IB Maths Book

THE INTERNATIONAL SCHOOL BANGALORE

MIDDLE SCHOOL CURRICULUM 2012-2013

SUBJECT: MATHEMATICS GRADE:

VIII

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

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CURRICULUM CONTENT:

TOPIC

Indices and Standard form

Solutions to Quadratic equations

Linear Inequalities

SUBTOPICS 

Multiplication and Division law of Indices

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Power law of Indices

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More laws of Indices

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Zero and Negative Indices

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Fractional Indices

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Standard form

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Solving quadratic equations by factorization, by completing the square and by formula

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Equations reducible to Quadratic equation

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Problem involving Quadratic equations

 

Inequalities

 

Difference Between ≤ & < and ≥ & >

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Linear equalities in one variable

Solving Inequalities

Problem solving involving Inequalities

LEARNING OUTCOMES The candidates learn



About the laws of indices

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To use the standard form to express very large or very small numbers.

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Quadratic equations by factorizations Quadratic equations by using “completing the square method”. Quadratic equations by using formula: Problems that can be reduced to quadratic equations.

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 

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Simple laws of linear inequalities. Simple methods for solving linear inequalities.

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 Congruent triangles

Variations

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Congruent Triangle

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Direct Variations (worksheet) Inverse Variations

Congruency Tests



To test for the congruency between two triangles. To solve problems involving congruent triangles.

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To solve problems involving variations

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To find length of a side or an angle of a right-angled triangle using the sine, cosine and tangent ratios for acute angles. To solve trigonometrical problems in two dimensions.

Application of Variations (worksheets)

  Trigonometrical ratios

Introduction to trigonometric ratios

Values of trigonometric ratios o Solving right angled Triangles

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using trigonometric ratios

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Practical applications of Trigonometry

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 

Finding the value of an angle with Trigonometric ratios

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Area of triangle 

Further trigonometry

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The Sine Rule

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The cosine Rule

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Bearings 

Co-ordinate geometry

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Length of Line Segment

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Gradient of a Straight Line

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Collinear points

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Equation of a Straight Line

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(Different forms)

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Signs of the Gradient

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Midpoint Formula

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Gradient of parallel and Perpendicular line -worksheet

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More Problems on Coordinate Geometry

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

The length of a line segment. The gradient of a straight line. The equation of a straight line.

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Angle properties of circles

Application of Mathematics in Practical situations

Similar triangles

 Symmetrical properties of Circles

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Angles Properties of Circles

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Angles on a opposite Segments

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Problems on Angle properties of Circles

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Simple Interest

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Compound Interest

To solve problems involving simple and compound interest.

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 Problems on Similar Triangles

To test for the similarity between two triangles. To solve problems involving similar triangles.

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Area and volume of similar figures and solids

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

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Area and Volume of Similar figures and solids

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To solve problems using the relationship between areas of similar figures. To solve problems using the relationship between volumes of similar solids.

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

RESOURCES:

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NEW SYLLABUS MATHEMATICS 3 – SHINGLEE. NEW SYLLABUS MATHEMATICS 3 WORKBOOK – SHINGLEE Mathematics for the international student MYP 8- Haese and Harris Publications International Mathematics for the middle years 3 – Pearson

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HISTORY OF MATHEMATICS INTRODUCTION This course is a brief survey into the history of Mathematics, the discoveries and ideas that originated and evolved and a look into the life- history of some Great Mathematicians. Maths was born with man and has developed in the centuries along with civilizations. The evolution of certain Mathematical facts which the students can comprehend will be discussed in class and encouraged to research upon. The main resource will be the school library and resource material from the internet. AIMS AND OBJECTIVES:  To help the student get an insight into the way in which Maths ideas have been originated and evolved.  To know and appreciate some Great Mathematicians and their contributions. 

To look at results the way mathematicians do, ie. expect to find the deepest mysteries from simple fundamental concepts by developing on them creatively.

LEARNING OUTCOMES: 

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

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The student will develop a sense of how Mathematicians were persistent in establishing facts that originated in their minds. To help the child believe that practising certain techniques to understand the concepts involved is essential and thus gain confidence in the subject. Extensive opportunity for reference work will be provided and students will be exposed to the voluminous information available.

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INVESTIGATING SKILLS INTRODUCTION

Mathematical exercises that require investigation will be given to the student on a regular basis during the scheduled class lessons. These tasks are designed to grasp the child’s creative and original thinking. They will be challenging activities with more than one solution that stimulate mathematical thinking and help the student reach logical conclusions. These tasks have no right or wrong answers, but their interpretations will be assessed.

AIMS AND OBJECTIVES: 

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



and analysing the task. To develop a methodical manner in analysis and exhaust all the possible cases which the task requires.

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To help the student draw conclusions based on the findings.

LEARNING OUTCOMES: 

The student tackles the task at their respective pace and feels self-motivated.

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

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The student is encouraged to communicate his/her findings on paper which will help them know how to record mathematical findings with clarity.

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Some tasks involve group work and the group designates the responsibilities of each individual in the group and effectiveness of working in a team is established.

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MATHEMATICS LAB INTRODUCTION

This includes activities in the Math Lab which help make Math more pragmatic with a hand-on approach in understanding certain theorems and results. The activities involved in the Lab will help the student further enhance the formulae and theorems learnt in the regular lessons .

AIMS AND OBJECTIVES: 

The students explore mathematical concepts, facts and theorems through a variety of activities using different materials.

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Through this kind of hands-on-approach the student is helped to learn formulae better, to understand theorems and study geometric shapes.

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It provides scope for greater involvement of both the mind and the hand which facilates cognition

LEARNING OUTCOMES: 

It provides an opportunity / scope for individual participation in the process of learning and becoming autonomous learners.

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Help students to understand and internalize the basic mathematical concepts through concrete objects and situations.

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To verify or discover several geometrical properties and facts using models or by paper cutting and folding techniques.

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It enables the students for individual participation in the process of learning and becoming autonomous learners.

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The laboratory allows and encourages the students to think, discuss with each other and the teacher and assimilate the concepts in a more effective manner.

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It enables the teacher to demonstrate, explain and reinforce abstract mathematical ideas by using concrete objects, models, charts, graphs, pictures, posters, etc.

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Lab Activities: •

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

•

Deriving (a+b)3 using cuboids

•

Using clinometers –finding the heights of flag post, trees, buildings etc.

•

Tangrams

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Proof of Pythagoras theorem

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Research based activity - history and works of a mathematician

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Investigation: finding trigonometric ratios of obtuse angles

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Circle theorems

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Idea of gradient and equation of straight lines

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Height of a tree or a pole or a tower

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Finding surface area of different solids

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

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

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THE INTERNATIONAL SCHOOL BANGALORE

MIDDLE SCHOOL COURSE DESCRIPTION 2012-2013

SUBJECT: ENGLISH GRADE : VIII

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INTRODUCTION

In studying English, pupils develop skills in speaking, listening, reading and writing that they will need to participate in society and employment. Pupils learn to express themselves creatively and imaginatively and to communicate with others confidently and effectively. Literature in English is rich and influential. It reflects the experiences of people from many countries and times and contributes to our sense of cultural identity. Pupils learn to become enthusiastic and critical readers of stories, poetry and drama as well as non-fiction and media texts, gaining access to the world of knowledge that reading offers. Looking at the patterns, structures, origins and conventions of English helps pupils understand how language works. Using this understanding, pupils can choose and adapt what they say and write in different situations, as well as appreciate and interpret the choices made by other writers and speakers. At TISB the Middle Years English programme forms a crucial connect between the CIPP and the IGCSE. Concepts and ideas introduced during initial years are reinforced and make for a smooth transition to the IGCSE programme. Any literary study encompasses four modules - Narrative, Poetry, Non-Fiction and Drama, which encourages exploration of a wide range of texts. At TISB special emphasis is laid on writing from one’s own critical point of view.

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LANGUAGE - SKILLS AIMS The aims are to:      

enable students to communicate accurately, appropriately and effectively in speech and writing enable students to understand and respond appropriately to what they hear, read and experience encourage students to enjoy and appreciate variety of language complement students' other areas of study by developing skills of a more general application (e.g. analysis, synthesis, drawing of inferences) promote students' personal development and an understanding of themselves and others helps students in their future in careers such as study of literature and teaching, journalism, Media, law, liberal arts etc. in the universities

OBJECTIVES The skills developed are:  SPEAKING        

Articulate experience and express what is thought, felt and imagined Communicate clearly and fluently Order and present facts, ideas and opinions Speak audibly and intelligibly with appropriate tone, intonation and pace Understand and convey both simple and detailed information Understand and convey more complex information in an interesting and authoritative way Present facts, ideas and opinions in an orderly sequence Discuss statements of opinion and attitude.

Teacher-guided activities: 

Recitation, extempore, debate, Power Point Presentation, group discussion and speech

 LISTENING     

Understand ideas and opinions Understand both simple and detailed information Understand more complex information Recognise statements of opinion and attitude Discern underlying assumptions and points of view

Teacher-guided activities:    

Listen to audio books – poems, prose extracts, speeches, plays, songs Listen to the teacher’s/students’ rendering of poems etc, debates, group discussions, Listen to audio-visual aids Set tasks (written / oral) to analyse tone, vocabulary, syntax and pause

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READING

    

Understand and collate explicit meanings Understand, explain and collate implicit meanings and attitudes Select analyse and evaluate what is relevant to specific purposes Understand how writers achieve effects

Teacher-guided activities: 

Text based exercises, advertisements, brochures, short passages from newspapers, magazines, stories, poems and plays WRITING

                 

Order and present facts, ideas and opinions Understand and use a range of appropriate vocabulary Use language and register appropriate to audience and context Make accurate and effective use of paragraphs, grammatical structures, sentences, punctuation and spelling express thoughts, feelings and opinions in order to interest, inform or convince the reader show a wider and more varied sense of different styles to interest, inform or convince the reader show a clear sense of audience demonstrate adequate control of vocabulary, syntax and grammar demonstrate a sophisticated use of vocabulary and structures exercise care over punctuation and spelling write accurate simple sentences write accurate complex sentences attempt a variety of sentence structures recognise the need for paragraphing write in well-constructed paragraphs use appropriate vocabulary

Teacher-guided activities:       

Pre-writing tasks: Reading, brainstorming, analyzing the question, planning and organizing Discuss the different purposes of writing and the ways in which language is used to: Persuade / Inform / Describe / Entertain / Analyse Read examples to demonstrate each of the above Make up lists of words that are effective in each category Students write their own examples of different ways of using language and discuss the outcomes Writing various drafts and editing The final draft

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LANGUAGE – KNOWLEDGE AREAS Grammar:        

Sentence structures Suffix Prefix Preposition - usage Tenses and sequence of tenses Reported speech – identifying features, usage Subject Verb Agreement Punctuation

Reading Comprehension: 

Comprehension of unseen passages

Writing Tasks:  

Essays: descriptive, narrative, autobiographical, argumentative Directed writing:  Letters: formal, informal  Diary entry  Brochure

LANGUAGE – GENERAL METHODOLOGY

          

Oral communication Creative writing Debate Quiz Vocabulary exercises Language Worksheets on various topics covered in the class Speech Extempore Group Discussions Word games to build vocabulary Using quotations LANGUAGE – RESOURCES

    

Reference books, magazines, newspapers and leaflets from the library Internet Audio books Audio visual Dictionary

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LITERATURE - SKILLS AIMS The aims are to encourage and develop students’ ability to:        

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

OBJECTIVES  LISTENING       

understand both simple and detailed information understand more complex information recognise statements of opinion and attitude discern underlying assumptions and points of view appreciate the beauty of the sounds, rhyme and rhythm in Poetry appreciate dramatic techniques respond to pieces of literature

Teacher-guided activities: Listening to audio books, watching movies, recitation and presentations by students  SPEAKING          

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

Teacher-guided activities: Recitation, Power Point Presentation and group discussion

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READING

          

understand and relate the ideas detect theme identify basic literary features show a more precise understanding of extended texts scan for and extract specific information identify main and subordinate topics, summarise, paraphrase and re-express ideas and thoughts recognise the relationship of ideas show understanding of how writers achieve their effects recognise and respond to simple linguistic devices including figurative language recognise and respond to more sophisticated linguistic devices

Teacher-guided activities: Guided reading in the Library. Students encouraged to read prose extracts, poems, play extracts and other kinds of non-fiction writing like travelogues, biographies and diaries Various activities on the reading that they have done such as dramatisation, writing book reports, analyzing the style of the writer and research work on writers  WRITING                 

express thoughts, feelings and opinions in order to interest, inform and/or convince the reader show a wider and more varied sense of different styles to interest, inform or convince the reader show a clear sense of audience demonstrate adequate control of vocabulary, syntax and grammar demonstrate a sophisticated use of vocabulary and structures exercise care over punctuation and spelling write accurate simple sentences write accurate complex sentences attempt a variety of sentence structures recognise the need for paragraphing write in well-constructed paragraphs use appropriate vocabulary comment on plot and characterization explore theme analyze plot and characterization analyse poetry write poems and short story

Writing Tasks /Teacher-guided activities: Writing Literature answers – 5 mark and 10 mark questions Train students in citing sources and avoiding plagiarism Research work on writers, topics as week end tasks Word games to build vocabulary Using the dictionary

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LITERATURE – KNOWLEDGE AREAS AIMS Candidates should be able to understand and appreciate texts and themes in ways which may range from straightforward knowledge of content and surface meaning to deeper meaning and interpretation. Candidates should study in detail individual texts in the three main literary forms of prose, poetry and drama.

OBJECTIVES After completion of the course the student is expected to:

   

show detailed knowledge of the content of literary texts in the three main forms (Drama, Poetry, and Prose) understand the meanings of literary texts and their contexts, and explore texts beyond surface meanings to show deeper awareness of ideas and attitudes recognise ways in which writers use language, structure, and form to create and shape meanings and effects communicate a personal response to literary texts

LEARNING OUTCOMES Having followed the English course in Grade 8 the students will be expected to demonstrate:

an ability to respond in an independent manner to works of literature an ability to express ideas with clarity, coherence, conciseness, precision and fluency in both written and oral communication

a command of the language and an appreciation of an effective choice of register and style in both written and oral communication

a thorough knowledge both of the individual works studied an appreciation of literary works from different ages and/or cultures an ability to comment on the language, content, structure, meaning and significance of both familiar and unfamiliar pieces of writing

an awareness of the effects of structure, technique and style as employed by authors an ability to structure ideas and arguments, both orally and in writing, in a sustained and logical way, and to support them with precise and relevant examples.

a sense of the English literary heritage   an ability to explore how ideas, experiences and values are portrayed differently in texts from a

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range of cultures and traditions which gives a glimpse into the political, economic, historical and social background

 an understanding of how English varies locally and globally, and how these variations relate to identity and cultural diversity

ASSESSMENTS Assessment will be continuous and will take a variety of forms. The primary purposes of the assessment will be to monitor a student’s achievement of the course objectives, and to act as a diagnostic tool that will lead to specific language development. Students will also be assessed on their ability to recall from memory, to analyse the features of a particular text, and to offer a personal response. Internal assessments include formative assessments and summative assessments. TERM 1 ASSESSMENT SCHEDULE Type of assessment Approx dates Formative assessment 1 September – week 3 Summative assessment 1 October – week 1 Pre-exam formative November – week 1 End of Term 1 Exam November - week December - week 1

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to

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

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

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SYLLABUS CONTENT 2012 – 2013 FIRST TERM: LITERATURE: I. Animal Farm  Chapters 1 – 10 II. New Oxford English 3  Narratives  Stories of the World  Types of Narratives  A Good Opening  The Short Story  Ingredients of a Short Story  Blackberries  Graphic Novels  Suspense and the stage III. The Oxford Treasury of Classic Poems  The Eagle – Alfred Lord Tennyson  The Highwayman – Alfred Noyes  The Lady of Shalott

LANGUAGE: I. Grammar  Degrees of Comparison  Sentence structures [variety]  Subject Verb Agreement II. Comprehension III. Essay  Descriptive  Narrative [including short story writing] IV. Directed Writing  Brochure

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SECOND TERM: LITERATURE: I. The Merchant of Venice 

Acts I – V

II. New Oxford English 3  Poem as Sound  Working in Winter [assonance, consonance, alliteration]  The Prelude [Dictionary activity]  Poem as Shape  The Arrival of the Envelopes  Seascape III. The Oxford Treasury of Classic Poems 

Stopping by Woods on a Snowy Evening

LANGUAGE: I. Grammar  Reported Speech  Prepositions II. Comprehension III. Directed Writing  Informal Letter  Formal Letter  Diary entry IV. Essay  Autobiographical  Argumentative

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READING LIST TERM 1: Poems from The Oxford Treasury of Classic Poems: 1. ‘There will come soft rains’ – Sara Teasdale 2. ‘Lochinvar’ – Sir Walter Scott 3. Ozymandias

Fiction: 1.

The Village by the Sea – Anita Desai

Non-fiction: 1. Long Walk to Freedom – Nelson Mandela

TERM 1I: Poems

from The Oxford Treasury of Classic Poems: 1. ‘Sonnet LX’ – William Shakespeare Poems from New Oxford English – 3 1. ‘Antarctica’ – Derek Mahon 2. ‘My Life Story’ – Simon Armitage

Fiction: 1. Short Stories – O Henry [Any 2 stories]

Non-fiction: 1. The Diary of a Young Girl – Anne Frank

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RESEARCH DOCUMENT [Guidelines on how to acknowledge sources and websites for online research]

While using other sources, students need to keep in mind the following:

1. Ensure that there is academic honesty in all the work done. 2. Underline or italicize or use inverted commas while making a reference to the title of a book. 3. Cite books in this manner in the bibliography: Flaubert, Gustave. Madame Bovary. London: Penguin, 1995. 4. Cite websites in this manner in the bibliography:

www.oxforddictionaries.com/ 5. Follow the pattern given below to footnote a printed text: 1

Flaubert, Gustave. Madame Bovary. London: Penguin, 1995. p 219.

[the abbreviation for page is p (singular)

and pp (plural) and not pg.] 6. Follow the pattern given below to footnote a website:

www.oxforddictionaries.com/ , 10.08.10, 08:46 am 7. Leave a line between paragraphs. Do not indent. 8. Do not number the list of books in the Bibliography. 9. Use double inverted commas for quotes and make sure that they are well integrated.

WRITING TASKS 

Creative Writing: descriptive, narrative, autobiographical and argumentative essays.



Directed writing based on a given input such as a reading passage: 

Letters: formal and informal



Diary entry



Brochure

Teacher-guided activities: 

Pre-writing tasks: Reading, brainstorming, analyzing the question, planning and organizing, editing, re-writing

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

Discuss the different purposes of writing and the ways in which language is used to: Persuade / Inform / Describe / Entertain / Analyse



Read exemplars to demonstrate each of the above



Make up lists of words that are effective in each category



Students write their own examples of different ways of using language and discuss the outcomes.



Writing various drafts and editing



The final draft

[Please turn the page for formats for written tasks

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FORMATS AND BASIC GUIDELINES FOR DIRECTED WRITING 1.INFORMAL LETTER Salutation: Dear Name/Mother/Father/etc Introduction: This should be very natural, introducing the main point of the letter. Next 3-4 paragraphs: In each paragraph that follows, focus on a specific aspect/area/subtopic in relation to your question. These ideas should flow from one paragraph to the next Conclusion: Give the conclusion – but don’t say “In conclusion…” There are other ways of letting your reader know this. Complementary close: With love/Yours lovingly (Note that only the first word Yours / With begins with a capital letter. The word Yours does not have an apostrophe) First name (no surname) [Note: The question will usually specify how to begin. The address is not required.] Guidelines:



Focus on the ideas given in the passage/input in relation to the task – some ideas may be direct and others may need to be inferred.

 

Be conscious of who your reader is and use the right register. Engage the reader by using “you, your”, using exclamations if necessary and by asking for opinions/comments. Make your letter interesting by using varied sentence structures and idiomatic expressions.

       

Read the question carefully to use the right tone. Use descriptive/persuasive/augmentative language as required in the question. Be convincing - with facts, opinions and feelings. Use a wide range of vocabulary. Make the flow of ideas logical and natural. Do not be rude or offensive. Use your own words and avoid ‘copying’ words and expressions used in the passage given.

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2. FORMAL LETTER

Salutation: Dear Sir/ Madam Introduction: This should be very straightforward and brief introducing the main point of the letter. Next 3-4 paragraphs: In each paragraph that follows, focus on a specific aspect/area/subtopic in relation to your question. These ideas should flow from one paragraph to the next Conclusion: Give the conclusion – but avoid “In conclusion…” There are other ways of letting your reader know this. Complementary close: Yours truly/Yours faithfully (Note that only the first word Yours begins with a capital letter. It does not have an apostrophe)

Signature Full name (name and surname) [Note: The question will usually specify how to begin. The addresses are not required]

Guidelines:



Focus on the ideas given in the passage/input in relation to the task – some ideas may be direct and others may need to be inferred.

   

Do not use colloquial language, slang, abbreviations or contractions. Use formal language.

      

Make your letter interesting by using varied sentence structures.

Be conscious of who your reader(s) is/are and use the right register. Engage the reader by using “you, your”, using exclamations if necessary and by asking for opinions/comments. Sometimes, rhetorical questions may be asked. Use persuasive language (if the task requires it.) Be convincing - with facts, opinions and, if required, feelings. Use a wide range of vocabulary. Make the flow of ideas logical and natural. Do not be rude or offensive. Use your own words and avoid ‘copying’ words and expressions used in the passage given.

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3. SEMI-FORMAL LETTER

Salutation: Dear Mr. ______/Mrs. _____________/Dr. ______________ etc Introduction: This should be very straightforward and brief introducing the main point of the letter. Next 3-4 paragraphs: In each paragraph that follows, focus on a specific aspect/area/subtopic in relation to your question. These ideas should flow from one paragraph to the next Conclusion: Give the conclusion – but don’t say “In conclusion…” There are other ways of letting your reader know this. Complementary close: Yours truly/ Yours sincerely (Note that only the first word Yours begins with a capital letter. It does not have an apostrophe) Signature Full name [Note: The question will usually specify how to begin. The addresses are not required]

Guidelines:

            

Focus on the ideas given in the passage/input in relation to the task – some ideas may be direct and others may need to be inferred. Do not use colloquial language, slang, abbreviations or contractions. Use formal language. Be conscious of who your reader(s) is/are and use the right register. Be conscious of who your reader(s) is/are and use the right register. Engage the reader by using “you, your”, using exclamations if necessary and by asking for opinions/comments. Sometimes, rhetorical questions may be asked. Make your letter interesting by using varied sentence structures. Use persuasive language (if the task requires it.) Be convincing - with facts, opinions and, if required, feelings. Use a wide range of vocabulary. Make the flow of ideas logical and natural. Do not be rude or offensive. Use your own words and avoid ‘copying’ words and expressions used in the passage given.

19

4. BROCHURE Heading: Give an eye-catching epithet for the place/hotel/institution Example: KERALA – God’s Own Country Introduction: Use very descriptive words to give the salient features of the place/hotel/institution. Draw the attention of the readers through the effective use of language. Next 3-4 paragraphs: In each paragraph that follows, focus on a specific aspect/area/subtopic. Conclusion: This may not be required as you will be asked to write only part of a brochure. But you could consider a catch phrase or motto or slogan at the bottom of the page

Guidelines:



Focus on the ideas given in the passage/input in relation to the task. Some ideas may be direct and others may need to be inferred.



Be conscious of the fact that you want to attract people of varying interests to this place/hotel/institution. Engage the audience by ’speaking’ to them by using “you/your”, using exclamations and questions if necessary. Make your presentation interesting by using varied sentence structures and idiomatic expressions

      

Use persuasive language (if the task requires it.) Be convincing - with facts and figures. Use a wide range of vocabulary and good description of buildings, natural surroundings etc. Arrange paragraphs according to the level of interest for the readers. Use your own words and avoid copying words and expressions used in the passage given. Use the colourful language of advertisement but without exaggeration.

[Please turn the page

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5. DIARY ENTRY Place Day/Date Introduction: Reflect on your feelings at the moment Next 3-4 paragraphs: In each paragraph that follows, focus on a specific aspect/area/subtopic/emotion/event. Your thoughts and feelings should be expressed well. There can be a good deal of reflection on events and evaluation of words and actions of people. Conclusion: Make a general assessment of your actions/feelings. Bring out your fears/doubts/apprehension/excitement about the future depending on the question

Guidelines:



Focus on the ideas given in the passage/input in relation to the task – some ideas may be direct and others may need to be inferred.



The language should be informal. But be creative and express yourself in an interesting manner. Try to use some figurative language.

     

Use a number of questions to bring out anger/doubt/frustration if needed. Make your writing interesting by using varied sentence structures and idiomatic expressions.



Use your own words and avoid ‘copying’ words and expressions used in the passage given unless you are quoting what characters/people have spoken.

Write in the authentic voice of the character in the story/passage. Use a wide range of vocabulary. Make the flow of ideas logical and natural. You could be creative and use flashbacks. The sequence of events should be clear to the examiner.

LEARNING OUTCOMES: Communicate with reader / audience Be able to choose the right word, register and style Write in different genres Plan, edit and revise a draft Order and develop ideas and arguments 

21

THE INTERNATIONAL SCHOOL BANGALORE

MIDDLE SCHOOL CURRICULUM 2012-2013

SUBJECT: HISTORY &GAP GRADE: VIII

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

The students acquire knowledge of various terms, concepts, events, personalities and principles related to the study of history.



The students develop understanding of terms, facts, events, etc. related to the study of history.



The students develop the ability of critical and logical thinking.



The students develop the practical skills necessary for the study and understanding of historical events.



The students develop interests in the study of history and activities relating to history.

GENERAL LEARNING OUTCOME: 

To have a view about the events that marked the beginning of modern age.



To develop the ability to discuss international events from the past in relation to the present.



To provide opportunities for independent research and analysis.



To build awareness that human attitude, beliefs, and behavior can both be universal and diverse, depending upon cultural settings. SYLLABUS OUTLINE

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

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

1. The Twentieth Century World by Josh Brooman 2. Modern World History by Ben Walsh Internet: online web site – activeschoolhistory,historynet.com, wikipedia, google etc.

GLOBAL AWARENESS PROGRAMME

CURRICULUM CONTENT: Since the programme is structured in the form of a monthly magazine, the curriculum content may differ from month to month. 1. Pick of the month - A current event of considerable significance will be picked and this will be discussed with students. 2. Gap Profiles -

Profile of an eminent Personality in different fields will be discussed in detail.

3. Global update -

The students will be informed about the latest global events.

4. Gappenings

Key past events

-

5. Discover India -

Facts about India.

6. There are other interesting topics such as :          

Amazing Firsts Country watch Politics History Culture Science and Technology Sports Art and Entertainment Word Origin Born this Month and Monthly Quiz

7. The students also would research on some of the pre- released topics and answer a data response test. REFERENCE: Gaptopedia, a monthly magazine of GAP, Newspapers.

THE INTERNATIONAL SCHOOL BANGALORE

MIDDLE SCHOOL CURRICULUM 2012-2013

SUBJECT: GEOGRAPHY GRADE: VIII

THE INTERNATIONAL SCHOOL BANGALORE SYLLABUS FOR GRADE: VIII SUBJECT :GEOGRAPHY

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

To develop the skills of map reading. To develop the skill of using and geographical investigations. To develop in them an understanding of basic concepts, principles and theories relating to geographical phenomena. To help the pupils to acquire knowledge of their physical and social environment and thus to broaden their outlook. To adjust human life in accordance with geographical circumstances. To develop in pupils an understanding of how environment and climatic factors have influenced our life. To adjust human life in accordance with geographical circumstances. To develop scientific attitude and to develop the ability to draw valid conclusions and independent thinking.



To develop a concern for human welfare and the quality of the environment, and an understanding of the need for planning and sustainable management

GENERAL LEARNING OUTCOMES 

 

Through the study of geographical skills and investigations, students are able to collect, describe and analyze data, to test hypotheses and to interpret complex data and source materials. Students develop a concern for human welfare and the quality of the environment and an understanding of the need for planning and sustainable management. Students appreciate the relevance of geography in analyzing contemporary issues and challenges, and develop a global perspective of diversity and change.

SYLLABUS OUTLINE : GEOGRAPHY 1. GEOGRAPHICAL SKILLS AND INVESTIGATIONS  Graphs- Line, bar, pie, scatter and triangular.  Methods of geographical investigations.  Learning Outcomes: 1. Students will value the use of maps in real life situations. 2. Students can apply their knowledge of geographical techniques in arriving at conclusions using the investigative approach. 2. VOLCANOES AND EARTHQUAKES  The earth’s interior.  Plate tectonics.  Volcanoes –types.  Earthquakes – causes, effects.  Learning Outcomes: 1. Students will identify the physical processes causing volcanoes and earthquakes. 2. Students will explain the problems faced in areas of volcanoes and earthquakes. 3. TOURISM   

Growth of tourism Advantages and disadvantages of tourism Case studies.

 Learning Outcomes: 1. Students will assess the role of tourism in the growth of settlement. 2. Students will evaluate the advantages and disadvantages of tourism. 4. ECOSYSTEMS   

Factors affecting climate Types of ecosystems Opportunities and hazards in different ecosystems.

 Learning Outcomes: 1. Students will compare and contrast between two different ecosystems. 2. Students will explain the opportunities and hazards posed by nature in different ecosystems. 5. FASHION AND SPORT   

What is Globalization? Effect of TNCs on poor countries Olympic games – location of a stadium.

 Learning Outcomes: 1. Students will describe the process of globalization. 2. Students will point out the effect of trans national companies on the economy of the poorer countries. 6. WORLD DEVELOPMENT    

What is development? The human development index Spread of development. Long and short term aid schemes.

 Learning Outcomes: 1. Students will list and define the measures of human development. 2. Students will analyze the pattern of development across the globe. 3. Students will critically evaluate the different aid schemes. 7. JAPAN, A DEVELOPED COUNTRY  

Location and physical features of Japan. Sustainable development in Japan.

 Learning Outcomes: 1. Students will study the physical features of Japan. 2. Students will form an association between the physical terrain and natural resources of Japan and the location of its industry. ASSESSMENT



FORMATIVE: Students will be assessed based on map skills, graphs, interpretation of aerial photographs, oral presentations, projects, debates, quiz and case studies.



SUMMATIVE: There would be three summative assessments, one conducted in term one and two in term two. Every topic in the curriculum would be tested. .Student’s assessment will be based on their knowledge, understanding and skills, which includes short answers, brief answers, maps, and diagrams.

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

1

MIDDLE SCHOOL CURRICULUM 2015-2016

SUBJECT: HINDI GRADE: VIII

2 Introduction This course has been tailored to develop the Hindi linguistic skills of those who plan to take up Hindi as a second language in IGCSE. The course concentrates mainly on all the four language skills namely: speaking, listening, reading and writing. A number of activities which are a part of the course help the students in developing the skills. Debates, documentary films, role plays, reading comprehension and writing are some examples of the activities included in the course. Aims/ Objectives: The main emphasis is on language acquisition and its usage in practical situations. Equal importance is given to the cultural exposure of the countries where Hindi is spoken, along with the regular development of the four main following linguistic skills: Listening: The learners will be able to:  understand the gist and some details of conversational exchanges and presentations;  understand some colloquial language in a social context. Speaking: The learners will be able to:  engage in general conversation;  give factual information and respond appropriately in a spontaneous discussion on a chosen topic;  use some colloquial language;  deal with various situations based on day to day life in the form of ‘Role plays’.  interpret documentaries, excerpts from movies and songs to the target language and vice versa. Reading: The learners will be able to:  understand the main idea and some details of the information given in texts;  skim and extract information from texts, including visual materials (such as charts and graphics);  analyze texts;  distinguish between key points and supporting details in texts. Writing: The learners will be able to:  convey straightforward information clearly;  convey some straightforward concepts clearly;  organize key points into a basic overall plan;  provide some supporting details for the key points;  express personal opinion competently;  produce longer and structured pieces of writing such as emails, letters and essays .  translate a variety of texts to the target language and vice versa. Learning outcome At the end of the course, the students should be able to:  express themselves in written and spoken Hindi at an intermediate level;  comprehend reading and audio materials at an intermediate level;  learn to appreciate the culture of Hindi speaking countries;  develop skills in giving personal opinions and asking questions.

3 Assessments Internal assessments include 4-7 formative assessments and two summative assessments. Minimum two formative assessments and one summative assessment are conducted in each Term. There is an examination at the end of each term – in December and June respectively. The duration of the summative assessments is 40 minutes and the maximum mark is 25. The duration of the examination in the terminal examinations is 1 hour 30 minutes and the maximum mark is 60. The assessments will test listening, speaking, reading and writing skills. The end of term exam includes the testing of these skills as per the IGCSE pattern. The question paper is designed to test the students’ understanding of the concepts covered in the curriculum. Syllabus for the academic year 2015 – 201       

Social issues Global issues Communication and media Customs and traditions Science and technology Health Leisure

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

1

MIDDLE SCHOOL CURRICULUM 2015-2016

SUBJECT: CHINESE GRADE: VIII

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

3

Syllabus for the academic year 2015 - 2016 TEXTBOOK – GO! CHINESE300

Lesson 1 2 3 4 5 6 7 8 9 10

Topic My family School Activities Try your best I am sick Where is your home? My moods Watching a ball game My hobbies Television programs The weather today

Go 300 Contents Learn to express family structure Learn to say the extracurricular activities Learn to express learning attitude and result Learn to describe illness Learn to describe geography and directions Learn to describe your moods Learn to describe sports Learn to describe hobbies Learn to discuss TV programs The use of「著」and the metaphor

1

MIDDLE SCHOOL CURRICULUM 2012-2013

SUBJECT: FRENCH GRADE: VIII

2 Introduction The three year MYP French curriculum has been planned to prepare students in an intensive manner to enter IGCSE French language programme. The grade 8 French syllabus in specific is aimed at students with a minimum of two year of prior knowledge in French. The syllabus would build on their acquired knowledge of French and would further enhance the student’s expression in oral and written communication as well as further develop listening and reading comprehension skills in the target language. Aims/ Objectives: The main emphasis is on language acquisition and its usage in practical situations. Equal importance is given to the cultural exposure of the countries where French is spoken, along with the regular development of the four main following linguistic skills: Listening: The learners will be able to:  understand the gist and some details of conversational exchanges and presentations;  understand some colloquial language in a social context. Speaking: The learners will be able to:  engage in general conversation;  give factual information and respond appropriately in a spontaneous discussion on a chosen topic;  use some colloquial language;  deal with various situations based on day to day life in the form of ‘Role plays’.  interpret documentaries, excerpts from movies and songs to the target language and vice versa. Reading: The learners will be able to:  understand the main idea and some details of the information given in texts;  skim and extract information from texts, including visual materials (such as charts and graphics);  analyze texts;  distinguish between key points and supporting details in texts. Writing: The learners will be able to:  convey straightforward information clearly;  convey some straightforward concepts clearly;  organize key points into a basic overall plan;  provide some supporting details for the key points;  express personal opinion competently;  produce longer and structured pieces of writing such as emails, letters and essays .  translate a variety of texts to the target language and vice versa. Cultural exposure: the learners will be able to:  reinforce their knowledge by participating in educational and cultural tours  attend various language events such as language week, other cultural activities outside school.  describe, compare and reflect on the diversity of the target culture and their own culture. Learning outcome At the end of the course, the students should be able to:  express themselves in written and spoken French at an intermediate level;  comprehend reading and audio materials at an intermediate level;  learn to appreciate the culture of French speaking countries;  develop skills in giving personal opinions and asking questions.

3 IB learner profile Each lesson plan will focus on developing the skills that come under the IB learner profile. At the end of each term each student will be assessed on the development of these skills under the following criteria: NS (needs support)

App (Approaching)

ACH (Achieved)

Inquirer Knowledgeable Thinker Communicator Principled Open-minded Caring Risk taker Balanced Reflective

Assessment Term I 2012 -2013 Formative Assessment (1) SPEAKING

Summative Assessment (1)   

READING LISTENING WRITING

End of term I examination  

PRE-EXAM FORMATIVE : SPEAKING END OF TERM SUMMATIVE: LISTENING, READING AND WRITING

Term II 2012-2013

Formative Assessment (2 and 3) SPEAKING

Summative Assessment (2 and 3)   

READING LISTENING WRITING

End of term II examination  

PRE-EXAM FORMATIVE : SPEAKING END OF TERM SUMMATIVE: LISTENING, READING AND WRITING

4 Book: Encore Tricolore 3 Syllabus for the academic year 2012 - 2013

Unit 1:- Des jeunes francophones  Describing a friend and everyday life  Giving and understanding personal information  Describing and writing about family.  Names of Animals  Computer parts and different activities done on the computer.  Revise the present tense  Revise and learn adjectives  Learn to conjugate reflexive verbs  Asking questions. Unit 2:- Bienvenue à Paris!  To be able to know the places in a town or city  To give and understand tourist information  To make and understand sentences on weather  To give instructions in French about travel by metro  Giving opinions  Using perfect tense with verb ‘avoir’ and ‘être’  Asking and answering questions in the perfect tense  Using expressions of past time  Using perfect tense in the affirmative and negative forms. Unit 3:- Ça me passionne  To give opinions regarding hobbies  Speaking about different leisure activities  Recognize and use time clues  Comparing past and present  Talk about TV programmes, Cinema and books  Using adverbs of frequency  Comparative and superlative  Introduction to Imparfait. Unit 4:- Au travail!  To Talk about school life  To talk about school subjects  To talk about strength and weaknesses  To talk about future plans and different careers  To speak about events in past, present and future  To use different forms of negative  To learn to use the future Tense  To learn to use the future proche.

5 Unit 5 :- Une visite à Planète Futuroscope  Describing a visit to a Theme Park  Discussion on future plans  Staying at a hotel and enquiring about hotel services  Understanding a Weather forecast  To learn the use of the Pronom ‘y’  How to form and use the Impératif  Using different tenses to refer to the past, the present and the future  Expressions of time (past, present and future). Unit 6:- En Forme  To describe Healthy lifestyles, healthy eating and general fitness  To learn the parts of the body  Buying basic medical supplies at the chemist’s  Seeking medical advice  Making an appointment at the doctor’s  Details of an accident  Using adverbs  Reflexive verbs in passé compose  Expressions with the verb « avoir »  Using « depuis » with the present tense  Using perfect and imperfect tenses together. Unit 7:- Vive les vacances  Describing holiday plans  Describing things to take on holiday  Booking and staying at a campsite  Coping on a self - catering holiday in a gîte  Holiday Problems  Staying at a youth hostel  Learning how to use the direct object pronoun  Learning how to use the indirect object pronoun  Using the pronoun “en”  Using “qui and que”. Unit 8:- Notre monde  To learn about the French speaking regions in the world  To learn about different countries of the world  Describing town and area  Describing the Environment  To speak about Environmental problems  Using the verb « devoir »  Usage of « Il faut and Il ne faut pas ».

1

MIDDLE SCHOOL CURRICULUM 2015-2016

SUBJECT: SPANISH GRADE: VIII

2 Introduction The grade 8 Spanish syllabus, in specific, is aimed at students with two year of prior knowledge in Spanish. The syllabus would build on their acquired knowledge of Spanish to further progress their expression in all four linguistic skills. Curriculum Content GRAMMAR TERM I / TERM II - Past Perfect - To be+ participle - Past tense - Irregularities in the verbs conjugations. - Comparative and Superlative - Interrogative pronouns. - Possessive pronouns. - Place adverbs. Skills Acquired Students will learn during TERM I /TERM II: - Ask and answer about the past. - Family story. - Talk about others past life. - Expression of cause - Describing habits in the past. - Comparing past and present habits. - Express the locations - Talk about trips - Giving and asking for help Texts and Resources List GRADE VIII Textbook Generacion 3.0 A2 y Workbook A1 Y A2 till the end. RESOURCES: Multimedia Movies: will be selected by the instructor Audio visual aid - CDs; video ele; miscellaneous grammar web sites Electronic texts: TECLA Supplementary worksheets provided by the instructor

Assessments GRADE VI - VIII TERM I FORMATIVE ASSESSMENTS: Minimum of 2 and maximum of 4 assessments ASSESSMENTS 1 END OF TERM EXAMINATION IN DECEMBER

3

TERM II FORMATIVE ASSESSMENTS: Minimum of 2 and maximum of 4 assessments ASSESSMENTS 2 END OF TERM EXAMINATION IN MAY Reading List Not applicable in foreign languages in Middle years.

THE INTERNATIONAL SCHOOL BANGALORE

MIDDLE SCHOOL CURRICULUM 2012-2013

SUBJECT : PHYSICS GRADE : VIII

INTRODUCTION The Physics course for grades 8 is designed to inculcate the principles of scientific research and analytical skills. It is a student centered, investigation-based course. It is aimed at getting the students ready for the challenges in the senior school. Physics lessons will include a lot of experimentation that includes identifying research questions and then following through the full scientific process of experimental design, data collection/ analysis and presentation. Students are encouraged to conclude the experiment and evaluate the set up. To supplement the investigations, student will carry out background research. A varied range of classroom activities will be used including videos, animations, simulations and work with interactive whiteboards. Students will also do non-quantitative research where they would find information not only from the internet but from books, encyclopedia and their own observations. They would be expected to process this information and make links and interpretations. These finding would be presented in the form of a written report or a presentation to the whole class. Students will be given the textbook New Coordinated Science 3rd Edition Physics by Stephen Pople. However, majority of the course involves investigations done by the students and their findings/notes from the laboratory equipments and various other printed resources. AIMS :  Generate enthusiasm and interest in physical phenomena.  Promote independence of thinking and approach to a range of physical phenomena.  Formalise the scientific method in approaching problems and using that method in an organised and the methodical way?  To promote the analytical skills required by all students to succeed in science at IGCSE and IB. OBJECTIVES: Students will be able to formulate research questions, identify variables, plan and carry out a systematic investigation and then process and present their findings. They will research and reflect about their experimental processes and evaluate strengths and weaknesses. They will develop manipulative skills, interpersonal skills, speaking and listening skills and most importantly they develop the technical writing skills. ASSESSMENTS/SKILLS: Formative assessments will consist of written reports of lab work, presentations, and a notebook of fieldwork/labs/demonstrations made through the term. Summative assessments (3 unit tests and 2 End of Term Examinations) include standard paper-pencil tests based on the topics and reports of their investigations. Formative Assessments (3 tests) include laboratory experiments, data analysis, creative thinking and applications.

ACTIVITIES: All the topics involve suitable investigations. Some activities may be prolonged for weeks. A few highlights are mentioned here:Earth and Solar System: Models, sky observation with the aid of a telescope, quizzes, PowerPoint presentations by students, analyzing planetary database, video presentations and drawing inferences about the conditions at various planets. Electricity: 1. Understanding the abstract concepts of potential difference and current using inclines and marbles. 2. Connecting simple circuits and measuring the quantities like current, voltage etc. Energy 1. Investigations involving electricity and heat/light. 2. Investigations about conversion of P.E. vs K.E. LEARNING OUTCOME: Students will be confident in their ability to gather enough evidence to answer scientific problems when presented with new and unfamiliar situations. They will have the basic scientific tools to research, gather evidence, present and explain their own solutions to physical problems. CURRICULUM CONTENT for GRADE 8: Topics, subtopics and concepts Investigation Skills: planning skills, recording of data, processing of data, use of Excel graphs for data presentation, drawing conclusions and evaluating procedures. Earth and Space: Solar System, planetary motion, Earth-moon system The stars and the universe: The Sun, stars and constellations, galaxies and the Universe Electricity: simple circuits, circuit diagrams and measuring devices, magnets and electromagnets Energy: different forms of energy, energy conversion

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

1. Following instructions - Following instructions involves adherence to the instructed sequence of actions required to carry out an activity e.g. ability to follow instructions from a handout or as explained by the teacher

2. Manipulation of apparatus involves manual dexterity and efficiency e.g. measuring mass, weight, volume, various electrical measuring instruments, CRO, temperatures; working with heat

3. Design - Definition of the problem and selection of variables. Although the teacher may give the general aim of the investigation, students must identify a focused problem or specific research question. Commonly, students will do this by modifying the general aim provided and indicating the variable(s) chosen for investigation.

4. Variables are things that could change during the investigation and these may be of three types; a) Dependent variable is measured to get a result. It is expected to change when the independent variable is changed. It "depends" on the independent variable and may have more than one per investigation b) Independent variable is changed by the experimenter and is expected to cause a change in the dependent variable. It is usually only one per investigation. c) Controlled variable is anything that could change the dependent variable and usually several per investigation

4. Observation is the most important tenet of the scientific method. All observations and measurements that a physicist takes using various instruments are of utmost importance to the investigation.

5. Recording is another essential tenet of the scientific method. Records are proof of what has been completed in the activity and what can be repeated with similar expected outcomes.

6. Interpretation of observations and results should ensue from the hypothesis being tested or the investigation undertaken. The final interpretation should explain clearly how conclusions are reached. Students are instructed to plot neat graphs with the data and also taught to interpret graphs.

7. Development of Personal skills will include the ability to work in a team, to recognize and acknowledge the contribution of others in the team, to show ethical behavior in reporting results, to pay due attention to environmental impacts etc.

II - Assessment Type of Assessment Formative Assessment The students will be assessed on the laboratory work done at regular intervals during the course of the year. This will include one practical exam in each term, where the students will be assessed on the experiment performed.

III - Guidelines for the recording the Labs done :

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Each student should keep a record of her/his practical work in the interleave note book provided to them, which will be common for both theory and practicals. Legibility, correct use of symbols and terminology, neatness, and clarity of presentation should be emphasized.

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Diagrams should be drawn with an HB pencil. This can be a clearly labeled diagram of assembled apparatus or the observations made by the students through a microscope.

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

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

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

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

Familiarizes with all procedures before starting

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Follows instructions step by step

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Listens to the teacher’s instructions

Correct manipulation of apparatus Understanding the symbols in a circuit diagram and connecting the circuit. Turning appropriate knobs and setting up the meters.

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

Recording and Processing of data The data may require plotting a graph, averaging the values etc.

Interpretation 

Draws reasonable conclusions from the observations and results

Organization 

Exercises caution for personal safety and for the safety of others

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Works as part of a group or team

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Works in an organised and efficient manner

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Cleans up after the practical activity and returns the apparatus

THE INTERNATIONAL SCHOOL BANGALORE

MIDDLE SCHOOL CURRICULUM 2012-2013

SUBJECT: CHEMISTRY GRADE: VIII

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INTRODUCTION The syllabus of Grade 8 is designed in such a way that the students broaden their understanding of the topics learnt in Grade 7. In Grade 8 the syllabus strengthens and widens their understanding of various scientific concepts that would then lead to their better understanding of the IGCSE curriculum. They are also made aware of the relevance of chemistry and its impact on environment. AIMS 

To acquire sufficient understanding and knowledge of core concepts in Chemistry so as to be suitably prepared for the IGCSE course.

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To develop abilities and skills that are relevant to the study and practice of Chemistry.

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To cultivate enquiry and initiative that will help not just in the study of Chemistry but also in developing a greater appreciation for Science.

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To stimulate interest in the environment.

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To promote the awareness and importance of group work in scientific investigations.

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To develop skills that encourages safe and efficient practice.

OBJECTIVES During the course of the year the following assessment objectives will be sought to be attained:  Knowledge and understanding of scientific phenomena, laws, definitions, facts and theories. 

Knowledge and understanding of scientific vocabulary, terminology, symbols, quantities and units.

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Knowledge and understanding of scientific instruments and apparatus, including techniques of operation and safety.

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Ability to translate information from one form to another (e.g. words to symbols and vice versa).

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Ability to present reasoned explanations for phenomena, patterns and relationships.

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Ability to solve problems and to interpret and evaluate experimental observations and data.

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Ability to use apparatus, techniques and materials.

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LEARNING OUTCOMES The curriculum for grades 8 has been designed to provide a smooth transition into the grade 8 curriculum. The exposure that the students receive in the laboratory improves their analytical skills. Hands on experience in the laboratory enables them to enjoy the learning of chemistry. The assessments help the students to meet the demands of the IGCSE curriculum. The lab activities develop skills in data collection and analysis of the data collected. The students develop an analytical frame of mind and understand the scientific reasons to support their observations. They are able to relate and apply their learning to everyday life situations. LEARNER PROFILE 

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  

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Inquirers- Students develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgeable - Students explore concepts ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers- Students exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems and make reasoned ethical decisions. Communicators-Students work effectively and willingly in collaboration with others. Principled-Students act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. Open-mindedness- Students become open minded and learn to appreciate and value the findings of other individuals.

TOPICS Review of Basic Concepts – recollects the concepts of valency, molecular formula, balancing equations and isotopes learnt earlier. Learning outcome – predicts valencies, balances chemical equations, and writes the molecular formulae of compounds. Chemical Bonding –deals with the Formation of ionic and covalent bond and properties of ionic & covalent compounds. Learning outcome- learns to predict the type of bonding and properties (hardness, solubility, melting point and boiling point)of compounds Gases – Properties of NH3, SO2, CO2 and O2 Learning outcome –predicts methods of collection of gases, differentiates between gases on the basis of properties.

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Chemical Reactions - deals with the types of chemical reactions, combination, decomposition, displacement, double displacement reaction, oxidation and reduction in terms of oxygen loss/gain and acid –base reaction. Learning outcome- learns different types of chemical reactions, identify redox reactions by the colour changes involved when using acidified potassium manganate(VII), and potassium iodide Rate Of Reaction-deals with speed of reaction, practical method for investigating the speed of a reaction involving gas evolution, suitable method for investigating the effect of a given variable on the speed of a reaction. Learning outcome- Learns to explain slow and fast reaction, factors that affect the rate of reaction, Interpretation of data obtained from experiments concerned with speed of reaction Electrolysis- deals with the basic concepts in electrolysis, electrode products in the electrolysis of:– molten lead(II) bromide, molten sodium chloride etc. Learning outcome- understands the basic concepts of electrolysis, learns to predict the products in electrolysis of binary compounds Stoichiometry - deals with the mole and the Avogadro constant, molar gas volume and calculation of empirical formulae from percentage composition. Learning outcome – learns to calculate moles using Avogadro constant, calculate stoichiometric reacting masses and volumes of gases and solutions, solution concentrations expressed in g/dm3 and mol/dm3

Air and Water- deals with constituents of air, air pollution, preparation and collection of oxygen and carbon dioxide, properties of oxygen and carbon dioxide, test for water and properties of water. Learning Outcome- understand the effects of Air Pollution learns more about the constituents of Air learns the test for water and various properties of water

ASSESSMENTS Students need to maintain an interleaf notebook to make notes of the content taught and to record the data collected during the lab sessions. Every topic in the curriculum is tested. The assessments enable students to interpret data, reason logically and develop critical, analytical and application oriented thinking. The pattern of assessments falls under two categories: formative and summative.

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   

Term I comprises two formative and two summative assessments. Term II comprises three formative and three summative assessments. The formative assessment includes a written test on the concepts taught, lab skills and research skills. Summative assessments include written tests and the end of term examination.

RESOURCES: 1. New Coordinated Science 3rd Edition , Chemistry for Higher Tier by Rose Marie Gallagher and Paul Ingram 2. www.nsdl.com 3. www.phschool.com 4. www.sciencespot.net/Pages/kdzchem2.html 5. www.softschools.com

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MIDDLE SCHOOL CHEMISTRY LABORATORY DOCUMENT Introduction: Hands on learning reinforces the age old adage: I hear and I forget I see and I remember I do and I understand Laboratory studies and data analysis form the cornerstone of Chemistry. Lab work in the Middle School provides students with hands on experience. Hands-on learning involves the child in a total learning experience which enhances the child's ability to think critically. The child plans a process to test a hypothesis, put the process into motion using various hands-on materials, sees the process to completion, and then is able to explain the attained results. Students in a hands-on science program will remember the material better, feel a sense of accomplishment when the task is completed, and be able to transfer that experience more easily to other learning situations. Skills: Through the Practical work conducted in the Middle School the following skills are sought to be developed: 1. 2. 3. 4. 5.

Observation Skills Measuring Skills Background Research Formulating Hypotheses Experimental Design a) Recognizing variables (dependent and independent) b) Writing a procedure 6. Data Collection 7. Data Interpretation 8. Designing comprehensive data tables 9. Writing procedures / Instructions for an experiment 10. Graphical representation of data 11. Data Tabulation 12. Drawing of Inference 13. Predicting 14. Evaluation of experiment and stating reasons for experimental errors 15. Safety procedures 16. Drawing diagrams 17. Manipulative Skills (using equipment or apparatus for experiments) 18. Maintaining lab journals 19. Describing processes using scientific terminology 20. Creating scientific models

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Assessment of labs: Skills learnt and developed in the laboratory will be gauged and tested at two levels. Each student will be assessed in the laboratory itself based on the following:    

Carrying out a range of techniques proficiently with attention to safety, following a variety of instructions, ability to work in a team and approaching scientific investigations with self motivation and perseverance.

The Practical work covered in the laboratory will also be tested in the formative and summative assessments. Test will also be conducted at the end of each term on all the labs done in that term.

Maintenance of laboratory work:

Students will record the labs performed in the same note books in the format given below

1. Title/ Aim: The title says what you did. It should be brief (aim for ten words or less) and describe the main point of the experiment or investigation. 2. Introduction / Purpose: Usually the Introduction is one paragraph that explains the objectives or purpose of the lab. In one sentence, state the hypothesis. Sometimes an introduction may contain background information, briefly summarize how the experiment was performed, state the findings of the experiment, and list the conclusions of the investigation. Even if you don't write a whole introduction, you need to state the purpose of the experiment, or why you did it. This would be where you state your hypothesis. 3. Materials: List everything needed to complete your experiment. 4. Methods: Describe the steps you completed during your investigation. This is your procedure. Be sufficiently detailed that anyone could read this section and duplicate your experiment. Write it as if you were giving direction for someone else to do the lab. It may be helpful to provide a Figure or diagram of your experimental setup. 5. Data: Numerical data obtained from your procedure is usually presented as a table. Data encompasses what you recorded when you conducted the experiment. It's just the facts, not any interpretation of what they mean. 6. Results: Describe in words what the data means. Sometimes the Results section is combined with the Discussion (Results & Discussion).

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7. Discussion or Analysis: The Data section contains numbers. The Analysis section contains any calculations you made based on those numbers. This is where you interpret the data and determine whether or not a hypothesis was accepted. This is also where you would discuss any mistakes you might have made while conducting the investigation. You may wish to describe ways the study might have been improved. 8. Conclusions: Most of the time the conclusion is a single paragraph that sums up what happened in the experiment, whether your hypothesis was accepted or rejected, and what this means. 9. Figures & Graphs: Graphs and figures must both be labeled with a descriptive title. Label the axes on a graph, being sure to include units of measurement. The independent variable is on the Xaxis. The dependent variable (the one you are measuring) is on the Y-axis. Be sure to refer to figures and graphs in the text of your report. The first figure is Figure 1; the second figure is Figure 2, etc. 10. References: If your research was based on someone else's work or if you cited facts that require documentation, then you should list these references.

Safety Rules: 1. Conduct yourself in a responsible manner at all times in the laboratory. 2. Be familiar with your lab assignment before you come to the lab. Follow all written and verbal instructions carefully. If you do not understand a direction or part of a procedure, ask the teacher before proceeding. 3. Never work alone. No student may work in the laboratory without an instructor present. 4. When first entering a science room, do not touch any equipment, chemicals, or other materials in the laboratory area until you are instructed to do so. 5. Do not eat food, drink beverages, or chew gum in the laboratory. Do not use laboratory glassware as containers for food or beverages. 6. Perform only those experiments authorized by the instructor. Never do anything in the laboratory that is not called for in the laboratory procedures or by your instructor. Carefully follow all instructions, both written and oral. Unauthorized experiments are prohibited. 7. Safety goggles and aprons must be worn whenever you work in the lab. Gloves should be worn whenever you use chemicals that cause skin irritation or you need to handle hot equipment. 8. Observe good housekeeping practices. Work areas should be kept clean and tidy at all times. Bring only your laboratory instructions, worksheets, and/or reports to the work area. 10. Be alert and proceed with caution at all times in the laboratory. Notify the instructor immediately of any unsafe conditions you observe. 8

11. Dispose of all chemical waste properly. Never mix chemicals in sink drains. Sinks are to be used only for water and those solutions designated by the instructor. Solid chemicals, metals, matches, filter paper, and all other insoluble materials are to be disposed of in the proper waste containers, not in the sink. Check the label of all waste containers twice before adding your chemical waste to the container. Cracked or broken glass should be placed in the special container for “Broken Glass.” 12. Labels and equipment instructions must be read carefully before use. Set up and use the prescribed apparatus as directed in the laboratory instructions provided by your teacher. 13. Keep hands away from your face, eyes, mouth, and body while using chemicals. Wash your hands with soap and water after performing all experiments. Clean (with detergent powder), rinse, and dry all work surfaces and equipment at the end of the experiment. 14. Experiments must be personally monitored at all times. You will be assigned a laboratory station at which to work. Do not wander around the room, distract other students, or interfere with the laboratory experiments of others. The following are some of the suitable labs for grade VIII that can be conducted: 1. Chromatography 2. Stoichiometry: To prepare MgSO4 and calculate the experimental yield of the salt. 3.

To investigate the reaction of four different metals with acid.

4. To investigate if the given substances are ionic or covalent. 5. To investigate what happens when sodium thiosulphate is dissolved in water. 6. Flame Test (To identify the presence of Group I and Group II metal ions by observing the colour of the flame) 7. To arrange metals in an increasing order of reactions. 8. To investigate the decomposition of CaCO3 and (NH4)2Cr2O7. 9.

Displacement Reaction between: a) Fe and CuSO4. b) Displacement of halogens

10. To investigate the double decomposition reaction between: a) Pb(NO3)2 and KI b) AgNO3 and NaCl c) FeCl3 and NaOH 11. Redox reaction between Potassium iodate (V) and iodide ions. 12. Acid-Base titrations 9

13. To carry out the electrolysis of molten compounds. 14. To investigate the speed of reaction between aq HCl and marble chips. 15. To investigate the decomposition of H2O2 with a catalyst and without a catalyst.

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THE INTERNATIONAL SCHOOL BANGALORE

MIDDLE SCHOOL CURRICULUM 2012-2013

SUBJECT: BIOLOGY GRADE

: VIII

1

INTRODUCTION

The biology curriculum for grade 8 envisages hands-on activity either in the lab or field (outdoors), supported by a strong open ended discussion oriented approach. This curriculum will be taught by encouraging the children to make their own observations in the field on living organisms in their natural habitat, as well as by encouraging children to conduct their own experiments under guidance by the teacher. The main resource material will be the textbook; the supplementary resource materials shall be sourced from the internet, the school library and resources available to the teacher. Aims and Objectives 

To acquire understanding and knowledge of the concepts related to Biology and to find pleasure in learning of these concepts through simple experiments.

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To enable the student, in a small way, to construct a hypothesis on the bases of constructs chosen by him/her.

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To enable the student to develop the logical skills which will help him/her to verify the hypotheses.

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To enable the student to verify his/her skills in this subject, so as to examine the prospects of choosing a career option in this subject.

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To enable the student to think and work independently and also to be able to work in groups.

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To develop investigative and research based skills.

Learning outcomes: 

The ability to appreciate scientific concepts and ideas in the field of biology in a global perspective will be encouraged.

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An understanding of how the bodies of living organisms function and the biochemical and physiological processes which keep them alive will be emphasized.

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Ability to compare life processes between plants and animals as well as between different animals and different plants will be emphasized so as to be able to evaluate the differences and give reasons for these differences.

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Extensive opportunity for reference work will be provided and they shall be exposed to the thoughts and investigations of great biologists who have contributed to the subject. 2

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They shall be exposed to TOK aspects of biological knowledge. Ample opportunity will be given to investigate TOK issues in the subject and present opinions, view points and perceptions as well as to critically examine ethical issues related to global warming, human health cloning and genetic experimentation.

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They will be given the opportunity to execute projects, conduct seminars and communicate their findings to peers.

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Challenging and higher level problems and issues will be provided, both in the theory as well as in the investigative (laboratory) classes, so that the learner can be confronted with complex issues which involve prediction, ability to design experiments, data collection, hypothesis testing and extrapolation of data.

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The opportunities to theorize, read, gather data, evaluate inferences from different sources and plenty of referencing will be provided.

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Laboratory skills shall be evaluated using the following criteria: construction of hypothesis, designing experiments, data collection, data analysis, and making conclusions. In addition students will be encouraged to examine the design of experiments with a view to locating sources of error. Curriculum content.

1. Transport in animals: Circulation in the mammalian body, Structure of Human Heart and Blood vessels, Plan of circulation. Composition of blood and its function. Heart diseases  Learning Outcome:  To relate the structure of heart to its function.  To compare the structure of the different blood vessels.  To understand the risk factors that could cause heart diseases. 2. The nervous system: An introduction to the nervous system and coordination in mammals. The basic structure of the nerve cell and its function.  Learning Outcome:  Compares the structure of neuron to other cells.  Distinguishes between the different types of neurons.  Understands the importance of reflex actions.

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3. Chemical Coordination: This will include the hormones and their effects. The principles of homeostasis will also be done with respect to temperature and sugar control.  Learning Outcome:  Understands the principles of homeostasis.  Relates the reactions of the body to the regulations carried out by the body. 4. Mechanisms of cell division: This lesson will dwell on different methods of cell division prevalent in the human body in body cells and among gametes responsible for reproduction.  Learning Outcome:  Compares the two types of cell divisions.  Relates the importance of mitosis and meiosis to growth and reproduction respectively. 5. Inheritance: Chromosomes as vectors of heredity. Mechanisms of inheritance as well as the range of differences visible in animals and plants. Variation and simple patterns of inheritance.  Learning Outcome:  Comprehends the importance of variation.  Identifies chromosomes as vectors of heredity.  Understands the patterns of inheritance. 6. Reproduction: Structure and function of male and female reproductory system. Hormones, puberty and development.  Learning Outcome:  To relate the structure of male and female reproductory system to its function  Identifies the role of hormones.  Understands the importance of puberty and the development associated with it.

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ASSESSMENTS

Objectives 

The ability to make unbiased observations, make generalizations based on these observations, construct hypotheses, to be able to design experiments with the object of verifying these hypotheses.

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Knowledge of biological processes which will instill a sense of curiosity and critical thinking.

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The skills of communication, such as speaking and writing, essential for communicating scientific ideas.

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Written tests which will be objective, short answer as well as essay type, to strengthen competitive abilities in the field of academics.

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To test investigative skills based on the labs and activities done.

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To test application skills and awareness of new developments in the subject. Type of Assessment There will be formative and summative assessments: Formative assessments:

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To test investigative skills based on the labs done.

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To test application skills and research based skills. Summative Assessments;

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Written assessments that will test small portions of topics done. There will be three such assessments in the course of the session.

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Two written exams in the course of the session, one at the end of each term.

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RESOURCES 

Beckett, Brian and Gallagher, Rosemarie. BIOLOGY for higher tier. ( New Co-ordinated Science ) (2001)Oxford University Press, Great Clarendon Street, Oxford, OX2 6DP.

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http://biology.about.com/

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http://www.biologyguide.net/

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http://www.cellsalive.com/mitosis.htm

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THE INTERNATIONAL SCHOOL BANGALORE

MIDDLE SCHOOL CURRICULUM

2012-2013

SUBJECT: COMPUTER SCIENCE

GRADE:

VIII

INTRODUCTION: The syllabus of Grade 8 is designed in such a way that the students broaden their understanding of the topics learnt in Grade 6 and 7. While the students are given a peek into the capabilities of computers in the grades 6 and 7, they are taken to a higher level in Grade 8 where the influence of ICT in daily life is explained. The students are also taught the fundamentals of data collection and analysis which will be useful for them for the IGCSE curriculum. AIMS: 

To acquire sufficient understanding and knowledge of ICT applications so as to be suitably prepared for the IGCSE course.

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To develop abilities and skills that is relevant to the study and practice of computer science technologies.

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To cultivate enquiry and initiative that will help attain capabilities and knowledge in all fields related to computer science technologies.

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To stimulate interest in the usage of correct computing environment

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To promote the awareness and importance of group work in scientific investigations.

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To develop the skills that encourages safe and efficient practice.

OBJECTIVES: During the course of the year the following assessment objectives will be sought to be obtained. 

Knowledge and understanding of scientific phenomena, laws, definitions, facts and theories.

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Knowledge and understanding of scientific vocabulary, terminology, symbols, quantities and units.

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Knowledge and understanding of various tools and utilities including techniques of operation and security.

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Ability to translate information from one form to another.

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Ability to present reasoned explanations for phenomena, patterns and relationships.

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Ability to solve problems and to interpret and evaluate experimental observations and data.

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Ability to use and understand technologies and utilities.

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

thinking

skills

using

the

4. Open mindedness- Students become open minded and learn to appreciate and value the findings of other individuals 5. Communicators- Students work effectively and willingly in collaboration with others 6. Reflective- Students learn to be reflective and are able to assess and understand their own strengths and limitations in order to support their learning. TOPICS: 1. Control Systems:       

Usage of control systems in the equipments used for the day to day life, different components of the system. Input sensors, control programs and flow charts. Usage of Flowol program for the control programs and flow charts. Defining specific outputs in terms of multiple sensors. Specific examples of water chute and log flume. Designing your own water based ride based on specific activity and safety features. Presentation of students’ ideas to the rest of the class.

Learning outcome: The students get in depth knowledge of how control systems are designed and operated. The students are made to think about the various sensors used in both domestic and industrial systems. Their thought process is also widened by putting their own ideas and designing own control systems. 2. Data management and analysis:      

Data collection methods - Online data collection and paper based method of collection. Planning, refining and producing the questionnaire. Ensuring the accurate entry of the data into the system. Building the database and management using Excel. Testing the hypotheses and drawing conclusions from the database. Presentation of students’ findings to the rest of the class.

Learning outcome: The students learn to use the analytic techniques to do data management and they also learn to interpret the data to form the conclusions. The students will also learn the data collection methods and tools. They will also be familiar with forming and testing hypothesis. 3. Building a system and managing project:   

Creating a project for booking system in a theatre using Excel. Use various features of Excel to create the project completing various steps. Once the project is completed the project presentation is given to the rest of the class and project documentation is prepared.

Learning outcome: The students get the experience of building a complete project. They go through the various processes of building a project including proper documentation and presentation. ASSESSMENTS Students need to maintain a lab notebook to make notes of the content taught and to record the data collected during the practical sessions. Every topic in the curriculum is tested. The assessments enable students to interpret data, reason logically and develop critical, analytical and application oriented thinking. The

pattern

summative.

of

assessments

falls

under

two

categories:

formative

and



Term 1 comprises two summative and two formative assessments

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Term 2 comprises two summative and two formative assessments

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The formative assessment tests the skills in usage of various tools and utilities.

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Summative assessments include written tests and the end of the term examination.

RESOURCES: 1. ICT Framework solutions by Stephen Doyle.

THE INTERNATIONAL SCHOOL BANGALORE

MIDDLE SCHOOL CURRICULUM 2012-2013

SUBJECT: MUSIC

GRADE: VIII

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

It also develops creativity, risk-taking, intuition, sensitivity,

perseverance and a sense of achievement and enjoyment.

Approach to Teaching the Music Music is taught to all pupils in Grade 8 for two periods a week. One period a week is dedicated to the development of performance skills through teaching all pupils to play a musical instrument (Guitar, Violin or Piano) in small groups with a member of the school’s instrumental music staff. The second period each week focuses on the development of general musicianship skills through the study of topics such as Jazz and Blues music, World music or periods of Western traditional music.

Aims and Objectives 

Develop pupils’ listening skills to enable them to be able to describe music using correct vocabulary and voice opinions about pieces of music unfamiliar to them

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Pupils will be encouraged to develop their performance skills on an instrument of their choice within the range of instruments offered at TISB

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Have a knowledge of basic compositional techniques and structures within music

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Experience performing in public

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Have the theoretical knowledge to be able to achieve a better musical understanding

Learning Outcomes (see also IB Learner Profile for Middle School Music) By the end of Grade 8 pupils will be able to: 

Identify the main musical periods of Western Classical Music

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Recognise and discuss, using correct musical vocabulary, the main elements in a piece of music they hear.

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Learn about minimalist music: its structures and functions

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Learn about and compose music using chords and other principles from jazz music

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Understand the features of themes and variation music.

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Perform in an ensemble and play simple music with up to one sharp or flat in the key

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Develop work on improvised music

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Perform in a public concert

Curriculum Content

Term 1 In term one, pupils cover work on minimalist music, one of the key developments in 20th-century art music. This develops the musician’s skills of listening, performing and composing. The second project is centred around jazz music, studying some of its conventions and looking at how it developed alongside other forms of popular music. There is a MY ensembles concert that all pupils will perform in.

Term 2 In term two, pupils cover a unit on theme and variation form, one of the significant styles to emerge in the 18 th century. This leads to composition work in small groups. The second unit is on further types of improvisation, developing skills begun in Grade 7. There is another MY ensembles concert that all pupils will participate in.

Assessment Pupils will be assessed as follows: 

Summative Assessment – students will be assessed on their performance in the Middle Years ensembles concert. Their practical work will be assessed in addition to stage etiquette.



Formative Assessment – will assess students’ technical and performance skills on their chosen instrument

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End of Term Assessment will be in two parts

1. Practical assessment of performance skills 2. Written assessment of Theory and Listening Skills

Resources, References & General Advice: Pupils who wish to gain the highest marks in formative assessments are likely to dedicate some time each week to practising their instrument. A pupil in Grade 8 should practise for 20 minutes three times a week, outside of lesson times.

To support pupils’ development in general musicianship it would be useful to encourage students to listen to and watch vocal and instrumental concerts available on the internet, or, when possible, to attend live concerts and recitals. Pupils in the middle school will study music from Western Classical music through to Popular music forms and World music.

The IBO Learner Profile for Middle School Music

Inquirers Inquiry skills will be developed through exposure to the work of others, questioning of their own ideas and experimenting with a range of styles and genre. This will be achieved through a variety of activities and learning opportunities within the school and the learner will be encouraged to attend concerts, recitals and workshops offered at TISB. Thinkers They will be set questions to solve which will focus on the musical impact of their composition or recital, what composers and styles of music will be most effective in different situations. Communicators Learners should be able to communicate ideas and intent, through written, spoken and most importantly through musical communication. The learner will need to be able to collaborate with fellow students, teachers and musicians. Risk-takers Learners will need to explore new areas of music from outside of their existing musical experience and be prepared to experiment with new performance techniques and compositional ideas. Knowledgeable Learners will develop a breadth and depth of knowledge from their experiences in the music curriculum. They will have the knowledge to be able to choose the most appropriate types of music to suit different occasions and understand how different styles and genres of music influence a variety of different cultures. Principled

Learners will be expected to take responsibility for their actions and will need to be self disciplined in their preparation for lessons and performances. Caring Learners will need to have the emotional tolerance to deal with personal experiences, which are affected by working with other musicians and outside organisations. Open-minded Learners will need to develop a willingness to engage in and think about cultures, histories and traditions other than their own. They should respect other musicians’ thoughts and opinions and show openness towards new styles and musical techniques. Well-balanced As musicians they will need to learn to understand the importance of regular practice and preparation for lessons, rehearsals and performances. Reflective Musicians need to develop good skills in evaluating their work and performance skills in order to develop and enhance their musicianship

THE INTERNATIONAL SCHOOL BANGALORE

MIDDLE SCHOOL CURRICULUM 2012-2013

Visual Art GRADE: 8

Introduction The Grade 8 Visual Art course has been designed to give students the opportunity to experience the visual arts from both a creative and academic perspective. The faculty believes that the skills and mental habits associated with visual art and design are obtainable by all students and are completely learnable with patience, hard work, time and practice. While natural ‘artistic talent’ is certainly helpful in some cases, it is not in any way a pre-requisite for benefiting from the subject, nor for advancing towards higher level achievement in the subject.

During Grade 8 all students are required to take a one-term course that introduces the skills and principles of the visual arts that both help them to develop artistic abilities of their own, as well as to understand the relationships between cultural progress and artistic progress. The course has been constructed in consideration of both the English National Curriculum for Art and Design as well as the US National Standards for the Arts, which aims to ensure that all the major dimensions of Arts Education (Creating works of art, Developing specific skills, Considering the cultural/historical perspectives, and developing Critical feedback skills) are included. Approach to Teaching The teaching approaches employed in the Grade 8 art course will be consistent with the general approach used for all Middle Years teaching in art. Lectures and teacher demonstrations will form one part of facilitation, but independent studio work by students will be the core learning experience used to generate skills and understanding in the classroom. Visual diagrams and permanent displays around the class room will also be available for every lesson and their presence and availability will be considered an instrumental tool in reinforcing skills and understanding as well as an assistance device for students who gravitate towards other learning styles.

Aims and Objectives

Poster design, logo design, and text-to-image relationships will be explored and examined. In addition to looking at the picture plane from a structural perspective, students will also be looking at how symbols communicate and the ways that visual devices are manipulated so that mass audiences can be reached, as in advertising and product design. The Grade 8 art course will specifically prepare students for the type of visual arts problem solving they will be likely to encounter in an IGCSE Visual Art class if they elect to take in the 9th grade. Skills and understanding will be reinforced through drawing, painting and design, as well as clay and ceramic activities.

Learning Outcomes The TISB Grade 8 art program seeks to produce students who have: 

Skilfully demonstrate the planning and preparation of a work of art or design. They should be able to use a variety of sketching techniques as well as peer feedback to make effective and practical decisions about the production of their class work.

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Demonstrate a broad knowledge of the visual elements introduced (line, shape, colour, etc.) and how to use them effectively in a completed artwork, exhibiting some understanding over how they can be manipulated, underplayed, or exaggerated to best meet the expressive needs of their users.

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Presented effective understanding of the communicative abilities of art, and how to recognize them and assess their effectiveness expressed articulately both verbally and in writing.

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Demonstrated broad knowledge of some of the relationships between works of art and the cultural and/or historical conditions from which they came.

Curriculum Content ‘Near and Far Landscape’ Standards: Creating and Communicating Analysing and Evaluating Objectives: Shape, Form, Value Implied Shape: Word Art Standards: Skills and Methods Understanding and Relating Objectives: Line, Shape, Balance Event Poster Standards: Skills and Methods Analysing and Evaluating

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

Resources, References & General Advice Prentice Hall/Abrams 1991

History of Art, Volume 1; HW Janson,

Art: A History of Painting, Sculpture, Architecture; Volume 2 by Frederick Hartt, Prentice Hall 1989 Masterworks of Asian Art from the Cleveland Museum of Art Micheal R Cunningham, Thames and Hudson 1998

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

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

THE INTERNATIONAL SCHOOL BANGALORE

MIDDLE SCHOOL CURRICULUM 2012-2013

THEATRE ARTS GRADE VIII

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

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

LEARNING OUTCOMES:     

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

   

Working on an individual basis and later developing teams to work on presentations. Respond constructively to the work created by themselves and others. Reflecting on learning and experiences through discussions and writing. Boost students’ self-confidence.

CURRICULUM CONTENT: 

Students are guided on how add dramatic elements to a song and turn it into a performance. This is achieved by heightening the students’ interest by:  Understanding and creating a good stage picture,  Developing the understanding of effective use of space and expressions,  Efficient use of body and rhythmic movements;  Lighting design, sound effects, set design and how these complement a production.

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Learning outcomes: appreciating and understanding the elements of Musical Theatre. Developing a structured performance based on a song. Understanding spatial awareness, effective usage of voice, movement and physicality to develop characterisation. Exploring the theatre techniques that would bring about a good performance of a song.



The students will experience decision making as they create their own script and are given the opportunity to decide on suitable costumes and props based on it. Learning outcomes: developing a structured performance based on a song.

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Working towards a presentation, the students will understand the importance of working together and rehearsing (process of repetitive reinforced learning). Learning outcomes: working on an individual basis and later developing teams to work on presentations. Understanding and demonstrating basic social and group skills to work together in creating a conducive learning environment (listening, observation, focus and co-operation).

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Analysing how dramatic elements can be used to communicate to an audience. Identifying the objective of a chosen song and identifying key messages and themes. Learning outcomes: exploring and understanding a song and exploring theatre techniques that will bring about a good performance.

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Understanding and exploring choreography, singing, dancing (movement) and expressing and highlighting these in a performance. Learning outcomes: developing a structured performance based on a song. Exploring and understanding a song and exploring theatre techniques that would bring about a good performance.

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Students will also understand the need to constantly assess their performance and work towards improving it. Learning outcomes: respond constructively to the work created by themselves and others.

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Working together as an ensemble, the students show empathy and respect towards the needs and feelings of others. They also need to be open-minded when their friends evaluate their work. Learning outcomes: working on an individual basis and later developing teams to work on presentations. Respond constructively to the work created by themselves and others. Reflecting on the learning and experiences through discussions and writing. Boost in students’ self-confidence.

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After every activity, students are encouraged to give thoughtful considerations to their own learning and experience. Learning outcomes: reflecting on the learning and experiences through discussions and writing.

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Students will experience a sense of achievement through their work. Learning outcomes: boost in students’ self-confidence.

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

Get Your Act Together booklet by the theatre arts department. DVDs of songs from musicals. Internet, magazines, newspapers or online publications.

IBO LEARNER PROFILE FOR MIDDLE YEARS THEATRE ARTS 

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

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