Grade 8 Curriculum Overview

Introduction
The Middle Years Programme focuses on the understanding that students in this age group are developing
skills that will help them to succeed in the rest of their academic and social lives. During this time, we
recognise that they are particularly aware of social and cultural influences. The MYP strives to make the most
of this time of growth to help students develop the capacity to become responsible for their own learning and
to make informed decisions.

Curriculum
NIS has a Pre-K to Grade 12 curriculum that ensures that each subject builds on prior understandings and
skills. As life is a complex myriad of relationships and connections, students engage with these
understandings and skills through units that allow students to grapple with complex ideas and look at a variety
of perspectives. Each unit in the MYP is developed around a Key Concept that provides a framework for
learning. These concepts encourage students to make connections between subjects, create personal
relevance, and achieve higher levels of critical, creative, and conceptual thinking.

Organisation of Subjects
From Grades 6 to 8, MYP offers a core set of subjects. These are outlined for this grade level in this overview.

Languages
Language A is for native/near-native speakers, whereas Language B phases represent a continuum of second
language learning. Depending on English proficiency students will be placed in appropriate leveled classes.
Students also study one or two additional languages. Languages other than English taught at NIS are
Mandarin A and B, French B, Spanish B, Korean A, and German A.

Assessment
MYP teachers use a variety of means to assess student progress regularly, applying assessment criteria
established by the IB. Full academic reports reflecting achievement on the subject area assessment criteria
are communicated in two Semester reports in January and June. Semester grades are represented on a 1-7
scale. Nanjing International School provides the opportunity for NIS MYP Certificates at the end of Grade 10.

Contact
For additional information on any aspect of the Middle Years Programme, please contact the Head of Middle
School, Kasson Bratton: kassonbratton@nanjing-school.com

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Language Arts
Gr8 English A: Will provide students with the skills to respond to a variety of texts, develop a critical approach
to literature, communicate formally and appropriately in various situations through written and oral forms,
understand their own culture and those of others, gain a deeper understanding of human nature and read for
enjoyment.
Week Unit/Statement of Inquiry Key Concept Content Assessment

1-10 The novel: Z for Perspective Students will consider O’Brien’s 1. Debate on the choices
Zachariah by Robert C. novel as a comment on maturity, made
O’Brien.
To what extent can on the “battle of the sexes,” and on 2. Summative essay on
people trust their own Chapters Two and Three of the several topics.
perceptions to reflect Book of Genesis. 3. Original fiction (creative,
reality accurately?
based on Ray Bradbury’s
“There Will Come Soft
Rains”).

11- 14 Film as text: Two Filmic Connections This unit will explore the filmic Research. Scene Analysis
texts are compared and techniques used by directors to (Storyboarding).
contrasted.
establish plot, characterization, Creative writing (adding a
owed to one’ family end
and one’s duty to himself conflict and theme in visual texts. scene).
begin? Expository essays.

19-22 The Mini-PP: Changing Creativity Students will research and develop Group presentation
the World for 100RMB or a prototype of a financially (exhibit).
less. sustainable product that will Formal process report.
Can we create a positively affect the world. They
financially sustainable will not spend more than 100RMB.
product that will meet a
social need?

23-30 Drama: Romeo and Relationships Students will study selected works Research assignment.
Juliet by William by five major poets and learn the Literary essay.
Shakespeare.
What can be learned analytical terminology necessary to Dramatic interpretation of

from Romeo and Juliet discuss the poems intelligently. scene of choice

that applies to our lives

today?

31-39 Poetry: Excerpts from Identity Students will study selected works The writing of original
Sleeping on the Wing by by five major poets and learn the poetry
Kenneth Koch and Kate analytical terminology necessary to Analysis of poem (oral
Farrell. discuss the poems intelligently. presentation; shared group
How do poets use teaching)
language to create
universal meaning?

Gr8 English B Phases 3-4: The focus is on the English skills needed to communicate independently and
confidently for academic and social purposes. Formal assessments will take place at the end of each semester and
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the language status of each student reviewed. Parents will be kept informed of any changes. English for Cognitive
and Social Success (ECSS) support is given in place of a second language until students move from English B
Standard. The ECSS program develops skills in listening, speaking, reading and writing. This is achieved through
active classroom support in Humanities and Science, with consolidation in ECSS classes two lessons a week.
Language Arts
Gr8 English B Phases 3-4
Week Unit/Statement of Key Content Assessment
Inquiry Concept

1-8 How can we express Creativity Figurative speech, vocabulary extension, rhyme Creative writing,
ourselves through patterns, creativity. speaking and oral
poetry? presentations.

8-20 Taking Risks, Taking Perspective Change occurs when people make choices that Oral and media
Chances, Making push them out of their comfort zone; perspective presentations, creative
colours the way individuals judge any change. writing, role playing.
Changes Historical events happen because individuals or
Connected to groups have instigated change.
Humanities Modern How have I moved out of my comfort zone? In
Chinese History Unit. which ways can I develop further by pushing
myself out of my comfort zone?
Is change always positive and beneficial?
20-30 Sustainable Social Creativity What impact do people have on the area of Oral presentation,
Entrepreneurship Nanjing? How does this affect our lives? In what extended academic
ways can we change and benefit ourselves and writing project.
others.

31-38 Mega-Cities - The Communic Understanding and evaluating the Mega-city Interviews, surveys,
Good, the Bad and ation trend. Communication in a documentary is a dramatic acting,
the Ugly form of personal expression in which the creative writing and
purpose and message shape the author's point storytelling.
of view.

Gr8 English B Phase 6: Grade 8 develops and enhances the four skills of speaking, listening, writing, and
reading. Assessment throughout the year will be based on task-specific rubrics. Formal assessments will
take place at the end of each semester and the language status of each student will be reviewed. Parents are
kept informed of any changes.
Week Unit/Statement of Inquiry Content Assessment

1-9 Short Stories. Short stories and audience.

How are stories told? Looking at language.
Culture Feature of narratives.
Creating a class short story compilation.
Sharing fairytales from different cultures.

10-23 The Impact of War. Novel: Parvana

What is the Impact of War? Debating, Essay writing.
Looking at different types of newspapers and
Connections the purposes they achieve.

23-28 Sustainabl Social Entrepreneurship What impact do people have on the area of
Nanjing? How does it effect our lives? In what
Creativity
ways can we change and benefit ourselves
and others.
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29-38 Debating Unit. Debating. Students are involved in a series of
How do we persuade? Communication debates to enhance their speaking skills.
Korean A
Gr8 Korean A: will provide students with the skills to respond to a variety of texts, develop a critical approach
to literature, communicate formally and appropriately in various situations through written and oral media,
understand their own culture and those of others, gain a deeper understanding of human nature and read for
enjoyment.

Week Unit/Statement of Key Concept Content Assessment

Inquiry

1-10 AD creating and Literature as Mass media: Analysis of advertisement,

criticizing / Creativity Study the process of Be an AD buster (creative
Advertisement movie
makers can use codes making advertisements; writing), Critical essay
and conventions to examine samples, analyse writing on advertisement.
communicate a language, use and create
narrative and position
originals.
an audience.

11-20 Responsibility facing Connections For My Younger Brother, A Reflective writing (Rewriting
with fears / Lucky Day, the ending of a short story),
When we suffer from
fears in a society we Coping with fear and anger Essay writing, Describing a
can overcome the novel from different point of
difficulties by taking a view,
responsibility as a
Creating a movie clip
member of society who
empowered the stressing personal
powers. responsibility for people in
need

21-29 How to deal with Communication Neodohaneulmalnariya, Analysis of characters,

conflicts-NVC / For what on earth am I Creative Writing: Interview
We can understand working as a middle school
human nature and student? parents (their life when they
develop relationship by were teenagers),
learning Nonviolent growth, family, emotional Non violent communication
Communication (NVC). intelligent conversation

30-38 Dualism - Eastern Vice Perspective Two faces of human (Honne Essay Writing: Why do we
vs. Human Nature / and Datemae) need to realize different
Coffee milk and Bread by
Understanding the Carlorine phillips values exist in our society?
nature of dual Analytical essay on a poem
personality helps us “Mirror” by Yoon, Dongjoo "Mirror" focusing on
understand conflicts dualism.
Accepting different values
between characters. Speech Writing-speech on
avoiding prejudice
dualism reflecting on what
they have learned and
shared during this unit.

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German A
Gr8 German A: will provide students with the skills to respond to a variety of texts, develop a critical approach
to literature, communicate formally and appropriately in various situations through written and oral forms,
understand their own culture and those of others, gain a deeper understanding of human nature and read for
enjoyment.

Week Unit/Statement of Key Concept Content Assessment

Inquiry

1-10 What is your opinion? Communication Read news and identify Argumentative essay
facts and opinion of the
author. What is your own
opinion?

10-20 How are stories Creativity Read short fictional texts Analytical Essay: short
created? and analyse content, fictional texts
structure and language. Creative writing: short
Learn how to create your fictional text
own story.

20-30 Characters are not Connections Comparison of characters in Analytical Essay:

unique! different novel. What do they Characterisation in a novel
have in common? What
makes them special? How
are they connected to real
live?

30-38 Megacities! Perspective Read and create poems with Analytical essay: Lyric
different perspectives on
cities/ megacities.

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Spanish
The Grade 8 Language B Spanish course reinforces language acquisition. It encourages students to use
Spanish effectively as a means of communication and offers insight into the cultural characteristics of the
Hispanic world while fostering curiosity, lifelong interest, and enjoyment in language learning.

Phases 1-2

Week Unit/Statement of Key Concept Content Assessment

Inquiry
1-7 School. Communication After school clubs and Listening comprehension
activities. Oral communication
How can we keep a School subjects & opinion. Reading comprehension
balanced school Schedule. Writing
life?

8-17 Town. Communities Invitations and excuses. Listening comprehension

Places in town. Oral communication
How does climate Asking for directions. Reading comprehension
affect our TV shows. Writing
activities? Weather.

18-20 Self and family. Identity House. Listening comprehension

Rooms and furniture. Oral communication
How do our family Daily routine. Reading comprehension
house and routine Writing
differ from others’?

21-28 Food and Drinks. Connection Food categories. Listening comprehension

Healthy menus. Reading comprehension
What is a healthy Buying food in markets and Oral communication
diet? supermarkets. Writing

29-38 Travel. Time, place and Geographical areas. Listening comprehension

space Traveling by train, boat and Reading comprehension
How does traveling Culture plane. Oral communication
help me discover Names of Spanish- Writing
the Hispanic speaking countries.
world?

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Spanish cont.
The Grade 8 Language B French course encourages students to use Spanish effectively as a means of
reasonable communication and offers insight into the cultural characteristics of the Spanish speaking world
whilst fostering curiosity, lifelong interest, and enjoyment in language learning.
Phase 3
Week Unit/Guiding Question Content Assessment

1-9 Green actions Global sustainability Listening comprehension

How can we help protect our House. Oral communication- video opportunities
environment? Objects and furniture. (green actions at school or home)

Statement of inquiry: Reading comprehension

Daily routine.
Exchanging ideas about global Writing
Green actions at home.
and individual actions can help us
How to be eco-friendly at school
adopt a greener routine at home.
Key concepts:
Communication
Global interaction

10-17 Food around the world Personal and cultural expression Listening comprehension
How do recipes reflect regional Spanish recipes. Oral communication
environments? Geographical areas. Where thw food Reading comprehension
Statement of inquiry: come from. Writing- Poster/food blog

Our environment affects the food Food tastes and habits.

we eat. Nutrients and their role.
Key concepts: Advice on healthy eating/living
Culture
Identity

18-24 Shopping around town Shops and departments. Listening comprehension

How can we be better Shopping habits. Oral communication-
consumers? dialogues/conversations/asking for
Shopping for clothes, food and
presents. directions
Statement of inquiry:
Reading comprehension
Living space affects our daily life At the market
Writing
Key concepts: Finding the way around town

Communication

25-31 Digital school/Technology. Scientific and technical innovation Listening comprehension

How is technology changing New ways of learning. Oral communication
education? Technology tools & objects. Reading comprehension
Statement of inquiry: Compare past, present & future Writing-poster/blog

Technology is essential to schools.

develop personal knowledge and Advantages and disadvantages of
interest at school the internet.
Key concepts:
Communication

32-38 Sport holidays Summer & winter sports. Listening comprehension

How do we keep busy and Weather. Oral communication
healthy at a holiday camp? Holiday camp. Reading comprehension
Statement of inquiry: Review Gr8 vocabulary: house, Writing

Environment and climate affect food, shopping.

our choice of holiday sports.
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Key concepts:
Culture
Place, time and space
Science
This is a general science course that caters for all learning styles and makes relevant links between science
and the student's life. There is a combination of practical laboratory classes, research and various writing
tasks. Computer technology is embedded in the curriculum to facilitate a deeper understanding of the content.

Week Unit/Statement of Inquiry Key Concept Content Assessment

1-11 Who Am I? Systems Students identify the many • Lab Investigation and
systems that make up the Report
human body and describe how • Unit test
the systems work together to • Impacts of Science
maintain homeostasis. Research

12-20 A Force to be Reckoned Change Students investigate how •Lab Investigation and
with forces cause change to Report
motion. Students investigate • Unit test
speed, velocity, acceleration • Impacts of Science
and air resistance of a falling Research
object.

21-33 Lost in Space Change Students analyze how science • Lab Investigation and
and technology changed our Report
understanding of the universe. • Unit test
Students investigate light rays • Impacts of Science
and optics. Research

34-38 All Mixed Up Relationship Students identify the parts of •Lab Investigation and
an atom and describe how Report
chemical bonding occurs. They • Unit test
investigate how mixing
chemicals together can cause
chemical change.

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Mathematics
The Grade 8 Mathematics course seeks to review and consolidate skills learned in the previous two years,
before introducing new areas of Mathematics that require a higher level of thinking and provide even greater
challenges. It has been designed to prepare all students for the relevant course they will undertake in Grade 9.

Between the listed units there are also investigations developing skills from multiple units in a practical
application of mathematics.
Week Unit/Statement of Key Concept Content Assessment
Inquiry

1-6 Number Properties Relationships • Order of Operations Investigation

• Fractions, Decimals, Summative Test
Percentages,
• Exponents
• Ratios and Rates
• Scientific Notation

8-12 Algebra - Linear Logic • Solving Linear Investigation

Functions Relationships Equations Summative Test
• Linear Inequalities
• Numerical
Sequences
• Modelling using
Linear Functions

14-17 Coordinate Geometry Relationships • Graphing Lines Investigation

Form • Transformations Semester Exam
• Gradient
• Equations of Lines

19-25 Geometry Form • Angle Geometry Investigation

• Pythagorean Summative Test
Theorem
• Surface Area and
Volume

27-32 Algebra - Equations Logic • Expansion and Investigation

Factoring Summative Test
• Non-linear
Relationships
• Simplifying
Algebraic
Expressions

34-38 Probability Relationships • Theoretical Investigation

Probability Semester Exam
• Experimental
Probability
• Analyse Games of
Chance and Other
Applications
• Random Sampling
to Make Predictions
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Humanities
In Grade 8 the focus of student study in Humanities is on China. Students will study units on Geography,
History and Religion. They will develop skills in essay writing, data collection and the interpretation and
analysis of sources. The units are designed to assist students in their understanding of the world in which
they live.
Week Unit/Statement of Key Concept Content Assessment
Inquiry

1-10 History is a Perspective Why should we study Vocabulary mind-map or picture

reconstruction of the history? dictionary
past using a Historians reconstruct the
systematic process of past by analysing and Evidence: Primary and
gathering interpreting evidence. Secondary sources teaching
chronological lesson to peers
Evidence, Primary and
evidence. secondary sources, OPVL
Introduction to OPVL poster

11-25 20th Century Change What is History? Fall of the Fall of the Qing Dynasty essay.
China:Sometimes Qing Dynasty. Who was Mukden incident newspaper.
inaction has a greater Sun Yat-sen? What was Nanjing Massacre assessment
effect than taking the Warlord Era? The Semester 1 Exam.
action invasion of China by Japan
and the Nanjing Massacre.

25-35 Urban Playground/ Time, Place and Why do people live in Student selected presentation
Settlements: The Space settlements? Students use about benefits and challenges
growth of cities can the Design Cycle to of settlements.
lead to better lives for investigate the benefits Shanty town assessment.
many people but can and challenges of Displaced persons experience
also mean people’s settlements. Semester 2 Exam.
physical and living Consequences of
environments urbanisation in LEDCs and
deteriorate. MEDCs. Sustainable
cities.

35-39 World religions: Culture What is religion? Oral Presentations

Human theories can Research four world Debate on ‘Is religion still
have consequences religions - Islam, Hinduism, relevant today?’
for society. Buddhism, Christianity and
presentation by teaching
peers. What is the impact
of belief on our way of life?

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Chinese
Grade 8 Mandarin A will provide students with the skills to respond to a variety of texts, develop a critical
approach to literature, communicate formally and appropriately in various situations through written and oral
media, understand their own culture and those of others, gain a deeper understanding of human nature, and
read for enjoyment.
Week Unit/Statement of Key Concept Content Assessment
Inquiry

1-10 Expository Writing Connections Texts: Expository essay writing.

Luo Bu Po, Xiao Shi De Xian
Human activities Hu
and nature are A xi Mo Fu Duan Wen Liang
interconnected， Pian
and the way this is Wan Li Chang Cheng de
expressed has has Gou Zao
influence on
readers.
11-18 Biographical Study: Identity Students will study a
number of biographical or Biographical/Autobiographi
Human beings are autobiographical texts, cal writing
interdependent. focusing on narration, bias
and perspective. Text specific reading
comprehension

19-26 Modern Prose Communities Texts: Descriptive writing: A

(Festivals and Chun Jiu person with special skills in
Traditions) Ji our life
Su Shi Qi Ren
The culture of our Duan Wu de Ya Dan Analytical writing
community has Chun
influence on our
behaviors, beliefs Customs, morals, folk art,
and values. human nature

27-32 Poems Creativity Texts: Oral presentation

Bing Xin Shi Si Shou
Writers express xiang chou Creative Writing – poem,
themselves in a Mu Lan Shi and an accompanying
creative way based commentary
on their values, Dream, belief, Imaginary,
perceptions, repetition, symbolic codes,
relationships and inferences and sound
cultural patterning
background.
33-38 Classic prose Communication Texts: o
Reading comprehension
There are Ai Lian Shuo
similarities and Lou Shi Ming Analytical writing
differences between Ma Shuo
literary works from
different period and Values, Point of view and
place. perspective
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Chinese
Grade 8 Mandarin B will develop the students’ ability to communicate information, ideas and opinions,
provide access to varied sources of information and enable the student to develop an appreciation of host
country culture.
Phase 1-2
Week Unit/Statement of Key Concept Content Assessment
Inquiry

1-9 What is our role within Relationships Self and family members, Presentation; reading
a family? relationships to each other. comprehension, writing test.

10-17 How do modes of Communication Transportation, names of Presentation, reading

transportation affect cities, date & time. comprehension, writing test.
my life?

18-25 How much do time and Perspective Seasons, weather, the Presentation, reading
climate dictate our activities in different seasons comprehension, writing test.
choices in behavior and weather
and activities?

26-32 How can we keep a Identity School life, stationary, time- Presentation, reading
balanced school life? table, subjects in school. comprehension, writing test.

33-38 What is a healthy diet? Identity Healthy food & drinks, food Presentation, reading
pyramid, nutrients, balanced comprehension, writing test.
diet.

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Chinese
Phase 3-4
Week Unit/Statement of Inquiry Key Concept Content Assessment

1-9 To what extent do role Culture Role models, relationships, influence. Key-note
models change the world? Identity presentation, essay
writing

10-17 To what extent does Nanjing Connection The history of Nanjing, Yadong and NIS. Visual presentation
Communities
change? Areas and function. and
essay writing

18-25 To what extent does what Identity Food, nutrients, nutrition analysis. Debate
we eat define who we are? System and rreading
comprehension

26-32 To what extent have Creativity The great inventions in the world, the Research summary
Communication
inventions made our lives function of the invention. and presentation
easier?

33-38 What does mythology tell Culture Different types of mythology, the allusion Story rewriting and
Perspective
us? between mythology and the truth. presentation

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French
The Grade 8 Language B French course encourages students to use French effectively as a means of
reasonable communication and offers insight into the cultural characteristics of the Francophone world whilst
fostering curiosity, lifelong interest, and enjoyment in language learning.
Phase 1-2

Week Unit theme Key concepts Content Assessments

Statement of Inquiry

1-7 School. Communication School subjects Listening comprehension

Opinion Oral communication
School is essential to help us Communities Telling the time Reading comprehension
share and develop our After school activities Writing
School schedule
personal knowledge and
interest with others. Culture: French school day

8-18 Leisure. Communication Places in town Listening comprehension

Asking for directions Oral communication
Inviting friends for different Time, place and Invitations and excuses Reading comprehension
purposes can be space Weather Writing
TV shows
communicated through
various media. Culture: French TV

19-22 Environment. Communication Rooms in the house Listening comprehension

Floors Oral communication
Houses reflect people's lives Time, place and Objects and furniture Reading comprehension
and interests. space Daily routine Writing

Culture: French homes

23-28 Shopping. Time, place and Food categories Listening comprehension

space Food stores Oral communication
Eating healthy food is Healthy food and drinks Reading comprehension
important as we are growing Quantities Writing
up. Culture: French shops

29-38 Travels. Communication Plane and train Listening comprehension

Countries, languages Oral communication
People make personal choices Time, place and Geographical areas Reading comprehension
of transportation depending space Writing
Culture: French-speaking
on different purposes. Culture islands

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French cont.
Phase 3
Week Unit theme Key concepts Content Assessments
Statement of Inquiry

1-7 Environments. Communication Rooms in the house Listening comprehension

Floors Oral communication
Exchanging ideas about Global Objects and furniture Reading comprehension
global and individual interaction Daily routine Writing
Green actions at home
actions can help us adopt
a greener routine at home. Culture: French homes

8-18 Food. Communication Recipes Listening comprehension

Healthy food and drinks Oral communication
Communicating about Global Food tastes and habits Reading comprehension
food habits in different interaction Nutrients and their role Writing
regions allows us to have Culture Culture: French specialties
a better understanding of and geographical areas
the multicultural world.

19-22 Town. Identity Food stores Listening comprehension

Shopping habits Oral communication
Shopping habits vary Time, place and Gift and clothes shops Reading comprehension
depending on interests space Writing
Culture: French shops
and countries.

23-28 Technology. Communication Technology tools and Listening comprehension

applications. Oral communication
Technology is essential to Global Present and future schools Reading comprehension
develop personal interaction New rules at school
knowledge and interest at Culture : French schools
school.

29-38 Travels. Communication Bus and subway Listening comprehension

Plane and train Oral communication
The distance and Time, place and Holiday camp Reading comprehension
climate affect our choices space Writing
Culture: Holiday camps
of activities and modes of
in France and Canada
transport.

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Design
This year students will enjoy two semesters of Design in two focussed environments. Students are challenged
to solve problems in two of three areas of Design: Product, Systems and Digital. Grade 8 students are
reinforcing their knowledge of the Design Cycle throughout these units.

Week Unit/Statement of Key Concept Content Assessment

Inquiry

1-18 Get Over It! Communities Materials, Inquiring and analysing -

or Structures, Developing ideas - Creating the
19-38 Engineering solution - Evaluating

1-18 Robot-Action Systems A sequence of task Inquiring and analysing -

or focussing on Developing ideas - Creating the
19-38 engineering and solution - Evaluating
programming

1-18 “And the Oscar goes Communication Video pre- Inquiring and analysing -
or to…” Submitting a film production, Developing ideas - Creating the
19-38 to a film festival production and solution - Evaluating
post-production

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 The Arts
Students in Grades 6-8 choose 2 Arts subjects from Drama, Music and Visual Arts. They have 1 semester of
each of their 2 choices.
Music
Music students in grader 8 will be studying original soundtrack music (OST)s within GarageBand and Logic Pro.
Students will have both theoretical and practical work, in both individual and group settings, that allow them to grow
as musicians, while helping to solidify their foundational knowledge for the upcoming years in MYP. This will be
done through process work in the Process Journal.

Unit/Statement of Key Content Assessment

Inquiry Concept

1-2 Introduction The students will use private Playing tests, teacher observations,
A successful instruments or school provided small quizzes, recorded iMovies,
ensemble recorders to learn essential and a process journal will be used
performance is the performance skills. as assessment tools.
result of hard work
and collaboration.

3-8 Movie Soundtracks Communic Students will study the history Teacher observations, process
ation and characteristics of movie journal, progress videos, and
interim reflections. Final exported
soundtracks. They will use video containing film and
symphonic movie concerts as performed soundtrack music.
inspiration when performing their
own soundtrack in a movie
concert format.

9 - 18 Using their skills and their Teacher observations, process

knowledge of music technology, journal, screen captures and
progress audio files. Final exported
students will through-compose video containing film and original
music designed for a specific soundtrack music.
movie soundtrack.

Drama
Drama students in Grade 8 develop a greater awareness of Genre and style. They focus on developing an
awareness of Theatre from a historical and cultural perspective. This allows them to gain an understanding of a
range of styles and techniques. The focus is on Comedy but through this they learn about conventions used in
European and Asian theatre traditions. Through a range of activities they develop confidence to perform in front
of others. They document their progress through the use of the developmental workbook They use this to reflect
on their work and record ideas.
Week Unit/Statement Key Concept Content Assessment
of Inquiry

1-8 World Theatre Culture Students will undertake Presentation and performance on
Traditions masterclasses in several dramatic chosen theatre tradition.
traditions from diferent cultures
(Peking Opera; Commedia
dell’Arte; Melodrama…). They will
then have the opportunity to
explore their chosen tradition.

9-13 Shakespeare: Creativity Students will examine Research task and performance of
from page to Shakespeare’s language and Shakespeare extract.
stage plays through a series of activities
designed unlock meaning.
Students will look at the historical 17
context to Shakespeare’s plays
and understand why his plays
have endured.
The Arts
Students in Grades 6-8 choose 2 Arts subjects from Drama, Music and Visual Arts. They have 1 semester of
each of their 2 choices.
Visual Arts
Visual Arts in Grade 8 focuses on improving and enhancing art skills learnt from the previous years in
the MYP whilst continuing to expose them to new medias and techniques. The students will focus on
developing their clay working, drawing and collage skills. The students focus in greater depth on the
role of the creative cycle in their creative work. Students work in their Process Journal to explore and
express their own ideas and to develop new art skills and techniques. They are also used to
document research, reflective writing and to record all preparatory work.
Week Unit/Statement of Global Context Content Assessment
Inquiry

1-9 Unit 1 Identity and Research, artist Submission of a

Matisse Paper Cut relationships studies, completed collage
observational
Representation of drawing, creating Process Journal
self-awareness in depth and a sense detailing working
space may of space on 2D process including
communicate to others surface, and art ongoing
who you are. making with artistic reflection and
intention and evaluation
collage

10-19 Unit 2 Personal and Research, Submission of a

What’s important cultural expression observational completed screen
to you? (Inter- drawing, screen print on T-shirt
Disciplinary Unit with print, and creating
Humanities) an image to Process Journal
represent personal detailing working
belief process including
ongoing
reflection and
evaluation

18
Physical Education
PE in Gr 8 focuses on training specific locomotor, non locomotor, manipulative skills & the introduction of
planning & strategising skills. In 1st semester this is achieved through health-related activities, composition &
adventure challenge; in 2nd semester through aquatic activities, games, movement & athletics. There is an
emphasis on leading and maintaining healthy lifestyle.
Week Unit/Statement of Inquiry Key Concept Content Assessment

1-6 Invasion Games - The effective Basketball focus - Rules and main Observation, assessment
functioning of a team requires all concepts of the game. Introduction of specific skills.
team members to understand and and practice of more complex tactical
apply appropriate communication skills. Sport Education focus.
system.

7. 12- Health Related Activities This unit is divided up into smaller Observation, assessment
14, 20- What activities target which focus units throughout the year and of specific skills.
26 components of fitness? How are covers; Nutrition, Eating Disorders, Projects or quiz for each
healthy body image and Cardiorespiratory System and topic.
nutritional habits influenced by Fitness
the media? How does our
cardiorespiratory system work,
how does exercise affect it?

8-11 Jump Rope Composition - Focus on developing from standard Observation, assessment
Adaptation of skills and jump rope skills into more complex of specific skills. Emphasis
techniques are required to create movements and routines. on active participation and
a system of changes within a progress
jump rope composition.

15-19 Swimming and Water Safety - Water safety techniques and stroke Observation, assessment
Refining skills, knowledge and development. (course is adapted to of specific skills. Emphasis
awareness about the changing the ability of the students) on active participation and
conditions of aquatic progress
environments can increase the
safety of ourselves and others
whilst participating in a range of
water-based activities.

27-32 Athletics - The choice to Track and field events (throwing and Observation, assessment
conserve or exert energy jumping) using 5* Athletics Award of specific skills related to
depends on nature of the event. Athletic events.

33-35 Striking/Fielding Games - The Cricket or Softball/Baseball focus that Observation, participation,
quality of communication looks at skills and the games at an assessment of specific
determines the effectiveness of introductory level. Batting, throwing, skills. effort, and progress
technique refinements. catching, bowling, pitching, basic made.
game play and strategies.

36-38 Adventure Challenge - Orienteering focus - developing map Observation of group skills
Navigation is possible through a and compass skills. Using different and involvement.
variety of tools, methods and group skills and being risk takers to
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Assessment of the effort
equipment. solve a variety of challenges. and progress.
The Curriculum - Grade 6, 7 & 8
To ensure a strong knowledge base in all subjects the following are offered: Language A, Language B,
Mathematics, Mandarin, Sciences (6,7,8), Design, Performing and Visual Arts, Physical Education.

Interdisciplinary Units provide the focus for developing the connections between the disciplines, so that
students will learn to see knowledge as an interrelated, coherent whole.

Subject Periods %

English 5 12.5

Mandarin 4 10

Languages 4 10
(French/ECSS)

Humanities 5 12.5

Sciences 4 12.5

Math 5 12.5

Design 4 10

Drama/VA/Music 4 10

Life skills HR 2.5

PE 3 7.5

TOTAL 40 100

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Contact Details

Nanjing International School

Xue Heng Lu 8
Xian Lin College and University Town
Qi Xia District
Nanjing 210023
P.R.China

Phone: +86 25 85899111

Fax: +86 25 85899222
http://www.nanjing-school.com

Director: Head of Primary:

Mr Laurie McLellan Mrs Marina Gijzen
lauriemclellan@nanjing-school.com marinagijzen@nanjing-school.com

Deputy Director - Learning: Head of Middle School:

Mrs Arden Tyoschin Mr Kasson Bratton
ardentyoschin@nanjing-school.com kassonbratton@nanjing-school.com

Deputy Director - Operations and Finance: Head of Upper School:

Mr Arek Owczarek Dr Juan Saavedra
arekowczareck@nanjing-school.com juansaavedra@nanjing-school.com

Admissions Director: Counsellors:

Mrs Sue Northcott Ms Kris Bezzerides (K-G8)
suenorthcott@nanjing-school.com krisbezzerides@nanjing-school.com
Ms Gretchen Galaty (G9-G12)
gretchengalaty@nanjing-school.com

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