Year 8 Curriculum Handbook

Year 8 Curriculum Handbook 2014-15
Year 8
Curriculum Handbook
September 2014
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Year 8 Curriculum Handbook 2014-15
Contents
Our Vision ....................................................................................................................................... 3
Our Mission..................................................................................................................................... 3
Core beliefs..................................................................................................................................... 3
Introduction ..................................................................................................................................... 4
Allocation of curriculum time in Year 8 ............................................................................................ 5
Personal, Social & Health education (PSHE) .................................................................................. 6
English Language ........................................................................................................................... 7
English Literature ............................................................................................................................ 8
Español........................................................................................................................................... 9
Computer Science ........................................................................................................................ 10
Humanities .................................................................................................................................... 11
Science ......................................................................................................................................... 12
Mathematics ................................................................................................................................. 13
Visual Arts..................................................................................................................................... 14
Music ............................................................................................................................................ 15
Ciencias Naturales ........................................................................................................................ 17
Ciencias Sociales.......................................................................................................................... 18
Educación física ............................................................................................................................ 19
Community Service ....................................................................................................................... 20
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Year 8 Curriculum Handbook 2014-15
Our Vision
BSQ will be a leading centre of individual excellence, within
Latin America, providing the foundations for lifelong learning
and success within a global context.
Our Mission
We are a dynamic learning community that provides a
personalised and holistic education for both Ecuadorean
and International students, that is both British focused and
internationally
minded,
delivered
by
inspirational,
intercultural learning leaders.
Core beliefs
At BSQ we are roles models of our values and are
committed to being – Principled
This means being…..
• Honest
• Respectful
• Fair
• Concerned for others
• Values focused
Internationally Minded
This means being….
• Fosterers of cultural understanding
• Global citizens
• Celebrators of cultural diversity
• Innovators
• Critical thinkers
• Inclusive
Lifelong Learners Committed to Excellence
This means….
• Inquirers
• Risk takers
• Reflective
• Motivators
• Inspirers
• Achievers of personal excellence
• Engaged learners
• Creative thinkers
Focused on Personal and Emotional Wellbeing
This means….
• Balanced in our approach to life and learning
• Caring
• Creators of a positive difference in others´ lives
• Actively involved in Community, Action and
Service
• Self-confident
• Assertive
• Proactive
• Safe
• Understanding of the positive impact happiness
has on us and others
Team Players
This means being….
• Active listeners
• Open-minded
• Creators of positive resolutions
• Supportive
• Collaborative
• Inclusive
• Open communicators
Builders of a Sustainable Future
This means being….
• Careful users of resources
• Advocators for a safe world
• Committed to sustainability
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Year 8 Curriculum Handbook 2014-15
Introduction
This handbook is designed for parents of Year 8 students. It contains important information about
the content, objectives, and evaluation procedures which will be included in this year’s course. The
handbook is intended to be a reference resource so that you may feel better informed about the
work that the students are doing in class. This will enable you to discuss your child’s work with
him/her and the teachers more knowledgeably. You will also be able to refer to this curriculum
booklet when you receive progress reports on your child’s achievements. The guide gives an
overview of the topics that will be studied during this year at school. Please read it through
carefully.
In Years 7, 8 & 9, the British School follows very closely the National Curriculum of England for
Key Stage 3. This is a challenging curriculum, which at the same time, provides opportunity for
students of all abilities.
Parent support is one of the most important factors influencing a child’s levels of attainment in
school. Good communication between home and school is of great importance to us here at the
British School. If you have any questions about your child’s attainment levels, home or class work,
or if you would like to discuss any aspect of the curriculum, please contact your child’s tutor.
Phil Johnson
Tutor
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Year 8 Curriculum Handbook 2014-15
Allocation of curriculum time in Year 8
Subject
Number of 40 minute
periods per week
Personal, Social & Health education (PSHE)
2
English Language
2
English Literature
4
Spanish
6
Computer Science
3
Humanities (Geography & History)
3
Science (Physics, Biology & Chemistry)
5
Mathematics
5
Visual Art
3
Music
2
Ciencias Naturales
2
Ciencias Sociales
3
Educación física
3
Community service
1
House activities
1
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Year 8 Curriculum Handbook 2014-15
Personal, Social & Health education (PSHE)
The importance of PSHE
PSHE (Personal, Social and Health Education) is a vital part of a student’s development and
formation. In PSHE the students will complete the PSHE course with their form tutor, the school
counsellor as well as the careers counsellor. Students will explore a number of diverse personal,
social and global issues. These topics are designed to challenge students and to make them think
about their place in the world. The programme will help prepare the students for their social,
emotional and vocational engagement with the wider community.
Objectives
Personal well-being helps young people embrace change, feel positive about who they are and
enjoy healthy, safe, responsible and fulfilled lives. Through active learning opportunities pupils
recognise and manage risk, take increasing responsibility for themselves, their choices and
behaviours and make positive contributions to their families, schools and communities.
As pupils learn to recognise, develop and communicate their qualities, skills and attitudes, they
build knowledge, confidence and self-esteem and make the most of their abilities. As they explore
similarities and differences between people and discuss social and moral dilemmas, they learn to
deal with challenges and accommodate diversity in all its forms. The world is full of complex and
sometimes conflicting values. Personal well-being helps pupils explore this complexity and reflect
on and clarify their own values and attitudes. They identify and articulate feelings and emotions,
learn to manage new or difficult situations positively and form and maintain effective relationships
with a wide range of people. Personal wellbeing makes a major contribution to the promotion of
personal development and formation, the primary objective of the PSHE subject.
Course outline
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The IB learner profile and how to use your individual learner profile to help with progress
Progress reflection and target setting
Looking forward; careers and our place in the world
Team work
Self esteem
Values and decision making
Communication
Relationships
Human development
Ethics
Internationalism and citizenship
Personal health and awareness about consumption
Assessment
The school counsellor will assess students conduct and effort on the full year report. A comment
will also accompany the conduct and effort grades.
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Year 8 Curriculum Handbook 2014-15
English Language
Ms Helen Johnson and Ms Jessica Karasak
The importance of English Language
Conventions are essential for reading, writing, and speaking. The student writes to make
connections with the larger world. A student’s ideas are more likely to be taken seriously when the
words are spelled accurately and the sentences are grammatically correct. Use of Standard
English conventions helps readers understand and follow the student’s meaning, while errors can
be distracting and confusing. Standard English conventions are the “good manners” of writing and
speaking that make communication fluid.
Objectives
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demonstrate understanding and control of the rules of the English language, realizing that
usage involves the appropriate application of conventions and grammar in both written and
spoken formats.
produce writing that establishes an appropriate organizational structure, sets a context and
engages the reader, maintains a coherent focus throughout, and provides a satisfying
closure.
demonstrate competence in a variety of genres.
produce technical writing (business correspondence: memoranda, emails, letters of inquiry,
letters of complaint, instructions and procedures, lab reports, slide presentations)
listen to and view various forms of text and media in order to gather and share information,
persuade others, and express and understand ideas. The student will select and critically
analyze messages using rubrics as assessment tools.
Course outline
We will be following the British Cambridge scheme for the preliminary English test (B1-PET).
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Present tense usage vs. past tense usage vs. Future tense usage
Sentence and question formation
Articles, nouns, pronouns
Prepositions
Difference between make, do, have , get
Building sentences
Irregular verbs
Vocabulary
Extended writing activities which involve some researching
Assessment
The course will be assessed through end of unit work, creative and/or analytical, speaking and
listening assessments, plus the end of year examinations. The assessment criteria are:
 Recall, knowledge and understanding of key concepts and definitions
 Application of skills, knowledge and understanding
 Evaluation of evidence and drawing conclusions
 Research and communication of ideas and concepts
Summative topic and end of Quimestre tests will be based on the Cambridge ESOL suite of
language exams.
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Year 8 Curriculum Handbook 2014-15
English Literature
Mr Jim Wild
The importance of English Literature
The study of literature encourages independent, original and critical thinking and can broaden our
perspectives on life, culture and human emotion. In Year 8, we take into account the correct
reading level for the age and competence in English of a given group of students. We choose class
readers that will expose students to a representative variety of English Literature, including prose,
drama and poetry. The topics we teach for English Language are also fully integrated with, and
often derive from, the class readers in English Literature. The class readers change each term and
each reader gives students a chance to discuss, empathise, explore context and begin to critically
analyse literature.We make use of differentiation so that each student can complete challenging
and stimulating work. In class and out of class support is given to English as a Second Language
students depending upon individual circumstances. New students are also integrated into the class
with consideration of their individual English needs.
Objectives
The BSQ Key Stage 3 English Literature in Year 8 course aims to:
 provide the students with ample opportunities in which to communicate through written and
spoken English
 continue to develop skills of literary analysis
 develop an ability to write in specific styles, formality and for specific purposes
 enable students to gain a functional use of the English Language
 encourage students to enjoy and appreciate many forms of writing
 read with understanding and awareness of viewpoint and opinion
 develop students’ ability to write clearly, concisely and correctly
Course outline
Class Readers*
Genre – Mystery Stories
Frankenstein (Abridged)by Mary Shelley (drama)
The Machine Gunnersby Robert Westall (prose)
Non-fiction writing
Analysing the formal letter, email, review, newspaper article, instruction text and
advertisement.
Poetry and close analysis
Introduction to poetic devices using a variety of poems.
* Please note that texts may be subject to change during the year.
Assessment
The course will be assessed through a range of different creative and analytical writing tasks,
speaking and listening assessments, unit tests as well as the mid and end of year examinations:
Students will be assessed on the following four key areas of the National Curriculum of England:
 Knowledge and Understanding
 Analysis of Stylistic and Literary Devices
 Language and Communication
 Organisation, Structure and use of Evidence
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Year 8 Curriculum Handbook 2014-15
Español
Miss Marta Chiabrando
La importancia de Español
La Lengua y la Literatura han tenido y tienen gran importancia en el sistema escolarizado de los
países hispanohablantes al igual que en Ecuador. La Lengua es una herramienta que posibilita la
interacción social. Sin embargo no sólo nos enfocamos en ese aspecto sino que abrimos la
posibilidad de usarla en situaciones de mayor complejidad. La Literatura se incorpora a la
enseñanza de la Lengua con sus propias características ayudando al estudiante al disfrute y el
placer de la lectura, así como a ayudarle a encontrar respuestas en el mundo que lo rodea.
Objetivos
Al finalizar el año 8 el estudiante estará capacitado para: Familiarizarse con los diferentes géneros y
términos literarios.
Escribir en variedad de géneros y estilos.
Manejar estructuras gramaticales apropiadas para composiciones escritas.
Obtener y utilizar información para realizar investigaciones.
Desarrollar destrezas y estrategias de lectura para comprender y responder a una variedad de
textos.
Desarrollar pensamiento crítico para poder evaluar y analizar textos literarios.
Desarrollar destrezas para escuchar y hablar en público.
Contenidos
Literatura
Cuento de terror, canción, crónica, mito y elementos literarios
Escritura
Carta, solicitud, párrafo deductivo e inductivo, afiche y entrevista,
Gramática
Predicado nominal y adverbial, conectores adversativos y disyuntivos, participios, complemento
oracional, modificadores y complementos del predicado, verbos pronominales, adjetivos conativos y
no conativos.
Ortografía
Uso de la V (andar, estar y tener) uso de la G (logía y geo) uso de la C (cimiento) uso de la S (sivo,
siva), acentuación y tilde.
Evaluaciones
Todas las tareas serán evaluadas según la siguiente rúbrica:
 Producción escrita
 Gramática y ortografía
 Participación en clase
 Evaluaciones y proyectos
 Evaluación sumativa
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Year 8 Curriculum Handbook 2014-15
Computer Science
Ms. Jessica Karasek
The importance of Computer Science
This programme equips pupils to understand and change the world through computational thinking.
It develops and requires logical thinking, precision and creativity: pupils apply underlying principles
to understand real world systems, and to create purposeful and usable pieces of work.
At the core of computing is computer science, in which pupils are taught how digital systems work,
how they are designed and programmed, and the fundamental principles of information and
computation. A computing education also ensures that pupils become digitally literate – able to
use, and express themselves through, information and communication technology – at a level
suitable for the future workplace and as active participants in a digital world.
Objectives
Use two or more programming languages, one of which is textual, each used to solve a variety of
computational problems; use data structures such as tables or arrays; use procedures to write
modular programmes
 undertake creative projects that involve selecting, using, and combining multiple
applications, preferably across a range of devices, to achieve challenging goals, including
collecting and analysing data and meeting the needs of known users
 understand the hardware and software components that make up networked computer
systems, how they interact, and how they affect cost and performance; explain how
networks such as the internet work; understand how computers can monitor and control
physical systems.
 understand simple Boolean logic (such as AND, OR and NOT) and its use in determining
which parts of a programme are executed; use Boolean logic and wildcards in search or
database queries; appreciate how search engine results are selected and ranked
Course outline
 Computing hardware and computing history
 MyApp
 Digital Citizenship
 Animation - Scratch
 Photoshop
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Website design - Dreamweaver
Assessment
The course will be assessed in five areas:
 Knowledge and Understanding
 Application of Skills
 Research and Communication of ideas
 Evaluation skills
 Summative assessments
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Year 8 Curriculum Handbook 2014-15
Humanities
Ms. Alice Porter
The importance of Humanities
The study of Humanities stimulates an interest in and a sense of wonder about the world and its
history. It helps young people make sense of a dynamically changing world and develops their own
identities through an understanding of Humanities at different levels. It explains where places are,
how places and landscapes are formed, how people and their environment interact, and helps
them to ask and answer questions of the present by engaging with the past. It builds on pupils’ own
experiences to investigate places at all scales, from the personal to the global, finding out about
their community, Britain, Europe and the world. The study of Humanities encourages questioning,
investigation and critical thinking about issues affecting the world and people’s lives, in the past,
present and in the future. Pupils also evaluate evidence, identify and analyse different
interpretations and learn to substantiate any arguments and judgements they make.Studying
Humanities inspires pupils to become global citizens by exploring their own place in the world, their
values and their responsibilities to other people, to the environment and to the sustainability of the
planet. It prepares pupils for the future, equipping them with knowledge and skills that are prized in
adult life, enhancing employability and developing an ability to take part in a democratic society.
Objectives
The KS3 Humanities course aims to:
 to develop in students the skills and techniques required to analyse and interpret a range of
relevant information and communicate the results of this analysis in a variety of appropriate
ways.
 to stimulate students to think critically and question the world they live in based on a
detailed knowledge and understanding of the way the world functions today, and the way it
functioned in the past.
 to provide students with the freedom and confidence to conduct relevant enquiries and
investigation.
Course outline
Topics:
 Tudor Britain – The role of the monarch, religion and society
 Weather and Climate
 The Slave Trade – The origins of slavery, nature of slavery and reasons for its abolition.
 Ecosystems and Environmental Issues
 The Civil Rights Movement – How did African Americans fight for equality, key individuals
and groups and methods of protest
Assessment
The course will be assessed in the following areas:
 Knowledge and Understanding
 Application of skills
 Interpretation and data analysis
 Evaluation skills
 Summative topic tests
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Year 8 Curriculum Handbook 2014-15
Science
Mrs Sarah Kucera
The importance of Science
The study of science fires pupils’ curiosity about phenomena in the world around them and offers
opportunities to find explanations. It engages learners at many levels, linking direct practical
experience with scientific ideas. Experimentation and modelling are used to develop and evaluate
explanations, encouraging critical and creative thought. Pupils learn how knowledge and
understanding in science are rooted in evidence. They discover how scientific ideas contribute to
technological change – affecting industry, business and medicine and improving quality of life.
They trace the development of science worldwide and recognise its cultural significance. They
learn to question and discuss issues that may affect their own lives, the directions of societies and
the future of the world.
Objectives
The BSQ key stage 3 science scheme of work offers opportunities for pupils to:
 build on their scientific knowledge and understanding from key stage 2 and make
connections between different areas of science;
 use scientific ideas and models to explain phenomena and events;
 understand a range of familiar applications of science;
 think about the advantages and drawbacks of scientific and technological developments for
the environment and in other contexts, considering the reasons for different opinions;
 carry out investigations of different types, on their own and in groups, making use of
reference sources and evaluating their work;
 communicate what they did and its significance;
 learn how scientists work and the importance of experimental evidence in supporting
scientific ideas
Course outline
The following topics will be covered.
CHEMISTRY
Particles and Solutions
Atoms, Elements, Compounds and Mixtures
BIOLOGY
Food, Digestion and Microbes
Respiration, Circulation and Disease
PHYSICS
Heating and Cooling
Light, Sound and Hearing
PRACTICAL SKILLS
Assessment
The Attainment grade will be calculated from:
 Understanding and Application of Knowledge
 Data Transformation and Presentation
 Scientific Inquiry
 Scientific Communication
 Summative Assessment
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Year 8 Curriculum Handbook 2014-15
Mathematics
Mr. Matthew Hubert
The importance of Mathematics
The ability to think mathematically is very important for all members of a modern society: for its use
in the workplace; personal and family business; and to help one make rational decisions about the
many risks we face in our lives. To this end, we endeavour to make the topics studied at school as
relevant to real-life situations as possible. Mathematics is also fundamental to national prosperity: it
helps in the understanding of science, engineering, technology and finance – the key ingredients of
a successful modern economy. Mathematics equips pupils with uniquely powerful ways to
describe, analyse and to change the world for the better.
Objectives
To develop skills in:
 Number
 Algebra
 Shape, Space and Measures
 Data Handling
 and to be able to apply these confidently in a range of contexts.
Course outline
Students at Key Stage 3 (Years 7, 8 and 9) follow a National Curriculum course incorporating the
Mathematics Framework from the Key Stage 3 Strategy. This is delivered through the Oxford
MathsLinks scheme. Students follow a text book based course, supplemented by a range of
additional materials. Work is differentiated to meet the needs of each student, with extension and
support material used as required on an individual basis. The text book they work from depends
upon prior attainment. This ensures that the work is both manageable and challenging, providing
both continuity and progression.
The text book used in Year 8 are:
Oxford Maths Links 8B(Consolidation of National Curriculum Level 5, some work at Level 6)See
the contents page of your child’s text book for more specific details of the topics covered.
Students are expected to have a Scientific calculator (not Graphic Display) such as one from the
Casio Natural Display range.
Assessment
Students are assessed throughout the year on a wide range of homework tasks. In addition to this
they are tested on each chapter of work from the text book. The final report grade is based on the
following criteria:
 Knowledge and Understanding
 Investigations
 Communication (use of mathematical language and forms of representation)
 Independent Reflection and Problem Solving
 Summative Tests
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Year 8 Curriculum Handbook 2014-15
Visual Arts
Miss Amy Sawchak
The importance of Visual Arts
In Art students learn to appreciate and value images and artifacts across times and cultures, and to
understand the contexts in which they were made. In art, craft and design, pupils reflect critically
on their own and other people’s work, judging quality, value and meaning. They learn to think and
act as artists, craftspeople and designers, working creatively and intelligently. Students explore
visual, tactile and other sensory experiences to communicate ideas and meanings. They work with
traditional and new media, developing confidence, competence, imagination and creativity.
Objectives
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To encourage students to develop an understanding and application of the elements of art
and design, specifically line, shape, tone, colour, texture, space and form.
To encourage students to analyse particular styles of art: cubism, mixed media work,
sculpture and work within the realms of that style.
To explore ideas and make moving images in response to an artist’s work or genre or style
of art.
To develop an art based vocabulary to support the new skills and techniques that they are
learning.
To stimulate students to think critically and question art work that they see and produce.
To understand the need for, and how to use their sketchbooks as a reference to support all
work
Course outline
Topic 1 Objects and Viewpoints
Study of Cubism and related Artists
Portraying objects from a variety of viewpoints and composition through drawing collage
and paint.
Topic 2 Sculpture in Public Spaces
Looking at sculpture through the ages. Develop ideas and work through the use of
recyclable materials. Focus on group work, discussion and cooperation
Topic 3 Recreating Landscapes.
Examine local landscape in a variety of ways, comparing mood, colour, form and effect.
Look at local textile crafts and represent the landscapes around them using natural
materials. Developing watercolour techniques work in landscapes. Looking at art in nature,
Andy Goldsworthy.
Assessment
The course will be assessed using the following criteria:
 Knowledge and understanding of the elements and principles of art and design
 Development of ideas and implementation of the artistic planning process
 Overall craftsmanship and technical skill
 Project presentations and critique
 Summative assessments
Assessment will be based on GCSE and MYP standards and mark bands.
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Year 8 Curriculum Handbook 2014-15
Music
Mr Miguel Angel Cruz
The Importance of Music
The value of music as an academic subject lies in its contribution to enjoyment and enrichment, for
its social benefits, for those who engage in music seriously as well as for fun. High quality music
education enables lifelong participation in, and enjoyment of, music, as well as underpinning
excellence and professionalism for those who choose not to pursue a career in music. Students
from all backgrounds should have the opportunity to learn a musical instrument; to make music
with others; to learn to sing; and to have the opportunity to progress to the next level of excellence.
Objectives
 Internalize rhythmic pulse, understand rhythmic patterns and their relation to music
notation, and perform complex rhythms based on music notation
 develop understanding of and skill in performing scale, interval, and pitch patterns, as
guided by music notation
 learn to play a variety of instruments using the chord approach, as well as classic notereading
 develop healthy vocal technique and ability to perform melodic phrases and simple
harmonies expressively, within ensembles and independently
 experience and develop appreciation for a variety of musical styles and multicultural
music
 develop musical creativity through collaboration in arranging and composing songs
Course outline
Understanding Harmony
Scales in the Circle of Fifths
Major and minor chords used in popular songs
Music Composition
Group collaboration to create a cappella arrangements
Musicianship and Expression
Understanding musical interpretation and expression in choral music
World Music
Cultural music from around the world
Assessment
The course will be assessed using the following criteria:
 Recall, knowledge and understanding of key concepts and definitions
 Application of skills, knowledge and understanding through ensemble rehearsal of pieces
in class
 Evidence of skill acquisition through summative performances
 Evaluation of concept understanding
 Summative assessments
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Year 8 Curriculum Handbook 2014-15
Ciencias Naturales
Mr. Abraham Angulo
La importancia de las Ciencias Naturales
El estudio de las Ciencias naturales permite asumirse como ciudadanos y ciudadanas
conscientes, en un mundo interdependiente y globalizado, comprometidos consigo mismos y con
los demás; es decir, forma personas de mentalidad abierta, conocedoras de la condición que las
une como seres humanos, de la obligación compartida de velar por el planeta y de contribuir en la
creación de un entorno mejor y pacífico. Enmarcado todo esto en la ciencia como un constructo
científico que tiene carácter de provisionalidad e historicidad, es decir que los conocimientos no
son permanentes y que son relevantes como base para la construcción de nuevos conocimientos.
Objetivos
El currículo ecuatoriano de Ciencias Naturales para 8vo de EGB busca:
 Reconocer los tipos de energía y las transformaciones en los ecosistemas.
 Comparar las características de los diversos tipos de suelos desérticos; su origen natural y
la desertificación antrópica.
 Analizar los factores físicos que condicionan la vida en los desiertos
 Describir los factores físicos que condicionan la vida en los desiertos.
 Reconocer las estrategias de adaptación desarrolladas por la flora y fauna del desierto.
 Identificar y describir las aguas subterráneas como recurso motor para la conservación del
Bioma Desierto
 Explicar factores que condicionan el clima y la vida en los desiertos mediante el análisis
reflexivo
 Analizar la importancia de la aplicación de las energías alternativas.
 Describir el ciclo biogeoquímico del fósforo y el nitrógeno.
Perfil del curso
La Tierra, un planeta con vida
 Prácticas para el Buen Vivir. En busca de energías limpias
Tema 1
 ¿Por qué la corteza continental es más antigua que la corteza oceánica?
 Deriva continental
 Teoría de la tectónica de placas
 Placas tectónicas en el mundo
 El relieve del Ecuador
 Biodiversidad del Ecuador
 Laboratorio. Cómo trazar un mapa topográfico
Tema 2
 ¿Qué beneficios aporta al ambiente el uso de energías alternativas?
 Energía
 Experimenta. Medición de la velocidad del viento
 Proyecto. Visita una reserva o parque ecológico, jardín botánico u otros
Evaluación
La evaluación se realizará utilizando los siguientes criterios:
 Conocimiento y comprensión del tema, conceptos claves y sus definiciones
 Aplicación de destrezas y del conocimiento en diferentes escenarios
 Presentación de proyectos
 Investigación acerca de los temas dados
 Evaluaciones sumativas
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Ciencias Sociales
Mr. Abraham Angulo
La importancia de los Estudios Sociales
El conjunto de los Ciencias Sociales en la Educación Básica tiene como objetivo ofrecer a los
estudiantes una visión general de la sociedad donde viven; su ubicación y desarrollo en el
espacio; su origen y evolución histórica; su papel en el marco de la Geografía y la Historia del
mundo, especialmente de América Latina. También se orienta a desarrollar destrezas que les
permitan enfrentar otros campos del aprendizaje, los desafíos de la producción y el
emprendimiento; así como su identificación con Ecuador, su país, o la comprensión y respeto al
país donde están creciendo y el reconocimiento de los valores de la democracia y la tolerancia.
Objetivos
El currículo ecuatoriano de estudios sociales para 8vo año de EGB busca:
 Caracterizar la vida económica del Ecuador por sectores, identificando las actividades y los
actores de la economía, comprendiendo las relaciones sociales generadas en este
proceso.
 Identificar las necesidades primarias de nuestra sociedad, conociendo los servicios que se
prestan, con el fin de analizar el grado de desarrollo económico del Ecuador.
 Describir las diversas formas en que las personas se unen, mediante la caracterización de
algunos tipos de organización social, para identificar las fuentes de cooperación y conflicto
en la sociedad ecuatoriana.
 Interiorizar deberes y derechos ciudadanos concernientes a niños, niñas y adolescentes a
través de su análisis, con el fin de actuar responsablemente en sociedad.
 Analizar el estado de la democracia en Ecuador, identificando sus elementos, funciones y
organización fundamental, con el fin de incidir en su fortalecimiento.
 Interiorizar deberes y derechos ciudadanos concernientes a niños, niñas y adolescentes a
través de su análisis, con el fin de actuar responsablemente en sociedad.
 Interiorizar deberes y derechos ciudadanos concernientes a niños, niñas y adolescentes a
través de su análisis, con el fin de actuar responsablemente en sociedad.
 Analizar las manifestaciones culturales del Ecuador a través de un estudio detallado de sus
expresiones, con el propósito de valorar su diversidad.
Perfil del curso
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Los recursos naturales en Ecuador
Sectores de la economía
Sector agropecuario, industrial, comercial, de servicios, financiero.
Participación del estado en la economía
Problemas económicos del Ecuador
Trabajo y progreso
Los derechos del buen vivir
Evaluación
La evaluación se realizará utilizando los siguientes criterios:
 Conocimiento y comprensión del tema, conceptos claves y sus definiciones
 Aplicación de destrezas y del conocimiento en diferentes escenarios
 Presentación de proyectos
 Investigación acerca de los temas dados
 Evaluaciones sumativas
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Year 8 Curriculum Handbook 2014-15
Educación física
Ms Marie Farry and Mr Fernando Ruiz
La importancia de Educación física
La Educación Física es importante porque sin su presencia en el ámbito educativo no hay
desarrollo integral de las personas. Es a través del cuerpo y el movimiento como la persona se
relaciona con el entorno. Durante el proceso de aprendizaje, la correcta aplicación, de las
distintas ejercitaciones físicas y técnicas, permiten el constante, crecimiento de las habilidades y
destrezas tanto en el aspecto individual como colectivo. En este sentido la tolerancia a los
esfuerzos va en aumento de acuerdo a las diferentes exigencias, durante las clases y en las
competencias intercolegiales. No hay duda tampoco lo provechoso que es la inter-relación físicasocial-afectiva que la actividad física promueve en el devenir educativo, interrelación que facilita la
ejercitación de cánones de comportamiento encausados dentro del correcto orden así la
solidaridad, el respeto mutuo, la amistad, el sentido de pertenencia a un equipo, se desarrollan de
manera efectiva y clara en el entorno de la Educación Física, permitiendo de esta manera la
adquisición del máximo estado de bienestar físico, mental y social factible en un entorno
saludable.
Objetivos
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El desarrollo físico y técnico constante
Competencias Intercolegiales
Trabajo en equipo
Solidaridad, compromiso y espíritu deportivo
Respeto a los demás
Perfil del Curso
Los estudiantes, en la fase inicial durante las clases realizarán movimientos naturales como:
caminar, saltar, correr hacia delante y atrás, galope en diferentes direcciones y distancias,
elongaciones y ejercitaciones con el propio peso corporal, como abdominales, flexiones de brazos
y multi-saltos, además de diferentes salidas de velocidad con y sin obstáculos; complementando
con deportes tales como:
 Vóley,
 Básquet
 Fútbol
 Hockey
 Balonmano
 Atletismo
 Gimnasia
 Natación
 Tenis
De esta forma a través de trabajos individuales y grupales con los diferentes elementos,
reafirmaremos los aprendizajes de traslado, dominio, recepción, definición, táctica y conocimiento
de los reglamentos en estos deportes.
Evaluación
El curso será evaluado en las siguientes áreas:
 Progreso motor (coordinación )
 Rendimiento motor (resistencia general)
 Actitud y superación
 Flexibilidad
 Evaluaciones sumativas
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Year 8 Curriculum Handbook 2014-15
Community Service
The importance of community service
The BSQ Community service curriculum provides students with an important opportunity to
participate in community lead projects. The projects range in focus from environmental
sustainability and care/service for disadvantaged and vulnerable groups to protection and
awareness for animals.
Community service will equip secondary students with the knowledge, skills and understanding
to play an effective role in making a difference within the wider community. By supporting and
assisting community projects the students will engage in a cultural exchange between who they
are and what they know with other peoples from different backgrounds within Quito society.
They will learn to take part in decision-making and different forms of participation within a
community project. Community service helps pupils to become aware, critical, active citizens
who have the confidence and conviction to work collaboratively, take action and try to make a
difference in their communities and the wider world.
Objectives
By completing the Community Service curriculum, students will better understand and
appreciate their own culture and will be more open to the perspectives, values and traditions of
other communities. Students will also display and develop empathy, compassion and respect
towards the needs and feelings of other people, who are different to themselves and much less
privileged. Students will develop a commitment, understanding and appreciation towards service
and will act to make a positive difference to the lives of other people, animals and to the
environment.
Contents
The students will work in a mixed aged group with pupils from year seven up to year thirteen.
Older students in year twelve and thirteen will be given the opportunity to take on leadership
and facilitating roles within their groups. Working with pupils from different year groups will allow
students to forge new cross year relationships and therefore strengthen the togetherness of the
BSQ community in the secondary school.
After being introduced to the projects, students will work on a support and care plan for the
project that they have been assigned to for the term. Designing objectives, fundraising and
activity planning will be areas of focus as the students prepare to work on site with the projects
in the community. On two occasions per term the students will spend time at the projects putting
into practice their support and care plan. Afterwards the students will reflect on their experience
and begin a development process before returning to work within the community projects once
again.
Each group will work with a different project each term. This will provide the students with a
diversity of experiences throughout the year.
Evaluation
Students will work in their groups and present their project to teachers and their peers in a range
of different modes including oral, digital, audio and video presentations.
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