IB Maths Book

THE INTERNATIONAL SCHOOL
BANGALORE
MIDDLE SCHOOL CURRICULUM

2012-2013
SUBJECT: MATHEMATICS
GRADE:
VIII
INTRODUCTION:
In Grade VIII, the students are introduced to a sound foundation in the basic concepts of
Mathematics. They will be introduced to concepts which include variations, simple interest,
compound interest and its application. In Algebra they will learn how to solve linear inequalities.
They will also be introduced to Trigonometry, Circle Theorems and Coordinate geometry. They
will be made aware of the relevance of Mathematics in terms of application of Volume of prism
and pyramid.
AIMS AND OBJECTIVES:
The aims are to enable candidates to:
develop their mathematical knowledge and oral, written and practical skills in a way
which encourages confidence and provides satisfaction and enjoyment;
read mathematics, and write and talk about the subject in a variety of ways;
to solve problems and to interpret numerical data
to analyse the application of formulae.
to be able to interpret graphs, tables, diagrams etc.
to be able to help students in their thinking processes by problem solving.
LEARNING OUTCOMES:
Candidates should be able to:
develop patience and persistence in solving problems;
develop a positive attitude towards mathematics which encourages enjoyment, fosters
confidence and promotes enquiry and further learning;
appreciate the beauty and power of mathematics;
perform calculations by suitable methods;
use an electronic calculator and also perform some straightforward calculations without a
calculator;
understand systems of measurement in everyday use and make use of them in the solution
of problems;
estimate, approximate and work to degrees of accuracy appropriate to the context and
convert between equivalent numerical forms;
appreciate the interdependence of different branches of mathematics and the links with
other disciplines.
CURRICULUM CONTENT:
TOPIC
Indices and
Standard form
Solutions to
Quadratic
equations
Linear
Inequalities
SUBTOPICS
Multiplication and Division law of

Indices
Power law of Indices
More laws of Indices
Zero and Negative Indices
Fractional Indices
Standard form
Solving quadratic equations by

factorization, by completing the
square and by formula
Equations reducible to Quadratic

equation
Problem involving Quadratic

equations
Inequalities
Difference Between & < and & >
Linear equalities in one variable
Solving Inequalities
Problem solving involving

Inequalities
LEARNING OUTCOMES
The candidates learn
About the laws of

indices
To use the standard

form to express very
large or very small
numbers.
Quadratic equations
by factorizations
Quadratic equations
by using
completing the
square method.
Quadratic equations
by using formula:
Problems that can be
reduced to quadratic
equations.
Simple laws of linear

inequalities.
Simple methods for
solving linear
inequalities.

Congruent
triangles
Variations
Congruent Triangle
Direct Variations (worksheet)

Inverse Variations
Congruency Tests
To test for the

congruency between
two triangles.
To solve problems
involving congruent
triangles.
To solve problems
involving variations
To find length of a
side or an angle of a
right-angled triangle
using the sine, cosine
and tangent ratios for
acute angles.
To solve
trigonometrical
problems in two
dimensions.
Application of Variations
(worksheets)
Trigonometrical
ratios
Introduction to trigonometric ratios
Values of trigonometric ratios

o Solving right angled
Triangles
using trigonometric ratios
Practical applications of
Trigonometry
Finding the value of an angle with

Trigonometric ratios
Area of triangle
Further
trigonometry
The Sine Rule
The cosine Rule
Bearings
Co-ordinate
geometry
Length of Line Segment
Gradient of a Straight Line
Collinear points
Equation of a Straight Line
(Different forms)
Signs of the Gradient
Midpoint Formula
Gradient of parallel and

Perpendicular line -worksheet
More Problems on Coordinate

Geometry
To determine the
trigonometrical
values of angles.
To find unknown
sides/angles of a
triangle given: two
sides and one angle
or two angles and
one side or three
sides.
To solve simple
practical problems
using bearing and
trigonometry and
those involving
distance and height.
The length of a line

segment.
The gradient of a
straight line.
The equation of a
straight line.
Angle properties
of circles
Application of
Mathematics in
Practical
situations
Similar triangles
Symmetrical properties of Circles
Angles Properties of Circles
Angles on a opposite Segments
Problems on Angle properties of

Circles
Simple Interest
Compound Interest
To solve problems
involving simple and
compound interest.
Problems on Similar Triangles
To test for the

similarity between
two triangles.
To solve problems
involving similar
triangles.
Area and volume

of similar figures
and solids
To find distance
between two parallel
chords in a circle.
To solve problems
involving angles
subtended at the
centre and angles at
the circumference.
To use the properties
of tangents to a
circle to solve
problems involving
angles and lengths.
Area and Volume of Similar figures

and solids
To solve problems
using the
relationship between
areas of similar
figures.
To solve problems
using the
relationship between
volumes of similar
solids.
ASSESSMENTS:
Objectives:
The assessments will test the ability of candidates to:
know and apply concepts from all the aspects of mathematics listed in the specification;
apply combinations of mathematical skills and techniques to solve a problem;
solve a problem by investigation, analysis, the use of deductive skills and the application
of an appropriate strategy;
recognise patterns and structures and so form generalisations;
draw logical conclusions from information and understand the significance of
mathematical or statistical results;
use spatial relationships in solving problems;
use the concepts of mathematical modelling to describe a real-life situation and draw
conclusions;
organise, interpret and present information in written, tabular, graphical and
diagrammatic forms.
Types of Assessment:
There will be formative and summative assessments.
FORMATIVE ASSESSMENTS: Include both formal and informal methods, such as quizzes,
oral questioning, observations, project works, and writing assignment, accompanied by peer
group discussions, formation and display of information on Bulletin Boards.
SUMMATIVE ASSESSMENTS: are generally taken by the students at the end of a unit or term
to demonstrate the sum of what they have learned.
RESOURCES:
NEW SYLLABUS MATHEMATICS 3 SHINGLEE.

NEW SYLLABUS MATHEMATICS 3 WORKBOOK SHINGLEE
Mathematics for the international student MYP 8- Haese and Harris Publications
International Mathematics for the middle years 3 Pearson
HISTORY OF MATHEMATICS
INTRODUCTION
This course is a brief survey into the history of Mathematics, the discoveries and ideas that
originated and evolved and a look into the life- history of some Great Mathematicians. Maths
was born with man and has developed in the centuries along with civilizations. The evolution of
certain Mathematical facts which the students can comprehend will be discussed in class and
encouraged to research upon. The main resource will be the school library and resource material
from the internet.
To help the student get an insight into the way in which Maths ideas have been originated
and evolved.
To know and appreciate some Great Mathematicians and their contributions.
To look at results the way mathematicians do, ie. expect to find the deepest mysteries
from simple fundamental concepts by developing on them creatively.
LEARNING OUTCOMES:
The ability to appreciate concepts and ideas in the field of mathematics.
The student will develop a sense of how Mathematicians were persistent in establishing
facts that originated in their minds. To help the child believe that practising certain
techniques to understand the concepts involved is essential and thus gain confidence in
the subject.
Extensive opportunity for reference work will be provided and students will be exposed
to the voluminous information available.
INVESTIGATING SKILLS
INTRODUCTION
Mathematical exercises that require investigation will be given to the student on a regular basis
during the scheduled class lessons. These tasks are designed to grasp the childs creative and
original thinking. They will be challenging activities with more than one solution that stimulate
mathematical thinking and help the student reach logical conclusions. These tasks have no right
or wrong answers, but their interpretations will be assessed.
To help the student develop his/her individual approach in understanding, processing
and analysing the task.

To develop a methodical manner in analysis and exhaust all the possible cases which the
task requires.
To help the student draw conclusions based on the findings.
LEARNING OUTCOMES:
The student tackles the task at their respective pace and feels self-motivated.
The student acquires logical, analytical and problem-solving skills.
The student is encouraged to communicate his/her findings on paper which will help
them know how to record mathematical findings with clarity.
Some tasks involve group work and the group designates the responsibilities of each
individual in the group and effectiveness of working in a team is established.
MATHEMATICS LAB
INTRODUCTION
This includes activities in the Math Lab which help make Math more pragmatic with a hand-on
approach in understanding certain theorems and results. The activities involved in the Lab will
help the student further enhance the formulae and theorems learnt in the regular lessons .
The students explore mathematical concepts, facts and theorems through a variety of
activities using different materials.
Through this kind of hands-on-approach the student is helped to learn formulae better, to
understand theorems and study geometric shapes.
It provides scope for greater involvement of both the mind and the hand which facilates
cognition
LEARNING OUTCOMES:
It provides an opportunity / scope for individual participation in the process of learning

and becoming autonomous learners.
Help students to understand and internalize the basic mathematical concepts through
concrete objects and situations.
To verify or discover several geometrical properties and facts using models or by paper
cutting and folding techniques.
It enables the students for individual participation in the process of learning and
becoming autonomous learners.
The laboratory allows and encourages the students to think, discuss with each other and
the teacher and assimilate the concepts in a more effective manner.
It enables the teacher to demonstrate, explain and reinforce abstract mathematical ideas
by using concrete objects, models, charts, graphs, pictures, posters, etc.
10
Lab Activities:
Basic algebraic identities using rectangles-(a+b)2
Deriving (a+b)3 using cuboids
Using clinometers finding the heights of flag post, trees, buildings etc.
Tangrams
Proof of Pythagoras theorem
Research based activity - history and works of a mathematician
Investigation: finding trigonometric ratios of obtuse angles
Circle theorems
Idea of gradient and equation of straight lines
Height of a tree or a pole or a tower
Finding surface area of different solids
Exploration activity on compound interest calculation. Real life examples-growth and

depreciation
Note: In addition to the above, investigations that enhance students mathematical skills are also
incorporated.
11

BANGALORE
MIDDLE SCHOOL COURSE DESCRIPTION

2012-2013
SUBJECT: ENGLISH
GRADE : VIII
INTRODUCTION
In studying English, pupils develop skills in speaking, listening, reading and writing that they will need to
participate in society and employment. Pupils learn to express themselves creatively and imaginatively
and to communicate with others confidently and effectively.
Literature in English is rich and influential. It reflects the experiences of people from many countries and
times and contributes to our sense of cultural identity. Pupils learn to become enthusiastic and critical
readers of stories, poetry and drama as well as non-fiction and media texts, gaining access to the world
of knowledge that reading offers. Looking at the patterns, structures, origins and conventions of English
helps pupils understand how language works. Using this understanding, pupils can choose and adapt
what they say and write in different situations, as well as appreciate and interpret the choices made by
other writers and speakers.
At TISB the Middle Years English programme forms a crucial connect between the CIPP and the IGCSE.
Concepts and ideas introduced during initial years are reinforced and make for a smooth transition to the
IGCSE programme.
Any literary study encompasses four modules - Narrative, Poetry, Non-Fiction and Drama, which
encourages exploration of a wide range of texts. At TISB special emphasis is laid on writing from ones
own critical point of view.
LANGUAGE - SKILLS
AIMS
The aims are to:
enable students to communicate accurately, appropriately and effectively in speech and writing
enable students to understand and respond appropriately to what they hear, read and experience
encourage students to enjoy and appreciate variety of language
complement students' other areas of study by developing skills of a more general application
(e.g. analysis, synthesis, drawing of inferences)
promote students' personal development and an understanding of themselves and others
helps students in their future in careers such as study of literature and teaching, journalism,
Media, law, liberal arts etc. in the universities
OBJECTIVES
The skills developed are:
SPEAKING
Articulate experience and express what is thought, felt and imagined

Communicate clearly and fluently
Order and present facts, ideas and opinions
Speak audibly and intelligibly with appropriate tone, intonation and pace
Understand and convey both simple and detailed information
Understand and convey more complex information in an interesting and authoritative way
Present facts, ideas and opinions in an orderly sequence
Discuss statements of opinion and attitude.
Teacher-guided activities:
Recitation, extempore, debate, Power Point Presentation, group discussion and speech
LISTENING
Understand ideas and opinions

Understand both simple and detailed information
Understand more complex information
Recognise statements of opinion and attitude
Discern underlying assumptions and points of view
Listen to audio books poems, prose extracts, speeches, plays, songs

Listen to the teachers/students rendering of poems etc, debates, group discussions,
Listen to audio-visual aids
Set tasks (written / oral) to analyse tone, vocabulary, syntax and pause
READING
Understand and collate explicit meanings

Understand, explain and collate implicit meanings and attitudes
Select analyse and evaluate what is relevant to specific purposes
Understand how writers achieve effects
Text based exercises, advertisements, brochures, short passages from newspapers, magazines,
stories, poems and plays
WRITING
Order and present facts, ideas and opinions

Understand and use a range of appropriate vocabulary
Use language and register appropriate to audience and context
Make accurate and effective use of paragraphs, grammatical structures, sentences,
punctuation and spelling
express thoughts, feelings and opinions in order to interest, inform or convince the reader
show a wider and more varied sense of different styles to interest, inform or convince the reader
show a clear sense of audience
demonstrate adequate control of vocabulary, syntax and grammar
demonstrate a sophisticated use of vocabulary and structures
exercise care over punctuation and spelling
write accurate simple sentences
write accurate complex sentences
attempt a variety of sentence structures
recognise the need for paragraphing
write in well-constructed paragraphs
use appropriate vocabulary
Pre-writing tasks:
Reading, brainstorming, analyzing the question, planning and organizing
Discuss the different purposes of writing and the ways in which language is used to:
Persuade / Inform / Describe / Entertain / Analyse
Read examples to demonstrate each of the above
Make up lists of words that are effective in each category
Students write their own examples of different ways of using language and discuss the outcomes
Writing various drafts and editing
The final draft
LANGUAGE KNOWLEDGE AREAS

Grammar:
Sentence structures
Suffix
Prefix
Preposition - usage
Tenses and sequence of tenses
Reported speech identifying features, usage
Subject Verb Agreement
Punctuation
Reading Comprehension:
Comprehension of unseen passages
Writing Tasks:
Essays: descriptive, narrative, autobiographical, argumentative

Directed writing:
Letters: formal, informal
Diary entry
Brochure
LANGUAGE GENERAL METHODOLOGY
Oral communication
Creative writing
Debate
Quiz
Vocabulary exercises
Language Worksheets on various topics covered in the class
Speech
Extempore
Group Discussions
Word games to build vocabulary
Using quotations
LANGUAGE RESOURCES
Reference books, magazines, newspapers and leaflets from the library

Internet
Audio books
Audio visual
Dictionary
LITERATURE - SKILLS
AIMS
The aims are to encourage and develop students ability to:
enjoy the experience of reading literature

experience literatures contribution to aesthetic, imaginative and intellectual growth
enjoy the experience of reading literature
understand, interpret, and analyse literary texts in different forms
communicate a personal response appropriately and effectively
appreciate different ways in which writers achieve their effects
experience literatures contribution to aesthetic, imaginative and intellectual growth
explore the contribution of literature to an understanding of areas of human concern
OBJECTIVES
LISTENING
understand both simple and detailed information

understand more complex information
recognise statements of opinion and attitude
discern underlying assumptions and points of view
appreciate the beauty of the sounds, rhyme and rhythm in Poetry
appreciate dramatic techniques
respond to pieces of literature
Listening to audio books, watching movies, recitation and presentations by students
SPEAKING
convey both simple and detailed information

convey more complex information
present facts, ideas and opinions in an orderly sequence
give statements of opinion and attitude
discuss statements of opinion and attitude, discerning underlying assumptions and points of view
speak audibly and intelligibly with appropriate tone, intonation and pace
use the appropriate tone, voice modulation
develop clarity of diction and enunciation
articulate and discuss feelings and attitudes
communicate a personal response
Recitation, Power Point Presentation and group discussion
READING
understand and relate the ideas

detect theme
identify basic literary features
show a more precise understanding of extended texts
scan for and extract specific information
identify main and subordinate topics, summarise, paraphrase and re-express ideas and thoughts
recognise the relationship of ideas
show understanding of how writers achieve their effects
recognise and respond to simple linguistic devices including figurative language
recognise and respond to more sophisticated linguistic devices
Guided reading in the Library. Students encouraged to read prose extracts, poems, play extracts
and other kinds of non-fiction writing like travelogues, biographies and diaries
Various activities on the reading that they have done such as dramatisation, writing book reports,
analyzing the style of the writer and research work on writers
WRITING
express thoughts, feelings and opinions in order to interest, inform and/or convince the reader
show a wider and more varied sense of different styles to interest, inform or convince the reader
show a clear sense of audience
demonstrate adequate control of vocabulary, syntax and grammar
demonstrate a sophisticated use of vocabulary and structures
exercise care over punctuation and spelling
write accurate simple sentences
write accurate complex sentences
attempt a variety of sentence structures
recognise the need for paragraphing
write in well-constructed paragraphs
use appropriate vocabulary
comment on plot and characterization
explore theme
analyze plot and characterization
analyse poetry
write poems and short story
Writing Tasks /Teacher-guided activities:

Writing Literature answers 5 mark and 10 mark questions
Train students in citing sources and avoiding plagiarism
Research work on writers, topics as week end tasks
Word games to build vocabulary
Using the dictionary
LITERATURE KNOWLEDGE AREAS

AIMS
Candidates should be able to understand and appreciate texts and themes in ways which may range from
straightforward knowledge of content and surface meaning to deeper meaning and interpretation.
Candidates should study in detail individual texts in the three main literary forms of prose, poetry and
drama.
OBJECTIVES
After completion of the course the student is expected to:
show detailed knowledge of the content of literary texts in the three main forms (Drama, Poetry,
and Prose)
understand the meanings of literary texts and their contexts, and explore texts beyond surface
meanings to show deeper awareness of ideas and attitudes
recognise ways in which writers use language, structure, and form to create and shape
meanings and effects
communicate a personal response to literary texts
LEARNING OUTCOMES
Having followed the English course in Grade 8 the students will be expected to demonstrate:
an ability to respond in an independent manner to works of literature

an ability to express ideas with clarity, coherence, conciseness, precision and fluency in
both written and oral communication
a command of the language and an appreciation of an effective choice of register and style
in both written and oral communication
a thorough knowledge both of the individual works studied

an appreciation of literary works from different ages and/or cultures
an ability to comment on the language, content, structure, meaning and significance
of both familiar and unfamiliar pieces of writing
an awareness of the effects of structure, technique and style as employed by authors

an ability to structure ideas and arguments, both orally and in writing, in a sustained
and logical way, and to support them with precise and relevant examples.
a sense of the English literary heritage
an ability to explore how ideas, experiences and values are portrayed differently in texts from a
range of cultures and traditions which gives a glimpse into the political, economic, historical and
social background
an understanding of how English varies locally and globally, and how these variations relate to
identity and cultural diversity
ASSESSMENTS
Assessment will be continuous and will take a variety of forms. The primary purposes of the
assessment will be to monitor a students achievement of the course objectives, and to act as a
diagnostic tool that will lead to specific language development. Students will also be assessed on their
ability to recall from memory, to analyse the features of a particular text, and to offer a personal
response.
Internal assessments include formative assessments and summative assessments.
TERM 1 ASSESSMENT SCHEDULE
Type of assessment
Approx dates
Formative assessment 1
September week 3
Summative assessment 1
October week 1
Pre-exam formative
November week 1
End of Term 1 Exam
November - week
December - week 1
to
TERM 2 ASSESSMENT SCHEDULE

Type of assessment
Approx dates
Formative assessment 2
February week 1
February week 2
Formative assessment 3 and
March week 3 and week 4
Pre-exam formative
May week 2
End of Term 2 Exam
May week 4 to June week 1
The duration of the formative and summative assessments is one class period. The duration of the
examination in the terminal examinations is two hours and the maximum mark is 80. The type of
questions includes objective, short answer and structured questions.
All the four language skills of listening, speaking, reading and writing will be assessed in a
balanced manner to arrive at an accurate assessment of a students language.
The continuous assessments carry a value of 20% and the terminal exams 80%
[Please turn the page
10
THE LEARNER PROFILE

In keeping with the philosophy of the IBDP we develop internationally minded people who, recognizing
their common humanity and shared guardianship of the planet help to create a better and more peaceful
world. Our students strive to be:
Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and
research and show independence in learning. They actively enjoy learning and this love of learning will be
sustained throughout their lives.
Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so
doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range
of disciplines.
Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and
approach complex problems, and make reasoned, ethical decisions.
Communicators They understand and express ideas and information confidently and creatively in more
than one language and in a variety of modes of communication. They work effectively and willingly in
collaboration with others.
Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for
the dignity of the individual, groups and communities. They take responsibility for their own actions and
the consequences that accompany them.
Open-minded They understand and appreciate their own cultures and personal histories, and are open
to the perspectives, values and traditions of other individuals and communities. They are accustomed to
seeking and evaluating a range of points of view, and are willing to grow from the experience.
Caring They show empathy, compassion and respect towards the needs and feelings of others. They
have a personal commitment to service, and act to make a positive difference to the lives of others and
to the environment.
Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and
have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate
in defending their beliefs.
Balanced They understand the importance of intellectual, physical and emotional balance to achieve
personal well-being for themselves and others.
Reflective They give thoughtful consideration to their own learning and experience. They are able to
assess and understand their strengths and limitations in order to support their learning and personal
development.
11
SYLLABUS CONTENT 2012 2013

FIRST TERM:
LITERATURE:
I. Animal Farm
Chapters 1 10
II. New Oxford English 3
Narratives
Stories of the World
Types of Narratives
A Good Opening
The Short Story
Ingredients of a Short Story
Blackberries
Graphic Novels
Suspense and the stage
III. The Oxford Treasury of Classic Poems
The Eagle Alfred Lord Tennyson
The Highwayman Alfred Noyes
The Lady of Shalott
LANGUAGE:
I. Grammar
Degrees of Comparison
Sentence structures [variety]
Subject Verb Agreement
II. Comprehension
III. Essay
Descriptive
Narrative [including short story writing]
IV. Directed Writing
Brochure
12
SECOND TERM:
LITERATURE:
I. The Merchant of Venice
Acts I V
II. New Oxford English 3

Poem as Sound
Working in Winter [assonance, consonance, alliteration]
The Prelude [Dictionary activity]
Poem as Shape
The Arrival of the Envelopes
Seascape
III. The Oxford Treasury of Classic Poems
Stopping by Woods on a Snowy Evening
LANGUAGE:
I. Grammar
Reported Speech
Prepositions
II. Comprehension
III. Directed Writing
Informal Letter
Formal Letter
Diary entry
IV. Essay
Autobiographical
Argumentative
13
READING LIST
TERM 1:
Poems
from The Oxford Treasury of Classic Poems:
1. There will come soft rains Sara Teasdale
2. Lochinvar Sir Walter Scott
3. Ozymandias
Fiction:
1.
The Village by the Sea Anita Desai
Non-fiction:
1. Long Walk to Freedom Nelson Mandela
TERM 1I:
Poems
from The Oxford Treasury of Classic Poems:

1. Sonnet LX William Shakespeare
Poems from New Oxford English 3
1. Antarctica Derek Mahon
2. My Life Story Simon Armitage
Fiction:
1. Short Stories O Henry [Any 2 stories]
Non-fiction:
1. The Diary of a Young Girl Anne Frank
14
RESEARCH DOCUMENT
[Guidelines on how to acknowledge sources and websites for online research]
While using other sources, students need to keep in mind the following:
1. Ensure that there is academic honesty in all the work done.

2. Underline or italicize or use inverted commas while making a reference to the title of a book.
3. Cite books in this manner in the bibliography:
Flaubert, Gustave. Madame Bovary. London: Penguin, 1995.
4. Cite websites in this manner in the bibliography:
www.oxforddictionaries.com/
5. Follow the pattern given below to footnote a printed text:
1
Flaubert, Gustave. Madame Bovary. London: Penguin, 1995. p 219.
[the abbreviation for page is p (singular)
and pp (plural) and not pg.]

6. Follow the pattern given below to footnote a website:
www.oxforddictionaries.com/ , 10.08.10, 08:46 am

7. Leave a line between paragraphs. Do not indent.
8. Do not number the list of books in the Bibliography.
9. Use double inverted commas for quotes and make sure that they are well integrated.
WRITING TASKS
Creative Writing: descriptive, narrative, autobiographical and argumentative essays.
Directed writing based on a given input such as a reading passage:
Letters: formal and informal
Diary entry
Brochure
Pre-writing tasks:
Reading, brainstorming, analyzing the question, planning and organizing, editing, re-writing
15
Discuss the different purposes of writing and the ways in which language is used to:
Persuade / Inform / Describe / Entertain / Analyse
Read exemplars to demonstrate each of the above
Make up lists of words that are effective in each category
Students write their own examples of different ways of using language and discuss the outcomes.
Writing various drafts and editing
The final draft
[Please turn the page for formats for written tasks
16
FORMATS AND BASIC GUIDELINES FOR DIRECTED WRITING

1.INFORMAL LETTER
Salutation:
Dear Name/Mother/Father/etc
Introduction:
This should be very natural, introducing the main point of the letter.
Next 3-4 paragraphs:
In each paragraph that follows, focus on a specific aspect/area/subtopic in relation to your question. These
ideas should flow from one paragraph to the next
Conclusion:
Give the conclusion but dont say In conclusion There are other ways of letting your reader know this.
Complementary close:
With love/Yours lovingly (Note that only the first word Yours / With begins with a capital letter. The word
Yours does not have an apostrophe)
First name (no surname)
[Note: The question will usually specify how to begin. The address is not required.]
Guidelines:
Focus on the ideas given in the passage/input in relation to the task some ideas may be direct
and others may need to be inferred.
Be conscious of who your reader is and use the right register.

Engage the reader by using you, your, using exclamations if necessary and by asking for
opinions/comments.
Make your letter interesting by using varied sentence structures and idiomatic expressions.
Read the question carefully to use the right tone.

Use descriptive/persuasive/augmentative language as required in the question.
Be convincing - with facts, opinions and feelings.
Use a wide range of vocabulary.
Make the flow of ideas logical and natural.
Do not be rude or offensive.
Use your own words and avoid copying words and expressions used in the passage given.
17
2. FORMAL LETTER
Salutation:
Dear Sir/ Madam
Introduction:
This should be very straightforward and brief introducing the main point of the letter.
In each paragraph that follows, focus on a specific aspect/area/subtopic in relation to your question.
These ideas should flow from one paragraph to the next
Conclusion: Give the conclusion but avoid In conclusion There are other ways of letting your
reader know this.
Complementary close: Yours truly/Yours faithfully (Note that only the first word Yours begins with a
capital letter. It does not have an apostrophe)
Signature
Full name (name and surname)
[Note: The question will usually specify how to begin. The addresses are not required]
Guidelines:
Do not use colloquial language, slang, abbreviations or contractions.

Use formal language.
Make your letter interesting by using varied sentence structures.
Be conscious of who your reader(s) is/are and use the right register.
opinions/comments. Sometimes, rhetorical questions may be asked.
Use persuasive language (if the task requires it.)
Be convincing - with facts, opinions and, if required, feelings.
18
3. SEMI-FORMAL LETTER
Salutation:
Dear Mr. ______/Mrs. _____________/Dr. ______________ etc
Introduction:
This should be very straightforward and brief introducing the main point of the letter.
In each paragraph that follows, focus on a specific aspect/area/subtopic in relation to your question.
These ideas should flow from one paragraph to the next
Conclusion: Give the conclusion but dont say In conclusion There are other ways of letting your
reader know this.
Complementary close: Yours truly/ Yours sincerely (Note that only the first word Yours begins with a
capital letter. It does not have an apostrophe)
Signature
Full name
[Note: The question will usually specify how to begin. The addresses are not required]
Guidelines:
Do not use colloquial language, slang, abbreviations or contractions.
Use formal language.
opinions/comments. Sometimes, rhetorical questions may be asked.
Make your letter interesting by using varied sentence structures.
Be convincing - with facts, opinions and, if required, feelings.
19
4. BROCHURE
Heading: Give an eye-catching epithet for the place/hotel/institution Example: KERALA Gods
Own Country
Introduction:
Use very descriptive words to give the salient features of the place/hotel/institution. Draw the
attention of the readers through the effective use of language.
In each paragraph that follows, focus on a specific aspect/area/subtopic.
Conclusion:
This may not be required as you will be asked to write only part of a brochure. But you could
consider a catch phrase or motto or slogan at the bottom of the page
Guidelines:
Focus on the ideas given in the passage/input in relation to the task. Some ideas may be direct
Be conscious of the fact that you want to attract people of varying interests to this
place/hotel/institution.
Engage the audience by speaking to them by using you/your, using exclamations and
questions if necessary.
Make your presentation interesting by using varied sentence structures and idiomatic expressions

Be convincing - with facts and figures.
Use a wide range of vocabulary and good description of buildings, natural surroundings etc.
Arrange paragraphs according to the level of interest for the readers.
Use your own words and avoid copying words and expressions used in the passage given. Use
the colourful language of advertisement but without exaggeration.
20
5. DIARY ENTRY
Place
Day/Date
Introduction:
Reflect on your feelings at the moment
In each paragraph that follows, focus on a specific aspect/area/subtopic/emotion/event. Your
thoughts and feelings should be expressed well. There can be a good deal of reflection on events and
evaluation of words and actions of people.
Conclusion:
Make a general assessment of your actions/feelings. Bring out your
fears/doubts/apprehension/excitement about the future depending on the question
Guidelines:
The language should be informal. But be creative and express yourself in an interesting manner.
Try to use some figurative language.
Use a number of questions to bring out anger/doubt/frustration if needed.

Make your writing interesting by using varied sentence structures and idiomatic expressions.
Use your own words and avoid copying words and expressions used in the passage given unless
you are quoting what characters/people have spoken.
Write in the authentic voice of the character in the story/passage.

You could be creative and use flashbacks. The sequence of events should be clear to the
examiner.
LEARNING OUTCOMES:
Communicate with reader / audience
Be able to choose the right word, register and style
Write in different genres
Plan, edit and revise a draft
Order and develop ideas and arguments
21
THE INTERNATIONAL SCHOOL BANGALORE

2012-2013
SUBJECT: HISTORY &GAP

GRADE: VIII

SYLLABUS FOR GRADE: VIII
SUBJECT: HISTORY& GLOBAL AWARENESS PROGRAMME
INTRODUCTION:.
The history curriculum for Grade 8 has been devised in a way that will help students
develop historical awareness about the importance of history. The teaching of history
helps students explain the present, to analyze it and trace its course. The cause and
effect relationship between the past and the present is important in history. History
thus helps us to understand present day problems both at national and international
levels.
Besides the prescribed Curriculum, the school promotes awareness of the
contemporary world around us through the Global Awareness Programme (GAP).
It is a well formulated, specially designed programme that deals with personality
profiles; global updates on past and current events, and interesting facts about
countries in the world. Every week a lesson is devoted to current affairs and general
knowledge. This programme is taught in our school at two levels- Basic and
Advanced levels. Grade 8 deals with Advanced level.
AIMS/ OBJECTIVES:
Learning history creates an interest as well as a love for historical figures, characters,
events and facts which are necessary for solving present problems effectively. History
trains the memory, reasoning, practices and the presentation of facts systematically and
successfully.
Learning history enables pupils to achieve various instructional objectives such as:
The students acquire knowledge of various terms, concepts, events, personalities

and principles related to the study of history.
The students develop understanding of terms, facts, events, etc. related to the
study of history.
The students develop the ability of critical and logical thinking.
The students develop the practical skills necessary for the study and understanding
of historical events.
The students develop interests in the study of history and activities relating to
history.
GENERAL LEARNING OUTCOME:
To have a view about the events that marked the beginning of modern age.
To develop the ability to discuss international events from the past in relation to the
present.
To provide opportunities for independent research and analysis.
To build awareness that human attitude, beliefs, and behavior can both be universal
and diverse, depending upon cultural settings.
SYLLABUS OUTLINE
1. An Introduction to Early Modern Europe

The early modern period spans the centuries between the middle ages and the
industrial revolution. The period includes Renaissance, Reformation, Geographical
discoveries, Industrial revolution, and Colonialism.
2. The First World War
This chapter deals with the main causes of WW I such as alliances, and the murder of
Austrian Prince. It also deals with the failure of the war plans of different European
powers and stalemate in all the war fronts.
3. Consequences of the First World War
This chapter mainly focuses on the hardships and hunger, the growing appeal for
socialism and the signing of The Treaty of Versailles. Simultaneously the impact of
the war on India is also dealt with.
4. The World between wars
This chapter deals with The League of Nations, The Great Depression and the rise of
Dictators.
5. Nazi Germany
This chapter deals with the origin of Nazis and the plight of Germany in the 1920s
and also speaks about Hitlers rise to power and life in Nazi Germany.
6. The Second World War

The causes of the war, the reasons for early victories of Germany, Battle of Britain
and the eventual Defeat of the Axis Countries are the main points of focus in this
chapter.
7. Total War
The pathetic condition of the people in the occupied countries, the various types of
collaborators and the bombing on the civilian targets are outlined.
8. The Post War World
This chapter deals with the division of Europe by the Allies, the war and its effects on
India, the cold war, disagreements between the USA and the Soviet Union over
Eastern Europe, and Marshal Aid Plan of America.
9. The United Nations Organizations (UNO)
This chapter focuses on the Origin and structure of the UNO.
ASSESSMENT:
Every topic in the curriculum is tested.
The assessment includes a variety of questions.
Students will have to maintain a scrap book which will be assessed from time to time.
The question paper is designed to test students understanding and knowledge
included in the curriculum.
a) Summative assessment will include Unit tests and term tests. The papers will
include short answers, detailed answers, map and source work. The question paper
is designed to test students understanding and knowledge, thinking and analytical
skills included in the curriculum.
b) Formative Assessment will include construction of models, oral presentations
and preparation of charts that will stimulate creative thinking. Students will have
to maintain a scrap book which will be assessed from time to time.
REFERENCE BOOK:
1. The Twentieth Century World by Josh Brooman

2. Modern World History by Ben Walsh
Internet: online web site activeschoolhistory,historynet.com, wikipedia, google etc.
GLOBAL AWARENESS PROGRAMME
CURRICULUM CONTENT:
Since the programme is structured in the form of a monthly magazine, the curriculum content
may differ from month to month.
1. Pick of the month - A current event of considerable significance will be picked and
this will be discussed with students.
2. Gap Profiles -
Profile of an eminent Personality in different fields will be

discussed in detail.
3. Global update -
The students will be informed about the latest global events.
4. Gappenings
Key past events
5. Discover India -
Facts about India.
6. There are other interesting topics such as :
Amazing Firsts
Country watch
Politics
History
Culture
Science and Technology
Sports
Art and Entertainment
Word Origin
Born this Month and Monthly Quiz
7. The students also would research on some of the pre- released topics and answer a
data response test.
REFERENCE: Gaptopedia, a monthly magazine of GAP, Newspapers.

2012-2013
SUBJECT: GEOGRAPHY
GRADE: VIII

SYLLABUS FOR GRADE: VIII
SUBJECT :GEOGRAPHY
INTRODUCTION:
Geography is a dynamic subject that is firmly grounded in the real world and focuses on
the interactions between individuals, societies and the physical environment in both time
and space. It seeks to identify trends and patterns in this interaction and examines the
processes behind them. It also investigates the way that people adapt and respond to
change and evaluates management strategies associated with such change. Geography
describes and helps to explain the similarities and differences between spaces and places.
The grade 8 Geography curriculum is a structured and comprehensive syllabus that
introduces the students to investigative skills in geography. It will also provide them the
core geographical skills of map reading, graphs, as also enable them to conduct a mini
research using the different techniques of investigation. It seeks to understand the
physical processes that cause volcanoes and earthquakes. It highlights on economic
activities like tourism. Issues on globalization and world development are also dealt
within the curriculum.
AIMS
To develop the skills of map reading.

To develop the skill of using and geographical investigations.
To develop in them an understanding of basic concepts, principles and theories relating to
geographical phenomena.
To help the pupils to acquire knowledge of their physical and social environment and
thus to broaden their outlook.
To adjust human life in accordance with geographical circumstances.
To develop in pupils an understanding of how environment and climatic factors have
influenced our life.
To adjust human life in accordance with geographical circumstances.
To develop scientific attitude and to develop the ability to draw valid conclusions and
independent thinking.
To develop a concern for human welfare and the quality of the environment, and an
understanding of the need for planning and sustainable management
GENERAL LEARNING OUTCOMES
Through the study of geographical skills and investigations, students are able to collect,
describe and analyze data, to test hypotheses and to interpret complex data and source
materials.
Students develop a concern for human welfare and the quality of the environment and an
understanding of the need for planning and sustainable management.
Students appreciate the relevance of geography in analyzing contemporary issues and
challenges, and develop a global perspective of diversity and change.
SYLLABUS OUTLINE : GEOGRAPHY

1. GEOGRAPHICAL SKILLS AND INVESTIGATIONS
Graphs- Line, bar, pie, scatter and triangular.
Methods of geographical investigations.
Learning Outcomes:
1. Students will value the use of maps in real life situations.
2. Students can apply their knowledge of geographical techniques in arriving at
conclusions using the investigative approach.
2. VOLCANOES AND EARTHQUAKES
The earths interior.
Plate tectonics.
Volcanoes types.
Earthquakes causes, effects.
Learning Outcomes:
1. Students will identify the physical processes causing volcanoes and earthquakes.
2. Students will explain the problems faced in areas of volcanoes and earthquakes.
3. TOURISM
Growth of tourism
Advantages and disadvantages of tourism
Case studies.
Learning Outcomes:
1. Students will assess the role of tourism in the growth of settlement.
2. Students will evaluate the advantages and disadvantages of tourism.
4. ECOSYSTEMS
Factors affecting climate

Types of ecosystems
Opportunities and hazards in different ecosystems.
Learning Outcomes:
1. Students will compare and contrast between two different ecosystems.
2. Students will explain the opportunities and hazards posed by nature in different
ecosystems.
5. FASHION AND SPORT
What is Globalization?
Effect of TNCs on poor countries
Olympic games location of a stadium.
Learning Outcomes:
1. Students will describe the process of globalization.
2. Students will point out the effect of trans national companies on the economy of the
poorer countries.
6. WORLD DEVELOPMENT
What is development?
The human development index
Spread of development.
Long and short term aid schemes.
Learning Outcomes:
1. Students will list and define the measures of human development.
2. Students will analyze the pattern of development across the globe.
3. Students will critically evaluate the different aid schemes.
7. JAPAN, A DEVELOPED COUNTRY
Location and physical features of Japan.

Sustainable development in Japan.
Learning Outcomes:
1. Students will study the physical features of Japan.
2. Students will form an association between the physical terrain and natural resources of
Japan and the location of its industry.
ASSESSMENT
FORMATIVE: Students will be assessed based on map skills, graphs, interpretation of

aerial photographs, oral presentations, projects, debates, quiz and case studies.
SUMMATIVE: There would be three summative assessments, one conducted in term

one and two in term two. Every topic in the curriculum would be tested. .Students
assessment will be based on their knowledge, understanding and skills, which includes
short answers, brief answers, maps, and diagrams.
REFERENCE BOOK/ INTERNET:

1. New Key Geography Interactions by David Waugh and Tony Bushell.
2. IGCSE geography- Paul Guinness and Garrett Nagle.
3. A textbook of geography Rita Rajen.
4. Planet geography Stephen Codrington.
5. Topographic mapping skills Grant Kleeman.
6. Internet : Wikipedia, google etc.
7. http://www.geography-site.co.uk/pages/physical.html
8. http://www.enchantedlearning.com/geography/
9. http://geography.about.com/
10. http://maps.google.co.in/

2015-2016
SUBJECT: HINDI
GRADE: VIII
2
Introduction
This course has been tailored to develop the Hindi linguistic skills of those who plan to take
up Hindi as a second language in IGCSE. The course concentrates mainly on all the four
language skills namely: speaking, listening, reading and writing. A number of activities
which are a part of the course help the students in developing the skills. Debates,
documentary films, role plays, reading comprehension and writing are some examples of the
activities included in the course.
Aims/ Objectives:
The main emphasis is on language acquisition and its usage in practical situations. Equal
importance is given to the cultural exposure of the countries where Hindi is spoken, along
with the regular development of the four main following linguistic skills:
Listening: The learners will be able to:
understand the gist and some details of conversational exchanges and
presentations;
understand some colloquial language in a social context.
Speaking: The learners will be able to:
engage in general conversation;
give factual information and respond appropriately in a spontaneous discussion
on a chosen topic;
use some colloquial language;
deal with various situations based on day to day life in the form of Role plays.
interpret documentaries, excerpts from movies and songs to the target language
and vice versa.
Reading: The learners will be able to:
understand the main idea and some details of the information given in texts;
skim and extract information from texts, including visual materials (such as
charts and graphics);
analyze texts;
distinguish between key points and supporting details in texts.
Writing: The learners will be able to:
convey straightforward information clearly;
convey some straightforward concepts clearly;
organize key points into a basic overall plan;
provide some supporting details for the key points;
express personal opinion competently;
produce longer and structured pieces of writing such as emails, letters and essays .
translate a variety of texts to the target language and vice versa.
Learning outcome
At the end of the course, the students should be able to:
express themselves in written and spoken Hindi at an intermediate level;
comprehend reading and audio materials at an intermediate level;
learn to appreciate the culture of Hindi speaking countries;
develop skills in giving personal opinions and asking questions.
3
Assessments
Internal assessments include 4-7 formative assessments and two summative assessments.
Minimum two formative assessments and one summative assessment are conducted in each
Term. There is an examination at the end of each term in December and June respectively.
The duration of the summative assessments is 40 minutes and the maximum mark is 25. The
duration of the examination in the terminal examinations is 1 hour 30 minutes and the
maximum mark is 60.
The assessments will test listening, speaking, reading and writing skills. The end of term
exam includes the testing of these skills as per the IGCSE pattern. The question paper is
designed to test the students understanding of the concepts covered in the curriculum.
Syllabus for the academic year 2015 201
Social issues
Global issues
Communication and media
Customs and traditions
Science and technology
Health
Leisure
Text and Resources list:

1. Madhbaun Saral Hindi Pathamala (Text-cum-workbook) 7
2. Bhasha Vyavahar Vyaakaran 6
3. Collins Gem English-Hindi dictionary
Resources
Text books
Reference books, magazines, newspaper etc. from the library.
Internet
Audio books
Audio visual
***************************************************************************

2015-2016
SUBJECT: CHINESE
GRADE: VIII
2
Introduction
The three year MYP Chinese curriculum has been planned to prepare students in an intensive
manner to enter the IGCSE Chinese language programme. The grade 8 Chinese syllabus, in
specific, is aimed at students with one year of prior knowledge in Chinese. The syllabus would
build on their acquired knowledge of Chinese to further progress their expression in oral and
written communication, as well as develop listening and reading comprehension skills.
Aims/ Objectives:
importance is given to the cultural exposure of the countries where Chinese is spoken, along with
the regular development of the four main following linguistic skills:
Listening:
Understand the gist and some details of conversational exchanges and presentations;
Understand some colloquial language in a social context.
Speaking:
Engage in general conversation;
Give factual information and respond appropriately in a spontaneous discussion on a
chosen topic;
Use some colloquial language;
Deal with various situations based on day to day life in the form of Role plays.
Interpret documentaries, excerpts from movies and songs to the target language and vice
versa.
Reading:
Understand the main idea and some details of the information given in texts;
Skim and extract information from texts, including visual materials (such as charts and
graphics);
Analyze texts;
Distinguish between key points and supporting details in texts.
Writing:
Convey straightforward information clearly;
Convey some straightforward concepts clearly;
Organize key points into a basic overall plan;
Provide some supporting details for the key points;
Express personal opinion competently;
Produce longer and structured pieces of writing such as emails, letters and essays .
Ttranslate a variety of texts to the target language and vice versa.
Cultural exposure: the learners will be able to:
Reinforce their knowledge by participating in educational and cultural tours
Attend various language events such as language week, other cultural activities
outside school.
Describe, compare and reflect on the diversity of the target culture and their own
culture.
Learning outcome
Express themselves in written and spoken Chinese at an intermediate level;
Comprehend reading and audio materials at an intermediate level;
Learn to appreciate the culture of Chinese speaking countries;
Develop skills in giving personal opinions and asking questions.
Syllabus for the academic year 2015 - 2016

TEXTBOOK GO! CHINESE300
Lesson
1
2
3
4
5
6
7
8
9
10
Topic
My family
School Activities
Try your best
I am sick
Where is your home?
My moods
Watching a ball game
My hobbies
Television programs
The weather today
Go 300
Contents
Learn to express family structure
Learn to say the extracurricular activities
Learn to express learning attitude and result
Learn to describe illness
Learn to describe geography and directions
Learn to describe your moods
Learn to describe sports
Learn to describe hobbies
Learn to discuss TV programs
The use ofand the metaphor

2012-2013
SUBJECT: FRENCH
GRADE: VIII
2
Introduction
The three year MYP French curriculum has been planned to prepare students in an intensive
manner to enter IGCSE French language programme. The grade 8 French syllabus in specific is
aimed at students with a minimum of two year of prior knowledge in French. The syllabus would
build on their acquired knowledge of French and would further enhance the students expression
in oral and written communication as well as further develop listening and reading comprehension
skills in the target language.
Aims/ Objectives:
importance is given to the cultural exposure of the countries where French is spoken, along with
the regular development of the four main following linguistic skills:
Listening: The learners will be able to:
understand the gist and some details of conversational exchanges and presentations;
understand some colloquial language in a social context.
Speaking: The learners will be able to:
engage in general conversation;
give factual information and respond appropriately in a spontaneous discussion on a
chosen topic;
use some colloquial language;
deal with various situations based on day to day life in the form of Role plays.
interpret documentaries, excerpts from movies and songs to the target language and vice
versa.
Reading: The learners will be able to:
understand the main idea and some details of the information given in texts;
skim and extract information from texts, including visual materials (such as charts and
graphics);
analyze texts;
distinguish between key points and supporting details in texts.
Writing: The learners will be able to:
convey straightforward information clearly;
convey some straightforward concepts clearly;
organize key points into a basic overall plan;
provide some supporting details for the key points;
express personal opinion competently;
produce longer and structured pieces of writing such as emails, letters and essays .
translate a variety of texts to the target language and vice versa.
Cultural exposure: the learners will be able to:
reinforce their knowledge by participating in educational and cultural tours
attend various language events such as language week, other cultural activities
outside school.
describe, compare and reflect on the diversity of the target culture and their own
culture.
Learning outcome
express themselves in written and spoken French at an intermediate level;
comprehend reading and audio materials at an intermediate level;
learn to appreciate the culture of French speaking countries;
develop skills in giving personal opinions and asking questions.
3
IB learner profile
Each lesson plan will focus on developing the skills that come under the IB learner profile. At
the end of each term each student will be assessed on the development of these skills under the
following criteria:
NS (needs support)
App (Approaching)
ACH (Achieved)
Inquirer
Knowledgeable
Thinker
Communicator
Principled
Open-minded
Caring
Risk taker
Balanced
Reflective
Assessment
Term I 2012 -2013
Formative
Assessment
(1)
SPEAKING
Summative
Assessment
(1)
READING
LISTENING
WRITING
End of term I examination
PRE-EXAM FORMATIVE : SPEAKING

END OF TERM SUMMATIVE: LISTENING, READING AND WRITING
Term II 2012-2013
Formative
Assessment
(2 and 3)
SPEAKING
Summative
Assessment
(2 and 3)
READING
LISTENING
WRITING
End of term II examination
PRE-EXAM FORMATIVE : SPEAKING

END OF TERM SUMMATIVE: LISTENING, READING AND
WRITING
4
Book: Encore Tricolore 3
Syllabus for the academic year 2012 - 2013
Unit 1:- Des jeunes francophones

Describing a friend and everyday life
Giving and understanding personal information
Describing and writing about family.
Names of Animals
Computer parts and different activities done on the computer.
Revise the present tense
Revise and learn adjectives
Learn to conjugate reflexive verbs
Asking questions.
Unit 2:- Bienvenue Paris!
To be able to know the places in a town or city
To give and understand tourist information
To make and understand sentences on weather
To give instructions in French about travel by metro
Giving opinions
Using perfect tense with verb avoir and tre
Asking and answering questions in the perfect tense
Using expressions of past time
Using perfect tense in the affirmative and negative forms.
Unit 3:- a me passionne
To give opinions regarding hobbies
Speaking about different leisure activities
Recognize and use time clues
Comparing past and present
Talk about TV programmes, Cinema and books
Using adverbs of frequency
Comparative and superlative
Introduction to Imparfait.
Unit 4:- Au travail!
To Talk about school life
To talk about school subjects
To talk about strength and weaknesses
To talk about future plans and different careers
To speak about events in past, present and future
To use different forms of negative
To learn to use the future Tense
To learn to use the future proche.
5
Unit 5 :- Une visite Plante Futuroscope
Describing a visit to a Theme Park
Discussion on future plans
Staying at a hotel and enquiring about hotel services
Understanding a Weather forecast
To learn the use of the Pronom y
How to form and use the Impratif
Using different tenses to refer to the past, the present and the future
Expressions of time (past, present and future).
Unit 6:- En Forme
To describe Healthy lifestyles, healthy eating and general fitness
To learn the parts of the body
Buying basic medical supplies at the chemists
Seeking medical advice
Making an appointment at the doctors
Details of an accident
Using adverbs
Reflexive verbs in pass compose
Expressions with the verb avoir
Using depuis with the present tense
Using perfect and imperfect tenses together.
Unit 7:- Vive les vacances
Describing holiday plans
Describing things to take on holiday
Booking and staying at a campsite
Coping on a self - catering holiday in a gte
Holiday Problems
Staying at a youth hostel
Learning how to use the direct object pronoun
Learning how to use the indirect object pronoun
Using the pronoun en
Using qui and que.
Unit 8:- Notre monde
To learn about the French speaking regions in the world
To learn about different countries of the world
Describing town and area
Describing the Environment
To speak about Environmental problems
Using the verb devoir
Usage of Il faut and Il ne faut pas .

2015-2016
SUBJECT: SPANISH
GRADE: VIII
2
Introduction
The grade 8 Spanish syllabus, in specific, is aimed at students with two year of prior
knowledge in Spanish. The syllabus would build on their acquired knowledge of Spanish to
further progress their expression in all four linguistic skills.
Curriculum Content
GRAMMAR TERM I / TERM II
- Past Perfect
- To be+ participle
- Past tense
- Irregularities in the verbs conjugations.
- Comparative and Superlative
- Interrogative pronouns.
- Possessive pronouns.
- Place adverbs.
Skills Acquired
Students will learn during TERM I /TERM II:
- Ask and answer about the past.
- Family story.
- Talk about others past life.
- Expression of cause
- Describing habits in the past.
- Comparing past and present habits.
- Express the locations
- Talk about trips
- Giving and asking for help
Texts and Resources List
GRADE VIII
Textbook Generacion 3.0 A2 y Workbook A1 Y A2 till the end.
RESOURCES:
Multimedia
Movies: will be selected by the instructor
Audio visual aid - CDs; video ele; miscellaneous grammar web sites
Electronic texts: TECLA
Supplementary worksheets provided by the instructor
Assessments
GRADE VI - VIII
TERM I
FORMATIVE ASSESSMENTS: Minimum of 2 and maximum of 4 assessments
ASSESSMENTS 1
END OF TERM EXAMINATION IN DECEMBER
TERM II
FORMATIVE ASSESSMENTS: Minimum of 2 and maximum of 4 assessments
ASSESSMENTS 2
END OF TERM EXAMINATION IN MAY
Reading List
Not applicable in foreign languages in Middle years.

2012-2013
SUBJECT : PHYSICS
GRADE : VIII
INTRODUCTION
The Physics course for grades 8 is designed to inculcate the principles of scientific research
and analytical skills. It is a student centered, investigation-based course. It is aimed at
getting the students ready for the challenges in the senior school.
Physics lessons will include a lot of experimentation that includes identifying research
questions and then following through the full scientific process of experimental design, data
collection/ analysis and presentation. Students are encouraged to conclude the experiment
and evaluate the set up. To supplement the investigations, student will carry out
background research. A varied range of classroom activities will be used including videos,
animations, simulations and work with interactive whiteboards.
Students will also do non-quantitative research where they would find information not only
from the internet but from books, encyclopedia and their own observations. They would be
expected to process this information and make links and interpretations. These finding
would be presented in the form of a written report or a presentation to the whole class.
Students will be given the textbook New Coordinated Science 3rd Edition Physics by
Stephen Pople. However, majority of the course involves investigations done by the
students and their findings/notes from the laboratory equipments and various other printed
resources.
AIMS :
Generate enthusiasm and interest in physical phenomena.
Promote independence of thinking and approach to a range of physical phenomena.
Formalise the scientific method in approaching problems and using that method in
an organised and the methodical way?
To promote the analytical skills required by all students to succeed in science at
IGCSE and IB.
OBJECTIVES:
Students will be able to formulate research questions, identify variables, plan and carry out
a systematic investigation and then process and present their findings. They will research
and reflect about their experimental processes and evaluate strengths and weaknesses. They
will develop manipulative skills, interpersonal skills, speaking and listening skills and most
importantly they develop the technical writing skills.
ASSESSMENTS/SKILLS:
Formative assessments will consist of written reports of lab work, presentations, and a
notebook of fieldwork/labs/demonstrations made through the term.
Summative assessments (3 unit tests and 2 End of Term Examinations) include standard
paper-pencil tests based on the topics and reports of their investigations.
Formative Assessments (3 tests) include laboratory experiments, data analysis, creative
thinking and applications.
ACTIVITIES:
All the topics involve suitable investigations. Some activities may be prolonged for weeks.
A few highlights are mentioned here:Earth and Solar System: Models, sky observation with the aid of a telescope, quizzes,
PowerPoint presentations by students, analyzing planetary database, video presentations
and drawing inferences about the conditions at various planets.
Electricity:
1. Understanding the abstract concepts of potential difference and current using inclines
and marbles.
2. Connecting simple circuits and measuring the quantities like current, voltage etc.
Energy
1. Investigations involving electricity and heat/light.
2. Investigations about conversion of P.E. vs K.E.
LEARNING OUTCOME:
Students will be confident in their ability to gather enough evidence to answer scientific
problems when presented with new and unfamiliar situations. They will have the basic
scientific tools to research, gather evidence, present and explain their own solutions to
physical problems.
CURRICULUM CONTENT for GRADE 8:
Topics, subtopics and concepts
Investigation Skills: planning skills, recording of data, processing of
data, use of Excel graphs for data presentation, drawing conclusions and
evaluating procedures.
Earth and Space: Solar System, planetary motion, Earth-moon system
The stars and the universe: The Sun, stars and constellations, galaxies
and the Universe
Electricity: simple circuits, circuit diagrams and measuring devices,
magnets and electromagnets
Energy: different forms of energy, energy conversion
LABORATORY DOCUMENT FOR MIDDLE SCHOOL

In the course of their studies of Physics students will be constantly engaged in
investigations. The primary emphasis of practical activities is to develop the spirit of
scientific enquiry and attainment of practical skills. The emphasis is on the process rather
than on product attainment alone. The intention is that by focusing on a high level of
practical skills, students will be better prepared for further education, training and
employment in science related areas.
I - The skills developed primarily through the practical activities include:
1. Following instructions - Following instructions involves adherence to the instructed

sequence of actions required to carry out an activity e.g. ability to follow instructions from
a handout or as explained by the teacher
2. Manipulation of apparatus involves manual dexterity and efficiency e.g. measuring

mass, weight, volume, various electrical measuring instruments, CRO, temperatures;
working with heat
3. Design - Definition of the problem and selection of variables.

Although the teacher may give the general aim of the investigation, students must identify a
focused problem or specific research question. Commonly, students will do this by
modifying the general aim provided and indicating the variable(s) chosen for investigation.
4. Variables are things that could change during the investigation and these may be of
three types;
a) Dependent variable is measured to get a result. It is expected to change when
the independent variable is changed. It "depends" on the independent variable
and may have more than one per investigation
b) Independent variable is changed by the experimenter and is expected to cause
a change in the dependent variable. It is usually only one per investigation.
c) Controlled variable is anything that could change the dependent variable and
usually several per investigation
4. Observation is the most important tenet of the scientific method. All observations and
measurements that a physicist takes using various instruments are of utmost importance to
the investigation.
5. Recording is another essential tenet of the scientific method. Records are proof of what
has been completed in the activity and what can be repeated with similar expected
outcomes.
6. Interpretation of observations and results should ensue from the hypothesis being
tested or the investigation undertaken. The final interpretation should explain clearly how
conclusions are reached. Students are instructed to plot neat graphs with the data and also
taught to interpret graphs.
7. Development of Personal skills will include the ability to work in a team, to recognize
and acknowledge the contribution of others in the team, to show ethical behavior in
reporting results, to pay due attention to environmental impacts etc.
II - Assessment
Type of Assessment
Formative Assessment
The students will be assessed on the laboratory work done at regular intervals during the
course of the year. This will include one practical exam in each term, where the students
will be assessed on the experiment performed.
III - Guidelines for the recording the Labs done :
Each student should keep a record of her/his practical work in the interleave note
book provided to them, which will be common for both theory and practicals.
Legibility, correct use of symbols and terminology, neatness, and clarity of
presentation should be emphasized.
Diagrams should be drawn with an HB pencil. This can be a clearly labeled

diagram of assembled apparatus or the observations made by the students through a
microscope.
Each student should include the following while writing the lab report;
1. Title: Make sure the title of your lab is specific and scientific.
2. Aim: Purpose of the lab should be clearly stated in the introduction
3. Background information: This section introduces and gives some background on the
topic to be explored.
4. Materials required; List all materials you will be using in the lab.
5. Description of procedure; In step-by-step format, you need to list the steps in your lab.
Passive voice is used in Procedures and Results section
6. Observations: A data table with proper units and uncertainties where applicable.
7. Results; Here you will need to put your data with a table, graph, or both (depending on
the lab you are performing). Whenever possible present your data in a table or a graph.
A correctly prepared graph should:

1) have the independent variable on the x-axis
2) be numbered (Figure 1, Figure 2, etc.)
3) have a descriptive title
4) possess clearly labeled axes
5) have data points that are clearly marked.
A correctly prepared table should:

1) be numbered (Table 1, Table 2, etc.)
2) have a descriptive title
3) have rows and columns clearly labeled.
6 Conclusion; You should EXPLAIN your experimental findings. Also give any
POTENTIAL SOURCES OF ERROR, and give any final information
7 Safety precautions; You should mention all the precautions that you need to take while
doing the experiment.
8 Citation; You must always have at least ONE citation. This may be your textbook, a
valid educational website, or a scientific journal.
IV - Guidelines for General conduct and safety measures in the lab

Be Neat: When working in a Physics lab, make sure you keep your area neat and
organized. If you happen to spill something, ask for assistance when cleaning it up. Also
remember to clean your work area and wash your hands when you are finished.
Be Careful: An important Physics lab safety rule is to be careful. You may be working
with glass or sharp objects, so you don't want to handle them carelessly. Be cautious while
working with electric appliances and burners, heavy metallic objects.
Be Cautious With Chemicals: The best way to remain safe when dealing with chemicals
is to assume that any chemical you handle is dangerous. Be sure you understand what type
of chemicals you are using and how they should be properly handled.
If any chemical comes in contact with your skin, wash immediately with water and inform
your lab instructor. Wear protective eyewear when handling chemicals.
V - List of some suitable labs planned for Grade 8
1. Analysing the data , plot a graph and to calculate the slope based on the data
2. Measuring area of irregular shaped lamina
3. Classification of conductors and Insulators
4. Setting a simple circuit and identifying voltmeters and ammeters
5. Measurement of Voltages in series and parallel
6. VI characteristics of a Bulb and fixed resistor
7. Changing brightness of the bulb Variable resistor
8. Demo of the picture of a 3 pin plug, how to choose a fuse
9. Drawing field lines of permanent magnets
10. Making an electromagnet
11. Activity to identify the factors affecting strength of an electromagnet
12. Bounce of a ball activity
13. Cars Sliding down an incline
14. Making brochures for travel company which takes tours to planets
VI - Example of a lab from the above list with the skills that the students will acquire
Title: Measurement of current
Skills acquired by the student in the above experiment
Following instructions
Familiarizes with all procedures before starting
Follows instructions step by step
Listens to the teachers instructions
Correct manipulation of apparatus

Understanding the symbols in a circuit diagram and connecting the circuit. Turning
appropriate knobs and setting up the meters.
Observation and processing of data

Noting down the value of variable with appropriate unit and making a qualitative
observation on the brightness of the bulb.
Recording and Processing of data

The data may require plotting a graph, averaging the values etc.
Interpretation
Draws reasonable conclusions from the observations and results
Organization
Exercises caution for personal safety and for the safety of others
Works as part of a group or team
Works in an organised and efficient manner
Cleans up after the practical activity and returns the apparatus

2012-2013
SUBJECT: CHEMISTRY
GRADE: VIII
INTRODUCTION
The syllabus of Grade 8 is designed in such a way that the students broaden their understanding
of the topics learnt in Grade 7. In Grade 8 the syllabus strengthens and widens their
understanding of various scientific concepts that would then lead to their better understanding of
the IGCSE curriculum. They are also made aware of the relevance of chemistry and its impact on
environment.
AIMS
To acquire sufficient understanding and knowledge of core concepts in Chemistry so as

to be suitably prepared for the IGCSE course.
To develop abilities and skills that are relevant to the study and practice of Chemistry.
To cultivate enquiry and initiative that will help not just in the study of Chemistry but
also in developing a greater appreciation for Science.
To stimulate interest in the environment.
To promote the awareness and importance of group work in scientific investigations.
To develop skills that encourages safe and efficient practice.
OBJECTIVES
During the course of the year the following assessment objectives will be sought to be attained:
Knowledge and understanding of scientific phenomena, laws, definitions, facts and
theories.
Knowledge and understanding of scientific vocabulary, terminology, symbols, quantities

and units.
Knowledge and understanding of scientific instruments and apparatus, including

techniques of operation and safety.
Ability to translate information from one form to another (e.g. words to symbols and vice
versa).
Ability to present reasoned explanations for phenomena, patterns and relationships.
Ability to solve problems and to interpret and evaluate experimental observations and
data.
Ability to use apparatus, techniques and materials.
LEARNING OUTCOMES
The curriculum for grades 8 has been designed to provide a smooth transition into the grade 8
curriculum. The exposure that the students receive in the laboratory improves their analytical
skills. Hands on experience in the laboratory enables them to enjoy the learning of chemistry.
The assessments help the students to meet the demands of the IGCSE curriculum.
The lab activities develop skills in data collection and analysis of the data collected.
The students develop an analytical frame of mind and understand the scientific reasons to
support their observations.
They are able to relate and apply their learning to everyday life situations.
LEARNER PROFILE
Inquirers- Students develop their natural curiosity. They acquire the skills necessary to
conduct inquiry and research and show independence in learning. They actively enjoy
learning and this love of learning will be sustained throughout their lives.
Knowledgeable - Students explore concepts ideas and issues that have local and global
significance. In so doing, they acquire in-depth knowledge and develop understanding
across a broad and balanced range of disciplines.
Thinkers- Students exercise initiative in applying thinking skills critically and creatively
to recognize and approach complex problems and make reasoned ethical decisions.
Communicators-Students work effectively and willingly in collaboration with others.
Principled-Students act with integrity and honesty, with a strong sense of fairness, justice
and respect for the dignity of the individual, groups and communities. They take
responsibility for their own actions and the consequences that accompany them.
Open-mindedness- Students become open minded and learn to appreciate and value the
findings of other individuals.
TOPICS
Review of Basic Concepts recollects the concepts of valency, molecular formula,
balancing equations and isotopes learnt earlier.
Learning outcome predicts valencies, balances chemical equations, and writes the
molecular formulae of compounds.
Chemical Bonding deals with the Formation of ionic and covalent bond and properties
of ionic & covalent compounds.
Learning outcome- learns to predict the type of bonding and properties (hardness,
solubility, melting point and boiling point)of compounds
Gases Properties of NH3, SO2, CO2 and O2
Learning outcome predicts methods of collection of gases, differentiates between gases
on the basis of properties.
Chemical Reactions - deals with the types of chemical reactions, combination,

decomposition, displacement, double displacement reaction, oxidation and reduction in
terms of oxygen loss/gain and acid base reaction.
Learning outcome- learns different types of chemical reactions, identify redox reactions
by the colour changes involved when using acidified potassium
manganate(VII), and potassium iodide
Rate Of Reaction-deals with speed of reaction, practical method for investigating the
speed of a reaction involving gas evolution, suitable method for investigating the effect
of a given variable on the speed of a reaction.
Learning outcome- Learns to explain slow and fast reaction, factors that affect the rate of
reaction, Interpretation of data obtained from experiments concerned
with speed of reaction
Electrolysis- deals with the basic concepts in electrolysis, electrode products in the
electrolysis of: molten lead(II) bromide, molten sodium chloride etc.
Learning outcome- understands the basic concepts of electrolysis, learns to predict the
products in electrolysis of binary compounds
Stoichiometry - deals with the mole and the Avogadro constant, molar gas volume
and calculation of empirical formulae from percentage composition.
Learning outcome learns to calculate moles using Avogadro constant, calculate
stoichiometric reacting masses and volumes of gases and solutions,
solution concentrations expressed in g/dm3 and mol/dm3
Air and Water- deals with constituents of air, air pollution, preparation and
collection of oxygen and carbon dioxide, properties of oxygen and carbon dioxide, test
for water and properties of water.
Learning Outcome- understand the effects of Air Pollution
learns more about the constituents of Air
learns the test for water and various properties of water
ASSESSMENTS
Students need to maintain an interleaf notebook to make notes of the content taught and to record
the data collected during the lab sessions.
Every topic in the curriculum is tested. The assessments enable students to interpret data, reason
logically and develop critical, analytical and application oriented thinking.
The pattern of assessments falls under two categories: formative and summative.
Term I comprises two formative and two summative assessments.

Term II comprises three formative and three summative assessments.
The formative assessment includes a written test on the concepts taught, lab skills and
research skills.
Summative assessments include written tests and the end of term examination.
RESOURCES:
1. New Coordinated Science 3rd Edition , Chemistry for Higher Tier by Rose Marie
Gallagher and Paul Ingram
2. www.nsdl.com
3. www.phschool.com
4. www.sciencespot.net/Pages/kdzchem2.html
5. www.softschools.com
MIDDLE SCHOOL CHEMISTRY LABORATORY DOCUMENT

Introduction:
Hands on learning reinforces the age old adage:
I hear and I forget
I see and I remember
I do and I understand
Laboratory studies and data analysis form the cornerstone of Chemistry. Lab work in the Middle
School provides students with hands on experience. Hands-on learning involves the child in a
total learning experience which enhances the child's ability to think critically. The child plans a
process to test a hypothesis, put the process into motion using various hands-on materials, sees
the process to completion, and then is able to explain the attained results.
Students in a hands-on science program will remember the material better, feel a sense of
accomplishment when the task is completed, and be able to transfer that experience more easily
to other learning situations.
Skills: Through the Practical work conducted in the
Middle School the following skills are sought to be
developed:
1.
2.
3.
4.
5.
Observation Skills
Measuring Skills
Background Research
Formulating Hypotheses
Experimental Design
a) Recognizing variables (dependent and independent) b) Writing a procedure
6. Data Collection
7. Data Interpretation
8. Designing comprehensive data tables
9. Writing procedures / Instructions for an experiment
10. Graphical representation of data
11. Data Tabulation
12. Drawing of Inference
13. Predicting
14. Evaluation of experiment and stating reasons for experimental errors
15. Safety procedures
16. Drawing diagrams
17. Manipulative Skills (using equipment or apparatus for experiments)
18. Maintaining lab journals
19. Describing processes using scientific terminology
20. Creating scientific models
Assessment of labs:
Skills learnt and developed in the laboratory will be gauged and tested at two levels. Each
student will be assessed in the laboratory itself based on the following:
Carrying out a range of techniques proficiently with attention to safety,

following a variety of instructions,
ability to work in a team and
approaching scientific investigations with self motivation and perseverance.
The Practical work covered in the laboratory will also be tested in the formative and summative
assessments. Test will also be conducted at the end of each term on all the labs done in that
term.
Maintenance of laboratory work:
Students will record the labs performed in the same note books in the format given below
1. Title/ Aim:
The title says what you did. It should be brief (aim for ten words or less) and describe the
main point of the experiment or investigation.
2. Introduction / Purpose:
Usually the Introduction is one paragraph that explains the objectives or purpose of the
lab. In one sentence, state the hypothesis. Sometimes an introduction may contain
background information, briefly summarize how the experiment was performed, state the
findings of the experiment, and list the conclusions of the investigation. Even if you don't
write a whole introduction, you need to state the purpose of the experiment, or why you
did it. This would be where you state your hypothesis.
3. Materials:
List everything needed to complete your experiment.
4. Methods:
Describe the steps you completed during your investigation. This is your procedure. Be
sufficiently detailed that anyone could read this section and duplicate your experiment.
Write it as if you were giving direction for someone else to do the lab. It may be helpful
to provide a Figure or diagram of your experimental setup.
5. Data:
Numerical data obtained from your procedure is usually presented as a table. Data
encompasses what you recorded when you conducted the experiment. It's just the facts,
not any interpretation of what they mean.
6. Results:
Describe in words what the data means. Sometimes the Results section is combined with
the Discussion (Results & Discussion).
7. Discussion or Analysis:
The Data section contains numbers. The Analysis section contains any calculations you
made based on those numbers. This is where you interpret the data and determine
whether or not a hypothesis was accepted. This is also where you would discuss any
mistakes you might have made while conducting the investigation. You may wish to
describe ways the study might have been improved.
8. Conclusions:
Most of the time the conclusion is a single paragraph that sums up what happened in the
experiment, whether your hypothesis was accepted or rejected, and what this means.
9. Figures & Graphs:
Graphs and figures must both be labeled with a descriptive title. Label the axes on a
graph, being sure to include units of measurement. The independent variable is on the Xaxis. The dependent variable (the one you are measuring) is on the Y-axis. Be sure to
refer to figures and graphs in the text of your report. The first figure is Figure 1; the
second figure is Figure 2, etc.
10. References:
If your research was based on someone else's work or if you cited facts that require
documentation, then you should list these references.
Safety Rules:
1. Conduct yourself in a responsible manner at all times in the laboratory.
2. Be familiar with your lab assignment before you come to the lab. Follow all written and
verbal instructions carefully. If you do not understand a direction or part of a procedure, ask the
teacher before proceeding.
3. Never work alone. No student may work in the laboratory without an instructor present.
4. When first entering a science room, do not touch any equipment, chemicals, or other materials
in the laboratory area until you are instructed to do so.
5. Do not eat food, drink beverages, or chew gum in the laboratory. Do not use laboratory
glassware as containers for food or beverages.
6. Perform only those experiments authorized by the instructor. Never do anything in the
laboratory that is not called for in the laboratory procedures or by your instructor. Carefully
follow all instructions, both written and oral. Unauthorized experiments are prohibited.
7. Safety goggles and aprons must be worn whenever you work in the lab. Gloves should be
worn whenever you use chemicals that cause skin irritation or you need to handle hot
equipment.
8. Observe good housekeeping practices. Work areas should be kept clean and tidy at all times.
Bring only your laboratory instructions, worksheets, and/or reports to the work area.
10. Be alert and proceed with caution at all times in the laboratory. Notify the instructor
immediately of any unsafe conditions you observe.
8
11. Dispose of all chemical waste properly. Never mix chemicals in sink drains. Sinks are to be
used only for water and those solutions designated by the instructor. Solid chemicals, metals,
matches, filter paper, and all other insoluble materials are to be disposed of in the proper waste
containers, not in the sink. Check the label of all waste containers twice before adding your
chemical waste to the container. Cracked or broken glass should be placed in the special
container for Broken Glass.
12. Labels and equipment instructions must be read carefully before use. Set up and use the
prescribed apparatus as directed in the laboratory instructions provided by your teacher.
13. Keep hands away from your face, eyes, mouth, and body while using chemicals. Wash your
hands with soap and water after performing all experiments. Clean (with detergent powder),
rinse, and dry all work surfaces and equipment at the end of the experiment.
14. Experiments must be personally monitored at all times. You will be assigned a laboratory
station at which to work. Do not wander around the room, distract other students, or interfere
with the laboratory experiments of others.
The following are some of the suitable labs for grade VIII that can be conducted:
1. Chromatography
2. Stoichiometry: To prepare MgSO4 and calculate the experimental yield of the salt.
3.
To investigate the reaction of four different metals with acid.
4. To investigate if the given substances are ionic or covalent.

5. To investigate what happens when sodium thiosulphate is dissolved in water.
6. Flame Test (To identify the presence of Group I and Group II metal ions by observing the
colour of the flame)
7. To arrange metals in an increasing order of reactions.
8. To investigate the decomposition of CaCO3 and (NH4)2Cr2O7.
9.
Displacement Reaction between:

a) Fe and CuSO4.
b) Displacement of halogens
10. To investigate the double decomposition reaction between:

a) Pb(NO3)2 and KI
b) AgNO3 and NaCl
c) FeCl3 and NaOH
11. Redox reaction between Potassium iodate (V) and iodide ions.
12. Acid-Base titrations
9
13. To carry out the electrolysis of molten compounds.

14. To investigate the speed of reaction between aq HCl and marble chips.
15. To investigate the decomposition of H2O2 with a catalyst and without a catalyst.
10
11

2012-2013
SUBJECT: BIOLOGY
GRADE
: VIII
INTRODUCTION
The biology curriculum for grade 8 envisages hands-on activity either in the lab or field
(outdoors), supported by a strong open ended discussion oriented approach. This curriculum will be
taught by encouraging the children to make their own observations in the field on living organisms in
their natural habitat, as well as by encouraging children to conduct their own experiments under
guidance by the teacher. The main resource material will be the textbook; the supplementary resource
materials shall be sourced from the internet, the school library and resources available to the teacher.
Aims and Objectives
To acquire understanding and knowledge of the concepts related to Biology and to find pleasure
in learning of these concepts through simple experiments.
To enable the student, in a small way, to construct a hypothesis on the bases of constructs chosen
by him/her.
To enable the student to develop the logical skills which will help him/her to verify the
hypotheses.
To enable the student to verify his/her skills in this subject, so as to examine the prospects of
choosing a career option in this subject.
To enable the student to think and work independently and also to be able to work in groups.
To develop investigative and research based skills.
Learning outcomes:
The ability to appreciate scientific concepts and ideas in the field of biology in a global
perspective will be encouraged.
An understanding of how the bodies of living organisms function and the biochemical and
physiological processes which keep them alive will be emphasized.
Ability to compare life processes between plants and animals as well as between different
animals and different plants will be emphasized so as to be able to evaluate the differences and
give reasons for these differences.
Extensive opportunity for reference work will be provided and they shall be exposed to the
thoughts and investigations of great biologists who have contributed to the subject.
2
They shall be exposed to TOK aspects of biological knowledge. Ample opportunity will be
given to investigate TOK issues in the subject and present opinions, view points and perceptions
as well as to critically examine ethical issues related to global warming, human health cloning
and genetic experimentation.
They will be given the opportunity to execute projects, conduct seminars and communicate their
findings to peers.
Challenging and higher level problems and issues will be provided, both in the theory as well as
in the investigative (laboratory) classes, so that the learner can be confronted with complex
issues which involve prediction, ability to design experiments, data collection, hypothesis testing
and extrapolation of data.
The opportunities to theorize, read, gather data, evaluate inferences from different sources and
plenty of referencing will be provided.
Laboratory skills shall be evaluated using the following criteria: construction of hypothesis,
designing experiments, data collection, data analysis, and making conclusions. In addition
students will be encouraged to examine the design of experiments with a view to locating
sources of error.
Curriculum content.
1. Transport in animals: Circulation in the mammalian body, Structure of Human Heart and
Blood vessels, Plan of circulation. Composition of blood and its function. Heart diseases
Learning Outcome:
To relate the structure of heart to its function.
To compare the structure of the different blood vessels.
To understand the risk factors that could cause heart diseases.
2. The nervous system: An introduction to the nervous system and coordination in mammals. The
basic structure of the nerve cell and its function.
Learning Outcome:
Compares the structure of neuron to other cells.
Distinguishes between the different types of neurons.
Understands the importance of reflex actions.
3. Chemical Coordination: This will include the hormones and their effects. The principles of
homeostasis will also be done with respect to temperature and sugar control.
Learning Outcome:
Understands the principles of homeostasis.
Relates the reactions of the body to the regulations carried out by the body.
4. Mechanisms of cell division: This lesson will dwell on different methods of cell division
prevalent in the human body in body cells and among gametes responsible for reproduction.
Learning Outcome:
Compares the two types of cell divisions.
Relates the importance of mitosis and meiosis to growth and reproduction
respectively.
5. Inheritance: Chromosomes as vectors of heredity. Mechanisms of inheritance as well as the
range of differences visible in animals and plants. Variation and simple patterns of inheritance.
Learning Outcome:
Comprehends the importance of variation.
Identifies chromosomes as vectors of heredity.
Understands the patterns of inheritance.
6. Reproduction: Structure and function of male and female reproductory system. Hormones,
puberty and development.
Learning Outcome:
To relate the structure of male and female reproductory system to its function
Identifies the role of hormones.
Understands the importance of puberty and the development associated with it.
ASSESSMENTS
Objectives
The ability to make unbiased observations, make generalizations based on these observations,
construct hypotheses, to be able to design experiments with the object of verifying these
hypotheses.
Knowledge of biological processes which will instill a sense of curiosity and critical thinking.
The skills of communication, such as speaking and writing, essential for communicating
scientific ideas.
Written tests which will be objective, short answer as well as essay type, to strengthen
competitive abilities in the field of academics.
To test investigative skills based on the labs and activities done.
To test application skills and awareness of new developments in the subject.

Type of Assessment
There will be formative and summative assessments:
Formative assessments:
To test investigative skills based on the labs done.
To test application skills and research based skills.

Summative Assessments;
Written assessments that will test small portions of topics done. There will be three such
assessments in the course of the session.
Two written exams in the course of the session, one at the end of each term.
RESOURCES
Beckett, Brian and Gallagher, Rosemarie. BIOLOGY for higher tier. ( New Co-ordinated
Science ) (2001)Oxford University Press, Great Clarendon Street, Oxford, OX2 6DP.
http://biology.about.com/
http://www.biologyguide.net/
http://www.cellsalive.com/mitosis.htm
2012-2013
SUBJECT: COMPUTER SCIENCE
GRADE:
VIII
INTRODUCTION:
The syllabus of Grade 8 is designed in such a way that the students broaden
their understanding of the topics learnt in Grade 6 and 7. While the students are
given a peek into the capabilities of computers in the grades 6 and 7, they are
taken to a higher level in Grade 8 where the influence of ICT in daily life is
explained. The students are also taught the fundamentals of data collection and
analysis which will be useful for them for the IGCSE curriculum.
AIMS:
To acquire sufficient understanding and knowledge of ICT applications so

as to be suitably prepared for the IGCSE course.
To develop abilities and skills that is relevant to the study and practice of
computer science technologies.
To cultivate enquiry and initiative that will help attain capabilities and
knowledge in all fields related to computer science technologies.
To stimulate interest in the usage of correct computing environment
To promote the awareness and importance of group work in scientific

investigations.
To develop the skills that encourages safe and efficient practice.
OBJECTIVES:
During the course of the year the following assessment objectives will be sought
to be obtained.
Knowledge and understanding of scientific phenomena, laws, definitions,

facts and theories.
Knowledge and understanding of scientific vocabulary, terminology,

symbols, quantities and units.
Knowledge and understanding of various tools and utilities including

techniques of operation and security.
Ability to translate information from one form to another.
Ability to present reasoned explanations for phenomena, patterns and

relationships.
Ability to solve problems and to interpret and evaluate experimental

observations and data.
Ability to use and understand technologies and utilities.
LEARNING OUTCOMES:
The curriculum in Grade 8 has been designed in such a way that the students
relate the equipments used in their daily life with information and
communication technologies. The assignments in data collection and analysis
improve the analytical capability of the students and prepare them for larger
requirements in IGCSE curriculum. The entire syllabus is organized in such a way
that the students are able to get valuable inputs through practical learning and
demonstration.
LEARNER PROFILE:
1. Knowledgeable- Students gain knowledge of the concepts taught and
applies the concept.
2. Inquirers- Students develop natural curiosity and acquire the skills
necessary to conduct inquiry and research and show independence in
learning.
3. Thinkers- Students exercise in applying
knowledge from the concepts learned.
thinking
skills
using
the
4. Open mindedness- Students become open minded and learn to appreciate

and value the findings of other individuals
5. Communicators- Students work effectively and willingly in collaboration
with others
6. Reflective- Students learn to be reflective and are able to assess and
understand their own strengths and limitations in order to support their
learning.
TOPICS:
1. Control Systems:
Usage of control systems in the equipments used for the day to day
life, different components of the system.
Input sensors, control programs and flow charts.
Usage of Flowol program for the control programs and flow charts.
Defining specific outputs in terms of multiple sensors.
Specific examples of water chute and log flume.
Designing your own water based ride based on specific activity and
safety features.
Presentation of students ideas to the rest of the class.
Learning outcome:
The students get in depth knowledge of how control systems are designed and
operated. The students are made to think about the various sensors used in both
domestic and industrial systems. Their thought process is also widened by
putting their own ideas and designing own control systems.
2. Data management and analysis:
Data collection methods - Online data collection and paper based method
of collection.
Planning, refining and producing the questionnaire.
Ensuring the accurate entry of the data into the system.
Building the database and management using Excel.
Testing the hypotheses and drawing conclusions from the database.
Presentation of students findings to the rest of the class.
Learning outcome:
The students learn to use the analytic techniques to do data management and
they also learn to interpret the data to form the conclusions. The students will
also learn the data collection methods and tools. They will also be familiar with
forming and testing hypothesis.
3. Building a system and managing project:
Creating a project for booking system in a theatre using Excel.

Use various features of Excel to create the project completing various
steps.
Once the project is completed the project presentation is given to the rest
of the class and project documentation is prepared.
Learning outcome:
The students get the experience of building a complete project. They go through
the various processes of building a project including proper documentation and
presentation.
ASSESSMENTS
Students need to maintain a lab notebook to make notes of the content taught
and to record the data collected during the practical sessions.
Every topic in the curriculum is tested. The assessments enable students to
interpret data, reason logically and develop critical, analytical and application
oriented thinking.
The
pattern
summative.
of
assessments
falls
under
two
categories:
formative
and
Term 1 comprises two summative and two formative assessments
Term 2 comprises two summative and two formative assessments
The formative assessment tests the skills in usage of various tools and
utilities.
Summative assessments include written tests and the end of the term
examination.
RESOURCES:
1. ICT Framework solutions by Stephen Doyle.

BANGALORE

2012-2013
SUBJECT: MUSIC
GRADE: VIII
Introduction
Music contributes to the development of pupils and to the school curriculum by
providing a powerful and distinctive form of communication and expression.
Music can change the way children feel, think and act. It affects emotion and
moods providing opportunity for personal expression, reflection and emotional
wellbeing. It develops thinking, increasing perception, imagination, creativity and
physical co-ordination: skills that can be transferred to other areas of experience
and learning. Music enables children to define themselves in relation to others,
their friends, social groups and to the culture in which they live. Music is an
integral part of culture, past and present.
The teaching of music extends to everyday experiences, providing opportunities
and links between home, school and other outside agencies. It develops the
ability to focus on listening and analyse what is heard. It introduces pupils to
different forms of music-making and encourages objective judgement of musical
quality. Music stimulates the acquisition of the skills, attitudes and attributes
needed for life such as listening skills, concentration, aural memory, presentation
and teamwork.
It also develops creativity, risk-taking, intuition, sensitivity,
perseverance and a sense of achievement and enjoyment.
Approach to Teaching the Music

Music is taught to all pupils in Grade 8 for two periods a week. One period a
week is dedicated to the development of performance skills through teaching all
pupils to play a musical instrument (Guitar, Violin or Piano) in small groups with a
member of the schools instrumental music staff. The second period each week
focuses on the development of general musicianship skills through the study of
topics such as Jazz and Blues music, World music or periods of Western
traditional music.
Aims and Objectives
Develop pupils listening skills to enable them to be able to describe music

using correct vocabulary and voice opinions about pieces of music
unfamiliar to them
Pupils will be encouraged to develop their performance skills on an

instrument of their choice within the range of instruments offered at TISB
Have a knowledge of basic compositional techniques and structures within

music
Experience performing in public
Have the theoretical knowledge to be able to achieve a better musical

understanding
Learning Outcomes (see also IB Learner Profile for Middle School Music)
By the end of Grade 8 pupils will be able to:
Identify the main musical periods of Western Classical Music
Recognise and discuss, using correct musical vocabulary, the main

elements in a piece of music they hear.
Learn about minimalist music: its structures and functions
Learn about and compose music using chords and other principles from
jazz music
Understand the features of themes and variation music.
Perform in an ensemble and play simple music with up to one sharp or flat
in the key
Develop work on improvised music
Perform in a public concert
Curriculum Content
Term 1
In term one, pupils cover work on minimalist music, one of the key developments
in 20th-century art music. This develops the musicians skills of listening,
performing and composing. The second project is centred around jazz music,
studying some of its conventions and looking at how it developed alongside other
forms of popular music. There is a MY ensembles concert that all pupils will
perform in.
Term 2
In term two, pupils cover a unit on theme and variation form, one of the
significant styles to emerge in the 18 th century. This leads to composition work in
small groups. The second unit is on further types of improvisation, developing
skills begun in Grade 7. There is another MY ensembles concert that all pupils
will participate in.
Assessment
Pupils will be assessed as follows:
Summative Assessment students will be assessed on their performance

in the Middle Years ensembles concert. Their practical work will be
assessed in addition to stage etiquette.
Formative Assessment will assess students technical and performance

skills on their chosen instrument
End of Term Assessment will be in two parts
1. Practical assessment of performance skills

2. Written assessment of Theory and Listening Skills
Resources, References & General Advice:

Pupils who wish to gain the highest marks in formative assessments are likely to
dedicate some time each week to practising their instrument. A pupil in Grade 8
should practise for 20 minutes three times a week, outside of lesson times.
To support pupils development in general musicianship it would be useful to

encourage students to listen to and watch vocal and instrumental concerts
available on the internet, or, when possible, to attend live concerts and recitals.
Pupils in the middle school will study music from Western Classical music
through to Popular music forms and World music.
The IBO Learner Profile for Middle School Music
Inquirers
Inquiry skills will be developed through exposure to the work of others, questioning of
their own ideas and experimenting with a range of styles and genre. This will be
achieved through a variety of activities and learning opportunities within the school and
the learner will be encouraged to attend concerts, recitals and workshops offered at
TISB.
Thinkers
They will be set questions to solve which will focus on the musical impact of their
composition or recital, what composers and styles of music will be most effective in
different situations.
Communicators
Learners should be able to communicate ideas and intent, through written, spoken and
most importantly through musical communication. The learner will need to be able to
collaborate with fellow students, teachers and musicians.
Risk-takers
Learners will need to explore new areas of music from outside of their existing musical
experience and be prepared to experiment with new performance techniques and
compositional ideas.
Knowledgeable
Learners will develop a breadth and depth of knowledge from their experiences in the
music curriculum. They will have the knowledge to be able to choose the most
appropriate types of music to suit different occasions and understand how different
styles and genres of music influence a variety of different cultures.
Principled
Learners will be expected to take responsibility for their actions and will need to be self
disciplined in their preparation for lessons and performances.
Caring
Learners will need to have the emotional tolerance to deal with personal experiences,
which are affected by working with other musicians and outside organisations.
Open-minded
Learners will need to develop a willingness to engage in and think about cultures,
histories and traditions other than their own. They should respect other musicians
thoughts and opinions and show openness towards new styles and musical techniques.
Well-balanced
As musicians they will need to learn to understand the importance of regular practice
and preparation for lessons, rehearsals and performances.
Reflective
Musicians need to develop good skills in evaluating their work and performance skills in
order to develop and enhance their musicianship

BANGALORE

2012-2013
Visual Art
GRADE: 8
Introduction
The Grade 8 Visual Art course has been designed to give students the opportunity to
experience the visual arts from both a creative and academic perspective. The faculty
believes that the skills and mental habits associated with visual art and design are
obtainable by all students and are completely learnable with patience, hard work, time
and practice. While natural artistic talent is certainly helpful in some cases, it is not in
any way a pre-requisite for benefiting from the subject, nor for advancing towards higher
level achievement in the subject.
During Grade 8 all students are required to take a one-term course that introduces the
skills and principles of the visual arts that both help them to develop artistic abilities of
their own, as well as to understand the relationships between cultural progress and
artistic progress. The course has been constructed in consideration of both the English
National Curriculum for Art and Design as well as the US National Standards for the
Arts, which aims to ensure that all the major dimensions of Arts Education (Creating
works of art, Developing specific skills, Considering the cultural/historical perspectives,
and developing Critical feedback skills) are included.
Approach to Teaching
The teaching approaches employed in the Grade 8 art course will be consistent with the
general approach used for all Middle Years teaching in art. Lectures and teacher
demonstrations will form one part of facilitation, but independent studio work by
students will be the core learning experience used to generate skills and understanding
in the classroom. Visual diagrams and permanent displays around the class room will
also be available for every lesson and their presence and availability will be considered
an instrumental tool in reinforcing skills and understanding as well as an assistance
device for students who gravitate towards other learning styles.
Aims and Objectives
Poster design, logo design, and text-to-image relationships will be explored and
examined. In addition to looking at the picture plane from a structural perspective,
students will also be looking at how symbols communicate and the ways that visual
devices are manipulated so that mass audiences can be reached, as in advertising and
product design. The Grade 8 art course will specifically prepare students for the type of
visual arts problem solving they will be likely to encounter in an IGCSE Visual Art class
if they elect to take in the 9th grade. Skills and understanding will be reinforced through
drawing, painting and design, as well as clay and ceramic activities.
Learning Outcomes
The TISB Grade 8 art program seeks to produce students who have:
Skilfully demonstrate the planning and preparation of a work of art or design.

They should be able to use a variety of sketching techniques as well as peer
feedback to make effective and practical decisions about the production of their
class work.
Demonstrate a broad knowledge of the visual elements introduced (line, shape,

colour, etc.) and how to use them effectively in a completed artwork, exhibiting
some understanding over how they can be manipulated, underplayed, or
exaggerated to best meet the expressive needs of their users.
Presented effective understanding of the communicative abilities of art, and how

to recognize them and assess their effectiveness expressed articulately both
verbally and in writing.
Demonstrated broad knowledge of some of the relationships between works of

art and the cultural and/or historical conditions from which they came.
Curriculum Content
Near and Far Landscape Standards: Creating and Communicating Analysing and
Evaluating
Objectives: Shape, Form, Value
Implied Shape: Word Art Standards: Skills and Methods Understanding and Relating
Objectives: Line, Shape, Balance
Event Poster Standards: Skills and Methods Analysing and Evaluating
Objectives: Shape, Form, Colour, Balance, Movement

Poster Project: Discover the World of Science Standards: Creating and
Communicating Understanding and Relating
Objectives: Shape, Form, Value, Colour, Balance Movement
Assessment
As in all academic subjects taught at TISB, Grade 8 Art will be using an assessment
system based on both formative and summative outcomes. While the areas share
criteria, the levels of which attainment are measured vary in time allocation, materials
used, and other factors. The criterion areas were developed from the IGCSE Art and
Design curriculum and modified for Middle Years students.
Criterion Areas:
Practice and Planning: explore ideas, develop solutions, and practice techniques in
advance of a final solution.
Visual Elements: The students understanding and use of the elements and principles
involved in making a work of art or design successful.
Skills Displayed: The effective use of the materials the student has used for the
completion of a project.
Concepts and Ideas: The way that the student has interpreted a given task, as well as
the personal innovation demonstrated in the work.
Resources, References & General Advice

Prentice Hall/Abrams 1991
History of Art, Volume 1; HW Janson,
Art: A History of Painting, Sculpture, Architecture; Volume 2 by Frederick Hartt, Prentice

Hall 1989
Masterworks of Asian Art from the Cleveland Museum of Art Micheal R Cunningham,
Thames and Hudson 1998
Art and Design IBO Learner Profile

Inquirers
Art inquirers push themselves to understand how different art forms communicate. They
diligently strive to look for new or hidden qualities in works of art and to understand the
relationships and/or the uniqueness of various art works or forms of art.
Communicators
Art communicators are willing to go beyond the appearance of things to try and
understand what those appearances mean and what they are there to express. They
also look inside themselves and their own feelings to determine what they want to say
to and about the world, and look for artistic ways of doing so.
Thinkers
Art thinkers are willing to go the extra mile to try and understand what may not be
immediately obvious. They internalize information, present explanations and test their
explanations against already learned information.
Balanced
Balanced artists understand that art inspiration can come from anywhere and
everywhere so they strive to be active and attentive in all the various physical,
intellectual, social and spiritual aspects of their lives. In this way they can approach their
art work as healthy and aware individuals, with a wide variety of experience to
communicate.
Principled
Principled artists are willing to take responsibility for their own actions. They are
proactive in understanding the rules which govern activities and behaviour and are
interested in adhering to them. Principled artists are proud of their own achievements
and learning and are not looking to take credit for the work of others.
Open-Minded
Open-minded artists understand that great art can come from anyone, from anywhere at
anytime. They do not pre-judge based on others ideas and look to make their own
evaluations. They see every instance of visual engagement as a learning opportunity

that could lead to ways of broadening their horizons.
Knowledgeable
Knowledgeable artists actively engage with art, design, and craft from anywhere and
anytime. They seek to engage with as many forms as possible, and understand, as
much about each as they can, so they in turn can forward and create art that is worldly
and informed.
Reflective
Reflective artists look within, both critically and searchingly. Critical reflection is
necessary to look objectively at ones work to honestly determine what improvements
need to be made, and where ones strengths may lay. Searching reflection is required to
understand how one really responds to a work of art or to determine what they are really
trying to communicate in their own work.
Risk Takers
Risk taking is incredibly important in art as it allows us to move from the familiar to the
unknown. A major part of art learning involves practicing completely new skills or
looking for ways of expressing very personal things without any model to follow.
Therefore, to meet our full potential, we are frequently asked to perform tasks of which
we have little or no previous experience.
Caring
Caring artists understand that to function effectively in a social environment such as an
art studio, they must be empathetic and sympathetic to the needs of others. They must
do their share to ensure the effective running of the studio, such as cleaning up after
themselves and sharing the materials. They must also be able to understand the
feelings and situations of others as subject matter for artwork.

BANGALORE

2012-2013
THEATRE ARTS
GRADE VIII
INTRODUCTION:
Grade VIII students will be introduced to Musical Theatre, which is a very popular
form of theatre. Students will experience the excitement of working on the dramatic
elements of musical theatre i.e. singing, dancing (movement) and drama
(expression), and performing it on stage.
They will be re-introduced to getting on to the stage; an appreciation of being on
stage and the illusion it creates for the audience. The students will be introduced to
using their voice, physicality and expressions as well as rhythmic movement and
choreography.
The Theatre Arts Department has prepared a booklet as the main resource material
to provide students with a more structured course and an opportunity to reflect on
their learning and experiences. It is hoped that students become more confident as
we encourage them to enjoy theatre in a highly practical and creative way. Students
will get the opportunity to watch various types of musical theatre production sourced
online and via DVDs.
AIMS & OBJECTIVES:
The Theatre Arts Programme for the Middle Years for the Grade VIII students aims to
provide some foundation level theatre to the students. This will help to develop them
as individuals as well as to generate an interest in the area of Theatre Arts. The
aspect of personal development remains the underlying aspect of Theatre Studies.
As students are preparing towards developing themselves in their career and at
university; this programme is able to help develop their personal attitudes and their
knowledge-based skills and creativity:
Develop a deeper appreciation of Musical Theatre.

Develop personal skills in singing, dancing (movement) and drama, and being
confident in performing a musical number on stage
Enhance their listening skills and develop rhythmic movement.
Understand elements of drama, i.e. usage of space, voice and movement etc.
Use appropriate dramatic techniques and terms
Collaborate with others in a Group Chorus Presentation.
Cooperate in teams to solve problems.
Develop personal creativity and awareness for self evaluation.
Observe and criticize one another's work.
Articulate personal reactions to several art forms.
LEARNING OUTCOMES:
Appreciating and understanding the elements of Musical Theatre.

Developing a structured performance based on a song.
Understanding spatial awareness, effective usage of voice, movement and
physicality to develop characterisation.
Exploring and understanding a song and exploring theatre techniques that
would bring about a good performance.
Understanding and demonstrating basic social and group skills to work
together in creating a conducive learning environment. (Listening,
observation, focus and co-operation)
Working on an individual basis and later developing teams to work on

presentations.
Respond constructively to the work created by themselves and others.
Reflecting on learning and experiences through discussions and writing.
Boost students self-confidence.
CURRICULUM CONTENT:
Students are guided on how add dramatic elements to a song and turn it into
a performance. This is achieved by heightening the students interest by:
Understanding and creating a good stage picture,
Developing the understanding of effective use of space and
expressions,
Efficient use of body and rhythmic movements;
Lighting design, sound effects, set design and how these
complement a production.
Learning outcomes: appreciating and understanding the elements of Musical

Theatre. Developing a structured performance based on a song.
Understanding spatial awareness, effective usage of voice, movement and
physicality to develop characterisation. Exploring the theatre techniques that
would bring about a good performance of a song.
The students will experience decision making as they create their own script
and are given the opportunity to decide on suitable costumes and props
based on it. Learning outcomes: developing a structured performance based
on a song.
Working towards a presentation, the students will understand the importance

of working together and rehearsing (process of repetitive reinforced learning).
Learning outcomes: working on an individual basis and later developing
teams to work on presentations. Understanding and demonstrating basic
social and group skills to work together in creating a conducive learning
environment (listening, observation, focus and co-operation).
Analysing how dramatic elements can be used to communicate to an

audience. Identifying the objective of a chosen song and identifying key
messages and themes. Learning outcomes: exploring and understanding a
song and exploring theatre techniques that will bring about a good
performance.
Understanding and exploring choreography, singing, dancing (movement)

and expressing and highlighting these in a performance.
Learning outcomes: developing a structured performance based on a song.
Exploring and understanding a song and exploring theatre techniques that
would bring about a good performance.
Students will also understand the need to constantly assess their

performance and work towards improving it.
Learning outcomes: respond constructively to the work created by themselves
and others.
Working together as an ensemble, the students show empathy and respect

towards the needs and feelings of others. They also need to be open-minded
when their friends evaluate their work.
Learning outcomes: working on an individual basis and later developing
teams to work on presentations. Respond constructively to the work created
by themselves and others. Reflecting on the learning and experiences
through discussions and writing. Boost in students self-confidence.
After every activity, students are encouraged to give thoughtful considerations

to their own learning and experience.
Learning outcomes: reflecting on the learning and experiences through
discussions and writing.
Students will experience a sense of achievement through their work.

Learning outcomes: boost in students self-confidence.
ASSESSMENTS:
Objectives
To assess and monitor students knowledge and progress in their basic
performance skills which includes Physicality (using the body), Voice (singalong), Movement (dancing), Characterisation (using emotions to create a
believable character), Spatial Awareness and Ensemble work.
To assess the understanding of Musical Theatre concepts and skills.
To instil the awareness of having the right attitude towards learning theatre by
having a self analysis of students attitude; their listening skills, understanding
instructions, focus, participation and discipline in class.
Self assessment to make students aware of effective communication skills i.e.
interacting and communicating at the right time, sharing ideas and reflecting
on class work.
To make students aware of their social skills in working together with
classmates in class activities and their emotional ability to handle conflict.
Review of every activity will help to reflect on their learning and initiate the
process of thinking, reviewing and writing.
Type of Assessment
There will be formative and summative assessments.
Formative Assessment
A students personal self-evaluation of his/her attitude, self expression and
reflective writing. There will be a discussion with the teacher during this selfevaluation process. The student is encouraged to be truthful and the teacher
will motivate the student to achieve his/her potential.
Summative Assessment
A series of written tests that will help students reflect on their performance
skills and observations, as well as expressing their views in writing.
RESOURCES:
Get Your Act Together booklet by the theatre arts department.

DVDs of songs from musicals.
Internet, magazines, newspapers or online publications.
IBO LEARNER PROFILE FOR MIDDLE YEARS THEATRE ARTS
Inquirers The programme encourages development of students

natural curiosity. Students need to acquire the skills necessary to
perform via inquiry and research, and show independence in learning.
They actively enjoy learning and this love of learning will be sustained
throughout their lives.
Knowledgeable Students need to explore concepts, ideas and
issues that are not only related to theatre but that look into the local
and global context. In doing so, they acquire in-depth knowledge and
develop understanding across a broad and balanced range of
disciplines.
Thinkers Via Theatre Games and strategy activities, students
exercise initiative in applying thinking skills critically and creatively to
recognize and approach complex problems, and make reasoned,
ethical decisions.
Communicators Students are encouraged to communicate their
understanding and express ideas and information confidently and
creatively through not only verbal and written work, but also through
their theatre performance.
Principled - Through their theatre work, students act with integrity and
honesty, with a strong sense of fairness, justice and respect for the
dignity of the individual, groups and communities. They take
responsibility for their own actions and the consequences that
accompany them.
Open-minded Students demonstrate their understanding and
appreciation of their own cultures and personal histories. They need to
be open to the perspectives, values and traditions of other individuals
and communities. They are accustomed to seeking and evaluating a
range of points of view, and are willing to grow from the experience.
Caring By working together as an ensemble, the students show
empathy, compassion and respect towards the needs and feelings of
others. They have a personal commitment to service, and act to make
a positive difference to the lives of others.
Risk-takers Being on stage and exploring their potential leads
students to approach unfamiliar situations and uncertainty with courage
and forethought, and to have the independence of spirit to explore new
roles, ideas and strategies. Students need to be brave and learn to
articulate in defending their beliefs.
Balanced The study of theatre is also a meant for self- development

as students understand the importance of intellectual, physical and
emotional balance to achieve personal well-being for themselves and
others.
Reflective After every activity students are encouraged to give
thoughtful consideration to their own learning and experiences through
discussions/drama journal. Through self-assessment, students are also
able to assess and understand their strengths and limitations in order
to support their learning and personal development.

IB Maths Book

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

IB Maths Book

Uploaded by

Copyright:

Available Formats

THE INTERNATIONAL SCHOOL

MIDDLE SCHOOL CURRICULUM

Multiplication and Division law of

Power law of Indices

More laws of Indices

Zero and Negative Indices

Solving quadratic equations by

Equations reducible to Quadratic

Problem involving Quadratic

Difference Between & < and & >

Linear equalities in one variable

Problem solving involving

About the laws of

To use the standard

Simple laws of linear

Direct Variations (worksheet)

To test for the

Introduction to trigonometric ratios

Values of trigonometric ratios

using trigonometric ratios

Finding the value of an angle with

The Sine Rule

The cosine Rule

Length of Line Segment

Gradient of a Straight Line

Equation of a Straight Line

Signs of the Gradient

Gradient of parallel and

More Problems on Coordinate

The length of a line

Symmetrical properties of Circles

Angles Properties of Circles

Angles on a opposite Segments

Problems on Angle properties of

Problems on Similar Triangles

To test for the

Area and volume

Area and Volume of Similar figures

NEW SYLLABUS MATHEMATICS 3 SHINGLEE.

The ability to appreciate concepts and ideas in the field of mathematics.

AIMS AND OBJECTIVES:

To help the student develop his/her individual approach in understanding, processing

and analysing the task.

To help the student draw conclusions based on the findings.

The student acquires logical, analytical and problem-solving skills.

AIMS AND OBJECTIVES:

It provides an opportunity / scope for individual participation in the process of learning

Basic algebraic identities using rectangles-(a+b)2

Deriving (a+b)3 using cuboids

Proof of Pythagoras theorem

Research based activity - history and works of a mathematician

Investigation: finding trigonometric ratios of obtuse angles

Idea of gradient and equation of straight lines

Height of a tree or a pole or a tower

Finding surface area of different solids

Exploration activity on compound interest calculation. Real life examples-growth and

THE INTERNATIONAL SCHOOL

MIDDLE SCHOOL COURSE DESCRIPTION

Articulate experience and express what is thought, felt and imagined

Understand ideas and opinions

Listen to audio books poems, prose extracts, speeches, plays, songs

Understand and collate explicit meanings

Order and present facts, ideas and opinions