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Curriculum booklet Year 8

2021 -2022

-Jebel Ali

Promoting – UN Sustainable Development Goals – Peace, Justice And Strong Institutions

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INTRODUCTION

This booklet has been introduced to provide you with information about

your child’s learning at The Winchester School during the academic year

2021-2022. It provides information such as each Subject studied,

resources and websites. etc.

At Winchester School we believe that students should be given a broad

and balanced curriculum which equips them for life beyond the school

gates in the 21st Century. The aims of education are to enhance student's

knowledge, skills, creativity, experience, imagination and foster

innovation and entrepreneurship skills, while instilling values of global

citizenship!

Best wishes for a year filled with fun , excitement and challenges. We

stand true to our motto-“Every Child Matters”.

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CONTENT

➢ English

➢ Science

➢ Maths

➢ Arabic

➢ Islamic Studies

➢ PSHCEE

➢ Moral Education

➢ French

➢ Humanities ( History /Geography/UAE Social Studies)

➢ ICT

➢ STEAM

➢ Art

➢ PE

➢ Useful Wesbites

➢ Reading Resources

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English AIMS:

The national curriculum for English aims to promote high standards of language and

literacy by equipping pupils with a strong command of the spoken and written word,

and to develop their love of literature through widespread reading for enjoyment.

Term 1

Shakespeare - Othello ➢ Reading & Listening comprehension

➢ Speaking & Presentation

➢ Writing From a Perspective ➢ Theme Analysis ➢ PTE practice

➢ Vocabulary & Grammar

Required Additional Reading

➢ Holes

Term 2

Aiming for Progress: Book 3 Set ➢ Reading & Listening comprehension

➢ Speaking & Presentation

➢ Newspaper Report ➢ Persuasive Letter ➢ PTE practice

➢ Vocabulary & Grammar

Required Additional Reading: ➢ Frankenstein

Term 3

Aiming for Progress: Book 3 Set ➢ Descriptive Writing

➢ Poetry

➢ PTE practice

➢ Vocabulary & Grammar

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Science

Aims

The national curriculum for science aims to ensure that all pupils:

Working Scientifically

Through the content across all three disciplines:

Scientific Attitudes

• Pay attention to objectivity and concern for accuracy, precision, repeatability and

reproducibility

• Understand that scientific methods and theories develop as earlier explanations are

modified to take account of new evidence and ideas, together with the importance of

publishing results and peer review

• Evaluate risks.

Experimental Skills and Investigations

• Ask questions and develop a line of enquiry based on observations of the real world,

alongside prior knowledge and experience

• Make predictions using scientific knowledge and understanding

• Select, plan and carry out the most appropriate types of scientific enquiries to test

predictions, including identifying independent, dependent and control variables, where

appropriate

• Use appropriate techniques, apparatus, and materials during fieldwork and laboratory

work, paying attention to health and safety

• Make and record observations and measurements using a range of methods for different

investigations; and evaluate the reliability of methods and suggest possible improvements

apply sampling techniques.

Analysis and Evaluation

• Apply mathematical concepts and calculate results

• Present observations and data using appropriate methods, including tables and graphs

• Interpret observations and data, including identifying patterns and using observations,

measurements and data to draw conclusions

• Present reasoned explanations, including explaining data in relation to predictions and

hypotheses

• Evaluate data, showing awareness of potential sources of random and systematic error

• Identify further questions arising from their results.

Measurement

• Understand and use SI units and IUPAC (International Union of Pure and Applied

Chemistry) chemical nomenclature

• Use and derive simple equations and carry out appropriate calculations

• Undertake basic data analysis including simple statistical technique

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Term 1

Biology

Interactions and Interdependencies Relationships in an Ecosystem • The interdependence of organisms in an ecosystem, including food webs and insect

pollinated crops

• The importance of plant reproduction through insect pollination in human food security

• How organisms affect, and are affected by, their environment, including the

accumulation of toxic materials.

Chemistry –TERM 1

The particulate nature of matter

▪ Recall the properties of the different states of matter (solid, liquid and gas) in terms of

the particle model, including gas pressure

▪ Recalling Changes of state in terms of the particle model.

▪ Brownian motion in gases

▪ Thermal expansion

▪ Viscosity

▪ Compression

▪ Heating and cooling curve

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Physical changes

▪ Conservation of material and of mass, and reversibility, in melting, freezing, evaporation,

sublimation, condensation, dissolving

▪ Similarities and differences, including density differences, between solids, liquids and

gases

▪ Diffusion in liquids and gases driven by differences in concentration

▪ The difference between chemical and physical changes.

Physics –TERM 1

Electricity

Current electricity

▪ Electric current, measured in amperes, in circuits, series and parallel circuits, currents add

where branches meet and current as flow of charge

▪ Potential difference, measured in volts, battery and bulb ratings; resistance, measured in

ohms, as the ratio of potential difference (p.d.) to current

▪ Differences in resistance between conducting and insulating components (quantitative).

Static Electricity

▪ Separation of positive or negative charges when objects are rubbed together: transfer of

electrons, forces between charged objects

▪ The idea of electric field, forces acting across the space between objects not in contact.

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Term 2

Biology

Cellular respiration

▪ Aerobic and anaerobic respiration in living organisms, including the breakdown of organic

molecules to enable all the other chemical processes necessary for life

▪ A word summary for aerobic respiration

▪ The process of anaerobic respiration in humans and micro-organisms, including

fermentation, and a word summary for anaerobic respiration

▪ The differences between aerobic and anaerobic respiration in terms of the reactants, the

products formed and the implications for the organism.

Material cycles and energy

Photosynthesis

▪ The reactants in, and products of, photosynthesis, and a word summary for photosynthesis

▪ The dependence of almost all life on Earth on the ability of photosynthetic organisms, such

as plants and algae, to use sunlight in photosynthesis to build organic molecules that are an

essential energy store and to maintain levels of oxygen and carbon dioxide in the

atmosphere.

▪ The adaptations of leaves for photosynthesis.

Chemistry -TERM 2

Chemical Changes

▪ Defining acids and alkalis in terms of neutralization reactions

▪ The pH scale for measuring acidity/alkalinity; and indicators

▪ Reactions of acids with alkalis to produce a salt plus water

▪ Acids and bases in daily life

▪ Combustion and displacement reactions

▪ Reactions of acids with metals to produce a salt plus hydrogen

▪ Reactions of acids with alkalis to produce a salt plus water

▪ Wat catalysts do.

Physics –TERM 2

Pressure in fluids

▪ Atmospheric pressure, decreases with increase of height as weight of air above

decreases with height

▪ Pressure in liquids, increasing with depth; up thrust effects, floating and sinking

▪ Pressure measured by ratio of force over area – acting normal to any surface.

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Density

▪ Explaining density in terms of particle model

▪ Compare and contrast density of various states of matter

▪ Density measured by ratio of mass over volume and use formula to calculate density

Term 3

Biology

The skeletal and Muscular Systems

▪ The structure and functions of the human skeleton, to include support, protection,

movement and making blood cells

▪ Biomechanics – the interaction between skeleton and muscles, including the

measurement of force exerted by different muscles

▪ The function of muscles and examples of antagonistic muscle

Physics -TERM 3

Magnetism

▪ Magnetic poles, attraction and repulsion

▪ Magnetic fields by plotting with compass, representation by field lines

▪ Earth’s magnetism, compass and navigation

▪ The magnetic effect of a current, electromagnets, D.C. motors (principles only).

Space physics

▪ Gravity force, weight = mass x gravitational field strength (g), on Earth g=10 N/kg,

different on other planets and stars; gravity forces between Earth and Moon, and

between Earth and Sun (qualitative only)

▪ Our Sun as a star, other stars in our galaxy, other galaxies

▪ The seasons and the Earth’s tilt, day length at different times of year, in different

hemispheres

▪ The light year as a unit of astronomical distance.

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MATHS The aim of the national curriculum of Mathematics course in KS3 is to enable students to

develop lively, enquiring minds, to elicit an appreciation of Mathematics and to allow them to

think logically and rationally.

KS3 Mathematics is a two-year course, which enables pupils to develop the necessary skills

and understanding that, will give them a solid foundation for the more rigorous demands of

KS4.

Our aim is that pupils become fluent in the fundamentals of mathematics; that they can reason

mathematically and confidently use mathematics in a range of contexts.

Throughout KS3, pupils will study all topic areas required by the National Curriculum. The

nature of mathematics is such that pupils will develop their mastery of the skills needed in

small chunks. The pupils’ understanding will be consolidated and extended every time they

meet each area of study, thus enabling them to have the breadth of knowledge required to be

fluent mathematicians.

Course Content

The following four strands will be assessed in equal proportion.

➢ Numbers

➢ Algebra

➢ Geometry and Measures

➢ Probability and Statistics

The KS3 course uses material from a variety of sources; however, students in years 7 and 8

will follow the Maths Frame working - KS3 Maths Pupil Book.

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Year 8 Overview

TERM 1 TERM2 TERM3

• Multiples, factors, prime

factorization, integers,

powers and roots.

• Fraction, decimals,

percentages

• Negative powers of 10

• Rounding off numbers

• Properties of angles in

triangles and

quadrilaterals

• Parallel lines

• Algebraic expressions

• Index notation

• Equivalent fractions

• Expand brackets

• Four basic operations on

algebraic expressions by

combining like terms

• Solve simple linear

equations with integer

coefficients

• Construct and solve linear

equations

• Substitute integers into

formulae and solve for

missing values one- step

equations

• Calculating mean,

median, mode and range

of continuous data and

frequency tables

• Interpret and construct pie

charts

• Area and Volume of

cubes and cuboids

• Time and rate of change

• Percentage increase &

decrease

• Ratio and proportion

• Inverse proportion

• Factorisation

• Sequences

• nth term of sequence

• term-to term rule

• Transformation

• Enlargement

• Rotation

• Nets of cubes and cuboids

• Area and circumference

of a circle

• Compound shapes

• Area and perimeter of 2 D

shapes

• Surface area of cubes and

cuboids

• Probability

• Pie chart

• Stem and Leaf diagram

• of Circles

• Angle properties

• Angles in a polygon

• Calculating fractions

• Percentages decimals and

fractions

• Simultaneous equation

• Standard Form

• Significant Numbers

• Use 2 way tables for

given data

• Pythagoras theorem

• Polygons

• Probability

• Straight line graphs

• Inequalities

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Arabic

Arabic Arabs:

Term 1

الفرع الموضوعات

التدفئة ) نص معلوماتي(تاريخ –الرهان -الضحك آخر الليل –لامية الطغرائي

قصة حسون الحواي -برج خليفة )مقال( –شعر) إشراقة وطن( –آيات من سورة البقرة

القراءة والنصوص

المبني للمعلوم والمبني للمجهول –علامات الإعراب النحو والإملاء

الأسلوب الخبري -التشبيه تام الأركان البلاغة

الاستماع –قصر الحصن

الضحك مفيد للصحة -الليرة الذهبية المحادثة

كتابة نص تفسيري -كتابة قصة قصيرة الكتابة

Term 2

الفرع الموضوعات

أعطني الناي وغني –مصابيح الكلام –إن غدا لناظره قريب –حكم ومواعظ

القراءة والنصوص

الألف اللينة في الأسماء –النعت العدد-

النحو والإملاء

الأمر –الاستفهام البلاغة

الاستماع صدى الحياة

المحادثة الأمثال العربية

الكتابة كتابة نص إقناعي

Term 3

الفرع الموضوعات

–قصة قلب أمي -من ذكريات شاعر -–

القراءة والنصوص

الألف اللينة في نهاية الأفعال الثلاثية-المفعول لأجله -المفعول فيه

ضمائر الرفع والنصب

النحو والإملاء

البلاغة أغراض أسوب الأمر

الاستماع البراكين

المحادثة حيوانات منقرضة

الكتابة كتابة تقرير بحثي

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Arabic for Non -Arabs:

Term 1

The life before and after الحياة قديما وحديثا

Family and the child الأسرة والطفل

Friends الأصـدقــاء

Term 2

The future jobs وظـائف مستـقـبـلـيـة

festivals occasions أعـيـاد ومـنـاسبـات

الـنـظـافـة Cleanliness

Term 3

Technology in our life التكنولوجيا في حياتنا

Volunteer work العمل التطوعي

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Islamic Studies

Islamic Arabs

Term1

سنن الفطرة –مراقبة الله تعالى –أدلة وحدانية الله –عن بشائر المصلين –المستظلون في ظل الرحمن –البعث والنشور

المغيث الحليم جل جلاله–التوبة فرصة العمر -.

Term 2

الاعتدال في –بشارة ومواساة –غزوة الاحزاب -التيمم والمسح على الخفين –الساكنة أحكام الميم –– -الخلاق العليم

الانفاق . الإمام أبي حنيفة النعمان

Term 3

صلاة المسافر -العمل عبادة وحضارة -القلب وصلاح الإنسان -سورة الرحمن -الحضارة العربية والإسلامية –

الفتح المبين –صلاة الليل –والمريض

Islamic Non-Arabs:

Term 1

➢ Resurrection and Raising up –Evidence of Oneness Of Allah –Seven people under the

shade of Allah – Moderate Spending-

Term 2

➢ 1. Glad tidings for those who pray 2. Repentance is the opportunity of life time. 3.

Observing Allah Glory Be to Him. 4- The pleasures of life- 5. Taking care of an Orphan

Term 3

1. Humbleness 2. The religion of Islam is easy 3. Majlis and its manners 4. The Clear

Conquest.

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PSHCEE

Study Skills

Healthy Living

Peace

Growth Mind-set

The Environment

Financial Management

Animal Rights

European Awareness

Active Citizenship

Tradition

Coping with Loss and Change

Mental Health and Emotional Well-being

Recycling

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MORAL EDUCATION

Moral Education is one of the National priorities of UAE.

MORAL EDUCATION plays an integral role in students’ personal and social development.

The Moral Education curriculum is mainly aimed at encouraging students to be forward-

looking, creative and respectful to everyone by creating a strong foundation on ethics,

tolerance, civic duty and cultural diversity.

Moral education will help to reduce absenteeism among pupils, reinforce positive personal

traits, employability and equip youngsters with practical life skills.

Moral Education in UAE is built around four pillars

1. Character and morality - builds the foundation of ethics and responsibility and encourages

students to strengthen their sense of morality

2. The individual and the community - outlines the role of the individual in society to think of

the common good

3. Civic studies - familiarises students with the structure and function of the government and

their rights as citizens or residents of the UAE

4. Cultural Studies - introduces students to the broader ideas of culture; the importance of

preserving history, and the value of appreciating the universal cultural legacy.

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Overview Of The Syllabus

Term Pillar Unit

1a CHARACTER AND

MORALITY

CM13 – Individual moral responsibilities, duties and

obligations

This unit introduces students to duty-based ethics. The unit

draws to students’ attention the responsibilities and duties

they have in relation to people in their daily lives. An

introduction to duty- or rule-based ethics provides a basis

for the next unit on human needs (CM14). This unit

highlights the ethical requirement that equal concern and

respect ought to be given to each individual human being,

even when doing this might be at odds with the interests of

the actor or of the group.

1b INDIVIDUAL AND

COMMUNITY

IC13 – Making good decisions

The unit aims to develop a greater understanding of risks

and consequences, and how these can be avoided and

managed in the home and the wider community. It aims to

equip students to act responsibly and effectively when

situations do arise, to protect themselves and others. Finally,

it explores irresponsible behaviour and how it can shade into

criminal action, and encourages students to think about how

these sorts of action are responded to in school and in

society.

This unit builds on IC6 (Being brave and staying safe) and

IC8 (Helping and making a difference). It also builds on

concepts introduced in earlier units relating to empathy – for

example CM9 (Cognitive and emotional empathy) – and to

taking responsibility: IC9 (Taking responsibility for oneself

and others). The concept of risk is a thread running through

cycle 1. The unit also builds on concepts from the Character

and morality pillar, such as thinking and reasoning about the

right course of action, and what it means to be a good

person.

2a CIVIC STUDIES CIS3 – Trade, travel and communications: the UAE in an

increasingly globalized and interconnected world; cultural

exchange

This unit is the third of three (CUS7, CUS8 and CIS3) to

consider trade and communications. CUS7 considered the

early growth of trade in the region; CUS8 looked at modern-

day trade and communications, and also introduced students

to some simple economic concepts. This unit builds on the

knowledge and understanding acquired in the previous two

to address issues of globalisation and sustainability. At the

secondary stage this unit links with CM18 (Ethics and the

global economy) and CIS11 and CIS12 (Global citizenship).

It also builds on moral ways of thinking developed in earlier

units from the Character and morality pillar.

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2b CIVIC STUDIES CIS3 – Trade, travel and communications: the UAE in an

increasingly globalized and interconnected world; cultural

exchange

This unit is the third of three (CUS7, CUS8 and CIS3) to

consider trade and communications. CUS7 considered the

early growth of trade in the region; CUS8 looked at modern-

day trade and communications, and also introduced students

to some simple economic concepts. This unit builds on the

knowledge and understanding acquired in the previous two

to address issues of globalisation and sustainability. At the

secondary stage this unit links with CM18 (Ethics and the

global economy) and CIS11 and CIS12 (Global citizenship).

It also builds on moral ways of thinking developed in earlier

units from the Character and morality pillar.

3a CHARACTER AND

MORLAITY

CM14 – Human needs

The unit draws to students’ attention the responsibilities and

duties they have in relation to people in their daily lives. An

introduction to duty- or rule-based ethics provides a basis

for the next unit on human needs (CM14). This unit

highlights the ethical requirement that equal concern and

respect ought to be given to each individual human being,

even when doing this might be at odds with the interests of

the actor or of the group.

3b INDIVIDUAL AND

COMMUNITY

IC14 – Digital challenge

The unit has been divided into the two specific areas of self-

worth and identity and community awareness; this

continues the same theme as the cycle 1 and other cycle 2

units. Progression focuses on students’ development of

interpersonal and intrapersonal skills.

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French

TERM 1 TERM 2 TERM 3

1.Elle joue au foot, il joue du

piano-

to revise the vocabulary related to

sports and music; to use

prepositions “à” and “de “with

different verbs; to conjugate verbs

in the present tense

``Voyages et vacances``

-to learn vocabulary related

to travel and holidays

``une visite en France``

-to learn the vocabulary

related to town,

directions, trip to France

2-`` Ma journée’’

-to talk about your daily routine;

to conjugate reflexive verbs in the

present tense; to review saying the

time

À l`étranger``

-to name countries and cities

and to say which countries

you`d like to go to; to use

prepositions with

geographical names; to form

and use the conditional mood

``Qu ’est-ce qu ’il y a ici? ``-

to talk about what`s available

in a town; to prepare a

publicity brochure; to

develop conversational skills

asking and answering

questions

3-``À la maison``

-to name different household

chores; to conjugate a range of

regular and irregular verbs in the

present tense

``À pied ou en voiture``

-to name means of transport;

to use prepositions “à” and

“en” with means of

transport; to give opinions

and feedback about different

means of transport

``C’est où, la plage? ``

-to understand and to

give directions in a

town

4-`` J’ai donné un coup de

main``

-to say what you have/haven`t

done to help at home; to conjugate

regular and irregular verbs in the

past perfect tense using auxiliary

verbs AVOIR and ÊTRE; to adapt

a text.

``Vacances de rêve``

-to say where you went on

holiday; to use the past

perfect tense to describe a

past trip or holidays

``Visite à Paris ``-to describe

and to plan your visit in Paris;

to understand information on

tourists’ attractions; to use

future tenses, to compare near

future with the simple future

tense

``C’était vraiment sympa!``

-to give opinions about past

holidays using a range of

adjectives, to conjugate

verbs in the past imperfect

tense; to write a text on a

familiar topic using a range

of vocabulary and

grammatical structures

``C`était vraiment super! ``

-to speak about your visit to

France; to compare different

regions in France; to use

present and past tenses to

describe holidays.

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HUMANITIES

Students will have weekly four lessons for Humanities’ subjects. History and Geography will

be taught once a week whereas, UAE SST will be taught twice a week.

HISTORY

The national curriculum for history aims to ensure that all pupils:

• Know and understand the history of these islands as a coherent, chronological

narrative, from the earliest times to the present day: how people’s lives have shaped

this nation and how Britain has influenced and been influenced by the wider world

• Know and understand significant aspects of the history of the wider world: the nature

of ancient civilisations; the expansion and dissolution of empires; characteristic

features of past non-European societies; achievements and follies of mankind

• Gain and deploy a historically grounded understanding of abstract terms such as

‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’

• Understand historical concepts such as continuity and change, cause and

consequence, similarity, difference and significance, and use them to make

connections, draw contrasts, analyse trends, frame historically-valid questions and

create their own structured accounts, including written narratives and analyses.

• Understand the methods of historical enquiry, including how evidence is used rigorously

to make historical claims, and discern how and why contrasting arguments and

interpretations of the past have been constructed.

• Gain historical perspective by placing their growing knowledge into different

contexts, understanding the connections between local, regional, national and

international history; between cultural, economic, military, political, religious and

social history; and between short- and long-term timescales.

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OVERVIEW OF THE TOPICS

TERM 1 TERM 2 TERM 3

• Skills Bank: Being a

Historian (source

reading skills)

• The Industrial

Revolution

• Growth of Towns

• British Empire &

Trade:

1. Scramble for Africa

2. Nature of the events

of 1857 in India

• Development of

Democracy in 19th

Century Britain

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GEOGRAPHY

Aims

The national curriculum for geography aims to ensure that all pupils:

• Develop contextual knowledge of the location of globally significant places – both

terrestrial and marine – including their defining physical and human characteristics and

how these provide a geographical context for understanding the actions of processes

• Understand the processes that give rise to key physical and human geographical

features of the world, how these are interdependent and how they bring about spatial

variation and change over time

• Are competent in the geographical skills needed to:

collect, analyse and communicate with a range of data gathered through

experiences of fieldwork that deepen their understanding of geographical

processes; interpret a range of sources of geographical information, including

maps, diagrams, globes, aerial photographs and Geographical Information

Systems (GIS); communicate geographical information in a variety of ways,

including through maps, numerical and quantitative skills and writing at length.

Overview of the topics

TERM 1 TERM 2 TERM 3

• Map skills: GIS

• Population

• Urbanization

• Coasts

• Weather and

climate

• Global Warming

• Biomes:

1. Asia

2. Case study: UAE

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UAE SOCIAL STUDIES:

We will be updating the UAE Social Studies topics for the year 2021- 2022, immediately

when we receive the UAE SST course book for Year 8 from MOE.

UAE National and Social Studies Curriculum aims to ensure that all pupils progress in the

following knowledge and skills standards-

Domain: 1. Knowledge of social studies Components

(1.1.1): Knowledge of the role of significant figures, events, and developments and its impact

in constituting other communities in the region over different eras and in different places;

Understanding of patterns of stability and transition over time and relationships between

people and events along with explanations of such relationships.

(1.2.1): Knowledge of the Earth, its properties, and how such properties are related to human

interactions.

(1.3.1): Development of national identity and unity and understanding of different forms and

duties of the government and the roles of society members.

(1.4.1): Knowledge of economic principles and systems, how markets operate, and the role of

the government in the development of the national and global economy.

Domain: 2. Literacy in Social Studies

(2.1.1): Competence in collecting and evaluating sources and in using evidence to support their

opinions and positions.

Domain: 3. Communication and presentation skills

(3.1.1): Usage of technology and other sources to collect data collection and information

processing for critical evaluations and presentations.

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ICT

TERM 1

APPLICATION OF ICT :

● Communication Applications ● Data Handling Applications ● Measurement Applications ● Control Applications

⮚ Project must involve selecting, using, and combining multiple applications, preferably

across a range of devices, to achieve challenging goals, including collecting and

analyzing data.

⮚ Create, reuse, revise and repurpose digital information and content with attention to

design, intellectual property and audience. SENSORS

⮚ To analyze and examine uses of different sensors in control applications clearly stating

their advantages/disadvantages.

FLOWLAB (GAME CREATOR):

➢ To explore the tools and functions of the flow lab.

➢ To identify behaviors of the sprite (pixel blocks, pixel chars)

➢ Creating a game using flow lab.

TERM 2

BLOCKCHAIN TECHNOLOGY:

➢ To demonstrate the pillars of block chain technology.

➢ To describe the importance and uses of block chain technology

➢ To explore blocks, nodes and hash functions and differentiate between centralized and

distributed ledger.

PROJECT

➢ To make a Sway presentation/office mix on Block chain Technology and its strategies

in everyday life.

OPERATING SYSTEM

➢ To examine the main components of a general-purpose computer: central processing

unit, main/internal memory (including ROM and RAM)

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PROJECT

➢ To make a Sway presentation/office mix on Operating system and its functions.

VECTOR GRAPHICS EDITOR:

➢ Setting up a document

➢ Creating an image

➢ Sketch using Vector Graphics Editor.

➢ Create a poster about awareness of COVID 19 using Vector Graphics Editor

TERM 3

BOOLEAN LOGIC

➢ To explore simple Boolean logic (such as AND, OR and NOT) and to determine which

parts of a program are executed

➢ Use Boolean logic and wild-cards in search or database queries

➢ How are appropriate search engines selected and ranked

PROJECT

ICT and Its Impact on Globalization and Accessibility of Education in the Health care domain

(Various Effects of ICT devices)

➢ To discuss different effects of ICT on health care, in particular on health education,

placing them in the context of globalization.

➢ To demonstrate how ICT can improve the dissemination of health information,

knowledge, comprising the users' motivation concerning educational content and its

new promoting methods.

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PYTHON

⮚ To use Python programming language to solve a variety of computational problems

⮚ To use data structures such as tables or arrays

⮚ To use procedures to write modular programs; for each procedure

⮚ To explain how it works and how to test it

⮚ To create Python Programs

⮚ To explore and use basic Python syntax.

⮚ To use conditional flow control and Selection-explore how to use selection to create a

simple calculator.

⮚ Loops-To create a loop in Python and use a Boolean variable to define stop operation.

⮚ Functions-To explore functions; to use and call functions in a program.

⮚ Lists & Dictionaries-To store and look up values from a list.

⮚ Classes and Objects-To recognize how a class can be used to create custom objects.

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STEAM

Term 1:

Project: Lego EV3

1. Justify the use of sensors and motors in a driver base

2. Demonstrate the steps in creating a driver base

3. Investigate the steps used in creating a program to move the driver base in a with a

sound(multitasking)

Project: Micro bit Make code

1. Explore the importance of using data and sensors on the BBC micro: bit through a

variety of unplugged and programming activities.

2. Be able to develop their understanding of sensors through unplugged activities and by

writing algorithms using repetition and selection. They then apply their understanding

to design and evaluate a gadget using a sensor.

Term 2:

Project: LEGO Simple Machine (Pulley)

To design a pulley and calculate mechanical advantage of pulleys.

Based on the model developed for the scenario:

➢ Explain how a pulley redirects motion and creates mechanical advantage.

➢ Calculate the mechanical advantage in a pulley system.

➢ Modify a pulley system to increase mechanical advantage.

Project: LEGO Simple Machine (Gear)

To design a real life model of vehicle with gear .

Based on the model analyse the following:

➢ Differentiate drive and driven gear.

➢ Identify gears as either spur or crown gear.

➢ Build a model, which will gear up and increase speed of rotation.

Project : SamLabs : Smart lightning system :

1. To investigate about smart lighting grids and what makes them energy efficient.

2. Create a smart lighting system that uses a Light Sensor and creates an alert.

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Term3: Project:- 3D printing

Create a video tutorial on how to build a mobile holder using 3D printing.

Present & Reflect

Present your completed product to the group:

• What did you improve or change from the first presentation?

• What new ideas came to mind while making your product?

How would you improve in the future?

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ART

Art and Design

Students shall be taught to develop their creativity and ideas, and increase proficiency in their

execution. They should develop a critical understanding of artists and designers, expressing

reasoned judgments that can inform their own work. Student`s will be taught:

➢ to use a range of techniques to record their observations in sketchbooks and other

media as a basis for exploring their ideas

➢ to use a range of techniques and media, including painting

➢ to increase their understanding in the handling of different materials and surfaces.

➢ to analyse and evaluate their own work, and that of others, in order to strengthen the

visual impact or applications of their work about the history of art, craft, design and

styles and major movements from ancient times up to the present day.

Artist visual representations and independent thinking through cultural

identity

Developing thinking Learners to develop their thinking across different context and visual

presentations through the processes of planning, developing and reflecting. In art and design,

learners explore and experiment with a range of information and resources to plan, develop

and reflect on their creative activities. They shall challenge assumptions, look at things in a

new way and promote receptiveness to new ideas. They shall develop the ability to recognize

similarities or differences and make unlikely connections, build on ideas to make better ideas,

and take advantage of the unexpected.

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Physical Education

Physical Education is the accumulation of wholesome experiences through participation in

large muscle activities that promote growth and development” Brownhill & Hagman

INTRODUTION

➢ Students will have one lesson of P.E per week.

➢ Different activities are taught in 4-6-week blocks.

➢ At this level children are exposed to a much deeper understanding of all the sports

proposed.

➢ To give more importance to the competitive element of each game introduced, the first

few lessons are dedicated to practicing the basic skills. The remaining lessons are used

for playing the sport, which will help the children to improve team work and individual

performance.

ASSESSMENTS

For P.E the assessments are an ongoing process. Each and every lesson they are assessed on:

➢ Squaring and developing skills

➢ Selecting and applying skills, tactics and compositional ideas

➢ Evaluating and improving performance

➢ Knowledge and understanding of fitness and health

PE PROGRAMME OF STUDY

Term 1 Term 2 Term 3

Fitness activities

Basketball

Volleyball

Athletics

Fitness activities

Soccer

Badminton

Fitness activities

Rounders

Chess

Carrom

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Useful Websites

Literacy

www.bbc.co.uk/schools/spellits/ad_menu_flash

www.english-online.org.uk

www.readingmatters.co.uk

www.spinebreakers.co.uk

www.cool-reads.co.uk

www.teenreads.com

www.writebuzzschools.com

www.bbc.co.uk/schools/ks3bitesize/

http://www.bbc.co.uk/worldservice/learningenglish/teach/

www.nationalstrategies.standards.dcsf.gov.uk/secondary

http://www.parentcentre.gov.uk

http://www.dfes.gov.uk/popularquestions/

http://www.learn.co.uk

Maths

www.myimaths.co.uk

http://www.happychild.org.uk/wks/math/

http://mrmaths.org/index.shtml

http://www.emaths.co.uk/

http://nrich.maths.org/public/

www.mathsisfun.com

www.kangroomaths.com

www.maths.net

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www.subtangent.com

www.ngfl.co.uk

www.bbc.co.uk/skillwise/maths

www.kutasoftware.com

www.math-aids.com

SCIENCE

http://www.bbc.co.uk/bitesize/ks3/science/

http://www.scibermonkey.org/level.asp?page=KS3

http://lgfl.skoool.co.uk/keystage3.aspx?id=80

https://www.cgpbooks.co.uk/interactive_ks3_science

http://www.docbrown.info/ks3science.htm

http://www.dontstoplearning.com/ks3science/contents.htm

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Reading Booklist

Island of Blue Dolphins Scott O’Dell

Noughts and Crosses Malorie Blackman

Curious Incident of the Dog in the Night-time Mark Haddon

Frankenstein’s Aunt Allan Rube Pettersson

The Railway Children E. Nesbitt

The Family from One End Street Eve Garnett

The Alchemist Paolo Coelho

Wuthering Heights Emily Bronte

Paddy Clarke Ha Ha Ha Roddy Doyle

Empire of the Sun J. G. Ballard

The Hobbit J.R. R. Tolkien