving process and evaluate the significance of the results.
CONTENT
1. Number: Number sense; types of numbers; number operations; absolute value; scientific notation; ratios; rates and proportions; exponents
2. Algebra and Linear Functions: Algebraic manipulation; solving equations; inequalities; rearranging formulas; Cartesian coordinate system
3. Functions: Linear functions; gradient/slope; graphing linear functions; equations of lines; direct and inverse variation; linear systems; systems of inequalities; problem solving; functions and their graphs
4. Geometry: Lines, line segments and rays; properties of angles; properties of triangles and circles; area and perimeter of polygons; quadrilaterals; congruent and similar polygons
5. Statistics: Data handling; scatter plots; population and samples; discrete vs. continuous data; grouped vs. ungrouped data; measure of central tendency; measures of dispersion; box-and-whisker plots; statistics on the calculator; cumulative frequency graphs
6. Probability: Experimental vs. theoretical probability; calculating probability
7. Trigonometry: Pythagoras Theorem; sine, cosine and tangent ratios
8. Graphing Calculator Skills: Computations; graphing; data analysis
ASSESSMENT
Assessment is intended as an extension of the learning process for students, and this course gives students many different ways to demonstrate their understanding and skills. Assessment tools include homework assignments, individual and team projects, investigations, class participation, presentations, tests, and quizzes. There is a final examination in June.
IBMYP Criteria for Assessment are:
A: Knowledge and Understanding – This is normally judged in tests and quizzes and assesses what students know about mathematical concepts and tasks. Students use general rules they have learned and apply them to specific problems.
B: Application and Reasoning – This is usually found in students’ written investigation work or tests and assesses students’ problem solving strategies. It looks at students’ ability to take specific examples and use them to recognise patterns and suggest general rules or relationships.
C: Communication – This is assessed in written work and judges the students’ ability to communicate facts, ideas, methods, and conclusions. Students are assessed on their ability to use mathematical symbols and language effectively and appropriately.
D: Reflection and Evaluation – This is assessed in written investigations where students demonstrate their understanding of their mathematical methods and explain the accuracy of their results.
SCIENCE
AIMS:
The Eighth Grade Science course will emphasize hands-on, sequential experiences through which students have the opportunity to discover scientific concepts. Students will be asked to challenge their current theories of nature and construct ones that incorporate their new knowledge and understanding. Emphasis is also placed on the development of skills in the following areas: experimentation, investigation, problem-solving, teamwork, and learning strategies. Attempts are made to integrate sciences with each other and with other subjects whenever possible, and to ask students to use these disciplines to understand their environment. Students will be asked to apply concepts and skills to design, build, test, and evaluate a variety of experiments and projects. The overall goal of Eighth Grade Science is to provide a foundation for further studies in the Sciences and to encourage the enjoyment of Science.
CONTENT:
Life Science Photosynthesis; cells and cell respiration; plants structure and function; plant reproduction; garden management and horticulture; components of a food chain; ecological systems classification; human impact on environment including Genetic modification, classification, diseases and immunology.
Physical Science; Structure of matter; energy transfer; behaviour of atoms; soil properties. Elements and compounds; soil chemicals; chemical changes; physical and chemical properties; periodicity; acids and bases; sound and light.
Experimental and Investigative Skills
Asking questions, making predictions; designing, planning, and carrying out investigations; assessing laboratory risks and proceeding safely; collecting, organising, analysing, and evaluating data; identifying sources of error and suggesting revisions; identifying anomalies and making hypotheses; evaluating results and writing conclusions
In addition, Grade 8 Science students participate in two interdisciplinary units of study: the World Food Project in Term Three, and the Extended Study Programme in Term Two.
ASSESSMENT:
Students are continually assessed through practical investigations, classwork, participation, and homework. In addition, students are assessed with written and practical tests and quizzes and a variety of alternative assessments. Alternative assessments used include individual and group projects, formal laboratory reports, and student self-assessments.
IBMYP Criteria for Assessment are:
• One World • Scientific Enquiry
• Communication • Processing Data
• Scientific Knowledge and Concepts • Performance in Experiments
LANGUAGE B: FRENCH
AIMS:
The Grade 8 French course continues to build upon all four language skills (speaking, listening, reading and writing) and its two main aims are to review and consolidate previously learned vocabulary and structures and then to extend into new themes, vocabulary and structures and opportunities for cultural awareness.
CONTENT:
The work is mainly based on authentic use of the language and on authentic resources in a variety of activities and projects into which IBMYP Areas of Interaction are interwoven. The course is divided into the following units, which comprise the first five units of the basic textbook, Discovering French (Blanc):
Oneself and others
- Presenting oneself and others, interacting with others
- Talking about oneself and others
- Describing one’s plans
- Review of present tense
Weekend Activities
- Talking about weekend plans
- Getting from one place to another
- Narrating past weekend activities
- Passé composé
Meals, Food and Shopping
- Planning a meal
- Going to a café
- Talking about favorite foods
- Shopping for food
- Partitive article
Free Time and Entertainment
- Planning one’s free time
- Talking about one’s friends and neighbourhood
- Discussing relations with others
- Reading and writing about daily events
- Narrating what has happened
- Object pronouns
Sports and Health
- Discussing sports
- Discussing fitness and health
- Talking about one’s daily activities
- Narrating past activities
- Reflexive verbs
ASSESSMENT:
Oral presentations, conversations and role-play exercises, quizzes, unit tests, projects, listening and reading comprehension and creative writing assignments all form part of the assessment. The students are also assessed on their involvement in the lessons, on effort, work habits and on their overall contributions toward the success of the classes.
MYP Criteria for Assessment are:
- Speaking: Message and Interaction • Comprehension: Listening Comprehension
Language Reading Comprehension
- Writing: Message and Organisation
Language
LANGUAGE B: SPANISH
AIMS:
The 8th grade Spanish course is a course for intermediate students. Even though the course has a communicative and active approach it will build upon the four language skills (speaking, listening, reading and writing). Vocabulary and grammatical structures are taught in context.
CONTENT:
The course evolves around five main themes.
School life
Talking about school subjects and schedules
Talking about activities in school
Making excuses
Learning about schools in Spain
Talking about school equipment
Talking about past activities
Social life
Talking about going out
Talking about what to wear
Talking on the phone
Talking about daily routines
Learning about teenagers in Spain
The media
Talking about the media (TV, radio, newspapers, magazines and movies)
Talking about programs (likes and dislikes)
Talking about types of music
Comparing things
Shopping
Talking about places to shop and things to buy
Talking about store transactions
Naming the different kinds of stores
Naming products to buy
Talking about where one went
Travel
Getting travel information
Giving travel advice
Shopping for souvenirs
Describing geographical features
Talking about actions in progress
ASSESSMENT:
Oral presentations, conversation, role play exercises, reading and listening comprehension, unit tests, projects and writing assignments are all part of the 8th grade assessment.
MYP Criteria for Assessment are:
· Speaking: Message and Interaction Language
· Writing: Message and Organization Language
· Comprehension: Listening and Reading Comprehension
MATERIALS:
The Spanish program uses “Juntos uno”, a course book published by Prentice Hall. The program is complemented with audio-visual materials, a student activity book and magazines. Supplementary materials collected by the teacher will also be used to support the program.
LANGUAGE B: KISWAHILI
AIMS:
Build the four Language Skills through communicative approach. The program is also aimed at introducing students to the culture of the country where the language is spoken through the study of the target language. Classroom tasks are based on authentic use of the language in a variety of activities and projects. Grammar structures and vocabulary are taught in context, with explanations given as required. Since Kiswahili is related to the African culture, each unit will have a part dedicated to it.
CONTEXT:
The course is divided into 4 units. Each unit highlights opportunities for students to express themselves using a variety of relevant topics and activities. Each unit has an introductory topic, with a checklist of key functions and structures to be learned practice tests, mini-tests for self-assessment and reinforcement activities.
1. Tanzanian Environment:
• National Symbols
• Environment
2. Tourist in Tanzania.
3. Agriculture of Tanzania.
4. Village life in Tanzania.
RESOURCES:
-Resources prepared by teachers
-Reinforcing Reading Skills: Short made-up texts, Books, Flash cards,
-Reinforcing Writing Skills: Gap-filling tasks, labeling, surveys, tasks based on grammar
-Reinforcing Speaking Skills: Card Games, information gap tasks, role-play and
mini- presentations, conversations, little classroom discussions.
-Reinforcing Listening Skills: Listening to each others commands, listening to taped
tasks.
-Use of local resources for cultural activities, such as news papers and magazines..
All the resources are designed to provide enjoyment and intellectual stimulation.
ASSESSMENT:
There are two main types of assessment, formative and summative assessment. Periodical assessment is done by tests at the end of each topic covered. Have personal assessment where students can check their own knowledge of the language. Ongoing assessment is done through class work and homework using modified MYP rubrics, eg Oral presentations, role-play, dialogues, pair work, reading comprehension and written assignments as homework or class work.
MYP Criteria for assessment are:
• Speaking: Message and Interaction (A&B)
• Writing: Message and Organization (C&D
• Comprehension: Reading Comprehension (E)
PHYSICAL EDUCATION
AIMS
· To appreciate and understand the value of physical education and its relationship to a healthy, active lifestyle
· To develop the motor skills necessary to participate successfully in a variety of physical activities
· To develop social skills that demonstrate the importance of teamwork and cooperation in group activities
· To demonstrate a high level of interest and personal engagement showing initiative, enthusiasm and commitment
· To show knowledge and understanding in a variety of physical activities and evaluate their own and other’s performances
· To become aware of movement as a creative medium connected to communication, expression and aesthetic appreciation
· To experience enjoyment and satisfaction through physical activity
CONTENT
Land based activities: Health and fitness, aerobics, basketball, football, volleyball, badminton, softball, cricket
Water based activities Water confidence and skills, stroke technique, lifesaving, personal survival; water polo,
ASSESSMENT
Students are continually assessed throughout the year against defined MYP assessment criteria. The assessment criteria are:
· Criteria A – Use of Knowledge
· Criteria B – Movement composition
· Criteria C – Performance
· Criteria D – Social skills and Personal engagement
NECESSARY MATERIALS
For PE A house T-shirt, a suitable pair of exercise shoes, blue/black shorts, drinking water, shower materials. Also recommended; sunscreen and hat.
For Swimming Drinking water, shower materials.
Boys - A pair of shorts or swimming trunks
Girls - A full piece swimming costume and appropriate outer layers where required for religious purposes.
NON – PARTICIPATION
Any student not participating in PE or Swimming needs to provide a letter from Parent/Guardian or Doctors’ certificate to their teacher at the beginning of the lesson.
PERFORMANCE ARTS: MUSIC
AIMS:
• to develop skills and understanding in musical literacy through active music-making
• to develop aural discrimination skills
• to develop an awareness and experience of the composition process
• to develop self-motivation, self-discipline, self-criticism and communication through performance
• to develop an awareness of the developmental nature of music
• to develop an awareness of, and openness to, the music of varied cultures
• to seek integration with other subjects where appropriate
CONTENT:
• Learn to read music notation
• Improve their keyboard skills
• Listening analysis of the musical elements used in various styles of music including popular music
• Learning about the importance of structure in music, compose a pop song
• Performing a variety of music individually and in ensembles
• Joint Music/English Media project based on advertising
• Taking part in an Ngoma workshop and working together to produce an original Ngoma performance.
ASSESSMENT:
1. Knowledge and understanding - music theory and terminology, music history, multi-cultural music
2. Application - skill and creativity demonstrated in performance and composition
3. Evaluation/reflection- evaluate the effectiveness of their work and personal development; reflect on the knowledge gained and the artistic process
4. Artistic awareness and personal engagement- enthusiasm, initiative, self-discipline, commitment, cooperation
IBMYP Criteria for assessment are:
• Knowledge and Understanding • Evaluation/Reflection
• Application • Artistic Awareness and Personal
engagement
Visual Arts
AIMS:
Participation in the Visual Arts should enable students to:
• build practical skills in a variety of media
• experience and develop curiosity, interest, and enjoyment in their own creativity and that of others
• explore through the processes of visual arts
• Acquire and develop skills needed for the creation of visual arts
• use the language, concepts and principles of visual arts
• Communicate their thoughts and ideas through visual arts
• Reflect on their thoughts and ideas through visual arts.
• Develop receptiveness to visual art forms across time, place and cultures, and perceive the significance of these art forms as an integral part of life.
• develop an informed critical appreciation of their own work and that of other artists
• create visual artworks
CONTENT:
Unit :
Students are thinking about the following question:
- How do artists use the elements of art and principles of design while organizing compositions?
- Students learn about the Elements of Art and Principles of Design and incorporate their knowledge into their artwork while exploring a variety of media.
- Students work with a Developmental Workbook for homework and class work, drawing, note taking, planning and reflecting.
- Students will analyse art works with specific analytical skills to understand content and process.
ASSESSMENT:
• Knowledge and Understanding
• Application
• Reflection and Evaluation
• Artistic Awareness and Personal Engagement
PERFORMANCE ARTS : DRAMA
AIMS:
This course is designed to build on the skills of creation and presentation developed in Drama 7. The course is structured around three units of study which reflect the variety of ways in which young people can express themselves. Each unit includes theory, practice and presentation opportunities. Students receive marks for in-class participation as well as final presentations. At the end of each unit, a performance assessment is used to assess student development and progress. Students also have the opportunity to participate in the annual school play.
CONTENT:
Module title: Elements of an Actor; the voice
Over the first term students study and analyse one of the major elements of performance; voice. They learn about the use of tone, pace, volume, clear and articulate speaking as well as other aspects of vocal expression to create different meanings on stage. Students explore how to make ‘nonsense language’ understandable, experimenting with narration and sound effects. Finally, students develop these ideas into a performance that can take the form of reading / telling a story or creating a radio play.
Module title: “In Search of Dragon’s Mountain”
Description: Students read the play ‘In Search of Dragon’s Mountain” which is about two friends growing up in Apartheid South Africa. The play examines the issues of race, prejudice, human rights and human perseverance. After reading the play as a class and exploring its performance possibilities students work in groups on a selected extract. They learn the lines, plan and design set, costume and props and present a final performance to grade 8.
Module title: Monologues
Description: This module is a cross-curricular unit that links to the major World Food Project that students study in Science and Social Studies. This unit enables students to work individually and to develop independent thinking and research. The technique of monologue performance is returned to. To develop ideas from unit one students write and perform monologues based on individual research. They research the lifestyle and cultural traditions of people from their World Food Project country. Assessment is done during a final individual performance which they do to peers.
ASSESSMENT uses the IB MYP criteria as follows:
Criterion A, Knowledge and Understanding – the theoretical / factual aspects of theatre
Criterion B, Application - practical work in class, including performance skills
Criterion C, Reflection and Evaluation – students reflect on their work, evaluate its effectiveness and set goals for further development
Criterion D, Artistic Awareness and Personal Engagement – enthusiasm, initiative, contributing to the ensemble by supporting others, appropriate risk-taking and being well prepared for class.
INFORMATION TECHNOLOGY
AIMS:
MYP Technology is designed to create a balance between the imparting of skills, the acquisition of techniques and knowledge, and the growth and awareness of the students’ personal responses. The aims of MYP Technology are to:
Encourage an awareness of the impact of technology on society and the environment
Develop an appreciation of the international and intercultural aspects of technology
Provide a variety of technological information and ideas
Encourage curiosity, ingenuity, resourcefulness and discrimination
Stimulate self-confidence through the knowledge and application of technology
Develop practical skills through the creation of products/solutions
Promote effective, informed and appropriate communication
Foster responsibility for designs, decisions, actions and assessment
Promote effective cooperation and respect for individual differences when responding to technological challenges
Develop logical-thinking skills
Students will acquire:
Practical skills the ability to complete given tasks
Analyitical skills the collection, interpretation and use of information
Organizational skills the planning f work and meeting deadlines
Social skills the communication of ideas
CONTENT:
Students will study the following branches of Technology: Information and Systems
The Information Technology course is intended both to improve each student’s skills and aptitudes in Information Technology and to allow the use of such skills across the curriculum
Students will become increasingly independent in their use of Information Technology.
The methodology of the teaching and learning will include problem solving approaches to real life problems and cross curriculum links related to the Areas of Interaction.
There will be a mix of longer term projects and shorter skills based sessions.
The course will include the use of a range of software including word processing, desk top publishing, graphics, presentation software, spreadsheets, databases and simple programming.
Where appropriate the internet will be used and students will have the opportunity to develop their research and enquiry skills.
Students will have opportunities to consider the social and ethical impact of technology and compare their use of information technology with its use elsewhere.
The design cycle is used for most projects.
ASSESSMENT:
Students are continuously assessed throughout the year:
Assessment may be formative and summative and the use of the design cycle is assessed.
HEALTH AND SOCIAL EDUCATION
AIMS:
To give the students knowledge and personal skills which will enable them to interact successfully with others, equip them to cope with significant life changes, and encourage them to adopt healthy and responsible lifestyles.
CONTENT:
Term One: CAREER AWARENESS
• Investigate possible careers/life directions
• Understand the relationship between interests, abilities and desired life style when making career choices
• Explore own personality in relationship to careers
• Apply goal-setting and decision-making strategies
• Research possible career choices, emphasizing educational and experiential requirements
STRESS
• Symptoms (Recognizing Stress)
• Effects
• Factors Contributing to Stress
• Stress Management Techniques
• Support Systems Available
• Study Skills to help reduce stress: Physical and Mental Preparation for Tests & Exams, Memory and Concentration, Time Management, Organizational Skills
Term Two: MENTAL HEALTH
• Explore differences/similarities between physical illnesses and mental illnesses
• Investigate various mental illnesses – Schizophrenia, Anxiety Disorders…
• Depression: investigating the physical and emotional symptoms of depression and various theories of origin
• Understand the difference between depression and ‘being down’
• Identify physical/emotional needs and where to get help
• Explore the relationship between depression and suicide
• Know the facts and myths of suicide
• Identify the warning signs of suicide
Term Three: DRUG AND ALCOHOL AWARENESS
• Learn the different types of mood-altering substances, including legal and non-legal substances
• Understand the different effects substances have on the central nervous system and the concepts of physical dependency and tolerance
• Study the three most widely used/abused drugs: Tobacco, Cannabis, Alcohol
Term Four: REPRODUCTION AND RELATIONSHIPS
• Understand cultural and religious differences towards relationships and sexuality
• Explore the role of contraception in relation to personal values and beliefs
• Identify the commonly available means of contraception and evaluate them in terms of effectiveness in preventing pregnancy and STDs
• Identify and practice using refusal skills
• Explore the spectrum of sexuality
ASSESSMENT:
Health And Social education is an activity-based course in which students are expected to participate in class discussions and group activities such as oral presentations, role plays, pair work and group work. Assessment will be based on effort shown.
There will be no formal assessment for the HSE programme. The success of the program will be judged according to the values and dispositions demonstrated by the students and their success in dealing with the changes they encounter as they move into adult life.
