Curriculum

The term curriculum refers to the lessons and academic content taught in a school or in a specific course or program. In dictionaries, curriculum is often defined as the courses offered by a school, but it is rarely used in such a general sense in schools. Depending on how broadly educators define or employ the term, curriculum typically refers to the knowledge and skills students are expected to learn, which includes the learning standards or learning objectives they are expected to meet; the units and lessons that teachers teach; the assignments and projects given to students; the books, materials, videos, presentations, and readings used in a course; and the tests, assessments, and other methods used to evaluate student learning. An individual teacher’s curriculum, for example, would be the specific learning standards, lessons, assignments, and materials used to organize and teach a particular course.

English For Today Curriculum for Class 8

By the end of the year students will be able to:

Speaking & listening	Reading	Writing	Viewing & presenting
·   participate appropriately as listener and speaker, in discussions, conversations, debates and group presentations ·   generate, develop and modify ideas and opinions through discussion ·   listen and respond appropriately to instructions, questions, and explanations ·   infer meanings, draw conclusions and make judgments about oral presentations ·   use an increasing vocabulary and more complex sentence structur with             a      high level of specificity ·   argue persuasively and defend a point of view ·   organize thoughts and feelings before speaking ·   use oral language appropriately, confidently and with increasing accuracy ·   show open-minded attitudes when listening to other points of view ·   verbalize their thinking and explain their reasoning recognize that different forms of grammar are used in different contexts	·   read a wide range of texts confidently, independently and with   understanding ·     understand and respond to the ideas, feelings and attitudes expressed in various texts, showing empathy for characters ·     recognize the author’s purpose, for example ,to inform, entertain, persuade, instruction ·     understand that stories have a plot;  identify the main idea; discuss and outline the sequence of events ·     Differentiate between fiction and non-fiction materials ·     Read silently and aloud with fluency and expression, paying attention to punctuation marks and other textual clues ·     understand and respond to the ideas, feelings and attitudes expressed in various texts, showing empathy for characters ·     use text to learn information and text structure to understand and to locate specific information ·     access meaning of unfamiliar words through context ·     understand sound–symbol relationships and apply reliable phonetic strategies when decoding print ·     participate in collaborative learning experiences, acknowledging that people see things differently and are entitled to  express their point of view ·     wonder about texts and ask questions to try to understand what the author is      saying to the reader ·   access information from variety of texts both in print and online ,for example newspapers, magazines, journals	·   write independently and with confidence, showing the development of their own voice and style ·   write using a range of text types in order to communicate effectively, for example  narrative,        instructional, persuasive ·    engage confidently with  the process of writing ·      write independently and with confidence ·   write for a range of purposes,  both  creative and informative, using different types of structures and styles according to the purpose of the writing ·   organize ideas in a logical sequence, for example, write simple narratives  with a beginning, middle and end (essay writing, paragraph writing) ·   use familiar aspects of written language with increasing confidence and accuracy, for example, spelling patterns, high frequency words, high interest words ·   use increasingly accurate grammatical Constructs ·   proofread their own writing and make some corrections and improvements ·   use appropriate punctuation     to support meaning ·   use a range of strategies to record words/ideas of increasing     complexity ·   Free writing on any topic, comprehensive writing, journal writing, essay and letter writing	·      view, respond to and describe visual  information, communicating, understanding  in oral, written and visual form ·      realize that visual information reflects and contributes to the understanding of  context ·      recognize and name familiar visual texts, for example, advertising, logos, labels, signs, ICT iconography ·      discuss personal experiences that connect with visual images explain how relevant personal experiences can add to the meaning of a selected film/movie;    write and illustrate a personal response ·      interpret visual cues in order to analyze and make     inferences about the     intention of the message ·      design posters and charts, using shapes, colours, symbols, layout and fonts, to achieve particular effects ·      prepare, individually or in collaboration, visual presentations using a range of media ·      realize that cultural influences affect the way we respond to visual effects and explain how this affects our interpretation, for example, the use of particular colors or symbols