Grade 8

We recognize that children at this age experience many physical, mental, emotional, and social changes.

Characteristics of students in this age group include:

– Facing high expectations and lack of confidence.
– Easily influenced by peer groups.
– Feeling stress from challenging school work.

On the bright side, children in this age group have more ability for complex thought and are also better able to express feelings verbally.
Our teachers not only act as their tutors but also as their mentors and counsellors. 5 Steps Academy adopts different teaching methods to cater to students’ character and personality. We provide a balanced education program within a happy and comfortable environment so that each child can learn and grow to their greatest potential.


The Secondary School Program in 5 Steps Academy is designed for students aged 11-17

The secondary School Program provided by 5 Steps Academy includes:

1. English
2. Mathematics
3. Biology
4. Chemistry
5. Physics
6. Economics
7. World Literature
8. Modern History
9. World History
10. Art History
11. Geography
12. Foreign Languages (Chinese, Spanish, French, Russian, Japanese, Hindy, Tamil)

How are students assessed?

Each student’s achievements are continually assessed. Teachers use a variety of assessment techniques including testing for knowledge and skills, observations, portfolios of student’s work and analysis of projects. Attitude, learning skills, social relationships, and effort are considered equally important when looking at the overall development of the child.
In 5 Steps Academy, teachers and parents work together closely through face to face conversation and text messages to discuss each student’s social and academic progress.

Examinations are conducted at the end of the year with detailed reports on the child’s development.

Students who passed their Grade 10 End of Year Examinations will Graduate with a Certificate of Completion and can sit for the exams provided by the examination board of their choice, e.g. IGCSE, SAT etc.

Course Outline

Compulsory Subjects

  • Outline for English

    1. Reading
    Understand increasingly challenging texts through:
    – making inferences and referring to evidence in the text 
    – checking their understanding to make sure that what they have read makes sense

    2. Writing
    Write accurately, fluently, effectively and at length for pleasure and information by writing for a wide range of purposes and audiences, including:
    – a range of other narrative and non-narrative texts, including arguments, and personal and formal letters
    – summarising and organising material, and supporting ideas and arguments with any necessary factual detail

    3. Grammar and vocabulary
    Pupils should be able to consolidate and build on their knowledge of grammar and vocabulary through:
    – analysing some of the differences between spoken and written language, including differences associated with formal and informal registers
    – using linguistic and literary terminology accurately and confidently in discussing reading, writing and spoken language

  • Outline for Math

    1.Geometry and measures
    – interpret and use fractional {and negative} scale factors for enlargements
    – describe the changes and invariance achieved by combinations of rotations, reflections and translations
    – identify and apply circle definitions and properties, including: centre, radius, chord, diameter, circumference, tangent, arc, sector and segment
    – apply and prove the standard circle theorems concerning angles, radii, tangents and chords, and use them to prove related results
    – construct and interpret plans and elevations of 3D shapes
    – interpret and use bearings
    – calculate arc lengths, angles and areas of sectors of circles
    – calculate surface areas and volumes of spheres, pyramids, cones and composite solids
    – apply the concepts of congruence and similarity, including the relationships between lengths, areas and volumes in similar figures
    – apply Pythagoras’ Theorem and trigonometric ratios to find angles and lengths in right-angled triangles {and, where possible, general triangles} in two {and three} dimensional figures
    – know and apply the sine rule, , and cosine rule, , to find unknown lengths and angles
    – know and apply to calculate the area, sides or angles of any triangle
    – describe translations as 2D vectors
    – apply addition and subtraction of vectors, multiplication of vectors by a scalar, and diagrammatic and column representations of vectors; use vectors to construct geometric arguments and proofs. 

  • Outline for Science

    1. Chemistry
    (i) The particulate nature of matter
    – the properties of the different states of matter (solid, liquid and gas) in terms of the particle model, including gas pressure
    – changes of state in terms of the particle model

    (ii) Atoms, elements and compounds
    – a simple atomic model
    – differences between atoms, elements and compounds
    – Chemical symbols and formulae for elements and compounds
    – conservation of mass changes of state and chemical reactions

    (iii) Pure and impure substances
    – the concept of a pure substance
    – mixtures, including dissolving
    – diffusion in terms of the particle model
    – simple techniques for separating mixtures: filtration, evaporation, distillation and chromatography
    – the identification of pure substances

    (iv) Energetics
    – energy changes on changes of state (qualitative)
    – exothermic and endothermic chemical reactions (qualitative)

    (v) The Periodic Table
    – the varying physical and chemical properties of different elements
    – the principles underpinning the Mendeleev Periodic Table
    – the Periodic Table: periods and groups; metals and non­-metals
    – how patterns in reactions can be predicted with reference to the Periodic Table
    – the properties of metals and non-metals
    – the chemical properties of metal and non-metal oxides with respect to acidity

    (vi) Chemical reactions
    – chemical reactions as the rearrangement of atoms
    – representing chemical reactions using formulae and using equations
    – combustion, thermal decomposition, oxidation and displacement reactions
    – defining acids and alkalis in terms of neutralisation reactions
    – the pH scale for measuring acidity/alkalinity; and indicators
    – reactions of acids with metals to produce a salt plus hydrogen
    – reactions of acids with alkalis to produce a salt plus water
    – what catalysts do

    (viii) Materials
    – the order of metals and carbon in the reactivity series
    – the use of carbon in obtaining metals from metal oxides

    (ix) Earth and atmosphere
    – the composition of the Earth
    – the structure of the Earth
    – the rock cycle and the formation of igneous, sedimentary and metamorphic rocks
    – Earth as a source of limited resources and the efficacy of recycling
    – the carbon cycle
    – the composition of the atmosphere
    – the production of carbon dioxide by human activity and the impact on climate

    (x) 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 

  • Outline for History

    Pupils should be taught about:
    – changes from the Stone Age to the Iron Age
    – Examples (non-statutory)
    This could include:

    • late Neolithic hunter-gatherers and early farmers, for example, Skara Brae
    • Bronze Age religion, technology and travel, for example, Stonehenge
    • Iron Age hill forts: tribal kingdoms, farming, art and culture

    – The Roman Empire and its impact on Britain
    – Julius Caesar’s attempted invasion in 55-54 BC
    – the Roman Empire by AD 42 and the power of its army
    – successful invasion by Claudius and conquest, including Hadrian’s Wall □ British resistance, for example, Boudica
    – ‘Romanisation’ of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity  
    – Britain’s settlement by Anglo-Saxons and Scots Examples (non-statutory) This could include:
    – Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empire
    – Scots invasions from Ireland to north Britain (now Scotland)
    – Anglo-Saxon invasions, settlements and kingdoms: place names and village life
    – Anglo-Saxon art and culture
    – Christian conversion – Canterbury, Iona and Lindisfarne
    – the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor Examples (non-statutory) This could include:
    – the Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor Examples (non-statutory) This could include:
    – Viking raids and invasion
    – resistance by Alfred the Great and Athelstan, first king of England
    – further Viking invasions and Danegeld
    – Anglo-Saxon laws and justice
    – Edward the Confessor and his death in 1066
    – a local history study
    Examples (non-statutory) 
    – a depth study linked to one of the British areas of study listed above
    – a study over time tracing how several aspects of national history are reflected in the locality (this can go beyond 1066)
    – a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality
    – a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066
    – the changing power of monarchs using case studies such as John, Anne and Victoria
    – changes in an aspect of social history, such as crime and punishment from the Anglo-Saxons to the present or leisure and entertainment in the 20th Century
    – the legacy of Greek or Roman culture (art, architecture or literature) on later periods in British history, including the present day
    – a significant turning point in British history, for example, the first railways or the Battle of Britain
    – the achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China
    – Ancient Greece – a study of Greek life and achievements and their influence on the western world
    – the development of Church, state and society in Medieval
    – Examples (non-statutory) This could include: 
    – the Norman Conquest
    – Christendom, the importance of religion and the Crusades
    – the struggle between Church and crown
    – Magna Carta and the emergence of Parliament
    – the English campaigns to conquer Wales and Scotland up to 1314
    – society, economy and culture: for example, feudalism, religion in daily life (parishes, monasteries, abbeys), farming, trade and towns (especially the wool trade), art, architecture and literature
    – the Black Death and its social and economic impact 
    – the Peasants’ Revolt
    – the Hundred Years War
    – the Wars of the Roses; Henry VII and attempts to restore stability
    – the development of Church, state and society in Britain 1509-1745
    Examples (non-statutory) This could include:
    – Renaissance and Reformation in Europe
    – the English Reformation and Counter Reformation (Henry VIII to Mary 1)
    – the Elizabethan religious settlement and conflict with Catholics (including Scotland, Spain and Ireland)
    – the first colony in America and first contact with India
    – the causes and events of the civil wars throughout Britain
    – the Interregnum (including Cromwell in Ireland)
    – the Restoration, ‘Glorious Revolution’ and power of Parliament
    – the Act of Union of 1707, the Hanoverian succession and the Jacobite rebellions of 1715 and 1745
    – society, economy and culture across the period: for example, work and leisure in town and country, religion and superstition in daily life, theatre, art, music and literature
    – ideas, political power, industry and empire: Britain, 1745­1901
    – the Enlightenment in Europe and Britain, with links back to 17th-Century thinkers and scientists and the founding of the Royal Society
    – Britain’s transatlantic slave trade: its effects and its eventual abolition
    – the Seven Years War and The American War of Independence
    – the French Revolutionary wars
    – Britain as the first industrial nation – the impact on society
    – party politics, extension of the franchise and social reform
    – the development of the British Empire with a depth study (for example, of India)
    – Ireland and Home Rule
    – Darwin’s ‘On The Origin of Species’

  • Outline for Chinese

    1. Reading – Students should be able to:

    – identify main and subordinate topics, summarise, paraphrase, re-express
    – show some sense of how writers achieve their effects
    – recognise and respond to simple linguistic devices including figurative language

    2. Writing 
    Students should be able to: 
    – attempt a variety of sentence structures
    – recognise the need for paragraphing
    – use appropriate vocabulary

Optional Subject

  • Foreign Languages
  • Co-Curricular Activities

Scope of Study

5 Steps Grade 8 Syllabus

Delivery Mode

Face to Face lessons

Commencement Date/Intakes


Course Fees

Click to see the course fees in Schedules B and C.

Payment Mode

For more information on Payment Mode, please click here.
For more information on Fee Protection Scheme (FPS), please click here.
For further details, please call or text the School Admin Officer at 85234957 or email


12 months 
*Maximum allowed period for a student to complete the course is 24 months

Opportunities for Further Education/Career Pathway

This course provides excellent preparations for learners who wish to progress further and finally join the 5 Steps Academy High School. Upon successful completion of High School courses students will be eligible to sit for Cambridge International General Certificate of Secondary Education (IGCSE), Cambridge International Advanced Subsidiary Level and Advanced Level (AS/A Level), or SAT and AP tests. 

Age: at least 12 years old

Academic Level: Grade 7 or Equivalent.

Assessment Methods

Quarterly Tests and Year-End Examinations for all subjects. 

Assessment Grading Criteria

Internal: Quarterly Tests, Year-End Examinations and Quarterly Assignments are marked according to 5 Steps Academy’s standard grading criteria

Expected Examination Results Release Date

Not more than 1 week after the final assessment.

Qualification Award

Certificate of Completion for Grade 8

Graduation Requirements

Pass the year-end examinations of the respective year to proceed to the following academic year

Note 1:International Student must achieve at least 90% attendance rate (ICA Requirement).
Note 2:International Student must not be absent for more than 7 consecutive days without valid reason (ICA Requirement).
Note 3:Students who do not require ICA’s student’s pass must achieve at least 80% attendance rate. Our school only accept medical certificates as proof for absenteeism. Any other documents should only be accepted on a case-by-case basis with full justification and be acceptable by ICA.