Ardenne High School

GRADE 8

Curriculum Guide

Published by Ardenne High School

©January 2019
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 INTRODUCTION

The Ardenne High School Grade Eight Curriculum Guide is a joint effort of the Senior Management Team led by the Principal and the academic staff over the past year.
This curriculum guide is designed to give the parents and guardians of Grade 8 an insight into the content to be covered and assessment as well as possible strategies to
achieve learning at this level over specific periods. The guides provide the outlines from which the teachers will plan lessons, class activities, assessment and feedback. The
provision of this guide is also intended to allow parents/guardians where possible to track the progress of our students.

Please note that the Grade 8 Curriculum is guided by the Ministry of Education, Youth and Information’s new National Standards Curriculum being piloted since 2015.
The content of this curriculum guide is subject to change as the school assesses the needs and capabilities of the students and any changes made at the Caribbean
Council’s level.

SEMESTER ONE – SEPTEMBER - FEBRUARY SEMESTER TWO – FEBRUARY - JUNE

Term One – September - November Term Two – December - February
Term Three – March - June

Assessment
TYPES WEIGHTING

Homework 20%

Classwork 30%

Test 50%

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 TABLE OF CONTENTS

 English Department
English Language …………………………………………………………………………..……….
English Literature ………………………………………………………………………….………
 Geography Department
Geography ………………………………………………………………………………………….
 Guidance ………………………………………………………………………………………..………………
 History Department
History…………..………………………………………………………………………….………..
Religious Education…………………………………………………………………………………
 Mathematics Department
Mathematics……..…………………………………………………………………………….…….
 Modern Languages Department.
French…………………………………………………………………………………….………….
Spanish………………………………………………………………………………………………
 Physical Education Department
 Science Department
Agricultural Science ………………………………………………………………………………
Integrated Science …………………………………………………………………………...………
 Technical and Vocational Department
Family and Consumer Management …………………………………………………………..……
Industrial Techniques……..…………………………………………………………………………
 Visual and Performing Arts Department
Visual Arts……………….………………………………………………………………….………

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ENGLISH LANGUAGE

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 Duration Topic Specific Objectives Suggested Teaching And Assessment
Learning Activities
40 mins=1 session
80 mins=2 sessions

UNIT: 1 Students should be able to:

Term One Compound / Complex  Work in groups and identify  Listen to an appropriate  Individual work
different types of clauses. song in which they  Homework
identify independent and
dependent clauses.
 Worksheets
 Whole-group discussions
Paragraph Writing  Formulate thesis statements.  A game in which students  Group work: Students will be
will select appropriate required to work in small groups
 Use transitional words and supporting details (orally) and formulate a different thesis on
phrases in their writing.  Whole-group activity in specific topics that will be shared
which students will with the class.
 Provide supporting details that arrange themselves in the
will enhance their paragraphs. correct order of a
paragraph that is broken
into pieces.  Compose a paragraph that consists
 Worksheets in which of a thesis statement, transitional
students will be required words/phrases as well as
to complete a paragraph supporting details that will be
that is incomplete. submitted for grading.
 Expository  Write a compare/contrast  Whole-group discussion  Individual work: Compose a
essay. in which both teacher and compare/contrast essay.
students discuss what

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 exactly is a
compare/contrast essay.
 Write cause and effect essays.  Peer-group discussion in
which students sit in
groups and discuss what
is a cause and effect essay
(monitored by the
teacher) to be presented
to the class.
 Comprehension  Answer questions at the literal  Whole-group discussion  Individual work: Read
level. as both teacher and comprehension passage and
students answer answer the questions that follow.
comprehension questions
 Grammar
based on the passage.
 Answer comprehension
 Scaffolding: The teacher
questions at the inferential will attempt to answer a
level. few questions from
comprehension passage at
the inferential level and
 Identify context clues in then have students model
comprehension passages. the same process by
answering other
questions.

UNIT: 1 Students should be able to:

Term Two

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Narrative Writing  Identify the plot in the  Students will watch a  Individual work: Students will
narrative. music video or extract be given a task to identify and
from a play to see the explain the plot in a given
varied language. narrative as well as comment
 View readings of
 Identify and explain the on the narrative points-of-
Anansi stories, miss views.
narrative points-of-view. Lou, Amina
Blackwood and then
have students role-
play.
Grammar  Use correct punctuation marks  Review sentences that  Group Activity: Have students
(semi-colon, colon, quotation consist of the use of the work in small groups in which
marks) in the writing. semi-colon and colon and they will select the appropriate
then have guided punctuation marks to make
discussions surrounding sentences correct.
the uses.
 Review a short paragraph
that consists of the use of
quotation marks followed
by guided discussion
surrounding its use.
Setting & Characters  Identify the setting in  A whole-group activity  Individual work: Answer
comprehension passages. where the students along questions from comprehension
 Explicitly comments on with the teacher read passages.
Comprehension & character traits on different comprehension passages  Group-work: Work in groups to
Grammar characters with supporting and have discussions identify the correct nouns and
surrounded the passage pronouns.
evidence.
based on guided

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  Identify and state the questions by the teacher.
differences between nouns and  Review nouns and
pronouns. pronouns
UNIT:2 Students should be able to:

Term Two Letter Of Complaint  Identify and explain the  Guided-discussions  Students will draft a letter of
different parts of a letter. where the teacher and complaint .
students explain what the  A member of each group will
letter of complaint is. explain (discuss with the class) a
 Group activity where specific part of a letter which will
students work in a small be guided by the teacher.
group and look at a
specific part of a letter.
Comprehension  Answer comprehension  Scaffolding: The teacher  Textbook activity
questions at the evaluative will model answering at
level. least three questions from
a comprehension passage
at the evaluative level and
then have students
attempt to answer other
questions at the same
level.
Grammar  Identify correct verb tenses.  Review verb tenses  Identify correct verb tenses from
 Identify and explain correct  Guided discussion on the grammar workbook.
part of speech conjunctions
 Define the term ‘conjunctions’
Letter To The Editor  Define and explain letter to the  Review and have  Students will compose a letter to
editor. discussions about the editor.
different letters to the

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  Compose a letter to the editor editor

UNIT: 3

Term Three Persuasive Writing  Define the term persuasive  Guided discussion about  Students will work in small groups
writing what persuasive writing and create an advertisement on
entails any product of their choice.
 Handout depicting the  Students will compose a
different persuasive
 Explain the different persuasive essay on a specific
techniques followed by a topic.
persuasive techniques. whole-group discussion.
 Compose a persuasive  Review of a persuasive
advertisement. advertisement
GRAMMAR Use appropriate past tense in their
writing.

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ENGLISH LITERATURE

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 Duration Topic Specific Objectives Suggested Teaching And Assessment
Learning Activities
UNIT: Students should be able to:
TERM ONE Two weeks Novel –Animal Farm by  Give an account of the author’s  Group presentation  Write a biography of the
George Orwell. life  Oral presentation author (George Orwell)
Novel – My Father Sun-  Identify the genre to which the  Pictorial presentations  Use tables with the
Sun Johnson by story belongs.  Research heading “Plot, Setting,
C. Everard Palmer  State how prose is different from Character, Theme” to
 Biography of the author poetry or drama complete summary of
 Genre each chapter.

 List the techniques used by the  Dramatization  Make a song/ poem with
writer  Speeches the commandments of
Two weeks  Techniques used by  Explain themes in the story  Pictorial presentation animalism
the writer  Identify the character/s which  Explain the effectiveness
 Types of writing used brings out the themes. of the techniques used in
by author  Provide a synopsis of each the story.

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  Themes chapter in the story
 plot

Two weeks  Setting  Describe the various settings in  Pictorial  Provide description of
 Character the story  Group work the settings and
 Provide details on the  Songs/poems characters.
personality of the character  Identify and explain
 Explain how the characters themes from the novel
bring out the themes in the using evidence from the
story. story.

Two weeks Poetry and Prose  Assess the appropriateness of  Dramatization  Respond to questions
 POETRY and Prose (to titles for chapters  Debates based on the element
be done each term)  Read aloud for pleasure  Venn diagrams for  Argue titles and their
 Types of poems and  Read quietly to get meaning comparison and appropriateness
prose  Categorize types of poems: contrasts  Support themes with
 Figurative Language sonnets, ballads.  Write poems evidence from the poem
 Creole vs. Standard  Identify and explain examples  Oral presentation/ and prose.
English of simile, metaphor and recitation
 Rhythm & Rhyme personification
 Content  State the purpose of these
 Setting devices
 Mood/Tone  Describe the effectiveness of the
 Title use of creole.
 Account for how alliteration and
onomatopoeia create sound
effects.
 Explain the story being told in
the poem

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  State where the story is
unfolding
 Identify tone and mood, state if
and when they change
 State appropriateness of title
UNIT: Students should be able to:
Term Two Four weeks Drama – Old Story Time –  Recount issues found in research  Dress up like a character  Research on background
Trevor Rhone background from the play and author
 Background of the play  Discuss information on the
 Biography of the author  Learn a soliloquy from  Write summaries –
playwright  Define stage directions the play and recite it in tabular form
 Stage directions  Outline the events in each scene front of the class
 Plot and act
 Contextualize play
Two weeks  Setting  Describe setting  Draw comic strip to  Describe characters
 Character  Identify main and supporting represent scenes from  Explain themes using
 Themes characters the play. lines from the play to
 Describe the characters  Dramatization support
 Analyze the themes  Group work
Two weeks Poetry and Prose  Assess the appropriateness of  Dramatization  Respond to questions
 POETRY and Prose (to titles for chapters  Debates based on the elements
be done each term)  Read aloud for pleasure  Venn diagrams for  Argue titles and their
 Types of poems and  Read quietly to get meaning comparison and appropriateness
prose  Categorize types of poems: contrasts  Support themes with
 Figurative Language sonnets, ballads.  Write poems evidence from the poem
 Creole vs. Standard  Identify and explain examples  Oral presentation/ and prose.
English of simile, metaphor and recitation
 Rhythm & Rhyme personification

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  Content  State the purpose of these
 Setting devices
 Mood/Tone  Describe the effectiveness of the
Title use of creole.
 Account for how alliteration and
onomatopoeia create sound
effects.
 Explain the story being told in
the poem
 State where the story is
unfolding
Identify tone and mood.

UNIT: Students should be able to:

Term Two Two weeks Novel – Oliver Twist by  Describe the life of the author  Do a research on the  Biography of author
Charles Dickens  Discuss the era during Charles workhouses in England (Research)
 Background to the novel Dickens time and the present era.  Locate contemporary
 Life of the author picture to represent
setting and character
from the story, explain
why picture is a good
representation
 Write descriptions of
characters.
 Explain how characters
bring out themes
Two weeks  Techniques used by the  State the techniques used by the  Journal entry on  List techniques used by
writer writer thoughts about the story, writer – support with
 Themes  Analyze themes in the story. characters, etc. as they examples (respond to

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  Plot  Outline the happenings in each read the book questions)
chapter  In a tabular form do  Explain themes from the
comparison- contrast story
between life of the poor  Write summaries (in
people and that of the tabular form)
rich

Two weeks  Setting  Provide vivid details of settings in  Do a project on Oliver  Locate contemporary
 Characters the story Twist picture to represent
 Describe the characters from the  Pictorial presentation setting and character
story from the story
 Explain why the picture
is a good representation
 Write descriptions of
characters.
 Explain how characters
bring out themes
Two weeks Poetry and Prose  Assess the appropriateness of  Dramatization  Respond to questions
Poetry and Prose titles for chapters  Debates based on the elements
 Poetry and Prose (to be  Read aloud for pleasure  Venn diagrams for  Argue titles and their
done each term bi-  Read quietly to get meaning comparison and appropriateness
weekly)  Categorize types of poems: contrasts  Support themes with
 Types of poems and sonnets, ballads.  Write poems evidence from the poem
prose  Identify and explain examples  Oral presentation/ and prose.
 Figurative Language of simile, metaphor and recitation
 Creole vs. Standard personification
English  State the purpose of these
 Rhythm & Rhyme devices
 Content  Describe the effectiveness of the

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 Setting use of creole.
 Mood/Tone  Account for how alliteration and
Title onomatopoeia create sound
effects.
 Explain the story being told in
the poem
 State where the story is
unfolding
Identify tone and mood.

GEOGRAPHY
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17
 Duration Topic Specific Objectives Suggested Teaching And Assessment
Learning Activities

UNIT:1 Students should be able to:

Term One 5 weeks Planetary Science • Formulate definitions for the terms Universe, Galaxy,  Watch an online video  Components of
Solar System, Planet, Outer Space, Dwarf Planet, Star, produced by NASA of the the Universe
and Earth system sciences Meteor, Meteoroid, Meteorite, Moon, Asteroid, Comet Universe. From the video, accurately
• Describe and explain the characteristics of the components extract information on the identified and
of the Solar System components of the described
• Identify and classify planets according to composition and Universe and how people
size presently study aspects of
Components of the solar the Universe.  Components of
• Calculate changes in the weight of objects in space due to
system – planets, meteors and changes in gravitational pull.  In groups, view images of the Solar System
asteroids the Solar system and identified; Scaled
• Determine the orbit and circumference of celestial bodies
record the components model of the Solar
Movement of the Earth- • Investigate the impact that objects in Space have on Earth
noted. Conduct research System created;
• Appreciate the importance of developing an understanding Movement of
Rotation and revolution on each element in the
of objects in Space components in the
Latitude and longitude – • Formulate definitions for the terms rotation and revolution Solar System. Using
trashables, create a scaled Solar System
calculating time • Identify the effects of rotation and revolution on the Earth accurate; Planets
model of the Solar System
• Calculate time using lines of longitude accurately classified
Eclipses and pieces of and demonstrate the
• Explain why the International Date Line is not straight.
evidence of the earth shape movements of the various  Weight accurately
• Explain the effect of the tilt of the earth on the length of components identified.
daylight hours. measured; Weight
Create an appropriate

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• Recognise that the tilt of the Earth does not change. diagram to classify the accurately
• Connect the Earth’s tilt and revolution to seasonal changes planets into the following: calculated given
in atmospheric temperature. o Gaseous or Terrestrial Gravitational
• Define the term eclipse o Planet or Dwarf Planet Force.
• Differentiate between a solar eclipse and a lunar eclipse  Measure their weight on a  Characteristics of
Appreciate the significance of studying eclipses. bathroom scale. In groups, the moon
• Examine and test the evidence used to support the shape of given a table showing the described;
the Earth gravitational force of weightlessness as a
various objects in Space in result of reduced
relation to Earth's Gravitational
gravitational force, Force noted
calculate what their own  At least three
body weight would be on effects identified.
those objects. Discuss how  Observations
their calculated weight accurately
would affect the movement recorded;
of those objects. Calculations
 Measure their weight on a accurate
bathroom scale. In groups,
given a table showing the
gravitational force of
various objects in Space in
relation to Earth's
gravitational force,
calculate what their own
body weight would be on
those objects. Discuss how
their calculated weight
would affect the movement

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 of those objects.
 Watch a short online video
showing moon landings.
Make notes on what is
observed and discuss how
these observations relate to  Location accurate;
findings of weight and shadow cast
components of Outer  Differences
Space. accurately
 In groups conduct research determined;
by watching short online reason for the
videos to determine the difference
potential impact of meteor accurately given;
showers and meteorite Drawing accurate
strikes on Earth.  Information
 In groups, students will be deduced from
given a given a globe, a model accurate
piece of cardboard,
scissors, tape, clock and a
lantern (a flashlight may
be used but remember that
shines only in one
direction).
 Students will examine the
globe and recall how many
lines of longitude exist.
They should make note
that the globe is however
only divided equally into
twenty-four segments,

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 each representing fifteen
degrees. They will use the
clock to show changes in
time as the Earth rotates.
Students will
mathematically calculate
how many degrees the
Earth rotates every hour.
Earth/Globe
= 360 0
One day
= 24 hours
Rotation every hour
= 3600/24 hour

= 150 per hour

 Students will cut out a

small human figure from
the cardboard to represent
themselves. They will tape
this figure in their country
to show location. Students
will turn on the flashlight
directly above the
cardboard figure. This will
represent 12 noon.
Students will set the clock

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 to 12 noon. Students will
note the shadow cast by the
cardboard figure at 12
noon.
 Students will brainstorm to
determine the direction in
which the Earth rotates.
Online videos of Jamaican
weather reports may be
played to give clues. These
videos should indicate the
sunrise and sunset times
for Kingston and Negril or
Kingston and Montego
Bay. Based on the direction
of rotation derived from
the videos or their own
experiences of sunrise and
sunset, students will darken
the room and begin
rotating the globe at fifteen
degrees intervals and note
the changes in the shadow
cast by the cardboard
figure.

 Students should note that it

takes twelve hours for the
Earth to complete half its

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 rotation. At this point,
students should indicate,
based on their location on
the globe, whether they are
experiencing day or night.

 Students will complete the

rotation. Dusk and dawn
are important points to
note. Students should note
that as the Earth rotates, it
is later in the day east of
the sun's direct strike and
earlier in the day to the
west. Using this
information, determine
countries which experience
a later time than the
students' current location
and countries which
experience an earlier time
than their current location.
 Given a worksheet stating
time at given locations,
students should calculate
the time at other locations.
Place paper cut-outs at
locations given. Rotate
globe and compute the
change in time.

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 Calculations should
gradually become specific
as hours and minutes.

 Push the globe around the

lamp in a circular path.
Note how the globe is lit
by the lamp. Record
observations. Rotate the
globe as it is pushed
around the lamp (be careful
not to change the direction
of tilt of the Earth). Note
how the length of
illumination in the northern
and southern hemispheres
change at selected points of
the orbit. Draw diagrams to
show the changes in
illumination at selected
times of the year. Compare
drawings to representations
in the textbook or online
 To determine the effects of
rotation on the wind,

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students will form a circle
around the room. Two
students will stand in the
centre of the circle with
their back to back. Given
tennis balls, students will
throw these balls straight
ahead. Students will record
the observation of what
happens to wind if the
Earth did not rotate.
Students will repeat the
experiment a second time
with the students moving
in an anticlockwise
direction around the
students in the centre of the
room. Observation of what
happens when the ball is
thrown should be written
down. Draw a diagram to
show what happens to
wind if the Earth did not
rotate as well as what
happens due to the rotation.
Compare findings to
information in the

25
 textbook. Use findings to
explain the general
deflection of wind in the
Northern and Southern
Hemispheres.

 Watch an online video to

gather information on how
the Earth’s tilt and
revolution cause seasonal
changes in temperature.
List various ways in which
these seasonal changes
affect the environment and
human activity.

 Given sets of jumbled

words, students will
unscramble the definition
of rotation and revolution

 In groups of three, students

can use themselves to
demonstrate how solar and
lunar eclipses occur. One
student will be labelled as
the Sun and stand in the
centre of the room. The

26
 second student will be
labelled as the Earth and
will walk in a circle around
the first student (the Sun).
The third student labelled
the Moon will walk around
the second student. To
make movement easier for
the third student (the
Moon) in revolving around
the second student (Earth),
use a hula hoop to define
the Moon's orbit around the
second student. As the
students revolve, the class
should watch and ask for a
freeze frame when an
eclipse is noted. The type
of eclipse should be
identified and how it is
produced described.

 Given a set of words and

phrases, students will
unscramble the definitions
for lunar and solar eclipse.

 In groups, given tape, a

flashlight, a tennis ball,

27
sturdy wire, a piece of
string, foil paper, and a
globe, students will create
a model to demonstrate the
effects of solar and lunar
eclipses. Attach a length
of wire to the top of the
globe. The wire should
extend horizontally and be
able to move horizontally
to produce an elliptical
orbit. Tie a piece of string
on one end of the wire. On
the other end of the string
attach the tennis ball which
should be covered with
foil. The tennis ball
represents the Moon. The
moon should the positioned
right over the Earth's
equator. Turn on the
flashlight and direct it at
the Earth. Rotate the moon
around the Earth until it is
between the Sun and the
Earth. Make notes on what
an observer standing on
Earth would see. What is
the Moon causing to
happen to the Sun's light?

28
 Suggest why everyone on
Earth would not see the
eclipse in the same way.
Would everyone see the
eclipse?

 Students should model the

elliptical orbit of the Moon
around the Earth to
understand how a total
solar eclipse or an annular
solar eclipse is produced.
Explain the difference
between the two types of
solar eclipses. Draw a
diagram to show how the
eclipses occur and the
differences between them

 Rotate the moon until it is

behind the Earth. Students
should determine the type
of eclipse which is
produced; how the moon
will look to someone
standing on Earth and
whether everyone on Earth
would see the eclipse.

29
Unit 1.2 4 weeks Introduction to map reading  Formulate definitions for the terms scale; height; contour;  In groups, use a magnetic  Correctly using a
vertical interval; bearing compass to find north. magnetic compass;
 Use the eight-point compass to find direction on a map Given a set of labelled compass rose
Map Symbols from one place to another arrows, create an eight- accurate;
 Use a protractor to calculate angular bearing on a map point compass rose at a Protractor used
Direction and Bearing from one point from another selected point to match the accurately; angular
 Explain why angular bearing is important readings on the magnetic bearing found (±
Measuring curved distances compass. Students may 20)
 Use the linear scale to measure straight line and simply
Four- and Six-Figure grid curved distances between two places. place a replica of some
selected physical feature at
reference  Express the scale of a map as a ratio or a statement
the centre of the compass
 Construct grids using intersecting vertical and horizontal rose. After all the groups
lines have created their
 Identify Eastings and Northings on maps individual compass roses,  Correctly
 Find locations using four-figure grid references students may begin to positioning the
 Draw simple maps to scale. measure the direction from protractor;
 Identify how height is represented on maps one point to another. To Reading the

30
 Identify simple landform features from contours precisely determine the protractor
 Associate the landforms shown on maps to features shown direction, students will run accurately
in Photographs, satellite imagery and in the natural a piece to string from their
environments position to the object for
which they want to find
 Draw simple cross-sections from contour lines  Eight-point
the direction.
compass rose
 After constructing the
accurately drawn
paper compass rose at a
and labelled on
selected point, students
map; direction
will run a piece of string
accurately
from the centre of the
was given; bearing
compass rose to another
accurately
point/feature in the room.
Given a large protractor,
students will place it on
the compass rose, with the
zero on the protractor
aligned to the North arrow
on the compass rose. They
will read the value on the
protractor, at the point the  Location plotted
string passes through the accurately. At least
arc of the protractor. one accurate
 Individually, given reason identified
topographic sheets, and a
worksheet, students will
transfer the skills of  Distance
finding direction to the accurately
map. On the map, the measured and
required points will be

31
 located. An eight-point recorded
compass rose will be
accurately drawn and
labelled at one point using  Diorama
a pencil. From the centre accurately
of the compass rose a line sketched using
will be drawn straight to symbols in the
the second point. The Key/Legend;
direction of the second  Scale accurately
point from the first will be drawn and
read. The student labelled.
protractor will be used to  Scale accurately
find the angular bearing. written as a ratio
 In groups, given clues and as a statement.
students will be required  Paragraph
to use the compass to find accurately details
direction to “hidden the importance of
treasure”. When each the map scale
treasure has been located,  Measurements on
students will identify the map accurate;
location of the treasure on conversions
a map of the school accurately done
campus. The teacher may
generate this map from
Google Earth.
 Location
 Write a short paragraph accurately
explaining why angular recorded
bearings are used with
directions. Students can  Grids are drawn

32
 research careers which accurately;
require the use of a location accurately
magnetic compass and the recorded
ability to read directions
and bearings accurately.  Eastings and
Northings
accurately
 In groups, students will labelled; Reasons
create pieces for a diorama for labels accurate
replicating natural and
man-made features found  Location
in the environment. Place accurately
the pieces created at recorded; At least
various points in the room.
one advantage
Students will use a
measuring tape to measure listed; grids
the straight line distances appropriately
between selected points of labelled
the diorama. Record these
measurements.  Cone created to
specifications
given; height
 Give each group a blank measured
piece of paper with a correctly at
border. Given a map key, regular vertical
students will accurately intervals
sketch the pieces of the
diorama, representing the  Graph accurately
pieces accurately as is drawn; vertical
conventional symbols.

33
 Students will use a ruler to axis labelled
draw a line on the map and correctly; Cross-
divide into 1 centimetre section is
equal segments. Students accurately drawn
will need to determine and labelled.
what distance in the room
should be represented by  Cross-section
each centimetre on the accurately is
map. When this has been drawn and
done, students will label labelled
the linear scale drawn.
Write the scale created as
a ratio and as a statement.
 Write a short paragraph
explaining the purpose of a
scale on a map  Cross-section
accurately
 Given a map with a scale, matched to
students will use string contour outline.
and/or paper to measure  Accurate uses
straight and curved listed
distances between two
points. Using the scale,
convert these distances to
real-life representations.
Record measurements in a
table

 Print a blank snake and

34
 ladder template and label
the grids. Give each group
a die (dice) and have them
play. Given a record sheet,
each student should record
each grid in which they
fall.

 Make two copies of the

sketch maps students
previously drew. Using the
first copy of the sketch
map, students will draw
intersecting horizontal and
vertical lines, at specific
dimensions, as seen on the
snakes and ladder.
Students will label the
grids similarly to that done
on snakes and ladder.
They will give the basic
locations of the features
drawn on the sketch.

 Looking at a projected
simple map with grids,
students will brainstorm to
find out how the grids are
labelled. Given the labels
EASTINGS and

35
 NORTHINGS, students
will label the vertical and
horizontal lines
respectively, giving
reasons for the labels.
On the second copy of the
sketch map, students will label
grids using the grid referencing
system. They will find the
location of features on the map
using this system. Write out
the advantages of using grid
referencing labelling, rather
than a single label as used on
snakes and ladders.
 Using cartridge paper and
tape create a cone that can
stand on its own. Write a
description of the cone.
Wrap strips of string
around the cone at regular
height intervals from the
base to the top. Tape the
ends of the strings together.
Record the height on each
strip of string. Make notes
of what happens to the

36
 length of the string from
the base of the cone to the
apex. Remove the strings
(still taped at the ends)
from the apex to the base
and place flat, one within
the other, from the smallest
to the largest on the desk.

 Discuss how the strings

still represent the
characteristics (height and
width) of the cone. Lay a
strip of paper flat on the
strings dividing them into
two equal parts. Mark on
the paper, every point the
string touches the paper
and label each point with
the appropriate height. On
a graph sheet, label the
vertical axis with height
readings representing the
vertical interval shown on
the map. Place the strip of
paper with markings on
the horizontal axis. Plot
each height marked on the

37
 strip of paper. Connect
each plotted point. In
groups, discuss how the
two-dimensional drawing
plotted, relates to the
original three-dimensional
cone created.
 Examine a map, showing
very simple landform
features using contours.
 Draw simple cross-sections
from the contours
representing these features.

 Given a worksheet
showing simple landforms,
students should match
cross sections to the
appropriate contour
outlines.
 List three uses of contours
based on the activities

38
Unit 1.3 4 weeks Weather and Water Cycle  Formulate a definition of the term weather.  In groups, create  Creating the
 Revise definition of weather based on standard text interactive charts using correct
definition. weather picture pieces representation of
 Definition of weather  Describe the characteristics of each element of created online or printed the day‟s weather;
 Elements of weather weather. weather picture pieces correct definition
and instruments  Identify weather instruments for each element of displaying weather formulated
weather. elements. After creating
Hydrological cycle daily charts of the weather
 Identify the various units of measurement for each
Types of rainfall instrument. at their school for a week,  Report or
 Read each weather instrument to gather information formulate a definition of multimedia
Weather symbols weather and discuss how presentation
about the elements of weather.
the weather changes daily. accurately
And simple weather maps  Draw simple outlines of each weather instrument.
Compare class definition completed and
 Correctly label the main characteristics of each
with that in the textbook includes
weather instrument.
and revise definition if information on all
 Write a simple weather report from weather data
needed. seven elements of
collected.
 In groups, research weather; diagrams
 Use weather symbols to create simple weather maps.
information on online or of instruments
 Outline the main components of the Hydrological offline sources to complete accurately labelled
Cycle. a research project on the
 Define the concept Hydrological /Water Cycle. weather. Include in the  Instruments
 Define key terms: precipitation, condensation, surface project: accurately created;
runoff, evaporation, transpiration, infiltration, instruments work;
groundwater, aquifers, source, and river. Elements of weather
record sheet
 Describe the stages of the hydrological cycle. Weather instruments and how accurately
 Create flow charts to establish the relationship among they work completed;
the components of the hydrological cycle in different readings accurate
environments.

39
 Identify the processes in the hydrological cycle that Various units of measurement
give rise to rivers. for each instrument  Weather reports
 Appreciate the importance of the various components Include pictures, diagrams or accurate; the
of the water cycle in maintaining a balance in the any suitable illustrations that will recording is done
enhance their knowledge of the to an established
supply of water for human and animal use.
content. standard; weather
map correct;
Make a presentation in a
forecast based on
portfolio. Each group will do a
noted recordings.
quick review/critique of what
the other group presents.
 Hydrological
Cycle accurately
drawn and labelled
 In groups, after doing
using correct
research (online or offline),
geographical
create weather instruments
terminology
from simple material and
construct a weather station
 Accurate
in a secure location in the
modification made
schoolyard. Use a record
to the Hydrological
sheet generated by the
Cycle based on
teacher to record the daily
environmental
changes noted on each
conditions noted.
instrument. Read the
instruments daily at an
established time. Record
the readings and the
 Report correctly
associated units of

40
 measurements on tables. written; accurate
Readings can be recorded modification made
using appropriate and to the hydrological
available software to cycle based on
produce graphs environmental
 Based on recordings write conditions noted;
a weather report which correct
should detail the weather environment for
the school experiences for the forming of
a specified time frame. rivers selected;
Make a weather report justification
recording (multimedia – correct.
video or audio), which can
be played to the class. In
groups, given weather
symbols representing the
daily weather patterns
noted. Make a simple
synoptic chart (weather
map) to combine with the
video recording. Based on
the recordings forecast the
weather for the school for a
specified time frame.

 Watch an online video

41
 which describes how the
Hydrological Cycle
operates. Draw and label
the Hydrological Cycle or
use graphics editing
software to draw the
hydrological cycle for
inclusion in a web quest. In
groups, use a web quest to
investigate how the
Hydrological Cycle works.

 In groups, conduct
investigations into how the
Hydrological Cycle
operates at various sites on
the school compound or in
the immediate community.
Given small buckets of
water, select diverse sites
and pour the water on the
ground. The following
types of sites may be
selected:

1. Area covered by grass

2. Area covered by concrete

42
3. Bare area
4. Area under a tree
Observe and record what happens
to the water after it is poured and
the time it takes for the surface to
dry completely. Place a second
small bucket of water in the same
area and measure the rate of
evaporation. Record findings on a
log sheet accompanied by a sketch
of the study site and generate a
modified hydrological cycle to
show local changes based on the
observations made.
 In groups, given pictures,
of different environments
which exist globally, create
hypothetical Hydrological
Cycles for each
environment. Write a
report to justify the Water
Cycle created. Based on
the environment noted at
school or in photograph
given, justify in which
environments rivers would
form. Justify the selection.
Write a brief description of
how the Hydrological
Cycle works.

43
UNIT: Students should be able to:

TERM TWO

Unit 2.1 - Caribbean Weather System –  Describe the concept of „extreme weather‟ event.  View music video "WILD  Definition for
3 weeks Case Study  Differentiate between normal atmospheric events and GILBERT" or any other extreme events
extreme weather events. available video about the correct; at least
Extreme Weather
 Describe the following extreme weather events: floods, extreme weather then two differences
Weather systems hurricanes and drought. brainstorm about normal between normal
(depressions, tropical storm,  Formulate a definition of the term "flash flood" and extreme weather events and extreme
hurricanes, cold fronts)  Differentiate between a flood/hurricane “watch” and events. Identify the events identified.
“warning” differences between
Extreme weather
 Determine the main reasons for the increase in the normal and extreme events.
Case study of hurricane, flood occurrence of extreme weather events. Give personal accounts of
or drought in the Caribbean extreme events they have  Weather patterns
 Create a simple description of the concept Global
experienced. accurately
Warming.
 Formulate a definition of described

44
Tracking hurricanes  Determine the relationship between increases in the term extreme event and  List of at least ten
atmospheric temperatures and increases in extreme identify examples of ways to prepare
Global warming and extreme created.
weather events. extreme events.
weather systems  Correct
 Investigate an extreme weather event in a selected
Preparation and effects of information
Caribbean country.  Study media reports and gleaned from
Extreme weather  Evaluate the effects of a selected extreme event on a those given by the Office photograph
community in a named Caribbean country. of Disaster Preparedness
 Propose plans to prepare adequately for droughts, and Emergency
floods and hurricanes. Management (ODPEM) of
 Plot the track of a tropical wind system and discuss an impending extreme
 At least three
reasons it developed into an extreme event. weather phenomenon to
describe the weather responses and
 Describe the preparation made by government agencies three mitigation
patterns of the event.
or Non-Governmental Organisations (NGOs) in measures
Discuss if the reports
Jamaica for hurricane, drought or flooding. match their experiences. proposed.
 Categorise activities undertaken by the individual or Use satellite imagery to  Letter written
agencies for selected hazardous events into the show the weather events containing
following groups: Before the Event, During the Event, where possible. appropriate
and After the Event. suggestions of
 Propose ways improvements may be made in national measures to
 Discuss the type of
plans for hurricane, drought or flooding prevention and employ before,
preparations people make
mitigation. for the extreme weather during and after.
 Recognise the importance of individual and group and make a list. Or conduct  Posters or any
participation and planning to prepare for extreme a vox-pop (record using other appropriate
weather events. available emerging advertisement
 Appreciate the importance of avoiding hazardous technology) to get created.
locations during extreme weather events. comments on preparations
made by students and their  Flowchart created

45
 parents for extreme with activities
weather. Playback accurately
recordings of class classified as
discussions. Create a list of BEFORE,
the measures used to DURING and
prepare for extreme events. AFTER
Discuss as a class activity.

 Work in groups to study

photographs showing
damage from wind, rain,
storm surge and drought.
Suggest what is happening.
Describe the effects of
each event.
 Continue to work in their
groups and recall what
members of their
community did after an
event. Describe responses
to the event by individuals
and government agencies
using various forms: story,
poem or dub poetry. A
video may be viewed of an
extreme event and

46
 proposals made as to what
the affected persons will
have to do to recover and
mitigate effects of future
events.
 In groups, discuss what
governments can do at
different time periods –
before, during and in the
days following the event.
Type a letter to the relevant
government office making
suggestions as to what can
be done at each stage.
Upload to the class-created
wiki, sharing with other
grade 8 students for editing
and addition.
 Design an advertisement
using appropriate software
where available to inform
your community of ways to
care for the vulnerable
(elderly, children, disabled,
animals) during an extreme
weather event.

47
  In groups for a selected
Extreme Weather event,
design a flowchart to show
the activities an individual
or government agency
would undertake before,
during and after.

Unit 2.2 – Fieldwork and Investigation 2  Generate a series of steps to study a selected  In groups, select a topic for  Procedure for
3 weeks problem/topic study and write an outline selected study
Simple fieldwork techniques
 Design a simple data collection instrument of the procedure to be accurately
(weather forecasting)
 Use an appropriate method to determine sample size or followed. Discuss outlined; data
Ethics in research area questions to be posed to accurately

Drawing conclusion based on  Define the terms population and sample size persons in the sample gathered using the
 Use simple fieldwork techniques to gather data population or questions to selected techniques
data collected using fieldwork be answered in the study
 Collect and record data using appropriate techniques
area. Identify the
 Analyse data collected
population or area to be
 Produce a report of findings.
studied.
 Show willingness to ask precise questions, listen
attentively to answers and precisely record the answers.
Focus should be placed on :
stratified sampling

48
 Field sketching and
photography
Labelling of sketches and
photographs and using them
appropriately in report

UNIT: Students should be able to:

TERM Unit 3.1 - Climate and Vegetation  Revise the elements of weather and their associated  Given photographs of  Elements of
THREE 6 weeks instruments. various weather weather correctly
 Differentiate between weather and climate. instruments, students will associated with
 Using data obtained from a weather station, plot a line identify the instruments instruments used to
graph to show variation in temperature. and match the element of measure them;
 Using data obtained from a weather station, draw a bar weather each is used to Line graph
graph to show rainfall amounts. represent. Using the data accurately plotted;
 Interpret various climographs from Caribbean obtained from the weather Bar graph
countries. station students would have accurately drawn;
 Define the following terms: Precipitation; Rain; Hail; constructed in Grade 7 or a Graphs accurately
Snow; Sleet; data set obtained from the labelled and read.
Topical marine climate Types Meteorological Office of
of Biomes  Differentiate between the following: Dew; Mist; Fog;
Jamaica, students will
Cloud.
Characteristics of tropical  Investigate the conditions required for clouds to form.
construct line and bar  Stopwatch
graphs to show temperature accurately used;
biomes  Identify the conditions necessary for rainfall to occur
changes and rainfall Line graph
Influences of climate on  Differentiate between the following types of rainfall:
amounts for a given period accurately plotted

49
biomes – tropical marine Convectional; Relief/Orographic; Frontal/Cyclonic. (for simplicity, the graphs labelled and read
vegetation, coral reefs, elfin  Using thematic maps, describe the variations in may be drawn to show
woodland etc weather patterns in Jamaica. changes over the period of
 Calculate the following: range of temperature; average a week in the first
(mean) temperature instance).
 To understand how line  Bar graph
 Describe the characteristics of the vegetation of the
graphs are plotted, students accurately drawn,
Tropical Marine
should design an activity to labelled and read
show how one continuous  Data from the
variable changes over time graphs accurately
– this activity could be read; changes in
timing how fast a student weather patterns
runs at 10 metre intervals across an area
over a 100 metre stretch. accurately
 To understand how described.
histograms are drawn,  Patterns or changes
students should design an in weather
activity to show why bars accurately
are used and why they are described;
connected to show the data Definitions
– students can form groups accurately
according to the month of formulated and
the year they were born. revised; At least
These groups will stand in two differences
rows which will represent a between the terms
bar. They will understand identified
that each bar represents the  Weather data
accurately

50
 number of students born in gathered; climate
a particular month. map accurately
 In groups, given a created based on
climograph obtained online findings
for selected Caribbean  Map accurately
countries, from the north interpreted – areas
western islands to the south of high, medium
eastern islands, students and low rainfall
will write a description of identified.
the temperature and rainfall Explanation of the
changes that occur in each association
country throughout the between the
year. Create a wall gallery amount of rainfall
to show changes in weather and relief accurate.
patterns across the 
Caribbean (This activity 
may be carried out for the 
parishes in Jamaica if the  Description of
data can be obtained and each form of
later associated with the precipitation
thematic maps showing accurate; correct
rainfall and temperature definition
variations across the formulated.
island.)
 In groups, collect weather
 Investigations
data from national
carried out
newspapers of the
accurately; data

51
Meteorological office for a recorded
selected time frame (a year accurately; at least
is ideal). In groups, plot the two conditions for
daily temperature high and cloud formation
low values on graphs for identified from the
each month. Display the experiment.
graphs on the classroom
walls. Calculate the daily  Clouds accurately
averages for temperature described and
and plot that on a third line named.
on the graph. Calculate the
monthly temperature  At least one
averages and record at the difference
base of each graph. Groups identified among
will observe the graphs and cloud, fog and mist
determine which line on
the graph is more variable  At least three
(daily values or average conditions for
values) and which is more raindrops to form
useful in identified; at least
predicting/forecasting the one reason why
weather. Based on the data raindrops fall from
collected, groups will the atmosphere
determine if there have suggested; the
been changes between that difference between
year and as many years dew and rain
before as they can find. identified.

52
 From the data formulate a
definition for the climate.  At least two areas
Compare the definition to in Jamaica where
the definition formulated in each type of
Grade 7 for the term rainfall is likely to
weather. Revise the occur accurately
definitions for weather and identified; time of
climate by comparing year each type of
formulated definitions to rainfall is likely to
the ones offered in occur accurately.
textbooks or online.

 Using Skype, or other

forms of Social Media,
communicate with groups
from other schools in the
area and other parishes in
Jamaica. Determine if the
weather experienced is
similarly based on readings
obtained from their simple
weather stations. In groups,
based on the data gathered,
design a simple climate
map of weather in their
parish or in Jamaica

53
In groups, observe thematic maps
showing weather variations across
Jamaica and other Caribbean
Islands.

E.g.

Simply describe changes in

rainfall and temperature across
Jamaica and across selected
islands. Compare weather patterns
noted to patterns in topography.
Note the similarity among the
distribution of rainfall for various
islands. Write a paragraph
explaining how relief/topography
affects rainfall patterns in the

54
Caribbean

In groups, view online videos

showing various forms of
precipitation. Based on the video
write a description of each form of
precipitation. Formulate a
definition of the terms:
precipitation; rain; hail; sleet;
snow
 In groups, students will use
a two litre soda bottle,
warm water and matches to
investigate how clouds
form. Put approximately
200 ml of water into the
bottle and screw on a
sports drink bottle cap.

55
 Close the cap and squeeze
and release the bottle.
Write a brief explanation
of what happens to the (air)
pressure in the bottle as it
is squeezed and as it is
released. Open the cap.
Light a match and after
blowing it out squeeze the
bottle and release it,
allowing some of the
smoke to be sucked into
the bottle. Close the cap
and begin squeezing and
releasing the bottle again.
Watch the formation of the
fog/cloud as the bottle is
squeezed and released.
Discuss the conditions
which caused the cloud

 Using a camera, take

pictures over the course of
a week of all the clouds
noted outside. Write
descriptions of each cloud
noting whether the clouds

56
 produced rain and whether
the cloud looked high in
the sky or low (close to the
ground).

 View a presentation on
cloud types – their
appearance and location.
Name the clouds seen over
the week of observation.
In groups, given pictures
showing clouds, fog and mist,
describe each and identify the
differences among them.
In groups, given a glass jar, a
plate, hot water and ice cubes,
students will conduct an
experiment to determine how rain
droplets form. Approximately 3
cm of hot water will be carefully
poured into the jar which will be
covered with the plate. Observe
and record what is happening in
the jar for a few minutes. Place the
ice cubes on the plate and observe
and record what happens in the jar.
Conditions required for rain
droplets to form and fall will be
discussed and presented to the
class.

57
To prove that water is in the air
around them even on hot days,
place an empty glass bottle in the
refrigerator for an hour. Remove
the glass bottle from the
refrigerator, place on a desk and
observe what occurs. Using these
two experiments, differentiate
between dew and rain.
After viewing online videos
showing how each type of rainfall
occurs, students will make notes
on each. Following the videos,
students will examine a
topographic map of Jamaica and
suggest areas where each type of
rainfall might occur as well as the
time of year each type is likely to
occur.

58
Unit 3.2 – Climate Change - Causes  Simply explain how the Earth’s atmosphere is heated.  In groups, use
5 weeks effects and conflicts in small  Formulate a definition of the concept of Climate thermometers to measure
Thermometer accurately
island developing states Change the temperature of the air
held/ used; temperature
 Identify the most common greenhouse gasses and over different surfaces at accurately measured and
generate a list of their possible natural and selected points during the recorded; Graph axes
Impact of climate change on anthropogenic/human origins day. Measure temperature correctly scaled; lines
the Caribbean – El Niño,  Define the terms greenhouse gases, greenhouse effect, readings at 2 cm above the accurately plotted on
southern oscillation carbon credit surface. Record on a graph
 Identify indicators of a warming world and determine datasheet
Deforestation and conflicts in  Definition
the use of forest resources which indicators apply to Jamaica.
accurate; poster
 Outline the various activities in Jamaica which may
Emissions of manufacturing E.g. accurately depicts
contribute to Climate Change the definition
and refining industry  Assess the benefits of preserving and using forest Sur Temperature proposed;
Reducing Jamaica footprint resources fac explanation precise
 Connect changes in vegetation to climatic changes on e 9 12 2  At least three sets
Indicators of the warming Earth a.m a.m p.m of before and after
Typ
world  Explain the possible changes to each weather elements . . . pictures of a
e
and weather systems in the Caribbean due to increases selected place
Mapping the impacts of
in greenhouse gasses in the atmosphere Tar presented in a
climate change on Jamaica’s photo-gallery; At
 Suggest how proposed changes in climate will affect ma
resources least three
the natural and human environments in Jamaica. c/A
sph characteristics
 Propose the impact that human-induced climate change indicating
alt
will have on the coastal resources in Jamaica. changing climate
 Suggest possible benefits of climate change Bar labelled; list of at
 Interpret maps which show changes to the physical e least five factors
landscape in Jamaica due to sea-level rise. Soil which indicate a
 Calculate the carbon footprints generated from various warming word

59
 human activities. Gra created
 Implement measures to reduce the carbon footprint of ss  List of at least five
the school or household common
 Propose ways in which the effects of climate change greenhouse gases
created.
may be reduced or prevented
 Definition
 Design a poster to show how the possible impact of
 Record the temperature of formulated and
climate change on the immediate community revised.
the atmosphere of each
location in a table. Draw  Thermometers
line graphs to show the accurately used;
temperature changes for thermometers
each location during the accurately read and
course of the day. Relate values recorded; an
the temperatures recorded Accurate
to the surface type of the explanation for
area. Explain findings to temperature
the whole class. differences given.
 In groups, conduct research
using online and offline  Carbon footprints
sources, on the concept of accurately
climate change. Based on calculated; List of
their research construct a at least five ways
definition of global climate to reduce carbon
change. Also, design a footprints produce.
poster showing how their
definition would change
 Changes in
the present look of the
vegetation
Earth over time. Explain
accurately
the definitions of climate
described; changes

60
 change as it is understood in temperatures
by the group and present and carbon levels
and explain each poster to described;
the class. Accurate linkage
 Download timeline between vegetation
pictures from online change and carbon
sources showing evidence levels suggested;
that the Earth‟s climate Link made to
may be changing. Create a increase/decrease
photo-gallery and explain in temperature
the images to the class.
Identify the characteristics
from the pictures which  At least five
indicate that the climate is changes noted on
changing. Label the the maps and one
characteristics on the way to mitigate
photograph. Create a list each proposed.
showing the factors which
show the changing climate.  At least three
benefits of global
Example: Extent of Arctic Ice warming identified

 At least five
changes to the
physical landscape
identified; accurate
link made to
photographs

61
View video on greenhouse gases
and create a list of the most
common gasses and their sources.
Formulate a definition of the term
greenhouse gas. Compare the
definition formulated to the
definition in an online or offline
source. Revise definition
accordingly

 In groups, conduct an
experiment to show the
greenhouse effect. Fill two
2 litre soda bottles with
water to the halfway mark.
In one bottle place several
antacid tablets (these

62
 contain carbon) and allow
to dissolve. Insert a
thermometer in both bottles
and seal with a cap. Record
the temperature readings of
both thermometers. Shine a
lamp capable of heating the
water in the bottle or place
outside in direct sunlight
for an hour. Record the
reading of the thermometer
after an hour. Explain
findings to the class.

 In groups conduct research

online to determine the
meaning of the terms
carbon credit and carbon
footprints. Using an online
calculator, determine the
carbon footprints from
domestic energy use. Each
group may use the

electricity bill of members of the

group. Determine ways to reduce
the carbon footprints and make a
list and present to the class.

 View photographs of

63
 seasonal changes in
vegetation in the northern
and southern hemisphere.
Describe the changes.
Examine graphs showing
changes in the level of
carbon gases in the
atmosphere seasonally and
the temperature changes.
Describe the changes. In
groups, discuss and explain
the possible linkages
between vegetation
changes and levels of
carbon gases and
temperature of the
atmosphere.

 In groups, examine
photographs of coastal
zones and resources in
Jamaica which have shown
changes being attributed to
climate change. Identify
the changes noted and
explain how climate
change contributed to the
changes. Discuss and
suggest ways to mitigate
the effects noted.

64
Example: Hellshire Beach, St.
Catherine before and now (photos
not dated)

In groups, brainstorm the benefits

of living in a warmer world.
Propose the changes that would
need to be made to different
aspects of life. Determine what
kind of business you and your
group could start to provide some
of the goods and services that
would be needed (Each group
should suggest a business from the
primary, secondary and tertiary
sectors).

 Interpret maps which show

65
proposed changes to the
physical landscape in
Jamaica due to sea-level
rise. Identify the effects of
sea-level rise on the
physical landscape. Relate
the changes to the
photographs studied before

66
GUIDANCE

67
 DURATION TOPIC SPECIFIC OBJECTIVES SUGGESTED TEACHING ASSESSMENT
AND LEARNING ACIVITIES

UNIT: 1 Students should be able to:

5 weeks Human Growth and  Students view several  Assess discussion for critical thinking
Development  State at least two pictures showing persons skills or self- awareness.
pressures they face about with different body  Assess game for use of self-
The Skin You’re In physical appearance. types. awareness.
 Identify at least one  In pairs, students discuss  Assess discussion for indicators of
spiritual trait they some of the changes self -appreciation.
possess. associated with puberty  Assess self-awareness and coping
and the pressures related skills.
to appearance. Students
 Say why they are grateful share discussion with
for one personal quality larger group.
they possess  Students play a game
called “I like my body”.
This is played similar to
rounds in which students
will take turns by
supplying a body part
they like with an
appropriate adjective,
e.g. I like my beautiful
nose, I like my gorgeous
eyes.
 Students make an
inventory of personal
strengths and attributes
other than their physical
appearance that
contribute to their overall
attractiveness. Students

68
 share some of these with
the rest of the class.
 Teacher asks questions to
invite students to share
the spiritual traits or
personal qualities or
abilities they possess for
which they are grateful.
 In small groups students
should then discuss three
things they like about
their bodies and why.
 Students should then
discuss issues they may
be dealing with in
relation to their bodies
and identify coping
strategies to handle these
issues.

2 – 4 weeks Human Growth and  Explain the family as the  In-groups, students share  Assess presentations for creative
Development cont’d integral unit of the their family experiences. thinking or inter-personal or self-
society. Then, the members of the awareness skill.
My family, My Society  Describe the main role of group work together to  Assess charts for creative thinking or
the family as raising write a short story, skit, critical thinking.
responsible citizens. poem or song about two  Assess for explicitly stated values or
 Identify and discuss families, one functioning the absence of family values.
family values that impact well and the other poorly  Assess entry for problem solving,
the wider society. and how their critical thinking, creative thinking or

69
  Identify personal functioning affects the self-awareness.
behaviours that affect society.  Journals are examined to identify
their relationship with  Each student interviews positive and/or negative behaviours
family members three others (not in the that affect community spirit and
same class) about two of freedom to share viewpoints etc.
their most important
family values. They
develop a chart of the
most important family
values in the school.

 Is my family a good
building block for
society? Why? Why not?
What can be done to
improve it? In their
journals, students assess
their family values and
consider which other
values are important for
the society

1-3 weeks Strengthening the Family Bond  List at least three  Students should design a  Assess charts for or creative thinking.
activities that families chart illustrating  Assess their ideas for improving
engage in together. activities that families communication within the family.
 Explain at least two ways can do together to Also check awareness of
strengthen family bonds. communication skills.

70
 in which they can  Students play Chinese  Assess skits for interpersonal
communicate within the Telephone game. relationship skills or communication
family. Students will stand in a skills.
 Express willingness to line; the first person  Assess journals for self- awareness or
engage in family bonding makes up and writes communication skills.
activities. down a story. They pass  Assess journals using sacred
. it orally from one person principles, for example The Golden
to another. Later they Rule, making friends etc.
discuss how the story
changes from the
storyteller’s initial
version to the final
version received by last
student.
 In-groups, students
perform skits depicting
poor communication
among family members.
Students identify and
discuss the ways that are
suggested in the skits for
solving this problem.
 Students write in their
journals how they feel
about the ways in which
they communicate with
their care-givers and vice
versa. They suggest ways
in which they could
improve how they

71
 communicate.

 Children identify
examples of spiritual
mentors they admire and
prepare a profile of one
of them.
Unit 2: 2 weeks Conflict Management  Identify some situations  In-groups, students  Assess the responses to the case
that maybe difficult to discuss given scenarios taking note of the recognition of skills
Coping with Challenging cope with. depicting people dealing for coping.
Situations  Demonstrate coping with challenges. They  Assess reports from the interview.
skills when faced with will discuss how the  Review Journals for self-awareness or
challenging situations. persons may feel and self- management strategies.
 Explore appropriate how they can cope.
responses to challenging  Students write in their
situations. journals a list of
 Recognize your feelings strategies that they can
towards the use when faced with
situation difficult situations.

feelings

grieving

enjoy such as caring for pets,

listening to music,
Dancing, playing sports and
reading.

72
 responding to the situation

situations

Unit 2: Conflict Management cont’d  Identify and define  Students are shown a  Assess discussion for students
anger. chart with faces ‘awareness of their emotions.
Anger Management  Assess discussion and take note of the
 Distinguish between depicting different
healthy and unhealthy emotions. applicable life skills such as self-
ways of dealing with management strategies.
anger.  They are asked to choose  Assess report and take note of the
 Demonstrate at least two which emotions appeal applicable life skills such as healthy
ways of coping with most to them. self-management strategies, self-
anger in a healthy monitoring and conflict management
manner. skills.
 A discussion will follow  Assess role play for conflict
 Explain the importance on what is anger and

73
of appropriately coping whether anger is a management or problem solving skill.
with anger. normal emotion.  Assess creative pieces and take note
of the applicable life skills such as
self management strategies.
 In-groups, students
discuss situations that
make them angry and
how they respond to such
situations. Students will
also discuss other ways
of dealing with these
situations.

 Students should discuss

challenges that arise if
anger is not dealt with.

 Students find stories

from local newspaper
that depict persons
committing crime and
other atrocities due to
unmanaged danger.
Groups share at least one
story and give advice for
how the person could
have managed his other
anger.

74
  Students are given a
story card depicting
persons dealing with
angry situations and they
come up with techniques
to deal with such
situations and present
using role play.

 In-groups, students
create comic
strips/songs/poems
depicting strategies for
managing anger.

Unit 2: 2 weeks Conflict Management  In groups, students read  Assess group reports for self-
and discuss the case awareness or critical thinking.
cont’d study - Relating to  Assess discussion response for self-
others” This case study awareness.
illustrates the elements of  Evaluate presentations for
real friendships. interpersonal
 Each group will discuss  Review journals for self-awareness
the qualities of friendship and understanding of interpersonal
that were illustrated and skills.
report their findings.
 Students should also
discuss the differences

75
 that they noticed between
the boys.
 Students should identify
one of their best friends
and list some of the
differences that exist
between them. They
should write a sentence
or two about why they
still like this person.
(Help students to
recognize that diversity
is a normal characteristic
of relationships).
Students work together
in groups to discuss and
role play the following
situations:
 A student who just lost
his or her mother is being
encouraged to smoke
marijuana by another
student who says he/she
wants to be his/her
friend.
 The student who is the
brightest person in the
class suggests that you
should study with
him/her.

76
  Your friend is in trouble
with the principal for
having broken the school
rules and wants you to
help him.
 You meet a new student
who comes into school
mid-way through the
term and wants you to be
her friend.
 Students write in their
journals what they
learned about making
friends and how they
plan to go about making
friends with one person
in their class or school
who may be different
from them in some
distinct way.
Unit 3: 2 weeks Reducing Risky Behaviours  Define the term gang.  Students brainstorm  Assess reports for critical thinking
 Identify at least three definitions of gang. skills.
consequences of being Students discuss reasons  Assess letters for self- management
Ganging Up associated with a gang young people join gangs. skills or decision making skill.
 State the reasons young  In-groups, students  Review journals for assertiveness
people join gangs review local newspaper skill.
 Use critical thinking and articles on gangs. They
decision making skills discuss how gangs are
when choosing portrayed in the articles
and the common trends

77
 friends. in the stories on gangs.
 Students are asked to
share whether they have
heard about any gangs in
their schools or any
neighboring schools and
what they have heard
about the activities of
these gangs.
 In-groups, students will
discuss different
scenarios relating to
gangs and practice
decision making skills.
 In their journals, students
share three reasons they
would not join a gang
Unit 3: Reducing Risky Behaviours  Explain the term  Students discuss some of  Assess discussion for critical thinking
addiction. the drugs young people skills (Use discussion rubric p.361)
Smoking– I Am Not a Chimney  Review report for self- awareness or
 Explain some of the smoke and reasons why
effects of smoking. they smoke. healthy self- management.
 Demonstrate critical  Students write report on  Assess brochure for tips on how to
thinking and decision how smoking and make good decisions or refuse drugs
making skills when they substance abuse can or advocacy.
face pressure to use affect their lives.  Assess presentation at devotion for
drugs.  Individual students skills of communication and
design a ‘No Smoking advocacy.
Brochure’ for young  Assess journals for self- awareness
people. skills.
 Students conduct school

78
 devotion focused on
educating about
smoking. They distribute
the brochures they
designed about smoking.
 In their journals, students
write a paragraph about
what they learned about
smoking.

Unit 4: Embracing Diversity: Getting  Define the term diversity.  Teacher gives students a  Review post game discussion for self-
Along With Others  Identify similarities and handout titled awareness or critical thinking skills.
differences among “Diversity Treasure Hunt”  Assess presentations for critical
Respecting Differences people Students will search for thinking or healthy self-management
 Explore some of the classmates who possess the skills.
reasons why people may different traits on the handout  Assess role play for empathy, Self-
be stigmatized and and have each person sign the awareness or healthy self-
experience hand out. Each person can only management.
discrimination. sign once. Students share if they
 Evaluate the importance discovered anything new about Review journals for self- awareness or
of tolerance and respect their classmates. Students should empathy.
in building healthy
say whether it was easy to find
relationships.
persons with these
characteristics. They will also
share if they have a diverse
group of friends.
 In-groups, students list
some of the things that

79
 make people different.
The groups then review a
card with characters from
movies, books, television
and music videos that
were discriminated
against because of their
differences.
 In-groups, students
discuss situations that
cause rejection among
them. Students share an
experience when they or
someone they know was
discriminated against.
 The groups develop a
role play how to handle
these situations and to
also demonstrate the
importance of tolerance
and respect.
 Students write about an
experience of rejection
they have experienced
and witnessed and how
they felt when the
incident occurred. They

80
 also say how they intend
to treat others who are
different.

Unit: 4 2- 4 weeks My Sexuality By the end of this topic, students  Write sexuality on the  Evaluate critical thinking skills in
should be able to: board and draw a circle discussion.
Sexuality around the word ‘SEX’.  Assess critical thinking skills.
Ask students to
 Describe the five differentiate between sex
components of sexuality. and sexuality.  Assess creative pieces for self-
 Demonstrate how to awareness skills.
refuse unwelcomed  Write the names of the  Analyze skit for effective use of
sexual advances. five components of cognitive and social skills: decision
 Evaluate their ability to sexuality on the board. making, refusal, negotiation and
manage sexual desires. Place students in groups assertiveness
and hand out previously
prepared strips of paper
with the elements of each
component. Each group
should have at least one
element. Ask groups to
discuss the element and
place it under the correct
component. Facilitate
Discussion.
 In groups, students
should write a song,
poem, story or drawing
that reflects their feelings

81
 about the components of
sexuality discussed in the
lesson
 Place students in small
groups. Each group
should role-play a
situation in which a
teenager is forced to
manage their sexual
desires and resist sexual
pressure.
Unit 4: My Sexuality  Critically examine the  Students collect pictures  Assess critical thinking skills of
factors that may have of men and women and students and ability to present at least
cont’d contributed to the choice create charts. Students one justification for each choice of
Things I Like About the of physical attributes that rank the pictures in order attributes they consider most
Opposite Sex they consider to be most of physical beauty. appealing.
appealing in the opposite Allow students to  Outline, with reasons cognitive, social
sex. compare rankings and and emotional traits of the opposite
discuss why this or that sex that they strongly admire.
person is more or less  Appraise two adults (one male, one
“beautiful” or female) whom they like.
“handsome” than the  Demonstrate respect for persons of
other. What is the opposite sex.
“beautiful” and  Assess critical thinking skills of
“handsome”? Is students in discussion.
“beautiful” or  Assess communication and
“handsome” the same for interpersonal skills of students during
all of us? Are looks the group activity.

82
 most important thing to  Assess journal for social and self-
you? awareness as it relates to appreciation
Students should bring to class a and respect for the opposite sex.
picture of two persons (one
male, one female) they like and
in two minutes, outline to the
class the reasons they feel as
they do. Include in the
discussion the qualities of the
person, how the person treats
you and his/her best qualities.
 Students in small groups
discuss whether or not it
is normal to appreciate,
admire, like, persons of
the opposite sex.
 Male students develop
five ‘rules’ that they
would like the girls to
follow in order to show
them greater respect.
Female students do the
same. The groups come
together, discuss,
negotiate and agree on
what girls and boys
should do and agree to
implement it for

83
 a week.

 Student write in their

journals what it feels like
to say how you want to
be treated and why it is
important for each of us
to let people know how
he/she wants to be
treated. Students should
describe how they feel
about showing respect
for someone of the
opposite sex.
Unit 4: 4 weeks My Sexuality  Explain how personal  Students will be asked to  Assess creative thinking skills in
beliefs influence the create button which developing slogan.
cont’d expression of sexuality. reflects their message to  Assess self- awareness and decision-
Personal Beliefs  Critically analyze key the class on delaying sex. making skills.
factors that have shaped Students should find a  Assess critical thinking,
their individual beliefs creative way to promote communication and interpersonal
on sexuality. delaying sex to their skills in presentation.
 Evaluate the peers E.g.: I’m sexy but
appropriateness of sexual I’m not having sex!
behaviour in various Students justify their
circumstances. slogan by offering
arguments as to how
their decision was made.
 Articulate their personal
beliefs on sexual issues

84
 to others in an assertive
yet non-threatening
manner

Unit 4: My Sexuality  Differentiate between the  Agree and Disagree.  Evaluate students’ use of critical
terms sexual harassment Labels previously made thinking skills to distinguish between
cont’d and sexual abuse. are placed on two sexual harassment and sexual abuse.
Sexual Harassment and Sexual  Identify at least two opposite ends of the  Evaluate students’ use of critical
Abuse examples of sexual classroom. There are no thinking skills to distinguish between
harassment and sexual neutral positions. A sexual harassment and sexual abuse.
abuse. series of statements are  Assess critical thinking skills in
 Discuss how personal asked and students question and answer session.
values, community agree/disagree by  Assess debate and feedback from
norms and culture may standing below the other classmates, for use of critical
affect a person‘s ideas on appropriate label. One thinking or communication skills and
what constitutes sexual person from each group personal core values.
harassment. is selected to explain  Assess skits for effective use of
 Employ effective social why he/she refusal skills, assertiveness and
and coping skills in agrees/disagrees. decision- making skills.
dealing with sexual and attitudes.  Evaluate journal entries for quality of
harassment and sexual  Students reflect on advice given in relation to reporting
abuse. personal core values that procedure and access to services.
have helped them to
 Evaluate students’ use of observe acceptable
behaviours in relating to  Assess journal entry for attitudes.
critical thinking skills to
distinguish between others and in how they
sexual harassment and handle sexual related
sexual abuse. challenges.
 Assess critical thinking

85
 skills in question and
answer session.
 Assess debate and
feedback from other
classmates, for use of
critical thinking or
communication skills and

HISTORY
86
87
DURATION UNIT TITLE TOPICS SPECIFIC OBJECTIVES SUGGESTED ASSESSMENT
TEACHING AND
40 min/80
LEARNING ACIVITIES
min = 1
Class

Students should be able to:

Semester UNIT 1: THE 1. Definition of key terms.  Define and use correctly the concepts/terms: ancient,  Research  Group project
One EMERGENCE 2. Conditions necessary for civilization, civilized, community, emergence,  Discussions  Unit test
OF ANCIENT the development of a sedentary, nomadic, river valley, sedentary  Group work  Research
civilization. communities, specialized occupations, delta, and  Roleplay  Question &
CIVILIZATIONS 
3 WEEKS 3. Significance of rivers in organized government. Mapwork answer
the development of  Locate on a Map of the World the following rivers-  Art & design
ancient civilizations. Nile, Tigris -Euphrates, Haung He, Indus, and Yangtze  Viewing of
4. Features of a civilization. to show their significance to early civilization. documentaries,
September 5. Types and roles of  Identify conditions that are necessary for civilizations movies etc.
specialized occupations in to emerge or develop.
the development of a  Assess the significance of rivers to the development
civilization. of ancient civilization.
6. Compare the features of  Identify the types of specialized occupations in early
sedentary communities in civilizations.
 Examine the role of specialized occupations in the
early civilizations with
development of early civilizations.
contemporary Jamaica.
 Discuss the features of sedentary communities in
early civilizations.
 Identify the features used to determine a civilized
society.
 Compare the features of sedentary communities in
early civilizations with contemporary Jamaican
society.

88
4 WEEKS UNIT 2: 1. Geographical location of Objectives:  Research  Group project
ANCIENT Ancient Mesopotamia.  Group work -  Unit test
 Define and use correctly the concepts/ terms :
MESOPOTAMI 2. Social structure and scrapbook  Research
ancient, cuneiform, ziggurats, Fertile Crescent,
September – A occupations of the Ancient  Art & design  Question &
polytheism, sedentary communities, civilization,
October Mesopotamia.  Discussion answer
conquest, the epic of Gilgamesh, Sumeria, Sumerians,
3. Religious organization.  Question & Answer  Comic strip
Middle East, dykes, specialized occupations, stylus,
4. Political structure of  Group presentations activity
clay tablets.
Ancient Mesopotamia.  Viewing of
 Identify Mesopotamia (now Iraq) on a map of the
5. Great achievements of world to accurately locate Mesopotamia (Iraq) in
documentaries, movies
Ancient Mesopotamia. relation to the rest of the world. etc.
 Examine the social classes in Mesopotamian society.
 Identify the inventions/great achievements that
brought about significant changes in Mesopotamia.
 Evaluate the inventions that brought about
significant changes to agriculture in Mesopotamia.
 Describe the religion, government and law codes of
the Mesopotamians.
 Appreciate the contributions of Mesopotamians to
today’s society

89
90
4 WEEKS UNIT 3: 1. Geographical location of Objectives:  Research  Group project
ANCIENT Ancient Egypt.  Group work -  Unit test
 Define and use correctly the concepts/terms: ancient,
EGYPT 2. Social structure and scrapbook  Research
irrigation, canals, shadoof, pharaoh, pyramids, hieroglyphics,
October – occupations of the  Art & design  Question & answer
hieratic, dynasties, mummification, papyrus, polytheism,
November Ancient Egypt.  Discussion  Comic strip activity
nomadic, sedentary communities, civilization, conquest,
3. Religious organization.  Question & Answer
kingdom
4. Political structure of  Identify Egypt on a map of the world to accurately locate
 Group
Ancient Egypt. Egypt in relation to the rest of the world. presentations
5. Great achievements of  Examine the social groups in the ancient Egyptian society and
 Viewing of
Ancient Egypt. the duties performed by each group. documentaries,
 Identify inventions that brought about significant changes in movies etc.
ancient Egypt.  Digital media
 Discuss the importance of agriculture and trade in the activities.
ancient Egyptian society.
 Discuss the role of the Pharaoh in ancient Egypt.
 Describe the cultural practices of the ancient Egyptians.
 Show an appreciation for the achievements of ancient Egypt
and their impact on the modern world.
 Conduct research using multiple sources to get information
on the Egyptians .
3.5 UNIT 4: 1. Geographical location of Objectives:  Research  Group project
WEEKS EARLY Ancient China.  Group work  Unit test
 Define and use correctly the concepts: ancient, Great Wall,
CHINA 2. Social structure and  Art & design  Research
Confucius, Hwang-Ho river (yellow river), wheelwrights,
occupations of the Ancient  Discussion  Question & answer
elaborate symbols, water-buffalo, war-chariots, pit dwelling,
November China.  Question & Answer  Comic strip activity
Yang and Yin, divination, astronomers, dynasty, philosophies,
3. Religious organization.  Group presentations
- Taoism, Confucianism, Far East, fortified castles, customs
4. Political structure of Ancient  Viewing of
December  Locate China on a map of the world to in relation to the rest
China. documentaries,
of world.
5. Great achievements of  Identify on a map of China the two major rivers- Huang He
movies etc.
Ancient China. and the Yangtze.  Digital media
 Construct a timeline highlighting the five dynasties and their activities.
achievements in ancient China.
 Describe the system of writing in early China.
 Assess the significance of discoveries and inventions (great
achievements) in ancient China that improved their way of
life.

91
  Discuss the cultural practices and customs of early China for
example their religion.
 Examine the agricultural practices of ancient China.
 Appreciate the achievements of ancient China and their
contribution to contemporary societies.
4 WEEKS UNIT 5: 1. Geographical location of Objectives:  Research  Group project
EARLY INDIA Ancient India.  Group work  Unit test
 Define and use correctly the concepts: ancient, Indus Valley,
2. Social structure and way of  Art & design  Research
life of the Ancient Indians. Indus River, floodwalls, granaries, artisan, terracotta, Aryan  Discussion  Question & answer
3. Religious organization. civilization, semi-nomadic, Vedas, Brahman, patriarchal,  Question & Answer  Dramatic
December 4. Great achievements of patrilineal, caste system, kshatriya, vaishya, shudra, Buddha,  Group presentations expressions
- January Ancient India. Buddhism, Buddhist, Hindu, epics, Gupta, empire, Mughal  Viewing of
empire, Vedic Aryan civilization , Muslims documentaries,
 Locate India on a map of the world in relation to the rest of movies etc.
 Digital media
world.
activities.
 Identify on a map of India the features such as the Indus and
the Ganges rivers the Himalayas and the ancient cites/urban
centres of Harappa and Mohenjo-Daro.
 Outline the five major social groups in ancient India.
 Describe the way of life of the people of the Indus Valley.
 Explain the rise of the Vedic Aryan Civilization in ancient
India.
 Examine the various religions in ancient India.
 Discuss the factors that facilitated the growth of empires in
ancient India.
 Demonstrate an appreciation for the contribution that
ancient India has made to contemporary Jamaican society.

92
93
6 WEEKS UNIT 6: 1. Geographical location of The Aztecs:  Research  Group project
the Aztecs, Incas and  Define and use correctly the concepts:  Group work -  Unit test
THE ANCIENT Mayas. scrapbook  Research
 Americas, conquest, empire, civilization, archaeology,
CIVILIZATIONS 2. Social structure and life  Art & design  Question & answer
March - division of labour, occupation, social organisation,
OF THE of the Aztecs, Incas and  Discussion  Comic strip activity
April polytheism, polytheistic, technology, Tenochtitlan,
AMERICAS - Mayas.  Question & Answer
chinampas, Montezuma 11, human sacrifice, canal,
THE AZTECS, 3. Aztec, Incas and Mayan  Group
INCAS AND Religious organization. causeway, plaza, milpa, relay, porters, bondage, pyramid, presentations
MAYAS 4. Economic organization tribute, litters, ball court, gourd, cocoa, piazzas, land  Viewing of
of the Aztecs, Incas and reclamation documentaries,
Mayas.  Identify Mexico on a map of the American continent movies etc.
5. Political structure of the locating the area in which the Aztecs settled.
Aztecs, Incas and  Describe the social, political and economic organisations of
Mayas. the Aztecs.
6. Aztec, Incas and Mayan
 Examine the role of religion in the lives of the Aztecs.
Great achievements.
 Explain the effects of the inventions for example their
system of writing, calendar, chinampas on the Aztec society.
 Show an appreciation for the advanced level of
development in the Aztec society.

The Incas

 Define and use correctly the concepts: llamas, quipus,

aquifer, quipo, mita, llacs, Sapa Inca, Sinchi, diet, Inca,
Waise, inkarri, Cusco
 Locate on a map of South America the area which was
inhabited by the Incas.
 Describe the social, political, religious and economic
organisations of the Incas.

94
 Outline the ways in which labour was organized in the Incan
Empire.
 Show an appreciation for the level of achievement in the
Inca’s society
 Assess the major achievements of the Incas in areas such as
road engineering and recording keeping (despite the lack of
writing).
 Compare the various practices of the indigenous American
groups studied and the ancient civilizations of Africa and
Asia.

The Mayas:

 Define and use correctly the concepts/terms: Americas,

conquest, empire, civilization, archaeology, division of
labour, occupation, social organisation, polytheism,
polytheistic, technology, human sacrifice, plaza, palaces,
pyramid, granaries (chultunes), Halach Uinic, cenotes,
irrigation, indigenous, reservoirs, chac, sacrifices, tattoo,
pok-a-tok, Central America, astronomy, droughts
 Locate the Yucatan peninsula, Guatemala, Honduras, Belize,
on the map of the America continent locating the area
which was inhabited by the Mayas
 Identify on a map of Central America or the Caribbean, the
site of the Mayan centre Tikal, Chichen Itza and Mayapan,
Uxma, Plenque, Copan.
 Describe the social, political, religious and economic

95
 organisations of the Mayas.
 Discuss the effects of the inventions on their development
for example, their system of writing (glyphs), mathematics,
astronomy and calendar

3.5 UNIT 7: 1. Definition of key terms – Objectives:  Research  Group project

WEEKS Feudalism in Feudalism.  Define and use correctly the concepts: feudal, serfs,  Group work -  Unit test
Europe in the 2. Map work of Europe vassals, craftsmen, nobility, barons, farmers, peasants, scrapbook  Research
14th and 15th 3. Features/characteristics of Middle/Medieval Age, guilds, kings, lords, nobles ,  Art & design  Question & answer
May centuries Feudalism during the knights, pope, serfdom, tenant farmers, castle, crusade,  Discussion  Comic strip activity
Middle Ages. aqueduct, minstrel, barbarian, scholar, heretic, infidel,  Question & Answer
4. Social structure and cardinal, cathedral, bishop, monks, nuns, priests, abbeys,  Group
occupations in the Middle monasteries, bourgeoisie, papacy, cleric, clergy. presentations
Ages.  Identify Europe on a map of the world to locate the countries that  Viewing of
practised feudalism, for example, England, France, Italy, Spain
5. Religion in the Middle Ages. and Portugal.
documentaries,
 Identify the features/characteristics of Feudalism movies etc.
during the Middle Ages.

 Discuss the role of the Roman Catholic Church in the

Middle Ages.

 Examine the social groups in Medieval Europe.

 Describe the occupations of each of the social

groups.

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4 UNIT 8: 1. Define key terms  Define and use correctly the concepts: Renaissance,  Research  Group project
WEEKS Renaissance in relating to the exploration, inventions, compass, astrolabe, chart,  Group work -  Unit test
Europe during Renaissance. quadrant, navigate, navigation, printing press, The East scrapbook  Research
the 14th - 16th 2. Mapwork on the (Asia) , Muslims, trade, commerce, voyages.  Art & design  Question & answer
June centuries. Renaissance.  Discussion  Comic strip activity
 Locate on a map of Europe Italian city states that existed
3. Impact of the  Question & Answer
during the Renaissance
Renaissance on  Group
various aspects of life.  Examine the several areas of life that were influence by presentations
4. Identify the the Renaissance - literature, art, architecture, religion, and  Viewing of
Renaissance the sciences. documentaries,
inventions.  Discuss the factors that gave rise to the Renaissance. movies etc.
5. Factors that gave rise  Describe the inventions of the Renaissance and their
to the Renaissance. effects on the European society
 Show appreciation for the achievements of the
Renaissance and their impact on contemporary society.

3.5 UNIT 9: 1. Define the key terms.  Define and use correctly the concepts/terms:  Research  Group project
WEEKS European 2. Mapwork explorers, exploration, conquer, Columbus,  Group work -  Unit test
Exploration in 3. Developments in migration, Prince Henry, navigate, expedition, New scrapbook  Research
the 14th -16th Europe that led to World, compass, astrolabe, quadrant, caravel,  Art & design  Question &
century exploration. cartography.  Discussion answer
June
4. Outstanding European Locate on a map of the world countries involved in  Question & Answer  Comic strip
explorers and the  Group activity

97
 places they explored. exploration early exploration. presentations
5. Routes travelled by the  Viewing of
 Examine the developments in Europe that lead to
explorers. documentaries,
exploration movies etc.
 Identify outstanding European explorers and the places
they explored.
 Trace the routes of explorers on the map of the world
 Arrange using a table the arrival and settlements of
European nations in the New World.
 Show appreciation for the opinions of others.
 Demonstrate appreciation for the roles that
explorers played in linking various areas of the
world

98
B. History is semesterised, meaning half of the Grade 8 cohort does History during the period September to January, while the other half
does Religious Education. After the First Semester examinations, a switch is made and the reverse pertains in the Second.

RELIGIOUS EDUCATION

99
DURATION UNIT TOPICS SPECIFIC OBJECTIVES SUGGESTED TEACHING AND ASSESSMENT
40 min/80 min TITLE LEARNING ACIVITIES
= 1 Class
Students should be able to:
UNIT 1: Topic: Elements of Worship Objectives:  Prior to this class, teacher would need  Group project
3 WEEKS Across Students will: to prepare strips of paper with key  Unit test
Theme: Religions concepts to be covered in this Unit  Research
Worship  Define and use correctly the and the definitions of such. Teacher  Question & answer
 Definition of Concepts
concepts listed in the key  Dramatization
 Purpose and Functions of would also need to make the proper
vocabulary. provisions to ensure that students can  Report
Worship
 Explain the purpose and
- Communication with Deity use cartridge papers, permanent
functions of worship.
- Providing meaning and markers and school glue to complete
 Examine basic beliefs and
purpose for life this activity
practices governing worship in
- Conflict resolution  Activity
the four major religions.
- Providing solace, support “Lay it Out”
 Describe the role, function and
and a sense of community.
significance of both individual (a)Divide the class in groups. Each group
- Sustaining faith to guide
and corporate worship in will be provided with strips of paper. Some
one’s conscience, and
Religion. strips will have key concepts and others will
strengthen one’s
 Identify and discuss the diversity have definitions.
convictions.
and common features of worship (b) Instruct each group to label their cartridge
 Common elements of worship
across the religions understudy. paper ‘Key Concepts in Worship’. Then,
in the Four Major Religions
 Identify and discuss the times using the strips of paper provided, lay them
- Prayer
when individual or corporate acts
- Music out on the cartridge paper. Accurately match
of worship take place within
- Movement the key concepts with the definitions and then
different religions.
- Reading of Sacred Writings use the glue to paste such accordingly.
 Be willing to observe forms of
- Exhortation (c) Mount completed cartridge papers of the
worship to which they are not
 Forms of Worship accustomed. key concepts and definitions of terms used in

100
 - Individual/personal  Examine some of the ways in worship in designated sections of the class.
- Corporate (differences and which worship enhances and At the end of the session, teacher could
similarities) develops the ability to relate to collect and store cartridge papers for further
 Times of worship and work harmoniously with display and use. Or, allow students to mount
- Days of worship others. such in their assigned Form Rooms/Religious
-Times of day  Describe the role, function and Education Room
-Frequency significance of places of worship
 In groups, use the required Texts and
in religion.
hand-outs prepared by the teacher to
 Places of Worship Identify and describe places of
worship in various religions (a)Discuss and summarize the purposes and
Christianity- functions of worship
including the physical features
Church,Cathedral,chapel (b)Prepare group presentation
within them.
Islam- Mosque,Masaajid,Kaaba  Analyse how religious followers (c)Allow one representative from each group
Judaism- synagogues,Shul,Temple express themselves during to use image capturing devices to record each
worship. presentation
Hinduism-Mandirs, Home Altars,  Discuss how they have gained (d)Make presentations into a class video. This
Temples insight and motivations from could be further developed and placed on
religious faith and experience. display towards the end of the year at the
 Demonstrate an awareness of the recommended Open Day.
importance of worship across (e)Allow students to watch video while
religions.
reinforcing /recapping the purposes and
 Reflect on the consequences of
their actions and learn how to functions of worship
forgive themselves and others Invite a resource person for each of the four
 Appreciate and respond to a major world religions, to speak on the roles
variety of religious experiences. and function of worship and give an example
 Explain and discuss how religion of a worship practised that give adoration of
provides insights and motivation life.
for one’s life and enhances the  Students will be placed in groups of
capacity to worship.

101
 Examine worship practices that four and asked to creatively
emphasize an appreciation for the demonstrate the roles and functions of
sacredness of life. worship of a particular group and
 Examine how spiritual share the importance of worship to the
development allows growth of particular group.
self, identifying and maximising  Unscramble jumbled words to identify
unique potentials and embracing
key terms associated with elements of
the will to achieve.
worship. Use the words unscrambled
 Discuss some of the ways in
which worship allows persons to in short Standard Jamaican English
find meaning and purpose in life. paragraphs that explain these
 Develop an open and distinctions.
unprejudiced attitude to the  Examine through discussion, how
beliefs and practices of others. these elements (of prayer, music,
 Use religious and moral movement, reading of sacred writings
principles to analyse situations and exhortation) are used to enhance
and make mature decisions about worship, including worship services
right and wrong. they have observed whether by
 Analyse the effects of religion on visitation or by means of electronic
the formation of attitudes, values media. Compose poems, songs or
and beliefs.
choreograph dances to depict this
 Develop the sensitivity which
will foster harmony and peaceful significance.
co- existence among persons of  In a class discussion, students will
differing religious beliefs. share their experience having
 Respect their own culture and observed worship session. Give a
that of others and be curious report of the proceedings done and
about similarities and give their opinion of the meaning and
differences. present to class. Make into a class

102
 video.
 Watch YouTube videos to
discover/review ceremonial rites that
are performed before or during
worship in different religions (e.g.
ritual washing and cleansing).
Differentiate between them. Watch
also and discuss videos about the
sacraments of baptism and Holy
Communion and about confirmation
and the Sacred Thread ceremony.
Dramatize key aspects of the material
viewed.
 In groups, organize digital role plays
and use such to compare forms of
worship (individual and corporate)
and times when these acts of worship
take place in the different religions.
Outline the similarities and differences
in the forms and times of worship in
the different religions.
 Combine resources as a class to make
models of the interior and exterior of a
typical place of worship as normally
designed and built by each religious
group understudy.
 Do a powerpoint presentation on the

103
significant features of the interior of
places of worship of the four major
and indigenous religious groups

104
2 WEEKS UNIT 3  Topic: Sacred Writings  Analyse how religious followers  Be provided with find-a-word puzzles  Research
Theme: Some similarities and express themselves during by the teacher (that she/he made prior  Question & answer
Worship differences between sacred worship. to the lesson) about key  Classwork
books of the religions specified.  Discuss how they have gained words/concepts associated with sacred  Homework
E.g. insight and motivations from writings. (See the key vocabulary at  Role play
a) Deity/deities and their religious faith and experience. the end of this unit.) Students will be  Class discussion
names  Define and use correctly the required to complete these puzzles.  Panel discussion
b) Guidelines for living concepts listed.
c) Explanations of:  Explore and explain the stages in  Be provided with lesson objectives or
Creation and how things began; the origin and development of the focus questions related to sacred
death, dying and the afterlife; Good sacred writings of each religion writings which will guide them in
and Evil. studied. creating clues/questions in pairs, then
 Be aware of and appreciate the exchange the questions or clues with
Relate teachings to daily life
influence of others on their another pair to complete with the
choice of Faith. appropriate responses.
 Islam:  Explain how believers show
 Qur’an – Muhammad’s respect for their sacred text.  Research using online and offline
revelation  Present oral or written material in sources, then report on meanings of
 Hadith /Sunnah a clear, logical sequence. key words/concepts associated with
 Read, discuss and re-enact stories sacred writings. Use word processing
 Christianity: from different sacred writings. software to make glossary/dictionary
 Bible - Divisions and types  Explain the meaning behind of terms.
of writings specific portions of sacred
Old Testament writings.  Volunteer (four students) to make four
New Testament  Discuss and analyse how the puppets for home work (to represent a
Narrative teachings found within each resource person from each major
Laws sacred text govern the life of the religion). Other students will do the
Prophecy believer. research necessary to take turns
Apocalyptic Writings  Display an openness and respect conducting a puppet show to name
Parable for the sacred writings of each and describe the most important
Wisdom Sayings religion. sacred texts used in the four major
Miracle Stories  Analyse various factors that religions as well as explain the origin
 Judaism: influence a person’s choice of and development of these sacred texts.
- TeNaKh containing: faith Puppet show could be recorded using
 Torah – (Laws)  Recognize and appreciate the video capturing devices for further
 Nevi’ im – (Books of the relationship between the play back and critique. Teacher will
Prophets) language in which sacred provide clarification where necessary.
 Ketuvim – (The Holy writings are written and the
“Writings”) cultures out of which they  Participate in class project in which 105
 Talmud emerge. they are divided into small groups.
 Show an appreciation of the Each group focuses on and
 Hinduism/Sanatana relationship between people’s researches/analyses two factors that
Dharma/Vendantism: beliefs and sacred writings. influence one’s choice of Faith.
Shruti  Recognize, appreciate and  Factors include: parental influence,
3 WEEKS UNIT 4: THEME: Worship  Name signs and symbols which  Complete a table detailing the name of  Unit test
Topic: Celebrations are common to different religions the festival, time celebrated, why and  Classwork
Creation  Discuss the significance of each how the festival is celebrated. The  Homework
What is Significance of festivals, gestures sign and symbol table will be completed after viewing  Research
Nature? and the signs and symbols used by  Describe how the symbols are a stimulating PowerPoint presentation  Question and answer.
the followers of religious faiths used during festivals (prepared by the teacher) Please note
during these celebrations  Discuss the importance of that these presentations should not
 Signs and Symbols common to colours and vestments in some only include text with information but,
different religions, including: religions also pictures, music and even videos
 Identify the main of the festival being celebrated.
Physical symbols: light, festivals/celebrations observed in  Create a greeting card using the
water, fire, bread, holy places, the four major world religions computer (for example, by using
the moon, the sun ,cities, being studied Microsoft publisher). It would be
candles  Deliberate on and evaluate their preferred if students create a card of
understanding of self in relation major signs and symbols within the
Gestures (signs): closed eyes, to deity. religions understudy.
kneeling, clasped hands, bowed  Define and use correctly the  Compose/choreograph and present a
head, prostrating concepts listed creative piece (dance or drama) for
 Identify festivals observed by use in worship, using symbolic
 Significance of Symbols used religions Indigenous to Jamaica language, stories, gestures and or
by specific religions (Rastafarian and Revivalism) replicas of icons. Perform in class,
Hinduism (Aum, Swastika)  Explain, when, why and how then class will explain and discuss the
Judaism (Mezuzah, Star of various festivals are celebrated in symbolism of the piece for the
David) different religions enhancement of worship.
Christianity (Cross, Fish,  Dramatize festivals, rites and  View a clip from YouTube/video of a
customs of various religious traditional religious service giving
Islam groups. attention to focus questions. Identify
 Explain, using technical the vestments worn and the colours
(Dome, Minaret) terminology, how religious used in worship. Explain the
beliefs, ideas and feelings can be significance of colours and vestments

106
Definition of concepts expressed in a variety of forms, worn by the religious leaders.
 Festivals; How, when and why giving meanings for some  Research on a specific religious
they are celebrated symbols, stories and language. festival, as assigned to each group.
a) Christianity -  Describe certain gestures which The group is to prepare a booth for
Christmas people use as acts of worship and display, detailing when, why and how
b) Judaism - Rosh Hashanah give reasons for their use. the festival is celebrated (pamphlets,
c) Islam - Eid-Ul-Fitr  Use signs and symbols to explain pictures, videos and even samples of
d) Hinduism - Divali their own beliefs and values the food consumed in the celebration
 Show appreciation for the beliefs could be used to enhance the display
Rastafari and practices of others  Create learning games relating to
Groundation  Explain and discuss how religion religious symbols such as bingo, snake
Revivalism provides insights and motivation and ladder, Pictionary-This is where
for one’s life, and enhances the the players take turns silently drawing
The Annual convention at Watt
capacity to worship. different things while their team tries
Town  Show willingness to work in to guess what the drawing is. Teams
groups. compete against each other to have the
 Show respect for the views of most guessed words and win the
others. game) etc.
 Understand how signs and  With the aid of the internet, research
symbols can form the basis of signs and symbols common to
their own values and belief different religions and the significance
system of these.Use the information to create
 Examine customs multimedia presentation/photo story
(traditional/sacred) of depicting signs and symbols common
celebrations studied and how to all religions. Show presentation in
these customs are still observed class.
or practiced in the Caribbean
society
 Examine how celebrations and
personal acts of faith contribute

107
 to preserving and passing on
heritage which religious groups
consider as important to them
and have influenced change.
 Explore the ways in which sacred
writings influence the everyday
lives of people.
 Promote sensitivity which will
foster harmony and peaceful
coexistence between persons of
differing religious beliefs
 Recognize, appreciate and
develop respect for the
similarities and differences in
religious celebrations within the
cultures from which they
emerged and then shaped our
daily lives.
 Examine worship practices
utilized in festivals/celebrations
that emphasize an appreciation
for the sacredness of life.

108
MATHEMATICS

109
INTRODUCTION
Each child is capable of understanding the underlying concepts that govern Mathematics in an environment conducive to learning along
with the positive input of the teacher, student and parent, as a team.
Ardenne High School Mathematics Department strives to empower students to keep abreast with the demands of the 21st century, with
regard to, mathematical skills, attitudes and understanding, that will enable them to make better career choices and become productive
citizens that will enhance the development of Jamaica.
The essence of mathematics is not to make simple things complicated, but to make complicated things simple. —
Stanley P. Gudder.
GOALS
The goals of the grade eight curriculum are to be aligned with National Standards Curriculum (NSC). It is geared to:

 strengthen mathematical concepts and skills which were highlighted in the Grade 7 curriculum.

 continue to strengthen and better prepare the students for CSEC Mathematics examination by integrating project-based and
problem-solving learning, with Science, Technology, Engineering and Mathematics/ Science, Technology, Engineering, Arts and
Mathematics (STEM/STEAM).

 allow the students to have hands-on experiences that are similar to real-world situations, making the learning experience less
abstract and more concrete. Hence, they will be able to communicate mathematical ideas with ease through simple mathematical
projects.

 improve the students’ general academic performance, attitude and behaviour, which will redound to the positive shaping of the
national social and economic fabric.

 Complete the grade eight curriculum by the end of the academic year.

110
 Unit Topic Duration Specific Objectives Suggested Teaching and Assessment
Students should be able to: Learning Activities

Unit 1 Number Theory 4 weeks 1) State the meaning of , where a  Work exercises, real world  Quiz
and m are whole numbers. questions involving the laws of
Indices 2) State bases and index of terms in indices  Oral
Estimation exponent form
Integers 3) Express products using indices Demonstrate the rounding off in  Written
and vice versa. relevant situations
Number bases
4) Observe, state the rule of  Research
investigating the law of indices Write in standard and expanded
for multiplication, division and an forms.
 Graded class work
index number with a power of
zero. Apply rules of integers to solve
5) Multiplication and division of problems  Unit test
indices with different bases
6) Multiplication and division of Write numbers in non-denary bases
indices with same bases in expanded form
7) Give types of subjects and
occupations that involves Add and subtract non-denary base
approximation. numbers
8) Write numbers greater than or
equal to 10 in standard form. Make jingles that deepen
9) Write a number to a given conceptual learning
number of decimal places and
significant figures.
10) Manipulate calculators to solve
simple and worded problem

111
 involving approximation.
11) Express face value, place value
and value of digits in bases less
than or equal to ten but greater
than one.
12) Add, subtract and multiply
numbers written in number bases,
n (where 1< n < 10)
13) Reason and solve worded
problems involving addition
subtraction and multiplication of
number bases, n (where 1< n <
10).

Unit Topic Duration Specific Objectives Suggested Teaching and Assessment

Students should be able to: Learning Activities

Unit 2 Algebra 3 weeks 1) Simplify expressions using the  Simplify expressions of  Quiz
Simplification four operations, removing increasing complexity
Expansion brackets, grouping.  Oral
2) Use the distributive law to Write simple scenarios that involve
Linear equations
remove brackets and simplify. equations.
Linear Inequalities  Written
3) Translate verbal or oral
statements into simple linear Investigate and observe pattern
equations. involve in solving linear  Work exercise in assigned text
4) Write simple equations to equations. book
illustrate story problems.
5) Give examples of subjects and Discuss meaning of inequality; use  Research

112
 careers that involves equations. in real life
6) Solve simple equations using the  Graded class work
balance method
7) Solve linear equations with  Unit test
unknown on both sides of the
equal sign using the balancing
method.
8) Write and solve worded problems
9) Reason and interpret work
problems in small group.
10) Identify and define the four
inequality symbols.
11) Write inequalities to illustrate
simple story problems.
12) Write simple short situations that
involves linear inequalities.
13) Represent and explain linear
inequalities on number lines.
14) Solve simple algebraic linear
inequalities correctly.
15) Solve simple algebraic linear
inequalities and represent their
solutions on number lines.

Unit Topic Duration Specific Objectives Suggested Teaching and Assessment

Students should be able to: Learning Activities

113
Unit 3 Number Theory 3 weeks 1) Convert numbers written in base n Investigate the number of sides,  Quiz
to base 10 and vice versa where sum of interior and exterior
Number bases 1  n  10. angles of regular polygons and  Oral
2) Give at least one example of the deduce a formula.
application of angle properties in
Geometry Identify situations where various  Written
the real world.
Angles 3) Investigate the relationship among angles on a transversal occur in
Polygons angles formed by: the real world.  Research
Translation 4) A transversal and two or more
Reflection parallel lines;  Accurately measure and  Graded class work
5) Intersecting non – parallel lines identify angles formed on
6) Identify polygons based on its transversal and parallel lines.  Unit test
properties.
7) Differentiate between regular and Demonstrate the ability to perform
irregular polygon. translation, reflections on graph
8) Determine the properties of an n – paper.
sided polygon where 3 ≤ n ≤ 10.
9) Find the sum of the interior angles Calculate the image point, object
of regular polygons with n – sides points, translated vector and
(3 ≤ n ≤ 10). mirror line
10) Find an interior or exterior angle
of a regular polygon with ‘n’ sides.
11) Cartesian plane: plot points, use Work in small groups
scale, write coordinates of points
as ordered pairs
12) Perform translations and identify
images of objects where the
translation vector is given.

114
 13) Find the translation vector given
the object and its image.
14) Perform reflections and identify
images of objects, where the
mirror lines are the x- or
y- axes.

Unit Topic Duration Specific Objectives Suggested Teaching and Assessment

Students should be able to: Learning Activities

Unit 4 Number 3 weeks 1) Share proportionally using ratios  Express, reduce, compare ratios  Quiz
2) Express ratios as a fraction. and proportions as fractions in
Ratio and proportion 3) Simplify ratios in its lowest terms. their simplest forms  Oral
4) Use ratio ideas to find unknown
quantities  Discuss relevance of probability  Written
Statistics and Probability 5) Differentiate between ratio and in the real world
Probability proportion.
6) Read, interpret and solve simple  Research
 Conduct experiment on coins,
Averages worded problems involving direct
cards etc.
and inverse proportion.  Graded class work
Diagrams 7) Make simple predictions (using
language – likely, impossible and Calculate, determine usefulness of
 Unit test
certain. averages
8) Conduct simple experiments, to  Discuss how the median is
determine simple probabilities. found for an odd or even
9) Designed simple experiments, number of values (data points)
collect data and draw appropriate
conclusions.  Explain that data might not

115
 10) Use fractions and percentages to possess a mode or might have
describe probabilities. more than one mode
11) Interpret a probability given as a
fraction or percentage.
12) Determine when it is most
appropriate to use the mean,
median and mode of a set of data.
13) Determine the mean, median and
mode from a small set of data not
exceeding ten numerical values.
14) Construct a frequency table from
raw data.
15) Analyze information in frequency
table.
16) Find mean, mode and median from
a frequency table.
17) Read, interpret and construct line
graphs and pie charts.

Unit Topic Duration Specific Objectives Suggested Teaching and Assessment

Students should be able to: Learning Activities

116
Unit 5 Algebra 4 weeks 1) Explain the importance of  Research the importance of  Quiz
transposing in the real world. transposing in Mathematics and
Transposing 2) Change the subject of a simple the real world.  Oral
formula
3) Explain the term ‘linear  Research imperial and metric
Measurement  Written
measurement’ units for linear, area and volume
4) Convert between linear and discuss findings as a group
Conversion of units measurements.  Research
presentation.
5) Define and explain the term ‘area’
Area of plane shapes and state its unit of measurement.  Project
 Investigate the formulae for
6) Convert between area
triangle, parallelogram and
Total surface area of prisms
measurements.
trapezia.  Graded class work
and cylinders 7) Derive formulae for calculating the:
 Investigate the formulae for the  Unit test
area of triangles, parallelograms
Volume of prisms and volume of prisms and cylinders.
and trapezia.
cylinders 8) Use formulae to solve problems
involving area of triangles,  Complete a project depicting a
parallelograms and trapezia. real life scenario about volume
9) Transpose formulae to find and capacity.
unknown lengths of a plane shapes.
10) State the plane shapes of prisms
and cylinders.
11) Realize the that the total surface
area of prisms and cylinders is the
sum of its plane shapes.
12) Calculate the total surface area of
cubes, cuboids, cylinders and

117
 triangular prisms (using only
triangles where the area can be
calculated using for the
triangular prism).
13) Convert between volume
measurements.
14) Convert cubic centimeters to liters.
15) Differentiate between capacity and
volume.
16) Differentiate between cross section
and uniform cross-section.
17) Establish formulas and, estimate
and calculate the volume and
capacity of cubes, cuboids, prisms,
cylinders, and composite objects.
Unit Topic Duration Specific Objectives Suggested Teaching and Assessment
Students should be able to: Learning Activities

Unit 6 Algebra and Graph 3 Weeks 1) Draw a straight line graph from Observe arrow diagrams, determine  Quiz
given arrow diagrams. rules.
Relations, Functions and 2) Determine the gradient, intercepts  Oral
and intercept points of straight line
Graph Identify the different types of arrow
graphs.
diagrams.  Written
3) Relate gradient of a graph to rate of
change of quantities.
4) State the general form of a straight Determine if relations are functions  Research
line as
 Project

118
 y = mx + c. Write set of ordered pairs from
5) Find the equation of a given graphed points  Graded class work
straight lines.  Use a graphical method to solve
6) Write two linear equations from a pair of simultaneous  Home work
worded statements. equations.
7) Plot two linear equations on the
 Unit test
same pair of axes and interpret the  Research and state different
Geometric Construction 1 week point(s) of intersection (if any). types of occupation that
8) Interpret the point where the graph involves angles and triangles.
Consumer Arithmetic of a pair of linear equation
intersect.
9) Construct, using appropriate  Project: Is it better to purchase a
Hire Purchase LCD television on hire purchase
geometric instruments:
Cash Price or cash price?
10) angles of 900, 450, 450 and 300;
11) triangles.

12) Calculate total cost in a hire

purchase agreement and compare
Hire Purchase Price and Cost Price;

1) Review set symbols and its

meanings.
Interactive discussion using real
2) Determine the number of subsets
Number 1 week world examples.

119
 of a given set;
Set Theory 3) List all the possible subsets of a
given set (number of elements in
the given set should not exceed 4);
4) Read information from a given
Venn diagram

120
Spanish

121
DURATION TOPIC SPECIFIC OBJECTIVES SUGGESTED TEACHING AND LEARNING
ACIVITIES
ASSESSMENT

122
TERM ONE 4 weeks El Mundo Students should be able to: Listen to an audio recording of the alphabet and repeat Correct
Hispano (The what they hear paying attention to the correct sounds. pronunciation of
o Pronounce correctly letters and
Spanish - Practise the sounds of letters of the alphabet using tongue- letters
words in the target language
speaking World twisters and songs (e.g. ere con ere cigarro ; El mar estaba
o Identify and name Spanish- serene/La cucaracha; Buenoos días)
speaking countries Demonstrate
accuracy, correct
o Discuss reasons for learning
Listen to audio/video recordings of greetings and pronunciation and
Spanish
expressions of courtesy, and repeat correctly the appropriate use of
o Use and respond appropriately to, expressions heard. Read basic classroom expressions from expressions in
basic greetings and farewells cue cards or posters around the classroom. Work in groups activities
of four to create a dialogue which contains greetings and
farewells, useful classroom expressions and expressions of
Correctly locate
o Read simple sentences imitating courtesy.
Hispanic
the sounds that they hear(vowels, Listen to an audio file with the names of Spanish-speaking countries on map of
consonants, combinations, rules of countries correctly pronounced, and repeat accurately what the world
stress) they hear. Identify these countries on a map of the world. Accurately
o Make simple requests or For each country identified, write the name on the board to pronounce names of
comments using classroom create a list. Identify which may be considered as Hispanic countries.
expressions and expressions of Caribbean countries.
courtesy Correct use of
statements of

123
 Create sentence strips in Spanish about two Spanish - direction
speaking countries close to Jamaica, stating each country’s
location in relation to Jamaica, its capital, city and
approximate population figures. Present logical
arguments in
ENGLISH on
Use news reports, articles or pictures of popular the importance
personalities from Spanish speaking countries to facilitate of learning a
discussion on why Jamaicans should be encouraged to foreign language
speak a foreign language. Have a five-minute debate in in schools
English on the topic. Spanish should be taught in school in
which they present at least three points per side.

UNIT 2: 4 weeks Students should be able to:

¿Quién soy?
(12 classes)
(Who am I)
o Introduce themselves using the Review greetings, spell own names in Spanish and practise Name tags with
appropriate expressions. writing own names in complete sentences by creating name correct use of
tags with appropriate greetings (Hola! Me llamo…). appropriate
greetings and
o Compare naming traditions in properly constructed
Review the alphabet and greetings by singing appropriate
Hispanic and Jamaican cultures sentences.
songs.
o Ask for and provide basic
information using appropriate Discussion in
Create telephone directory for an imaginary local
ENGLISH on the
community/company, listing contact information for related

124
vocabulary and grammar. persons. Compare this list with a similar listing for a number of names
Spanish-speaking country. Discuss the differences in the commonly used for
naming conventions used. each person, and the
o Read and respond appropriately to use of maternal
material in Spanish. surnames in Spanish
Watch a short video with persons who are meeting each
other for the very first time and in which they provide basic
personal information, or read comics/cartoons which
o Read and complete simple Accurately respond
address personal information and associated culture.
forms requesting basic personal to questions on
Answer basic questions based on the video by selecting the
information. sheets
correct response on the sheets provided. Answer basic
questions based on the video by selecting the correct Accurately
response on the sheets provided. constructed
o Write simple sentences using sentences with
cues provided: (photos, lists of appropriate
words, situations, videos). Participate in an organised event (e.g. Senor/Senora de la grammar and
Clase – Mr/Miss Class) where they are required to orally pronunciation.
state basic personal information for an audience in response
o Listen to questions about personal to questions.
information and give appropriate Forms completed
responses. with required
Explore the various ways in which personal information is information in
presented by reading and updating social webpage profiles appropriate fields
another electronic and paper-based forms (passport, ID,
magazine subscription etc.) and by completing telephone
Profiles, ads and
message forms with names of callers. Complete crossword,
responses created
word search and unscramble puzzles with vocabulary
with appropriate

125
relating to personal information. grammar,

Read personal ads and respond to questions, and create

Oral dialogues
personal ads for given publications. Practise creating an
presented in class
online profile for a social networking site, using personal
with appropriate
information and adjectives to describe physical features
structures and
(e.g. include age, nationality, physical attributes (tall/short)
vocabulary and use
.
of an appropriate
setting.vocabulary
and spelling.
Reinforce communicative skills by playing games (relays,
BINGO, Taboo, JEOPARDY-type games), participating in
Spelling Bee type activities, reciting tongue twisters or
participating in “Eye and Ear” examinations.

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UNIT 3: 4 weeks Students should be able to:
Mi
Familia
(12
Y Yo
classes)
(My
family
and I)
o Name and provide simple physical Use familiar adjectives to create simple descriptions of Accurate use of
descriptions of family members family members based on photographs taken to class. adjectives to
View a video or read a short paragraph in Spanish about a describe family
Hispanic Family. Create simple descriptions of members of members.
o Provide simple descriptions of the a Hispanic family, and compare the results with own
families. Accuracy of
professions of family members
grammar and use of
o Identify and describe family pets vocabulary in
paragraphs
Sing a song about animals in Spanish. One student may be
asked to come to the front of the class and provide Appropriate use of
o List family activities coupled with descriptive clues in English about their own pet, or an correct structure and
telling the time animal he/she would like to have as a pet. The others will
vocabulary in
have to guess the animal using the names of animals in paragraphs.
Spanish. Repeat attempts until it is done correctly. Accuracy of cultural
o Compare own family life information
and celebrations with those of regarding how
a family (real or imaginary) in Talk about how Christmas is celebrated in their own Christmas is
one Hispanic country families. Compare these with how Christmas is celebrated celebrated in
in one named Spanish-speaking country. Write paragraphs Hispanic country.

127
 to describe the celebrations in the respective countries. Reading with
correct
pronunciation.
Write brief paragraphs in Spanish to describe what family
members do for a living. Read paragraphs to class and act Correctly matching
professions with
out what is being read. Class will use appropriate
sentences.
vocabulary to identify the profession practised. Match
profession with sentences provided on a sheet or on Accuracy of
whiteboard (Teacher may also use the multimedia projector grammar and
to display sentences on the whiteboard). appropriateness of
vocabulary in
report.
Interview their peers on their families, including
professions and family occasions, and present a report
highlighting similarities and differences between families. Accurately
select the
picture which
Listen to statements read by the teacher and choose from matches the
four pictures the one which corresponds with each statement in
statement. Pictures depict and/ or describe family members, each case.
professions and pets

UNIT:1 3 weeks Students should be able to:

¿Cómo estás
hoy ? (How
(9 classes)
are you

128
today?)

TERM o Describe their emotional states using Sing the greeting song “Hola,¿Cómo estas?” several times, and Substitution of
TWO estar/to be substitute one of several adjectives expressing feeling each time appropriate words
while demonstrating the relevant gesture to illustrate the in the song to express
FEBRUARY meaning. new feelings using the
TO MARCH verb estar/to be
o Identify the different parts of
the body in the target language Appropriate use of
Create dialogues in pairs enquiring about each other’s health. greetings. Use
They must greet each other using the greeting appropriate for the of other appropriate
o State different ailments being time of day and each must choose one expression besides “muy expressions
experienced bien" to indicate how he/she is feeling.
Touching part of the
body as named in the
Look at a chart showing the different parts of the body and listen song
as the
teacher pronounces the name for each part. Integrate numbers to Correctly responding
form to instructions as per
sentences for body parts that are more than one e.g.Tengo dos song
brazos/I have two arms. Sing “Cabeza, hombros, piernas y pies
/my head, my shoulders, my knees, my toes while touching the Correct use of
various parts of the body. language to express
ailments in different
Play “Simón dice/Simon says”. Students will touch the body part parts of the
indicated by the teacher e.g. toca la cabeza/touch your head; body
instruct each other to touch the various body parts with the aid of
Correct use of
sentence strips provided by the teacher .
sentence structure
in reporting findings
of survey
Observe the dramatisation of the following ailments by teacher:

129
 headache; toothache; stomach ache; sore throat. Observe and
imitate as teacher again demonstrates each ailment. Use other
parts of the body to express ailments in other places. Students
should also mime illnesses for classmates to guess what ails
them.

Conduct a survey among classmates to find out how their

classmates are
feeling on a particular day. Report findings using the following
pattern:iHoy Carlos tiene un dolor de cabeza(Today, Pierre has
a headache).

Unit 2: En 4 weeks o Describe their house and some View a virtual model of a house and listen to the Correctly label the
casa (At furniture using simple adjectives description as they are given a virtual tour of the different parts of the
home) rooms of the house. Label the different parts of a house by house
(12 classes) choosing the correct vocabulary from a list provided as
o State where things are located in they view the virtual tour. Participate in a “house bingo”
Use appropriate
relation to household objects game in order to reinforce the new vocabulary.
adjectives or
Describe household chores using the numbers to answer
appropriate grammatical structure the questions posed
View a variety of houses from Hispanic countries and
Jamaica and discuss, in English, the similarities and
differences. Participate in a class discussion to describe the
o Read short texts dealing with the Accurate use of
houses by responding to questions such as “¿cómo es la
house and respond appropriately to a language in video
casa?” or “¿cuántas habitaciones en la casa?”
variety of questions

130
 Correctly placing
furniture and
o Listen to short texts based on the In small groups, play the role of real estate agents and
appliances in rooms.
topic and select appropriate create a short video in which they describe two houses that
Accurately
they are going to show some clients. Video should include
responses to questions based on the stating location
pictures and description of the properties.
text using prepositions.

View a model of a house and listen to the names and Use appropriate
location of the different furniture and appliances in the grammar and
bedroom and living room. Participate in a “house relay” in vocabulary in
placing items of furniture in the correct part of the writing the letter
room.Describe where items are located in relation to others.
Accurate use of
language and
Work in pairs to read and answer questions pertaining to a pronunciation in
dialogue in which persons discuss the chores they do. Write recorded message
a brief letter to Estimado Pastor/Dear Pastor in which they
complain about the chores discussed.
NOTE: Short
tests and quizzes
Create an audio message for a new housemate in which one may also be
describes the house and states what household chores the used to assess
housemate has to do. Cues/directives will be able to be vocabulary,
provided. grammar,
reading,
speaking and
Reinforce communicative skills by playing games: listening skills,

131
 word search activity to reinforce vocabulary; and
concentration game - match word/expression with comprehension)
correct picture; Pictionary -create a drawing of a chore,
and others use complete sentences to identify the chore
represented.

Unit 3: En la Students should be able to:

escuela (At
school)

TERM o Identify and request specific Describe their school orally and in writing in Spanish. Demonstrate
TWO classroom items or things in bags, appropriate
pencil case, etc. use of adjectives
APRILTO
Locate/Identify items named by teacher in English. The
JUNE
person who identifies the item will then say its name in the
Appropriate
o Talk about the subjects that are target language, using the sentence form
identification in
done in school
“Aqui ….” Spanish

o Give reasons why they Appropriate use of

Participate in a dialogue completion. Teacher will provide vocabulary
like/dislike a subject, school etc.
students with a dialogue which includes school items,
subjects etc. Students will be asked to replace the Correct use of
underlined words with an appropriate word in Spanish. vocabulary and
o Describe school activities time on timetables

Reproduce own timetables in Spanish. Create study Accurately respond

o Say what time they have lunch
timetables for their next exam by putting the names of the to questions

132
 subjects in Spanish. based on listening
passage
o Differentiate between going to
school in Jamaica and countries
Listen to a short paragraph where three students tell what
where the target language is spoken Accurate use of
subjects they do at particular times. Answer questions
prepositions
based on what they hear.
and vocabulary
o Talk about extracurricular
activities
Draw a plan of the school plant then in target language Comments
labelling the different places. Say where at least three correspond with
places are located in relation to other places. marks for each
o Say where different places are subject
located
o Identify key persons in the school Create a report card on which they will write marks at each
setting subject along with comments. A bilingual list of comments Accuracy of
will be provided. grammar and
o Write a brief description of their appropriateness of
uniform vocabulary
Work in pairs to talk about the subjects they like or dislike.
Each student will write what the other says and will report
to the class in Spanish.

Unit 1:¿Qué Students should be able to:

hago
4 weeks
normalment
e? (What are (12
my routines? classes)

133
TERM o Express activities at home and at Revise action words related to activities at home and Use properly
TWO school as parts of a daily schedule. school using pictures of a child doing these actions. constructed
Respond in sentences in Spanish telling what they sentences in
APRILTO
think that the child is doing. responses
JUNE
o Read aloud in Spanish with
accurate pronunciation and Pattern a native speaker while listening to an audio file Accuracy of
intonation about a child’s daily activities, and time schedule for these information
activities. Follow in textbook or hand out. List the transcribed
expressions in the target language that relate to the child’s Use properly
o Respond to questions on written daily activities from Monday to Sunday, including the time constructed
passages of day the child does each activity. sentences and
appropriate
Provide a schedule of own daily activities in Spanish using grammar in
the pattern from the reading passage as a guide. Express responses
activities including time schedule in paragraph form.
Dramatize three things done each day at home/school Use properly
giving the time in Spanish at which they are done. constructed
sentences and
Ask a partner¿Qué haces tú en la mañana/la tarde/la noche,
appropriate
y a qué hora?What do you usually do in the
grammar in
morning/afternoon/evening/night, and at what time?and
responses
respond making use of appropriate vocabulary from list
given. Appropriate use of
vocabulary
Correct use of
vocabulary and

134
time on timetables

Accurately respond
to questions
based on listening
passage

Accurate use of
prepositions
and vocabulary

Comments
correspond with
marks for each
subject

Accuracy of
grammar and
appropriateness of
vocabulary

135
 Describe their recreational Create a Venn diagram showing Jamaican holidays/special Discussion must
Unit 2: Lo activities using appropriate days, Hispanic holidays/special days and holidays/special express what the
que me 4 weeks
expressions of frequency days shared by both places. Classify these as religious, types of holidays tell
gusta hacer (12 national, or social holidays/special days. Assess the relative about the country’s
(What I classes) amounts of each type of holidays/special days celebrated as culture
enjoy doing) appropriate expressions
an indicator of the country’s culture.
Electronic invitation
Select one holiday/special day celebrated both in Jamaica and role play must
using learned vocabulary and
and in one Hispanic country. Compare the activities which demonstrate
structures.
take place on this day. Create an electronic invitation to be accurate and
sent to a friend to take part in these activities in Jamaica or appropriate
preferences in the Spanish-speaking country. Role play how one would grammar and
respond if one received a similar invitation. Vocabulary
using the appropriate expressions. Read and respond to a text about a “foodaholic”. Fill out a
Discussion and role
food preferences grid, and label given foods appropriately.
play must
Role play ordering food in a restaurant, using at least three
wear during particular weather demonstrate
foods typical to Hispanic countries. Discuss food likes,
conditions accurate and
dislikes and preferences.
appropriate
Identify and describe items of clothing. Create clothing grammar and
Hispanic foods catalogues with items of clothing, colours and sizes. Listen vocabulary
to/Read an online clothing order and complete the order
sheet. Accuracy in
completing order
Listen to a recording on the weather of a selected location Sheet
and place weather symbols on blank maps provided. Create
simple daily weather records and forecasts, and state what Correct use of
clothing should be worn in different conditions. weather symbols to

136
Reinforce communicative skills by playing games: the match descriptions
“The Big Fish”and Family Feud type games based on the
topics taught, or by reading and responding to Logical choice of
clothing for
questions pertaining to the “Globe Trotters” blog.
weather
conditions

137
FRENCH
138
139
 Duration Topic Specific Objectives Suggested Teaching And Learning Activities Assessment

UNIT 1 Students should be able to:

TERM ONE 6 weeks Professions, trades o Identify jobs and  Examine a set of unlabeled pictures of various  Pictures labelled
and skills (Les professions in their professions, trades and skills that the teacher has correctly with
Professions, les communities mounted and tagged them correctly with French professions
métiers et les labels. Use the pictures of different occupations and  Dramatisations
compétences skills to compile a folder entitled Les professions. executed using
o Communicate orally and  Dramatise (in appropriate costume) a profession, appropriate grammar
in writing in French about trade or skill that they want to pursue as a career. Put and vocabulary. Class
their career choice responds
up a sign written in French in an appropriate place to
appropriately in
indicate the place of work, and dramatize what they
guessing the job
do for a living. Ask the rest of the class: Qui suis-je?
o Create daily work depicted in each
The class will try to guess what each student is dramatisation and by
schedules in French
depicting using the response “tu es ... parce que tu stating it correctly in
fais ..” French
o Assess and respond in  Interview one student re prospective careers. The  Responses to
French to simple job student will answer orally in French the following interviews completed
advertisements written in questions: Que veux-tu être/faire dans la vie/comme with appropriate
French profession? What do you want to become? Où est-ce grammar and
que tu vas travailler? (Dans un bureau, etc.) Where vocabulary
will you work? A quelle heure tu vas commencer à  Paragraphs completed
o Gather information via travailler? At what time will you start work? Qu’est- with accurate
interviews ce que tu fais au travail? What do you do at work? grammar and
 Write two paragraphs in French on what a typical appropriate
vocabulary
day in a chosen career is like using the first person
o Conduct class  Questions answered
singular of the present tense.

140
 presentations using  Listen to a CD recording or watch a video appropriately to
appropriate verb forms presentation with a few persons talking in French demonstrate
about what they do for a living, where they work and comprehension of
activities in which they are engaged. Note the recording or video
different expressions used. Answer orally in French  Verbal report on
questions asked about the different professions, interview completed
trades or skills. with correct
pronunciation and
 In mixed ability groups of four, conduct an out of the
intonation and
class interview with an employee/employer from
appropriate grammar
their community; and in class, give a verbal report in
and vocabulary
French on what they have learnt about that person's  Advertisements
job and what is a typical day for that person. employ appropriate
 Create an advertisement seeking the services of a grammar and
pharmacist, which includes the nature of the job; the vocabulary, with
working hours and how to apply. special emphasis on
the correct use of the
pronoun “tu/vous"
and demonstrate
grade-appropriate art
and design principles

UNIT 2: 6 weeks Interacting with Students should be able to:  Recap the body parts by listening to the teacher  Accurate drawing of
health services (La describe a monster. Draw the monster then show to monster as per
Santé et les Services the class. teacher’s description
de anté)  Correctly utilize
expressions learnt to
o Identify a number of state ailments in the

141
bodily ailments.  Participate in the game “Devinette/Charades” with game of “Devinette”
one student acting and the others guessing. State the  Matching completed
problem depicted by the student who is acting. correctly.
o Effectively describe pain Students will take turns to ask different actors Depuis  Dialogues completed
and ailments using the combien de temps avez-vous mal à la tete …/ How with appropriate
appropriate structures and long have you had ….? to which he/she will respond levels of vocabulary
vocabulary. appropriately. and grammar.
 Use appropriate
 Listen to brief dialogues in which persons are
grammatical
complaining about ailments, and match the name of
o Give simple advice and structures and
the ailment/illness mentioned with the corresponding
instructions using the expressions when
picture provided by the teacher. giving advice,
familiar form.
 Read a dialogue about someone’s visit to a doctor suggestions,
and answer true or false questions. Discuss, using instructions and
o Demonstrate an home language, health issues that they are familiar condolences.
understanding of a with including their opinions on going to the  Poster completed
command by responding doctor/dentist. Using a comic strip, complete a with accurate
appropriately to simple guided dialogue of a visit to a doctor. In groups, grammar and
instructions in the students will create a dialogue “un rendez-vous chez expressions and valid
affirmative in a health le medécin” or “un rendez-vous chez le dentiste” pointers
service setting. (Tu, Nous, which will be acted out in class.  Medical form
Vous)  Read complaints concerning health issues written in completed with
the Dear Doctor column and give appropriate advice. information required
In pairs, rearrange a jumbled dialogue regarding a
o Express sympathy to visit to the dentist. Give two pieces of advice to the
persons who are ill. patient in the dialogue. In groups, create a silent
video or picture story or a Powerpoint show depicting

142
 a visit to the dentist to which they will add the
appropriate text. Create sympathy/get well cards for
o Select correct responses
sick friends and family members.
to questions based on oral
and aural texts  Survey members of the class to find out their dietary,
exercise and hygiene practices which will then be
reported to the class. Students will then create a
poster to promote healthy lifestyles which will
include “do’s” and “don’ts” employing the verb
vous(ne) devriez (pas) / you should (not).
 Fill out a simple medical form.
Term Two

Unit 1: 3 weeks Au restaurant o Identify names of food  Listen to an audio file of a dialogue by a family of  Speak with correct
items found on a menu four in a restaurant. Repeat the dialogue line by intonation and
At the restaurant
line, paying attention to pronunciation and phrases pronunciation
used while viewing the projected dialogue or a  Song/poem completed
o Identify the different worksheet. In groups of four, read the dialogue with appropriate
parts of the menu. noting pronunciation and fluency of sentences. phrases correctly used.
 Identify the phrases used in a restaurant (asking and  Dialogues completed
responding to questions, placing the order). with correct grammar
o Place an order using a Organise the phrases on the board according to the and vocabulary
menu. different sections of the menu (appetizer, main appropriate for each
course, dessert etc.) using word cards provided. type of restaurant.
o Ask for the bill. Compose, in groups of four, a song or a poem to  Ordering and
help them to remember the phrases used in a recommending done

143
 restaurant and to describe place setting. They will with properly
videotape themselves. constructed phrases
o Calculate a bill including
the tip.
 Correctly state the
 In groups of four, create dialogues which take place placing of each item,
in one of the following specialized restaurants: using accurate
o Name the different vocabulary and
seafood, vegetarian, Jamaican, or health food.
meals. grammar
Groups will take turns to create a menu on the
board using word cards with the name of the foods,  Poems utilise
recommend food to each other, order food and appropriate vocabulary
o Describe a table setting calculate the bill. They will videotape themselves. and grammar and
for a specific meal.  Role play a family getting ready to eat and the observe the protocols
parents are teaching the children to set the table. of poetry
They will describe the setting paying attention to
o Create their own menus. the relative positions of the items and their names
e.g. Le couteau est à droite de l’assiette / The knife
is to the right of the plate. They will videotape
o Make clarifications when themselves.
placing an order.  Research the cuisine of any one French-speaking
country, and list the various foods classified as
breakfast, lunch and dinner. In three groups, create
a table setting for one of the meals. Identify the
main utensils needed for each meal, and food items
for each meal. Create poems about these meals and
compile these to produce a printed or digital
scrapbook.
 Play a game of Pictionary/Bingo to reinforce the

144
 different foods found on a menu at a restaurant.

UNIT 2: Faire les 3 weeks Students should be able to:  Arrange a French sale day where items will be  All speaking activities
achats Going labelled in the target language and persons who will show appropriate
shopping purchase and sell items will use the target language pronunciation,
o Compare items and as the means of communication. vocabulary and use of
prices  Visit a store then report to the class in French the grammar
name and type of store visited, as well as the  A report done using
names, prices and a brief description of at least five appropriate grammar
o Differentiate shops/stores items found in the store. Compile a list of items and vocabulary.
by goods sold described. Participate in an auction led by a student  Respond appropriately
with classmates bidding on items reported. to questions on the
 Listen to CDs, interactive websites, videos with listening material.
o Ask and respond to shopping information then respond to related  Appropriate
questions appropriate to questions in English. pronunciation,
shopping  Act out a short dialogue that takes place in a store vocabulary and use of
making use of the expressions learnt in the target grammar in dialogue.
language.  Sentences completed
o Describe products and  Dialogue should include what is sold in the stores; with accurate structure
what others are wearing indicate if statements are true or false, asking for  Rows completed with
and refusing offers of help, and the total bill. appropriate vocabulary
 Make sentences in French about shopping, using  Unscramble correctly
o Assess sizes and pronouns and verbs from the roll of two dice, one jumbled sentences
suitability of products of which will have verbs written on it and the other
with subject pronouns/nouns. Use the immediate
future as the structure for these sentences e.g. Tu

145
 o Express likes, dislikes vas à la boulangerie / you are going to the bakery.
and preferences  In pairs go to the whiteboard and try to write
different vocabulary in boxes to get three in a row
of a nine-box square. Each student will have to
o Utilise polite expressions write particular words (fruits, vegetables, stores
etc.) The first person to get three in a row will be
declared the winner. Each person will have 10
seconds to write his /her words before losing
his/her turn. It can be played as boys against girls
where necessary. Unscramble sentences about
shopping written in French, then read aloud correct
sentences.
 Unscramble sentences about shopping written in
French, then read aloud correct sentences
Unit 3: 4 weeks Les Passe-temps o Discuss pastime activities  Respond orally to questions pertaining to what they  Respond accurately to
indicating their likes and like/dislike doing. oral questions using
Hobbies
dislikes and those of others.  Read a passage about pastime activities of famous appropriate grammar
personalities and respond in writing to questions. and vocabulary.
 With a blindfold on, place the card received with  Respond accurately in
o Provide information the name of the sport under the correct picture of writing to questions.
about famous sports famous Jamaican sportspersons on the board.  Respond accurately to
personalities and Students will respond orally to basic questions questions about
entertainment personalities about each person. sportspersons with
using appropriate  Interview at least five students in the class about correct pronunciation.
structures. their hobbies and sporting activities and make an
oral report to the class.
∙  Participate in the game, ¿Qui suis-je?  Give oral report using

146
o State reasons for liking accurate grammar and
and/or disliking a particular correct pronunciation
hobby/sport and sports  Read advertisements on sporting and entertainment and intonation.
personality using events and answer questions.  Respond appropriately
appropriate grammatical  Complete crossword puzzle dealing with various to questions on
structures. leisure and sporting activities. advertisement
 Create an advertisement in which they advertise a  Puzzle completed
sporting event using guided questions. accurately.
o Read and respond to a  Listen to an advertisement about a sporting event  Advertisement
variety of texts and answer and select the correct responses. completed using
appropriately.  Listen to recordings of persons talking about their accurate grammar and
hobbies and sports and answer questions. appropriate vocabulary.
 In groups, create a song to the tune of their  Choose appropriate
o Listen to a variety of favourite song which deals with the topics dealt responses based on
texts related to the topics with in this unit. audio.
and answer questions  Do an oral presentation in class about their
appropriately. favourite personality from one of the following
areas: sports, entertainment (acting, music etc.),
using props and pictures to enhance their
presentation.
 Respond appropriately
to questions based on
recordings. Songs
created and performed
 Look at pictures/PowerPoint presentation with
featuring correct
pictures of famous personalities from the fields of
pronunciation and
sports and entertainment (Jamaican, Francophone
grammar.
and international) and give oral and/or written

147
 descriptions of these famous persons.  Oral presentation done
 Role play in groups a meeting at a youth club using appropriate
where they will meet new persons and discuss their grammar and
favourite pastimes and sporting activities. vocabulary with
 Participate in a show and tell activity using items suitable use of pictures
they have taken to the class that represents their and props.
favourite pastime/sport and say a few simple  Descriptions completed
sentences in French including what the hobby is using accurate
and what they use the prop to do. grammar and
 Listen to statements read by the teacher and choose appropriate vocabulary.
from four pictures the one which corresponds to
each statement. Pictures depict sporting activities
and other hobbies.  Role play done with
appropriate vocabulary
and accurate grammar
and pronunciation.

 Listen to a dialogue with young persons expressing  The accuracy of

their preferences for various hobbies and respond in language and
ENGLISH to questions based on the dialogue. pronunciation in a
 Read texts with profiles of Francophone show and tell activity.
personalities in sports and entertainment and
respond to questions based on the profiles.  Accurately select the
 Participate in a treasure hunt activity where picture which matches
vocabulary words and expressions are the hidden the statement in each
treasure. Copies of a list in English/French are case.
handed out by the teacher and groups/individuals

148
 try to find the equivalent words in the other  Respond accurately to
language which are posted around the room and put questions on the
the words found in blank spaces on the lists given. dialogue.
 Research about famous Francophone personalities
in the areas of sports and entertainment. Share
information in class.  Demonstrate
comprehension by
responding
appropriately to
questions based on the
 Research about what types of leisure activities are profiles.
popular among Francophone youths in their age
group and write simple sentences sharing what they  Words and expressions
learn. in both languages
 Paste pictures of two sports persons in their accurately matched.
notebooks and write a short description, including The group collecting
name, age, nationality. the most treasures
 Participate in discussions in ENGLISH about wins.
important sporting and entertainment events in
Jamaica. Compare these with important  Sentences written with
sporting/entertainment events in Francophone accurate grammar and
countries. appropriate vocabulary
 Work in groups to create a video featuring the and contain accurate
favourite sport/hobby of each group member, using cultural information
images or video footage. Complete a transcription based on their research.
of short interviews utilising the correct form of the  Descriptions accurately
verbs savoir and connaître. written with

149
 appropriate structures
and vocabulary.
 Discussions completed
with appropriate
comparisons and
contrasts made.
 Videos completed
featuring appropriate
grammar and
vocabulary.
 Transcription
completed with the
correct verb and form
in each case.

TERM 3 Students will be able to:

UNIT 1: 2 weeks Quel temps fait-il? o Describe basic weather  Watch a video on weather expressions twice. Note  Label appropriately
conditions using the the expressions at first viewing, then repeat what diagrams of weather
What is the weather
appropriate was heard paying attention to pronunciation and conditions depicted on
like?
expressions. intonation. Complete a worksheet by labelling worksheet
correctly the diagrams showing the differences in  Comparison of
the weather. activities done in target
o Create simple short-term
 Repeat the months of the year while viewing a and native culture
weather forecasts.
sheet which relates the months to the particular focus on differences
weather conditions in the target culture. State the and weather-related
o State the appropriate four seasons and the months to which they belong. reasons for these

150
clothing for particular Choose two countries and list three activities for differences
weather each season. Write sentences to describe the  Accurately state in
conditions. seasons and the activities. Compare activities done writing the names of
in the target culture with those done in their own clothing items and
culture during the months and the seasons. associated weather
o Compare seasonal
conditions
activities done in French
culture with those done in
 Listen to an audio file twice. During the first
Jamaica at the same time.
listening, write the names of the items of clothing  Correctly use weather
heard. During the second audition, write the expressions in creating
o Listen to a weather weather with which each is usually associated. the weather forecast for
forecast to determine what Conduct research to identify activities connected to the week
activities can be the different seasons and the items of clothing  Songs written with
done under certain weather identified. appropriate grammar
conditions.  Listen to an audio file of a dialogue in which a and vocabulary. Songs
parent tells a child what to wear on account of the performed in class with
weather. Pay attention to the weather expressions accurate pronunciation
which refer to forecast. and an appropriate
 Use a map of the Caribbean and state a variety of accompanying dance.
weather conditions for a week for different
countries. In groups of five, they will create a
podcast and a worksheet in which the different
forecast has to be matched with different pictures of
appropriate clothing.

 In groups, students write songs about the weather

151
using simple sentences. They are required to create
a dance to go with their song and perform the song
in class with the accompanying dance. Students can
also use musical instruments to accompany the
vocals in their song. For this activity, students
could be allowed to self-assess in their groups as
well as peer-assess the other groups.

152
UNIT 2 3 weeks Les : lieux d'intérêt o Identify popular places of  Play a relay game to learn the names of selected  Pictures appropriately
interest on a map of places of interest in Jamaica and in one French- labelled
Places of interest
Jamaica speaking country. Collect pictures of places of  Appropriate
interest and make an album indicating where they pronunciation,
can be found. Label the pictures in the album vocabulary and use of
o Share information about  Work in pairs to ask and give directions related to grammar
places of interest tourist attractions/places of interest, using the  Respond to questions
appropriate expressions in the target language. asked using appropriate
 Watch a video with a person acting as a tour guide grammar and
o Communicate travel talking in the target language giving a description vocabulary
plans and basic information about each location seen.  Brochure adheres to
Note the different expressions used, and try to age appropriate art and
understand what is being spoken. Answer orally in design principles, as
o Ask and give directions target language questions asked about the different well as appropriate
in French places. French grammar and
 Research and collate information in French using vocabulary
familiar expressions about at least one museum and
o Read information related one tourist attraction from their parish. Arrange this
to directions and places of information in the form of a brochure with the aid
interest of classmates or teacher
 In mixed ability groups of four, plan class trips to  Reports done with
one of the places researched and include: the appropriate grammar
o Produce a brochure with itinerary; mode of transportation; the cost of the and vocabulary.
specific pieces of trip; reasons for the trip; and some activities which  The passage read aloud
information on a place of they will do. Record ideas of the group and report with correct
interest in own country to the class in French. pronunciation and
 Practise reading aloud a passage in the target intonation. Questions
language that relates to vocabulary to which they answered
have been already exposed. Answer in English the appropriately.
questions set on them in English. 153
UNIT 3: 3 weeks L'environnement o Express opinions on  Write on a strip of paper their opinion on at least  Explanation conveys
physique The environmental issues one environmental issue. They will then be asked to what is being said with
Physical Environment present their sentences to the class; not necessary to correct grammar and
reinforce English unless clarification is being appropriate vocabulary
o Name and describe sought. Maybe students could be asked to repeat  Accurate pronunciation
animals and plants what was just said in other words, in French; or and matching done
they could say whether they agree or disagree and appropriately.
why. Play a game in which they respond to the  Accurately select the
o Identify simple question Comment dit-on .... en français? / How picture which matches
landforms does one say …. in French? the statement in each
 The name of an animal or a plant will be substituted case.
each time.  Respond appropriately
o Discuss natural disasters  Match answers with questions about plants and to questions based on
and environmental vegetation on strips of paper: organised into two passages.
protection groups, group B students will match the responses
they have on paper with questions that Group A
will read from strips of paper. After the correct
o Use simple negative and answers are selected the persons in Group B will
positive commands to give stand beside the Group A person and the class will
instructions repeat question and answer.
 Listen to statements read by the teacher and choose
from four pictures the one which corresponds to
o Make pamphlets showing each statement. Pictures depict animal, plants,
things to be done to protect natural disasters and other environmental issues.
the environment Read short simple passages about environmental
issues and respond to questions based on passages.
Authentic passages could be chosen from
Francophone newspapers online.

154
 PHYSICAL EDUCATION

INTRODUCTION

The aim of the Physical Education Curriculum is to allow students to:

1. Develop a knowledge and understanding of Physical Education and Sport.
2. appreciate that participation will enhance their physical fitness and well-being along with a variety of motor skills
3. Learn that activities contribute to the goals of education, enhance self-direction, and self-esteem.
4. learn that Physical Education concepts and skills will expose them to a wide variety of careers which will prepare them to be
confident and productive individuals
5. get together and have fun
6. Keep fit and healthy.
7. Learn physical and technical skills.
8. Cooperate and communicate with others.

155
 Physical Education

Duration Topic/ Content Specific Objectives Suggested Teaching And Learning Assessment
Activities

1 week NETBALL Students should be able to:  Class discussion Students will complete a Research Project on
 Demonstration of warm up activities. the roles and functions of the governing
 Theory- Roles and  State and discuss the roles and bodies for netball.
functions of functions of the governing
governing bodies. bodies for Netball/ (local, and
Current trends and international).
issues.  Identify current trends and
issues in netball
 Perform appropriate activities
for warm-up and cool-down
specific to netball.
. Students will demonstrate correct execution of
 Refine ball handling, shooting,  Create scrapbook of the different skills
Revision of Passes:-
3 weeks and footwork skills learned. passes and footwork skills:
Overhead
 Demonstrate an understanding Pass, catch, shoot, feint, dodge, mark,
Shoulder of rules in a game of netball. sprint forward, run in a zigzag manner,
 Demonstrate positive personal
Chest and social behaviours that  Play games to analyze and observe
emphasize fair play. and apply rules
156
 Bounce .  Footwork, change of direction speed
Under arm
Side

3 weeks  Marking &  Demonstrate strategies using a  Students will observe the rules of the
dodging combination of attacking and game during lay.
defending skills with special  Accurately apply combined Netball
- Close marking emphasis on dodging and
skills in game situation, while
- Space marking marking in game situations.
observing rules

2 weeks - Shooting

 Demonstrate fair play in game

- Defending
2 weeks situation

- Center pass
1 week
- Game

2 weeks

157
 TRACK AND FIELD  State and discuss the roles and  Prepare individual and/or group  Research Project
functions of the governing projects on roles and functions of  Home Work
bodies for Track and Field/ governing bodies for Track and Field.  Students will demonstrate, correct
- Roles and functions (local, and international). landing technique.
of governing bodies  Discuss and interpret rules  The teacher will demonstrate the  Students will demonstrate correct
1week for track and field governing specific sport following techniques: Jump, Takeoff, execution of take-off.
- Relay - Revision– as  Employ correct biomechanics Landing, Run, Jump, Land, Accelerate  Students will demonstrate correct
in Gr. 7 when running and utilize Run-up, Take-off, and Flight Landing execution of running technique.
- Relays visual change using the down
 Students will demonstrate the correct
sweep method while
run-up and take-off
remaining in assigned lanes.
 Students will demonstrate the Clear
4 weeks
- Baton change  Revise and perform the
- Change over zone technique of the down sweep bar using basic technique.
- Non visual down method of change.
sweep pass  Demonstrate proper
coordination of arms and legs
- Rules governing while running in a straight, in
relays lanes, around the curve and
4 weeks crossing over at the
- Long Jump appropriate time
 Identify and demonstrate the
- High Jump phases suitable for the
execution of the long jump,
high jump.
 Refine techniques in long
jump (float, hang and hitch
kick) and high jump (Fosbury
Flop)

158
  Choose to exercise for
enjoyment and training
benefits
 Use knowledge of skills to
perform effectively in
competitions.

12 Weeks FOOTBALL (BOYS) Students should be able to:  Students will create a Scrap book
showing factual information about
- Revision of grade 7  State and discuss the roles and  Research
functions of the governing sports personalities.
content  Create a scrap book.
bodies for Football (local, and  Effective create space for play
- Roles of the  The teacher will demonstrate the
governing bodies. international). following techniques: Shoot, pass,
- Current trends and  Identify current trends and dribble, control, turn, coordination,
issues. issues in football  Correctly execute passing and
analyze, interpret.
- Prominent football receiving skills.
personalities  Perform appropriate activities  Effectively apply defensive and
- Heading for warm-up and cool-down offensive strategies
- Passing specific to football  Observe create space, decision making.
- Receiving
- Attacking plays  Refine passing, receiving,
- Defensive plays shooting, and other technical
- Tactical plays skills learned.
- Shooting  Demonstrate an understanding
of rules in a game of football.
 Demonstrate positive personal
and social behaviours that
emphasis fair play.

159
  Identify players, positions,
equipment, measurements &
weight of equipment used.
 Show willingness to help
others
 Refine and demonstrate
correctly, skills taught
previously.

2 weeks VOLLEYBALL Students should be able to:  The teacher will demonstrate the
following techniques: Finger
- Introduction and  State the role and function of  Research Project
toss/timing, Serve, volley, dig, Serve,
History the governing bodies for
Volleyball. follow through, Forearm and overhead
- Roles of the  Students will demonstrate attack the
governing bodies. (Local and international). pass
ball to target on the court.
- Current trends and  Discuss in detail the history
issues. and development of volleyball
- Conditioning and its impact on physical
9 weeks  Serve to target
- Volley education.
- The dig pass  Name the playing positions in
- Service volleyball.
- The smash / block  Effectively perform the
- Rules forearm and overhead pass
- Game  Serve the ball accurately and
consistently over the net.
 Arrange the court for serve
reception and demonstrate
when to rotate for the serve
 Play simple game

160
 BASKETBALL Students should be able to:  Search for information electronically,  Students will accurately relate court
 Demonstrate knowledge of the manually dimensions in a drawing.
2 weeks - Roles of the organization of the local,  Students will correctly perform
governing bodies. regional and international
- Current trends and technique of bounce and chest pass
governing bodies in  Students will work together and  Students will correctly execute the
issues Rules, court basketball.
dimension, history. illustrate : dribble and demonstrate correct body
 Discuss and interpret rules position when taking a shot
- Moving & passing
governing basketball.
Chest, overhead Reverse dribble  Students will demonstrate correct
 Identify and outline court
execution of skills in a competitive
dimensions. Obstacle dribble situation.
 Encourage positive personal
- Dribbling and social behaviours while Change of direction
9 weeks (stationary/movemen working in groups.
t)  Demonstrate strategies using a
- Footwork combination of offensive skills  The teacher will demonstrate the
- Ball handling with special emphasis on following: Footwork, Jump stop and
- Jump shot footwork. fake, Chest pass, overhead pass
- Layup  Demonstrate smooth and
- Shooting efficient change of direction
- Game and speed while dribbling.
 Demonstrate proper shooting
and passing techniques as well
as knowledge of the rules in
game situations
 Effectively combine complex
skills learnt in fun and
competition.

161
CRICKET (BOYS) Students should be able to:  Answer questions regarding dimension,  Research Project
rules and history of the game.  Practical Test
- Introduction-rules, • Give a brief history of the
 Theory test
field setting, history game and identify the
- governing bodies of the sport
- Fielding Cricket  The students will demonstrate the
Catching • Describe court dimension, following techniques: Bat, Field, Run,
number of players and playing Bowl
Interception areas, for the game of Cricket
Chase and Retrieve

- Bowling • Demonstrate the correct body

Off break and position
medium pace • Execute the different
batting/catching techniques
Stand and deliver efficiently.
Run up and bowl
• Show willingness to work with
• Batting groups or teams
- Grip and Stance Combine the dig pass, volley and
- Forward underarm serve in selected activities
Defensive
and game situation.
- Front foot drive
- Pitch
- Game

162
AGRICULTURAL 163
164
8.1 Project Title: Duration Lesson Topic Objectives Teaching And Learning Strategies Assessment
Produce new
plants by Students Should Be Able To:

INTRODUCTION

"Every man, woman and child have the inalienable right to be free from hunger and malnutrition in order to develop their
physical and mental faculties." FAO 1974 World Food Conference.

The previous Agricultural Science Curriculum subscribes to the above believe and was used in our school effectively over the years, so
much so that to this day, crop production at the grade eight level are dynamic aspects of the curriculum at Ardenne High School.

This Curriculum introduces the integrated approach to teaching Agricultural Science at the grade eight (8) level. Its main principle is to
guide teachers in the creation of effective learning experience leading to the development of skills and basic concepts in Agricultural
Science. The Curriculum is also intended to focus the students’ minds on the importance of the preservations of the environment as well as
on developing technologies in modern day agriculture.

The content of this curriculum exposes the student to agriculture as a career and attempts to clear misconceptions about agricultural
pursuits. The guide outlines the topics, objectives, suggested activities and resources that are used at this level. It is by no means
exhaustive, but simply representative of the curriculum for this level.

165
vegetative
propagation
Unit 1 1 Week Produce new plants by 1. Discuss what is meant by vegetative  Research, present and discuss the  Identify Suitable plants for
vegetative propagation propagation and sexual propagation meaning and economic benefits of artificial vegetative
2. Recognise the benefits of vegetative vegetative plant propagation propagation
Vegetative and Sexual propagation to sexual propagation  Examine different methods of artificial  Select Plants properly
Propagation 3. Make a diagram/list to demonstrate vegetative plant propagation, and, matched to artificial
the benefits of both vegetative identify local plant applications of the vegetative propagation
propagation to sexual propagation methods methods
4. Compare the benefits of vegetative  Benefits of vegetative plant
propagation to sexual propagation propagation
5. Select common plants best suited to explained/demonstrated
6. Research and discuss the meaning  List made of two plants
and economic benefits of vegetative commonly propagated using
plant propagation each vegetative method.
7. Compare the benefits of vegetative Graded Classwork.
propagation to sexual propagation
Unit 2 3 Weeks Asexual 1. Define Natural vegetative  Design a garden as guided by the  Design created meets set
Propagation propagation teacher criteria for propagation of
2. Define Artificial vegetative  Determine the resources required to selected plants
Vegetative Propagation propagation implement the designed garden  List of resources for designed
3. List types of Natural vegetative  Prepare a list of tasks necessary to project accurately develop
propagation complete the project  Budget developed to meet the
4. List types of Artificial vegetation  Prepare a basic schedule of the project design
5. Discuss the advantages and activities to be performed
disadvantages of:  Develop a simple budget for the
 Natural vegetative propagation designed project
 Artificial vegetative propagation
6. Identify and describe plant parts used

166
 in natural vegetative propagation:
with a view to selecting one for
planting
 corms
 rhizomes
 tubers
 suckers
 bulbs
7. Select plants to be propagated
naturally
8. Explain the steps used in a given
artificial propagation technique
9. Demonstrate techniques used in
artificial propagation
10. Select appropriate resources and use
safely
11. Determine artificial vegetative
methods to produce selected plants
12. Decide from research, appropriate
artificial methods to propagate
common food/ornamental plants by
vegetative means
Unit 3 8 Weeks Artificial Vegetative 1. Design a project to include plants  Interpret project design and  Design created meets set
Propagation Project propagated by at least three artificial schedule plan for execution criteria for propagation of
vegetative methods  Prepare for plant propagation activities selected plants
2. Develop work-flow charts for  Select plant propagation resources  List of resources for designed
artificial vegetative plant  Prepare plant propagation media project accurately develop
propagation  Propagate plant  Budget developed to meet the
3. Prepare a list of resources to carry  Complete propagation operations project design

167
 out a designed plant propagation  Care for the plants until new growth is  Design of project properly
project observed interpreted and tasks
4. Develop a simple income and  Collaborate effectively with organized to meet schedule
expenditure budget for the designed  Conduct research in groups to  Tools, equipment and non-
project investigate the different career paths in plant materials selected to
5. Interpret and execute design connection with the vegetative satisfy propagation methods
6. Demonstrate at least three (3) propagation of plants to determine and teacher’s instructions
methods of artificial vegetative how these jobs impact on  Hygiene/sanitation practices
propagation used to produce new livelihoods/economy and sustainability implemented
plants  Discuss outcomes of research with  Propagation material selected
7. Select and demonstrate safe use of class and collected according to
tools and other resources propagation method, and,
8. Preparing growing media and species of plant
establish plants  Propagation material
9. Care for propagated plants prepared according to
 water propagation method, and,
 fertilize species of plant
 pest control  Successfully propagated
 hardened plants plants using at least three
10. Record important activities methods
associated with the project  Propagation methods
performed according to
plant species and teacher’s
instruction
 Propagated plants handled
in a manner that reduces
risk of damage
8.2 Project Title: Duration Lesson Topic Objectives Teaching And Learning Strategies Assessment
Rearing Rabbits Students Should Be Able To:

168
Unit 1 1 week Uses of Rabbits 1. Select breeds of rabbit based on  Examine the different uses of farm  Checklist of reasons and
purpose for which they are reared animals benefits for/of rabbit
Breeds of Rabbits 2. Design forms for daily records  Research the reasons for rabbit production created
3. Keep various records accurately production  Journal entries made
 Classify farm animals based on their representing accurate
4. Develop a simple budget uses information on rabbit
5. Construct and or select simple  Conduct research and present findings production systems
housing and equipment need for  Identify rabbit breeds and their
rearing rabbits characteristics
 Examine and critique commercial and
small-scale rabbit production systems
 Identify wants, needs, and opportunities
for rabbit production
 Research systems and methods of
rearing rabbits
 Analyse existing rabbit production
processes and solutions
 Generate ideas for rearing rabbits at
school (at home)
 Modify/refine existing ideas
 Explore new possibilities for rabbit
production
 Discuss/discriminate/justify suggested
design ideas
 Explore/experiment ideas, materials,
technologies, techniques

Unit 2 2 weeks Rabbit Nutrition and 1. Select and supply feed for rabbits at  Students have to come up with a  Feed labels are passed around
Breeding various stages of production definition of the terms ration and ad lib. the groups and each group
2. Determine age for breeding/mating Students will be led into a guided marks them using the original

169
 Rabbit Feeding and based on breed discussion of the advantages and criteria.
Breeding 3. Calculate kindling date based on date disadvantages of each.  Students will produce simple
of mating  Students are given a number of photos factsheet on how to feed
4. Understand the importance of of feed items and using the criteria rabbits
sanitation in rearing healthy animals given, they classify each feed.  Examine and identify the part
5. Handle rabbit safely with due  Students work in groups to design a of the digestive system of a
consideration to animal and self feed label for rabbits. rabbit.
6. Separate animals based on sexes  Marking criteria are set beforehand  Conduct management
such as; name, quality of scientific practices in rearing rabbits
7. Identify the major parts of the rabbit
information, layout etc. A class quiz will also be used.
digestive system.
Unit 3 2 weeks Rabbit Health 1. Recognize signs of ill health  Using a healthy animal, the teacher will  Students will be given a
2. Recognize signs of pest infestation brainstorm students about the signs that disease word sort to match up
Pest and Diseases in 3. Treat for external parasite show it is healthy. common diseases with the
Rabbits  Students will be led into a discussion cause, symptoms and
4. Select and use appropriate personal
on signs of ill health. treatment.
protective equipment
 Teacher led a discussion on the causes  Internet research to produce
5. Identify career pathways linked to of ill health with a specific focus on a vaccination schedule for
rabbit production Coccidiosis. rabbits.
 Group debate on the
advantages and
disadvantages of
vaccinations.
 Plenary: Students write a
short article for an animal
magazine about their views
on vaccination.
 Homework: Produce a word
search containing all the
new words in this section.

170
8.3 Project Title: Duration Lesson Topic Objectives Teaching And Learning Strategies Assessment
Grow Crops with
Emphasis on Soil
Fertility Students Should Be Able To:
Unit 1 4 weeks Soil Fertility 1. Define Soil Fertility  Review how crops grow  State how things work and
Effects of Soil Fertility 2. Identify and discuss at least four  Parts of the plant and their functions how things should be done
on the growth of crops (4) ways in which soil may lose  Review basic plant growing processes  Describe what was learned or
its fertility (e.g. germination, photosynthesis, achieved by carrying out the
3. Identify and discuss measures transpiration, translocation, flowering, soil fertility project
that can be used to improve soil etc.)  Explain individual
fertility  Research and discuss nutrient achievements and
4. Differentiate the impact of requirements for different crop types understanding of the project
various factors on soil fertility (leaf, root, flower, fruit) using descriptive language
5. Manipulate resources to improve  Examine growing media in use for crop  Share the outcome of the
soil production project with other using
6. Explain the importance of  Guided by teacher, develop a working various forms of presentation
maintaining soil fertility definition of soil fertility  Use digital cameras, scanner,
7. fertility  Explore the importance of maintaining simple templates to enhance
8. Select and implement at least soil fertility the description of outcomes
three (3) measures best suited to  Explore the factors that reduce soil of soil fertility project
their school farm fertility
9. Verbalize and demonstrate the  Research, discuss and list possible
soil fertility measures being measures that can be used to maintain
implemented or improve soil fertility
 Discuss the advantages and
disadvantages of the measures
identified
 Select a combination of methods and
resources needed to implement soil
fertility measures

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  Assess project for success in
controlling soil erosion
Unit 2 8 weeks Cultural Practices in 1. Define Mulch  Students will be asked to coin a  Students will be given a few
crop production 2. Explain Mulching definition for mulch and mulching aligned questions about
Mulching 3. List types of Mulch  Students will be led into a discussion mulching on a sheet of paper
4. State the uses of mulch about the different types of mulch and to be complete before the
5. State the advantages and their advantages and disadvantages. ending of the class. Their
disadvantages of mulching “slips” will be collected
6. Demonstrate how mulching is done before they leave the room,
7. Select mulches and administer or before moving on to
mulching procedures another lesson.
 The Think-pair-share
assessment tool will be used to
assess students learning. This
is where students will take a
few minutes to think about the
question or prompt. Next, they
pair with a designated partner
to compare thoughts before
sharing with the whole class.

8.1 Project Title: Duration Lesson Topic Objectives Teaching And Learning Strategies Assessment
Produce new
plants by Students Should Be Able To:
vegetative
propagation

172
Unit 1 1 Week Produce new plants by 8. Discuss what is meant by vegetative  Research, present and discuss the  Identify Suitable plants for
vegetative propagation propagation and sexual propagation meaning and economic benefits of artificial vegetative
9. Recognise the benefits of vegetative vegetative plant propagation propagation
Vegetative and Sexual propagation to sexual propagation  Examine different methods of artificial  Select Plants properly
Propagation 10. Make a diagram/list to vegetative plant propagation, and, matched to artificial
demonstrate the benefits of both identify local plant applications of the vegetative propagation
vegetative propagation to sexual methods methods
propagation  Benefits of vegetative plant
11. Compare the benefits of propagation
vegetative propagation to sexual explained/demonstrated
propagation  List made of two plants
12. Select common plants best commonly propagated using
suited to each vegetative method.
13. Research and discuss the Graded Classwork.
meaning and economic benefits of
vegetative plant propagation
14. Compare the benefits of
vegetative propagation to sexual
propagation
Unit 2 3 Weeks Asexual 1. Define Natural vegetative  Design a garden as guided by the  Design created meets set
Propagation propagation teacher criteria for propagation of
2. Define Artificial vegetative  Determine the resources required to selected plants
Vegetative Propagation propagation implement the designed garden  List of resources for designed
3. List types of Natural vegetative  Prepare a list of tasks necessary to project accurately develop
propagation complete the project  Budget developed to meet the
4. List types of Artificial vegetation  Prepare a basic schedule of the project design
5. Discuss the advantages and activities to be performed
disadvantages of:  Develop a simple budget for the
 Natural vegetative propagation designed project

173
  Artificial vegetative propagation
13. Identify and describe plant parts
used in natural vegetative
propagation: with a view to selecting
one for planting
 corms
 rhizomes
 tubers
 suckers
 bulbs
14. Select plants to be propagated
naturally
15. Explain the steps used in a given
artificial propagation technique
16. Demonstrate techniques used in
artificial propagation
17. Select appropriate resources and use
safely
18. Determine artificial vegetative
methods to produce selected plants
19. Decide from research, appropriate
artificial methods to propagate
common food/ornamental plants by
vegetative means
Unit 3 8 Weeks Artificial Vegetative 11. Design a project to include plants  Interpret project design and  Design created meets set
Propagation Project propagated by at least three artificial schedule plan for execution criteria for propagation of
vegetative methods  Prepare for plant propagation activities selected plants
12. Develop work-flow charts for  Select plant propagation resources  List of resources for designed
artificial vegetative plant  Prepare plant propagation media project accurately develop

174
 propagation  Propagate plant  Budget developed to meet the
13. Prepare a list of resources to carry  Complete propagation operations project design
out a designed plant propagation  Care for the plants until new growth is  Design of project properly
project observed interpreted and tasks
14. Develop a simple income and  Collaborate effectively with organized to meet schedule
expenditure budget for the designed  Conduct research in groups to  Tools, equipment and non-
project investigate the different career paths in plant materials selected to
15. Interpret and execute design connection with the vegetative satisfy propagation methods
16. Demonstrate at least three (3) propagation of plants to determine and teacher’s instructions
methods of artificial vegetative how these jobs impact on  Hygiene/sanitation practices
propagation used to produce new livelihoods/economy and sustainability implemented
plants  Discuss outcomes of research with  Propagation material selected
17. Select and demonstrate safe use of class and collected according to
tools and other resources propagation method, and,
18. Preparing growing media and species of plant
establish plants  Propagation material
19. Care for propagated plants prepared according to
 water propagation method, and,
 fertilize species of plant
 pest control  Successfully propagated
 hardened plants plants using at least three
20. Record important activities methods
associated with the project  Propagation methods
performed according to
plant species and teacher’s
instruction
 Propagated plants handled
in a manner that reduces
risk of damage
8.2 Project Title: Duration Lesson Topic Objectives Teaching And Learning Strategies Assessment

175
Rearing Rabbits Students Should Be Able To:
Unit 1 1 week Uses of Rabbits 6. Select breeds of rabbit based on  Examine the different uses of farm  Checklist of reasons and
purpose for which they are reared animals benefits for/of rabbit
Breeds of Rabbits 7. Design forms for daily records  Research the reasons for rabbit production created
8. Keep various records accurately production  Journal entries made
 Classify farm animals based on their representing accurate
9. Develop a simple budget uses information on rabbit
10. Construct and or select simple  Conduct research and present findings production systems
housing and equipment need for  Identify rabbit breeds and their
rearing rabbits characteristics
 Examine and critique commercial and
small-scale rabbit production systems
 Identify wants, needs, and opportunities
for rabbit production
 Research systems and methods of
rearing rabbits
 Analyse existing rabbit production
processes and solutions
 Generate ideas for rearing rabbits at
school (at home)
 Modify/refine existing ideas
 Explore new possibilities for rabbit
production
 Discuss/discriminate/justify suggested
design ideas
 Explore/experiment ideas, materials,
technologies, techniques

Unit 2 2 weeks Rabbit Nutrition and 8. Select and supply feed for rabbits at  Students have to come up with a  Feed labels are passed around

176
 Breeding various stages of production definition of the terms ration and ad lib. the groups and each group
9. Determine age for breeding/mating Students will be led into a guided marks them using the original
Rabbit Feeding and based on breed discussion of the advantages and criteria.
Breeding 10. Calculate kindling date based on disadvantages of each.  Students will produce simple
date of mating  Students are given a number of photos factsheet on how to feed
11. Understand the importance of of feed items and using the criteria rabbits
sanitation in rearing healthy animals given, they classify each feed.  Examine and identify the part
12. Handle rabbit safely with due  Students work in groups to design a of the digestive system of a
consideration to animal and self feed label for rabbits. rabbit.
13. Separate animals based on sexes  Marking criteria are set beforehand  Conduct management
such as; name, quality of scientific practices in rearing rabbits
14. Identify the major parts of the
information, layout etc. A class quiz will also be used.
rabbit digestive system.
Unit 3 2 weeks Rabbit Health 6. Recognize signs of ill health  Using a healthy animal, the teacher will  Students will be given a
7. Recognize signs of pest infestation brainstorm students about the signs that disease word sort to match up
Pest and Diseases in 8. Treat for external parasite show it is healthy. common diseases with the
Rabbits  Students will be led into a discussion cause, symptoms and
9. Select and use appropriate personal
on signs of ill health. treatment.
protective equipment
 Teacher led a discussion on the causes  Internet research to produce
10. Identify career pathways linked of ill health with a specific focus on a vaccination schedule for
to rabbit production Coccidiosis. rabbits.
 Group debate on the
advantages and
disadvantages of
vaccinations.
 Plenary: Students write a
short article for an animal
magazine about their views
on vaccination.
 Homework: Produce a word

177
 search containing all the
new words in this section.
8.3 Project Title: Duration Lesson Topic Objectives Teaching And Learning Strategies Assessment
Grow Crops with
Emphasis on Soil
Fertility Students Should Be Able To:
Unit 1 4 weeks Soil Fertility 10. Define Soil Fertility  Review how crops grow  State how things work and
Effects of Soil Fertility 11. Identify and discuss at least four  Parts of the plant and their functions how things should be done
on the growth of crops (4) ways in which soil may lose  Review basic plant growing processes  Describe what was learned or
its fertility (e.g. germination, photosynthesis, achieved by carrying out the
12. Identify and discuss measures transpiration, translocation, flowering, soil fertility project
that can be used to improve soil etc.)  Explain individual
fertility  Research and discuss nutrient achievements and
13. Differentiate the impact of requirements for different crop types understanding of the project
various factors on soil fertility (leaf, root, flower, fruit) using descriptive language
14. Manipulate resources to improve  Examine growing media in use for crop  Share the outcome of the
soil production project with other using
15. Explain the importance of  Guided by teacher, develop a working various forms of presentation
maintaining soil fertility definition of soil fertility  Use digital cameras, scanner,
16. fertility  Explore the importance of maintaining simple templates to enhance
17. Select and implement at least soil fertility the description of outcomes
three (3) measures best suited to  Explore the factors that reduce soil of soil fertility project
their school farm fertility
18. Verbalize and demonstrate the  Research, discuss and list possible
soil fertility measures being measures that can be used to maintain
implemented or improve soil fertility
 Discuss the advantages and
disadvantages of the measures
identified

178
  Select a combination of methods and
resources needed to implement soil
fertility measures
 Assess project for success in
controlling soil erosion
Unit 2 8 weeks Cultural Practices in 8. Define Mulch  Students will be asked to coin a  Students will be given a few
crop production 9. Explain Mulching definition for mulch and mulching aligned questions about
Mulching 10. List types of Mulch  Students will be led into a discussion mulching on a sheet of paper
11. State the uses of mulch about the different types of mulch and to be complete before the
12. State the advantages and their advantages and disadvantages. ending of the class. Their
disadvantages of mulching “slips” will be collected
13. Demonstrate how mulching is before they leave the room,
done or before moving on to
14. Select mulches and administer another lesson.
mulching procedures  The Think-pair-share
assessment tool will be used to
assess students learning. This
is where students will take a
few minutes to think about the
question or prompt. Next, they
pair with a designated partner
to compare thoughts before
sharing with the whole class.

179
INTEGRATED SCIENCE
180
181
 Duration Topic / Content Specific Objectives: Teaching/Learning Activities Assessment
Students Should Be Able To:
Unit 1 1 week Detecting the  Define the environment.  The students will engage in  Group presentations to be
environment  Explain how we detect the external nature walks to make assessed based on creativity
environment. observations of their general and content.
 Recognize the importance of the setting, using the five senses  Concept map
senses to man’s existence in the where applicable (sight, smell,  Workbook assessment
environment. touch, hearing, taste) (Investigating Science for
 Co-operate discussion on the Jamaica, Workbook 3; pg.
importance of the senses in 10)
detecting changes in the
environment
 use of audio /video
presentations to show
instances in which the senses
allow for persons to evade
danger.
 Role play to highlight the
importance of the sense organs
in detecting changes around
(teacher will select appropriate
scenarios where applicable).

Light. 1 week  Define light and state its speed.  Gaming exercise to introduce  Worksheet assessment.
 Identify the relationship between the topic (unscrambling  At least three (3)
light and sight. exercise or whichever activity phenomenon of light should
 Give two phenomena associated with is deemed appropriate by the be researched and
light. teacher) presented.
 State the difference between  Group discussion on the
luminous and non-luminous objects importance of light as a natural
giving at least 5 examples of each. occurring entity.
 Individual reading and
research exercise on the

182
 phenomena of light which will
be presented to the class.
 Students will brainstorm and
discuss in groups their
understanding of what is
luminous versus non-luminous
with identified examples.

Light.(Rays, Beams) 1 week  Define a rays and beams.  Co-operate discussion to  A report formulated from
 Explain the difference between rays devise the definition for a ray the practical take home
and beams. and a beam. assignment.
 Accurately draw diagrams of the  Demonstration exercise using  Worksheet where applicable
three types of beams. a laser versus a light bulb in
 State the differences between a showing a ray and a beam
converging and diverging beams. (Integrated Science for
Caribbean Schools; pg. 37-38).
*Take home practical activity:
Integrated Science for
Caribbean Schools; pg. 38-39.
 Students will make brief notes
and drawing using the
supporting text: Integrated
Science for Caribbean
Schools; pg. 38.
 Think-pair share exercise to
high light the difference
between converging and
diverging beams.

183
4. Light (Objects 2 hours (3 sessions)  Describe what is transparent,  Carry out investigations to  Quiz
and Light). translucent, and opaque objects. describe the three types of
 Explain with the use of materials how objects and how they interact
light affects the above types of with light (diagrammatic
objects. representation: Integrated
 Conduct a simple exercise to Science for Caribbean
demonstrate the effect of light on Schools; pg. 40).
each object.  Device practical ways to
 Give examples of each type of identify the characteristics of
material. (opaque, translucent, transparent, translucent, and
transparent opaque objects.
 Brainstorm examples of
materials that can be found in
the household that fall under
each category.
 Conduct a practical exercise to
conclude the identity of these
said objects.
5 Light 1 hour 20 minutes (2  Define a shadow.  Brainstorm a definition for a  Drawing can be graded
(Shadow sessions)  Explain how shadows are formed. shadow. based on criteria for good
Formation).  Use diagrams to show the difference  Discuss how shadows appear scientific drawings:
between the shadows formed by a to be formed. neatness, in pencil only,
point source and an extended source  Complete drawings to show properly labelled with a
of light. the formation of shadows from title.
a point source versus and
extended light source
(Integrated Science for
Caribbean Schools; pg. 40).

184
6 Light 2 weeks  Explain what is meant by reflection.  The students will devise a  Grade oral presentations of
(Reflection).  State the laws of reflection definition for reflection. the Investigative studies
 Explain what is meant by diffused  Discuss the Laws of  Grading of periscope.
and regular reflection. Reflection with the aid of a
 Identify occurrences of both types of supporting drawing:
reflection. Integrated Science for
 Use diagrams to illustrate and Caribbean Schools; pg. 44
explain the difference between both  Using a diagrammatic aid
types of reflection. (Integrated Science for
 Carry out investigative studies on Caribbean Schools; pg. 43),
the types of mirrors and the images students will differentiate
formed by the three types of mirrors between Diffuse and Regular
 Create a home-made periscope to reflection.
show the practical applications of  Discussion of possible
mirrors. instances which illustrates the
principles of the diffuse and
regular reflection.
 Creation for a make shift
periscope to show the use of
mirrors (Integrated Science
for Caribbean Schools; pg.
45).

7 Light 1 week  Define refraction.  Co-operate discussion on  Drawings of scenarios

(Refraction).  Conduct a simple experiment to what refraction is, aided by illustrating refraction
demonstrate at least two effects of showing an example (bending
refraction. of pencil in a glass of water)
 Identify at least three instances of  Students will research
refraction. practical examples of
refraction in everyday life

185
 which they will share with the
general class.

UNIT TEST FOR TOPICS 1-7 (MIXTURE OF MULTIPLE CHOICE AND SHORT ANSWER QUESTIONS)
8 Lenses. 1 week  Describe the two main types of  Students will discuss based on  Take home assessment
lenses. previous knowledge the two (Investigating Science for
 Draw accurately each of the two type types of lenses. Jamaica, Workbook 3; pg.
of lens.  Create a mnemonic device 12, question 3)
 With the use of diagrams show how which enables them to
each of the two type of lens affects highlight the characteristics of
light rays. each type of lens.
 List at least four other types of lens.  Make drawings of the types of
lenses and the effects they
have on lay rays (Integrated
Science for Caribbean
Schools; pg. 47-49).

9 The eye. 1 week  Draw and accurately label cross  Students will engage in a  Group presentation
section diagram of the eye. group research exercise on the  Worksheet exercise
 Explain how the labelled parts of the eye. Oral presentation on the  Workbook exercise:
eye work. eye will be done (Investigating Science for
 Identify on a diagram the various  A 3D model will be created by Jamaica, Workbook 3; pg.
parts of the eye. the group marking the 12-13)
presentation.
 Cooperate discussions of the
eye based on information
gained from the presentation
along with notes given.
Student will complete a

186
 labelled drawing of the eye.
(Integrated Science for
Caribbean Schools; pg. 52).

10 The eye. (Eye 1 week  Identify common eye problems,  Role play to demonstrate eye
Defects). causes and preventative measures. testing procedures
 Clearly explain what is near and far  Investigative studies on the eye
sightedness. defects which will be used to
 Use diagrams to show both near and stimulate co-operate
far sightedness. discussions. (Investigating
 Use diagrams to help explain how Science for Jamaica, Students
each defect is corrected. Book 3; pg. 12-13)

LIGHT & SIGHT QUIZ\ TEST 8TH GRADE

11 Sound. 1 hour 20 minutes  Conduct a simple experiment to  Students will be shown audio  Graded practical exercise
(2 sessions) prove that movement (vibration) is visual presentations which reports
need for sound to be made. shows wave motion in the  Workbook assessment
 Present their work using the form of vibrations. (Investigating Science for
scientific format.  Carry out simple exercise Jamaica, Workbook 3; pg.
with ruler and rubber bands to 14-15; Question 2-6,8)
show vibration (Investigating  Major Project: Investigating
Science for Jamaica, Students Science for Jamaica,
Book; pg. 16 or Integrated Workbook 3; pg. 15
Science for Caribbean
Schools; pg. 60-61)

12 Sound II 40 minutes (1  Define sound.  Cooperate discussion to define

session)  Clearly state how sounds are made. sound based on previous
 Demonstrate how sounds can be practical exercise

187
 made.
13 Sound III 1 hour 20 minutes  Define frequency and amplitude.  Word Bank to identify key
(Amplitude, (2 sessions)  Differentiate between frequency and definitions for amplitude and
Frequency) amplitude. frequency along with other
 use diagrams to demonstrate the sound related terminologies
difference between frequency and (eg. Pitch, etc.) Investigating
amplitude Science for Jamaica, Students
Book; pg. 62-64
 Wave simulator which shows
aspects of a wave

SOUND QUIZ
14 The Ear. 1 week  Identify the main parts and the three Students will engage in a  Work Book Assessment:
main sections of the ear. group research exercise on the Investigating Science for
 Outline the process which allows ears. Oral presentation on the Jamaica, Work Book; pg.
humans to be able to hear. ears will be done 14; Question 1,7.
 Outline the function of the parts of (Investigating Science for  Investigative Study:
the ear. Jamaica, Students Book 3; pg. Integrated Science for
 Draw and label a diagram of the ear. 19) Caribbean Schools; pg. 71
A 3D model will be created by
the group marking the
presentation.
 Cooperate discussions of the
ear based on information
gained from the presentation
along with notes given.
Student will complete a
labelled drawing of the ear.
(Integrated Science for

188
 Caribbean Schools; pg. 69).

15 The Skin I 1 week  Draw a full and accurately labelled  Students will engage in a  Group Presentation
diagram of the skin. group research exercise on the  Worksheet
 Identify the two main layers of the skin. Oral presentation on the  Work Book Assessment:
skin (epidermis & dermis) ears will be done Investigating Science for
 Accurately identify the various (Investigating Science for Jamaica, Work Book; pg.
labelled parts of the skin on a blank Jamaica, Students Book 3; pg. 11; Question 4-5
diagram. 4-5)
 State at least five (5) functions of the  A 3D model will be created by
skin. the group marking the
presentation.
 Cooperate discussions of the
skin based on information
gained from the presentation
along with notes given.
Student will complete a
labelled drawing of the skin.
(can be drawn from the
workbook exercise)

16 The Skin II 1 week  Conduct a simple experiment to map  Students will conduct sample  Analysis questions:
(Sensitivity) the skin’s sensitivity to touch. experiment as proposed in Investigating Science for
 Present the information gathered in a Investigating Science for Jamaica, Student Book; pg.
tabular form. Jamaica, Student Book; pg. 4; 5; Question 1-4.
 Analyze the information gathered and PS 13.2 and 13.3.
come to a reasoned conclusion about
the skin’s sensitivity.


189
17 The Nose 1 week  Identify the position of the smell  Students will engage in a  Group Presentation
receptors cells in the nose. group research exercise on the
 Explain how we can detect various nose. Oral presentation on the
odours. ears will be done
 State the name of the smell receptors. (Investigating Science for
Jamaica, Students Book 3; pg.
7-8)
 A 3D model will be created by
the group marking the
presentation.
 Cooperate discussions of the
nose based on information
gained from the presentation
along with notes given.
Student will complete a
labelled drawing of the nose.

18 Taste and the 1 week  State the four basic taste sensations.  Students will engage in a  Group presentation
Tongue. (Bitter, Sweet, Sour and Salty.) group research exercise on the  Work Book Assessment:
 Identify on a diagram the regions on tongue. Oral presentation on Investigating Science for
the tongue responsible for each the ears will be done Jamaica, Work Book; pg.
sensation. (Investigating Science for 11; Question 6
 Explain how the tongue as the organ Jamaica, Students Book 3; pg.
of taste works. 6-7)
 Draw a diagram of the tongue  A 3D model will be created by
showing the main regions of the group marking the
sensation presentation.
 Cooperate discussions of the
tongue based on information
gained from the presentation

190
 along with notes given.
Student will complete a
labelled drawing of the tongue.
(can be drawn from the
workbook exercise)

SENSE ORGANS TEST

19 Nerve & 1 week  Give a definition of a nerve.  Students will engage in a group  Group Presentation
Brain.  Differentiate between the functions research exercise on the brain  Work Book Assessment:
of a motor and a sensory nerve. and nerves. Oral presentation Investigating Science for
 Identify the three main parts of the on the ears will be done Jamaica, Work Book; pg.
brain and explain their function. (Investigating Science for 16; Question 1-2
Jamaica, Students Book 3; pg.
22-23)
 A 3D model will be created by
the group marking the
presentation.
 Cooperate discussions of the
brain and nerves based on
information gained from the
presentation along with notes
given. Student will complete a
labelled drawing of the brain
and nerves. (Integrated Science
for Caribbean Schools; pg. 96).

20 Nerve & Brain 1 week  Explain what reflex action is and  The students will conduct  Work Book Assessment:
II (Reflex and give an example. simple experiments to test their Investigating Science for
voluntary  Conduct a simple experiment to reaction time (Investigating Jamaica, Work Book; pg.

191
 action) show reflex action. Science for Jamaica, Students 16; Question 3-5
 Explain what is meant by conscious Book 3; pg. 24; PS 13.23)
action. And give examples.  Co-operate discussion on the
 Demonstrate and explain what is functions of the autonomic
meant by reaction time. nervous system and its actions
 Gaming exercise to
demonstrate individuals
varying reaction time.
 Carry out investigative studies
to identify the importance of
reflex actions
BRAIN & NERVE TEST
21 Mixtures and 2 weeks  Define Homogenous and  Carry out practical  Lab Reports
Separation Heterogeneous Mixtures demonstrations to distinguish  Worksheets
 Identify the types of Mixtures types of mixtures (Investigating  Workbook Exercise:
 Briefly describe the various methods Science for Jamaica, Students Investigating Science for
of separation: Book 3; pg. 34-39, 59) Jamaica, WorkBook 3; pg.
i. Magnetism  Carry out investigative studies 22-23; 30-32
ii. Filtration on method of separation used in
iii. Chromatography laboratory
iv. Evaporation  Plan possible methods for
v. Sublimation separating given mixtures and
 Carry out experiments to execute such methods in the lab
demonstrate various methods of (eg. Sand and water; sand, salt,
separation iron shavings)
 Discuss what are chemical and  Demonstrate chemical and
physical changes physical changes using
everyday scenarios
22 Acids and 1 hour 20 minutes  List the physical properties of acids  Co-operate discussions on  Lab reports

192
 Alkalis. (2 sessions) and bases acids and bases based on  Worksheets
(Introduction  Draw and label the line pH scale. students previous research on  Workbook Exercise:
)  Correctly arrange a set of numbers the topic Investigating Science for
indicating acidity or alkalinity.  Identify the pH number of Jamaica, WorkBook 3; pg.
common substances 33-35
23 The pH Scale 1 week  Conduct a simple experiment to  Using indicators provided in
identify acids and bases using the lab and found in the
various indicators: household, the students will
i. Litmus Paper deduce the nature of
ii. Universal Indicator substances.
iii. Phenolphthalein
iv. Red Cabbage, Ribena, curry
and sorrel indicators
 Use the pH scale to rate the strength
of acids used in the experiment.
i. Universal Indicator
 Conduct the experiment safely.

24 Reactions of 2 weeks  Write word equations and predict  The students engage in
Acids the products for the reactions demonstration activities
below: which shows the methods of
i. Acids and Metals writing equations for the
ii. Acids and Bases reactions of acids.
iii. Acids and Carbonates  Demonstrate neutralization in
 Explain what is meant by everyday scenarios (eg. use of
neutralization. antacids to treat acid reflux,
use of vinegar in water
kettles…)

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INDUSTRIAL TECHNIQUES
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INTRODUCTION

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This Syllabus is meant to be used as a tool for Grade Eight parents/guardians and students to guide them of the required learning
outcomes for the academic year for Design Technique. This course is offered on a semester basis. This is subject to minor change/s as the
needs arise in the academic year.
Suggested Texts:

.
Assessments

Types Minimum No. of Pieces Weighting

Home Work 4-6 20

Class Work 4-6 30

Unit Test 2 50

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UNIT DURATION TOPIC SPECIFIC OBJECTIVE SUGGESTED TEACHING ACTIVITES ASSESSMENT

Students should:  Field trip  Group/ peer interaction/

 Photograph different types of materials activities observed to
 Identify and select available ascertain effectiveness of
and/or smart resources needed  State a use of each material teamwork and group
Unit 1 Resource to complete assigned tasks.
 State a physical and a chemical property of the dynamics among students.
 Classify materials according to  Questioning techniques
their physical properties and material that makes it suitable for that purpose.
used to determine
application to the development
 Discuss the materials and select the most students’ ability to plan
of the project. effectively.
appropriate and efficient materials that are
 Use context to select the most  Rubric used to quantify
available. Using the Internet to conduct research to
appropriate resources with and qualify students’
outline current and emerging trends in technology
consideration to project competence in planning
for completing similar tasks.
needs/problem and and logistics.
environmental considerations.
 Examine the range of materials
within the environment which
may be useful to aid in
completing the project.
 Evaluate the basic physical and
chemical properties of
common material choices.
 Justify the choice of materials
and other resources with due
considerations for the
environment.

Unit 2 -  Fasteners  Examine the range of fasteners and  Exploring the range of fasteners and fittings needed  Assignment on the
and Fittings fittings that are applicable to the to complete the project. different types of fasteners
completion of the project. and fittings pictures and

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  Identify the appropriate accessories  Scrapbook collection of use of fasteners and uses.
that are applicable to the development fittings.
of the project.
 Assemble components in a logical  PowerPoint Presentation by students of the
sequence to complete the project. different categories of fasteners and fittings
 Assemble the various
parts/components of the project using
the most suitable fasteners and or
adhesives
Unit 3  Sources and  Define the terms ‘energy’ and ‘work’  Discuss with their teacher the events in history or  Design and build a
Use of  Explain the relation between energy the scientific discoveries in relation to the use of toy/gadget that will
Energy and work. energy that has significantly contributed to human involve one or more form
 Identify forms of energy used for development and the way we now live. of energy conversion.
everyday solutions.  Students will watch videos relating to energy and
 Classify the forms of energy according how it has evolved overtime.  Group/ peer interaction/
to their sources.  Discuss the impact of energy and its contribution to activities
 Explain how energy can be converted general developments in our society.
from one form to another  Prepare/create a digital storyboard to illustrate the
relationship between energy, work and force in
 Explain how the different sources of human development.
energy can be utilized to support
 Discuss and define the terms energy, work and
force and say how these terms are related to each
 Assess how the application of other.
work/force can be optimized in order  Identify different forms of energy and their uses in
to operation/function the project everyday life.

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Unit 4   Identify types of simple machines  View pictures/video of a number of toys  Students observed
 Examine how the principles of simple produced/manufactured within the past hundred individually or in groups
Principles of machines can be combined to produce (100) years and ask students to write down the as they execute tasks:
Automation motion of simple mechanism similarities and differences with the toys, for
 Compare the operations of simple example, material used, size, power source,  Using tools and equipment
machines using the correct technical simplicity/complexity of design and colour.  Practicing health, safety
terminology  Students share the data gathered with the class. and environmental
 Animate a selected part of the project  Students will analyse the data and select the most protection habits
using the cam principle or any other suitable toy to construct based on the resources
simple machine principle available.  Evaluating and modifying
 Design a toy using given  Observe the design and operation of a modern toy as work progresses
parameters/guidelines. and ask students to determine/explain how energy  Finishing given tasks to
 Apply appropriate safety is used or can be used to improve or enhance how approved standards
practices/precautions in the execution the toy operates/functions.
of a sequence of task  Use online sources to view various toy designs -
 Form groups and analyse the selected designs and
suggest how it can be improved.

 Use rubric /design checklist to guide the

development of an outline, which indicates steps to  Rubric (observation,
be taken/followed to create a functioning toy that checklists and/or Rating
will utilize a simple machine principle to automate Scales) used to qualify
the toy. students’ competence in:

decoration

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  Produce a list of safety guidelines to be observed, Evaluating, critiquing and
when using hand tools and materials at varied modifying work
stages of the project’s execution and final individually or in peer
evaluation. groups
 to
 Prepare a list of tools that will be used to construct approved standards
the project

 Explore all safety procedures for each tool before

use.
Unit 5  Waste  Classify waste according to toxicity  Watch a video or read information on the benefit of  Rubric (observation,
Management and renewability effective management. Special focus should be on checklists and/or Rating
the amount of accumulated garbage produced by an Scales) used to qualify
 Examine the effects of improper waste individual, household, classroom, community or students’ competence
management in the environment. country.

 Design guidelines for the execution of

the project/programme undertaken

 Formulate strategies for the

sensitization of persons about personal
and environmental safety  While watching the video or reading the
information provided, students will record the
 Identify biodegradable waste type(s) of waste produced by the aforementioned
commonly used in the work group identified and determine the effects of those
environment types of waste on the environment by conducting

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 Outline applications for reusable waste further research.
from common resource  Using both online and offline sources.

 Design systems for the recycling of

common resources

 Design storage systems for resources

and various waste materials

 Construct practical items from waste

material

 Explore and adopt alternative methods

of using waste materials within the
environment

 Assess the feasibility of reusing waste

material as opposed to discarding it

 Design systems/programmes for the

management of resources within the

 environment

 Appraise the safety concerns with

regards to recycling and waste
disposal

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  Employ the use of technology to aid in
the recycling and disposal of waste
materials

Unit 6  Resource  Estimate cost of material from design  Students will undergo an exercise on material  Rubric (observation,
Management specifications costing and listing. checklists and/or Rating
Scales) used to qualify
 Perform basic students’ competence
calculations/computations of quantities
of resource material needed in the
execution of the system/programme

 Rate the finished product with respect

to quality and cost

 Apply on-going quality control

evaluation strategies to the project

 Practice acceptable time and resource

management strategies
 Identify career pathway associated
with completing this project.

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  LINKS TO OTHER SUBJECTS

The elements of this project and the

associated units may be linked with the
following subject area and attainment targets:

Mathematics: A.T. – Measurements

A.T. – Geometry

Visual Arts: A.T. – Plan and Design

A.T. – Create and Develop

Science: A.T. – Exploring Science and

the Environment

Information and Communication Technology:

A.T. – Research, Critical Thinking, Problem
Solving and Decision Making

A.T. – Designing and Producing

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FAMILY & CONSUMER
MANAGEMENT

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 UNIT DURATION Semester I (September – January) SPECIFIC OBJECTIVES SUGGESTED ASSESSMENT
Semester II (February – June) TEACHING AND
LEARNING ACIVITIES

Topics: Students should be able to:

Clothing Week 1 Introduction  Discuss the different careers in clothing  Create Posters  Oral quiz
in the and textiles Highlighting various
Review career in clothing and
World careers
textiles
Perspecti
ve

Week 2 Fibres  Identify at least THREE types of man-  Chemical Test to  Report on
made fibres identify natural fibres. findings
 Outline the process of at least ONE man-
made fibre
Week 2 Clothing decisions  State at least FOUR reasons for wearing  In Groups Create a  Grading of
clothes magazine showing magazines
 Interpret clothing messages clothing for various
occasions.
Week 3 Wardrobe Planning  Define wardrobe planning  Group Fashion Show  Rubric to grade
 State at least THREE importance of Fashion Show.
planning wardrobe.
 Execute a wardrobe inventory
Week 4 Clothing Purchase  List at least THREE ways of purchasing  Group Fashion Show  Rubric to grade
clothes Fashion Show.
 Outline at least THREE factors involved in
purchasing clothes

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 Week 5 Clothing Care  Define laundering  Brochure on Care of  Rubric to grade
 List THREE factors to consider when Clothes Brochure
preparing clothes for washing
 Discuss different ways to care for clothes` on a
daily basis
 Explain at least TWO techniques to repair
clothes
UNIT DURATION Semester I (September – January) SPECIFIC OBJECTIVES SUGGESTED ASSESSMENT
and Semester II (February – June) TEACHING AND
LEARNING
ACIVITIES
Week 7 Serger  State at least FIVE parts of the serger  Label a diagram of  Grading of
machine the serger. the labeled
 Outline the correct procedure for threading diagram of
the serger machine the serger.
 Discuss different ways to use and care for
the serger machine
Week 8 Taking Body Measurements  Demonstrate the correct procedure of  In groups of two  Checklist for
taking body measurement take the basic measurements
body accuracy.
measurements.
 Record the
information
Safe Food Week 9 Food safety  Define the term food safety  Group Project Grading of the
School  Explain the importance of promoting food Project
safety

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Restaurant  State at least THREE methods to keep
food safe
Week 10 Macro and Micro nutrients  Define related terms (nutrients, macro and  Group Project Checklist to Grading
micro nutrients)  Cross word Puzzle of the Project
 List at least THREE food sources for each
nutrient
 Describe at least TWO functions for each
nutrient
 State the deficiency diseases for each
nutrient

Week 11 Multi – mix Principle  Define the term multi-mix principle  Create a journal of Rubric to grade
 State the types of mixes food eaten for a two- Collage.
 Discuss the nutritive value of mixes day period.
 Do a collage on
multimix

UNIT DURATION Semester I (September – January) SPECIFIC OBJECTIVES SUGGESTED ASSESSMENT

and Semester II (February – June) TEACHING AND
LEARNING
ACIVITIES

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Week 12 Methods of Cooking  Define the term cooking, steaming and  Group presentation Rubric used to
frying on the methods of evaluate dishes done
 Classify methods of cooking into TWO cooking by the selected
MAIN categories  Practical methods
 State THREE methods of cooking under  Rock Bun Practical
the different categories  Steaming Cake
 Prepare dishes using steaming and frying  Frying

Week 13 Meal Planning  Define the term meal planning  Conduct online or Rubric used to asses
 Describe at least THREE factors that offline samples of packed
should be considered when planning meals information lunches.
for the family search on
 Describe at least TWO factors that affect planning meals
meal planning for special
 Plan and prepare a suitable packed lunch groups. Toddlers,
adolescents,
elderly
Week 14 Using Recipe  Define the term recipe  View Samples of Checklist to evaluate a
 Identify the key components of a recipe recipes and basic recipe for its
 Interpret and use a basic recipe analyse them accuracy.
Week 15 Cake Making  Identify at least THREE methods of cake Small Group Visit to a Grading of the report
making. Bakery to view how done for the visit to
 Prepare a variety of cakes using the products are made. the bakery.
Rubbed-in method

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Consume Week 16 Processes of Management  Demonstrate proper time management
r skills
Managem
ent
Work Simplification  Define the term work simplification Create a work Checklist to evaluate
Simplification chart
Describe at least THREE work simplification
techniques

Week 17 Money Management Define the term budget Project : Create a weekly Checklist to evaluate
budget for a school
State at least THREE reasons for preparing a
Cafeteria.
budget
Outline the steps in preparing a budget
Week 18 Consumer Education Define related terms (consumer, wants and needs) Video Written Test
State at least THREE methods for payments of
goods and services
Discuss at least THREE consumer rights and
responsibilities
State at least THREE forms of consumer credit
Week 19 Advertising Define the term advertisement Create an advertisement on a Rubric to grade the
product that the students Advertisement
State at least THREE purposes of advertising
created

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State at least THREE methods of advertising
Describe at least TWO advertising techniques
Discuss the effects of advertising on the consumer
and manufacturer

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VISUAL ARTS

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 Education in Art and Design offers opportunity for students to enjoy and participate in arrange of expressive media that facilitate the creative exploration of
processes and forms of two and three-dimensional art and design. It also offers a significant to research methodologies and to cultural appreciation and
criticism that are shared by a wide range of subject areas. Some of these are design formations, drawing and painting, three dimensional handmade crafts
among others. In addition, it provides with the knowledge and skills necessary in the entertainment, creative production, marketing, as well as commercial and
manufacturing industries.

AIMS
The syllabus aims to:

1. Equip students with skills, knowledge and attitudes that will enable artistic practices;

2. Encourage experimentation with materials, various process and methods.

3. Convey concept and ideas through the manipulation of materials;

4. Develop critical thinking through research;

5. Expose students to the use of art and design as an investigative tool;

In all the areas presented students will be tested in the areas of

1. Craftsmanship
2. Design and Composition
3. Innovation
4. Enquiry
5. Critical Thinking

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 Duration Topic Teaching Strategies Suggested Assessment Activities
learning strategies

Unit 1 4 weeks Visual Arts at an advanced and drawing project line drawing
detailed level.
t Demonstration object drawing
Illustration Portraiture drawing
discussion Perspective drawing
medium exploration

Introduction to ADVANCE Shading Techniques

DRAWING and Application
Finishing techniques

Unit 2 Discussion written

3 weeks oral field trip (virtual)
group

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 Duration Topic Teaching strategies Suggested Assessment Activities
learning strategies
TREM 1 Introduction to
advance three
(September-
dimensional forms
November)
Mobiles
Figure Drawing
Landscape

Unit 3 Discussion Written Virtual field trip

4 weeks Oral Investigative projects
group Observational projects

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Duration Topic Teaching strategies Suggested Assessment Activities
learning strategies
TERM 2 Revision
(January-
February)

Unit 1 Demonstration Individual activities Line drawing

3 weeks Illustration Object drawing
Discussion Portraiture drawing
Perspective drawing
medium exploration

STUDENT ASSESSMENTS PER TERM INCLUDES:

1. CLASSWORK – minimum 3 class work
2. HOMEWORK - minimum 3 class work
3. UNIT TEST - minimum 1

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