Professional Documents
Culture Documents
Curriculum Guide
Grade 9
Revised 2013
Table of Contents
Language Arts and Literature Department
English Language ...2
English Literature .6
Modern Languages Department
French.10
Spanish17
Mathematics Department
Mathematics....25
Science Department
Physics..34
Biology .........41
Chemistry .46
Agricultural Science ....52
History Department
History..56
Personal Development Department
Personal Development....62
Home Economics / Industrial Arts Department
Design Technique
66
Home and Family
70
Religious Education Department
Religious Education..73
Visual Arts Department
Visual Arts....78
Physical Education Department
Physical Education....82
Geography Department
Geography .86
Business
Information Technology 95
Introduction
This English Language Curriculum is created with the view of fostering in Grade 9 students an extensive appreciation of
language learning and language use. The guide is structured to allow for the development of competence through the
acquisition of the five basic literacy skills: listening, speaking, reading, writing and viewing. Upon completion of this course
of study, all grade 9 students are expected to communicate more effectively in Standard Jamaican English through the use of
more complex structures in speech and writing.
September
ENGLISH LANGUAGE
Grade 9
Topic/Content
1. MECHANICS Revision of:
*Parts of speech
*Figures of speech
*Subject-verb Agreement
*Spelling
2. VOCABULARY
*Using the dictionary
*Prefixes and suffixes
*Forming adjectives
3. GRAMMAR
*Verb tenses
*Error Recognition
*Homophones
4. TYPES OF WRITING
*Descriptive Writing
*Narrative Writing
5. COMPREHENSION SKILLS
September
6. MECHANICS
*Synonyms
*Antonyms
*Sentence Completion
*Clauses/Phrases
Topic/Content
7. MECHANICS/ERRORS IN
WRITING
*Direct and Indirect Speech
*Redundancy
*Clichs
*Idioms
*Slang
*Usage
8. LETTER WRITING
*Formal Letters
*Report Writing
9. TYPE OF WRITING
*Persuasive Writing
September
10. COMPREHENSION
11. MECHANICS
*Synonyms
*Antonyms
*Spelling
*Sentence Completion
Refer to #5
ASSESSMENT: A unit test will be done at the end of each unit. For each sub-topic students will be assessed using graded
class work and homework assignments along with any other form of assessment the teacher may devise.
Homework :
Class Work :
Tests
RECOMMENDED TEXTS
A Comprehensive English Course Book 3
Grammar and Composition 3 by Nancy Cox et al
Longman Study Dictionary and Thesaurus
September
To develop the habit of critically evaluating and questioning situations and events in the texts and by extension real life
September
Prose
Poetry
Drama
2. INTRODUCTION TO DRAMA
Studying Elizabethan Drama
Prescribed text
OBJECTIVE
Features of Drama
Areas of study
Examine the presentation of characters
Story comprehension and
Explore the presentation of themes
analysis
Examine the use of setting in the story
Selected Stories from A World
Examine the structure of the story (plot, conflict, climax and resolution)
of Prose
Analyze the writers style
Substantiate interpretations of texts with adequate and relevant detailsorally and written
September
4. POETRY
September
Areas of study
Identifying types/forms of poems
Uncovering the meaning of poems
Examining the use of diction (denotative/connotative language)
Examining the poets use of rhythm and rhyme
Examining the use of imagery
Examining the use of figurative language
Examining the thematic significance of each poem
OBJECTIVES
Areas for Analysis
Areas of study
7. POETRY
Resources
The Merchant of Venice by
William Shakespeare
September
Areas of study
Identifying types/forms of poems
Uncovering the meaning of poems
Examining the use of diction (denotative/connotative language)
Examining the poets use of rhythm and rhyme
Examining the use of imagery
Examining the use of figurative language
Examining the thematic significance of each poem
ASSESSMENT: A unit test will be done at the end of each unit. For each subtopic students will be assessed using graded class work and homework
assignments along with any other form of assessment the teacher may devise.
Homework : 25% of the overall grade for the semester
Class Work : 25% of the overall grade for the semester
Tests
MODERN LANGUAGES
FRENCH CURRICULUM
INTRODUCTION
The third year of the French foreign language programme is designed to help students to continue the development of their
foreign language skills. They will be taught not only the grammatical structures that will enable them to pass written exams but
will also be able to speak the language in a wide range of situations at an intermediate level.
September
10
TOPIC/CONTENT
OBJECTIVES
LISTENING
SPEAKING
Students will be able to:
Talk about themselves, their family, friends, pastime or leisure
activities
Do dramatization where they act out various scenes in the foreign
language
Carry out basic conversations using learned sounds and phonetic
patterns.
Ask and answer questions.
Talk about school describing in more details the subjects they do and
how well they do them.
READING
WRITING
September
11
CULTURE
SEMESTER I (SEPTEMBER
JANUARY)
TOPIC/CONTENT
OBJECTIVES
1. A GENERAL REVISION OF
GRAMMAR
- Present Tense of Regular & Irregular
Verbs
-General revision of Vocabulary
- The pass compos of verbs that take Students should be able to:
avoir
- To form the past participle of regular
Say more about what they did
and irregular verbs
Say what has happened and what they have done
-To conjugate more irregular verbs in
Talk about a place they have recently visited
the present tense: ouvrir, souffrir, offrir
Ask and answer questions about past events
- To use more negative expressions
Ask and answer negatively to questions
September
12
January
General Revision
Semester II (February June)
The imperfect tense
The imperfect and
together
September
pass
Write about what they used to do and places they used to visit.
Describe people or themselves in the past.
Discuss past holiday activities.
Compare the past and the present.
Use the imperfect tense to describe an outing etc.
Compare persons in the past
Superlative of adjectives
Relative pronouns:
lequel,
laquelle,
lesquels,
lesquelles
Demonstrative Pronouns
celui, celle, ceux, celles
Rare irregular verbs
offrir, craindre, couvrir
Two pronouns together
JUNE: General Revision
September
14
Assessment
September
Classwork: 25%
Homework 25%
Test
50%
15
respond accurately to situations arising from context taught e.g. travel, sports, accident
talk about things they did, were doing or used to do in the past
continue presenting the Spanish language as an integral element of the culture and to show the similarities of that
culture and the Jamaican culture.
September
16
o cultural activities such as Spanish Week, Spanish Carol service, Spanish Awards Ceremony
SEMESTERS 1 & 2
TOPIC / CONTENT
1. PERCEPTIVE LISTENING
2. PERCEPTIVE READING
3. PRODUCTIVE SPEAKING
4. PRODUCTIVE WRITING
September
OBJECTIVES
Students should be able to:
1. carry out instructions given orally
2. answer comprehension questions after listening to simple statements, the
listening of a dialogue and or passage
Students should be able to:
1. read with correct pronunciation and intonation
2. comprehend what is read
Students should be able to:
1. give appropriate responses to situations arising from contexts taught
2. role-play in situations arising from topics
3. give and ask for opinions
4. answer in the negative
5. make comparisons
6. understand and respond to commands
7. give commands to different individuals
8. talk about what people like and do not like
9. tell what they used to do in the past
10. talk about what was happening in the past
11. relate what happened in the past
Students should be able to:
1. give responses to situations from topics taught
2. relate past events
3. write dialogues based on the traveling experience
17
5. CULTURE
6. GRAMMAR
7. VOCABULARY
Students should become more familiar with the Latin American culture. Emphasis
will be placed on the types of sports practiced.
1. Students should learn the grammar rules arising out of the contexts taught, thus
improving their receptive and productive skills.
a. revise, learn and practice required tenses with correct conjugation:
Present Continuous, Past Continuous, Preterit, Imperfect Tenses
2. Students should expand their vocabulary, thus enabling them to:
a. function in the context taught
b. write on the subject area taught
General Revision:
- Useful classroom expressions
- Present tense of irregular verbs
September
18
Units 1-4
Theme Travelling
Topics:
- Modes of transportation
-Planning a trip
-Booking a flight
-Going through customs
- Asking for/giving directions
- Commands Singular and Plural/
Polite and Familiar (including stemchanging and irregular verbs)
-Reserving a hotel
-Making complaints about things
and services at the hotel
-Street signs
Vocabulary
- vocabulary related to being at
customs, the airport, at the travel
agency
5. CULTURE
September
19
Students should learn the grammar rules arising out of the contexts taught, thus
improving their receptive and productive skills.
Polite and Familiar, Singular and Plural Commands
7. VOCABULARY
20
Orals
1. Carry out conversation with store/market clerks
1. PERCEPTIVE LISTENING
2. PERCEPTIVE READING
3. PRODUCTIVE SPEAKING
September
21
4. PRODUCTIVE WRITING
5. CULTURE
Students should become more familiar with the Latin American culture in terms of
some food items and currencies.
6. GRAMMAR
Students should learn the grammar rules arising out of the contexts taught, thus
improving their receptive and productive skills.
1. revise, learn and practice required tenses with correct conjugation:
Preterite Tense, Object Pronouns
7. VOCABULARY
Assessment
September
Classwork: 20%
Homework 20%
Test
60%
22
MATHEMATICS DEPARTMENT
MATHEMATICS CURRICULUM
INTRODUCTION
The purpose of the mathematics curriculum is to
help students acquire a range of mathematical techniques and skills to foster and maintain the awareness of the
importance of accuracy.
make Mathematics relevant to the interest and experience of the students, helping them to recognize Mathematics in
their environment.
cultivate the ability to apply mathematical knowledge to the solution of problems which are meaningful to students as
citizens
help students think logically and critically prepare students for the use of Mathematics in further studies.
September
23
CONTENT
UNIT 1 NUMBER
INDICES
RATIO
September
24
UNIT 2 MEASUREMENT
AREA
abc
to
2
1. Find the volume of right prisms using Ah [area of crosssection x length (height) ]
2. Convert from unit of volume to another
3. Find the volume of composite solids
4. Find the capacity of any solid container in litres.
September
25
PYTHAGORAS THEOREM
UNIT 3- GEOMETRY 1
ANGLES AND STRAIGHT LINES
TRIANGLES
QUADRILATERALS
OTHER POLYGONS
September
26
September
27
UNIT 5-TRIGONOMETRY
THE TRIGONOMETRIC RATIOS
BEARINGS
September
28
HIRE PURCHASE
1.
3.
SIMPLIFICATION
September
29
EQUATIONS
INEQUALITIES
September
30
ASSESSMENT: A unit test will be done at the end of each unit. For each sub-topic students will be assessed using graded
class work and homework assignments along with any other form of assessment the teacher may devise.
Homework : 20% of the overall grade for the semester
Class Work : 30% of the overall grade for the semester
Tests
Sturdy notebook
Scientific calculator
September
31
SCIENCE DEPARTMENT
PHYSICS CURRICULUM
Introduction
Apart from developing a knowledge base in physics in preparation for eventually qualifying for the entry to the course of
preparation for the CSEC examination in Grades 10 and 11, this course is designed to develop students interest in the subject,
as well as an understanding of its relevance to the everyday life.
GENERAL OBJECTIVES
On completion of the course, students should be able to
a) Recall some basic laws, principles, data and experiments.
b) Understand the concepts associated with the said laws and principles.
c) Apply the laws and principles to simple everyday phenomenon (e.g. machines, electricity, temperature)
d) Use the data to solve problems related to the laws and principles.
e) Demonstrate acquired experimental skills including the ability to
September
32
(i)
(ii)
Observe, record and report, in a logical and systematic format, in relation to investigations performed
or demonstrated
(iii)
Analyze simple data and draw inferences from such analysis, bearing in mind limitations, as well as
steps need to be taken to improve the quality of these experiments.
(iv)
Plan and design ways for investigating simple everyday observation related to the principles of
physics.
It is the intention that, at the end of the course, students will be better able to make more informed choices toward their future
development in the higher Grades and their careers.
September
33
Physics
Topic/ Content
MECHANICS /
HYDROSTATICS
(1) MOMENTS
September
Objectives
Students should be able to:
1. Associate the moment of force with its ability to turn an object about a
point or axis.
2. Define moment of force about a point or axis as the product of force
and perpendicular distance from the point or axis to the line of action
of force.
3. Do a simple calculation to determine the moment of force.
4. Recall and understand the terms, fulcrum, balance point, clockwise
moments, anti clockwise moments, equilibrium.
5. State the two conditions for equilibrium about a point, namely that
(i) The sum of clockwise moments must balance(must be equal
to) the sum of the anti clockwise moments about that point.
(ii) The sum of forces in any given direction must be equal to the
sum of forces in the opposite direction.
6. Apply the condition for equilibrium to the cause of a simple leaver,
appreciating that there is force acting at the fulcrum or balance point.
7. Define the three classes of leavers and give at least two examples of
each class.
8. Determine the unknown value of a mass, using the principle of
moments and construction.
9. Understand the concept of center of gravity.
10. Understand the concepts stable, und\stable, neutral equilibrium.
11. Apply the concept of center of gravity to object in (a) stable, (b)
und\stable, (c) neutral equilibrium.
Determine the center of gravity of a lamina
34
(2) DENSITY
MECHANICS
(3) KINETIC AND
POTENTIAL ENERGY
September
35
September
36
(7) PRESSURE
(9) ARCHIMEMDES
PRINCIPLE
September
37
EXPERIMENTS/DEMONSTRATIONS
MM / ORR
1. Moments
MM / ORR
2. Center of Gravity -
Lamina
MM / ORR
3. Density
MM / ORR
4. Density
MM / ORR
5. Density
MM / ORR / PD
6. Elasticity -
AI
7. Pendulum -
ORR
DEMO
9. Convection in Liquids.
DEMO
September
P.D. Does an elastic band stretch uniformly when loaded with different
weights? (Graph)
(a) Does amount of displacement affect
time ?
(b) Does mass of bob affect time ?
(c) Does length of string affect time?
How?
(i)
Linearly?
(ii)
T2 ?
38
DEMO
MM
DEMO
DEMO
MM / AI
Resource
A Concise Revision Course for CXC by Anne Tindale
September
39
SCIENCE DEPARTMENT
BIOLOGY CURRICULUM
Introduction
Apart from developing a knowledge base in biology in preparation for eventually qualifying for the entry to the course of
preparation for the CSEC examination in Grades 10 and 11, this course is designed to develop students interest in the subject,
as well as an understanding of its relevance to the everyday life.
September
40
Topic
LIVING ORGANISIMS:
What is biology
Classifying organisms
using observable
characteristics
Using standard
classifying schemes
Characteristics of living
organisms
Pg 1 - 3
September
Suggested activities
THE CELL:
Plant cell
Animal cells
Unspecialized cells and
specialized cells
Pg. 4 5 text
CHEMISTRY OF LIFE
Organic versus
inorganic substances.
Main elements found in
living organisms
Macromolecules
Pg. 6 7 text
NUTRITION:
Types of nutrition
Nutrients
Deficiency diseases
Water
September
42
Roughage
Pg. 6 13 text
September
nutrients.
State the mineral elements required by
plants.
Describe the symptoms of mineral deficiency
in plants.
Describe the importance of water to living
organisms.
Describe what is roughage
Describe the importance of roughage to
humans.
Draw simple structures using CXC
guidelines
Calculate magnification of drawings and
diagrams given the necessary information.
Construct graphs given a set of data
Interpret information from a graph.
43
alcohol abuse
Describe the effect of the excessive use of
alcohol. Ref. drinking and driving,
aggressiveness violence etc.
Describe the use and abuse of cocaine
Describe the symptoms associated with
cocaine abuse
ASSESSMENT: A unit test will be done at the end of each unit. For each sub-topic students will be assessed using graded
class work and homework assignments along with any other form of assessment the teacher may devise.
Homework :
Class Work :
Tests
Recommended Text
Biology: A Concise Revision Course for CXC
September
44
SCIENCE DEPARTMENT
CHEMISTRY CURRICULUM
INTRODUCTION
The study of Chemistry involves an investigation into chemical reactions and processes. It attempts to provide students with an
understanding of the nature of matter and the behaviour of substances.
It is intended that during this year, students will be able to appreciate and understand the ways in which materials behave and
be aware of the influence and impact which Chemistry has in a modern and scientific world.
September
45
Chemistry
SEMESTER 1 (September January)
Topic/ Content
September
Objectives
46
NIT 1
Topic: A Study of Matter
September
47
UNIT 2
Topic: A Study of Elements and Compounds
a) Define an atom.
b) Carry out detailed study of an atom
c) Describe an atom as containing sub-atomic particles called protons,
neutrons and electrons.
d) State the charge and mass of each sub-atomic particle.
e) Explain why an atom has no net electrical charge.
f) Discuss the development of the periodic table,
g) Define an element
h) Locate the position of the first twenty elements on the periodic
table
i)
j)
k)
two,
September
48
September
49
September
50
UNIT 3
(1) Topic: Physical and chemical change
ASSESSMENT: A unit test will be done at the end of each unit. For each sub-topic students will be assessed using graded
class work and homework assignments along with any other form of assessment the teacher may devise.
Homework : 10% of the overall grade for the semester
Class Work : 30% of the overall grade for the semester
Tests
: 60% of the overall grade for the semester
Recommended Text
Chemistry, A Concise Revision Course for CXC by Anne Tindale
September
51
SCIENCE DEPARTMENT
AGRICULTURAL SCIENCE CURRICULUM
The general aim of the Agricultural Science Department is to engage students in learning activities that will allow them to be
sensitized to the importance of agriculture in our everyday lives. The gains to be derived from agriculture will also be
examined.
September
52
Topic / Content
1. (a) Planning and Planting
-
2. Tillage
3. Soils
September
define tillage
Describe the purpose of tillage
Outline methods of methods of tillage
Carry out methods of tillage
Define erosion
List agents of erosion
Describe the types of erosion.
53
4. Plants
5. Animal
Identify, describe and name types of the following
Egg producers eg. Leghorn
Meat producers eg. Vantres cross
Dual purpose eg. Rhode Island Red, New Hampshire Red, Bored
Plymouth Rock
(b) Housing and Equipment
Describe the steps to site selection
Explain deep litter system
Determine the space requirements for different types
Describe the roofing and ventilation systems
September
54
Class Work :
Tests
Recommended Texts
Senior Secondary Agricultural Science
Agricultural Science for The Caribbean
September
55
HISTORY DEPARTMENT
HISTORY CURRICULUM
To provide students with the basic knowledge of how the plantation system has shaped contemporary society
To provide students with knowledge and understanding of resistance as a means of transformation and change in the
Western Hemisphere.
For students to develop civic pride and to become worthwhile citizens through the study of civics
September
56
Semester 1
September - January
Topic/ Content
UNIT 1
The Plantation System
Objectives
Students should be able to:
September
Define the concepts enslavement, plantation, plantation system, selfsufficiency, domination, subjugation, resistance, gender, revolution,
maroon, maroonage
List the main land divisions and buildings which were found on a typical
18th century sugar estate
Construct a mural of an 18th century sugar plantation
Describe the social hierarchy which existed ion 18th century West Indian
slave societies
Identify the roles associated with each social group which formed 18th
century West Indian societies
Outline the reasons why slaves resisted enslavement
Explain the various methods used by the enslaved to free themselves
Assess the impact of resistance on the system of slavery in Jamaica and
the wider Caribbean.
Identify Maroon settlements in Jamaica location and reasons for
establishment
Outline the First and Second Maroon War causes, key personalities,
course, effects
Appreciate the role of slavery in shaping Caribbean societies.
57
UNIT 2
POLITICAL REVOLUTIONS
2. Course
3. Effects
- Peru
1. Causes
2. Course
3. Effects
September
58
Semester 2
FEBRUARY - JUNE
Topic/ Content
Objectives
UNIT 3
CIVICS
The Community
September
59
Citizenship
Government
September
Define the terms government, fiscal duty, budget, taxation, voting, the
electoral system
Identify the various types pf governmental systems
Illustrate by way of a time line the historical pattern of the Jamaican
government
Describe the functions/role of the government
Outline the electoral process
Identify factors influencing voter behaviour in Jamaica
Describe the fiscal duties of the Government
60
ASSESSMENT: A unit test will be done at the end of each unit. For each sub-topic students will be assessed using graded
class work and homework assignments along with any other form of assessment the teacher may devise.
Homework: 20% of the overall grade for the semester
Class Work: 30% of the overall grade for the semester
Tests
RECOMMENDED TEXTS
Honychurch Lennox, The Caribbean People, Bk. 3, 3rd ed., United Kingdom: Nelson Thornes, 2006.
Carlong Secondary Social Studies Book 3B: Jamaica: Citizenship and Government (formerly New Civics for Young
Jamaicans)
September
61
Introduction
This Guide is meant to be used as a tool to help Grade nine parents and students keep abreast of the required learning outcomes
for the academic year. The guide outlines the topics, objectives, activities and resources that are used at this level. It is by no
means exhaustive, but simply representative of the syllabus for this level.
September
62
PERSONAL DEVELOPMENT
SEMESTER 1 (September January) and SEMESTER 2 (February June)
Topic/ Content
1. Transition period from 2nd to 3rd
form
Objectives
Students should be able to:
(a) Evaluate 2nd form obstacles and positive points - Looking back for a
while.
(b) Choose subjects according to career options More on visioning and
goal setting, my dream portfolio. (See grade eight assignment.)
(c) Research the new subjects I might be pursuing in grade 10 by
interviewing grade 12-13 students. The number of SBAs and the
careers associated with each should be noted.
(d)
September
63
2. Enhancing
relationship
(a)
(b)
See page 72 in Bk 1 re
Parent week - Pg 23 25 Bk 1
5. Employment
September
64
6. Decision Making
8. Goals/Values/Resources page: 21 - 27
September
65
September
66
SUBJECT
.
TOPICS
OBJECTIVES
At the end of the lesson students should be able to:
Introduction
Identify common drawing instruments and equipment and state their uses
Drawing Equipment
Draw and state the name and application of the types of line used in drawing.
Line Types
Lines
September
67
Triangle Construction
included angle, perimeter and proportional of sides, altitude and base angles,
Construct a trapezium given the length of the two parallel sides, perpendicular
distance between them and one angle.
Isometric Projection
Orthographic Views
September
A regular octagon within a square given the length of one side of the square.
Construction isometric blocks
Draw orthographic projections of geometric solids and simple solids using first angle
and third angle of projection.
68
ASSESSMENT: A unit test will be done at the end of each unit. For each sub-topic students will be assessed using graded
class work and homework assignments along with any other form of assessment the teacher may devise.
Homework :
Class Work :
Tests
Recommended Text
Technical Drawing Workbook for Grade Nine
Available at the Industrial Arts Department
September
69
OBJECTIVE
Students should be able to:
Nutrition Overview
2. The Cooker
Describe
List 3 types of cookers
Name 4 main parts of the cooker
Outline 3 points to bear in mind when using the cooker
Explain how to care for the cooker
State 3 specific features of a modern cooker
Food and Nutrition Workbook pages 41-42
Caribbean App. Book 2 pages 75-77
September
Define cooking
State five reasons for cooking
List five methods of cooking - Steaming, boiling, grilling, baking, frying
Explain each method
State two advantages and disadvantages of each method
Name three types of heat transfer
70
Grilled chicken/burger/fish
Boiled/baked potatoes
Simple vegetable salad
Define vegetables
List four (4) classifications of vegetables.
State two (2) examples of each classification.
State three (3) factors to consider when choosing vegetables.
Explain the conservative method of cooking vegetables.
Caribbean Approach, Bk.2, pages 19 24.
Food and Nutrition Workbook, pages 110 111
5. Cake Making
6. Nutrients
Fat soluble vitamins ADEK
Water soluble vitamins B1, B2, B3, C
September
71
7. Nutrients coagulation,
Egg Dishes
9. Nutrients
Minerals (Iodine, calcium and Iron)
Water
10. Milk
Define Milk
State the nutritive value of milk
State four uses of milk in food preparation
List four guidelines for storing milk
Discuss briefly how milk is processed to produce milk powder,
evaporated milk and condensed milk
Field trip
September
72
It is hoped that from exposure to this subject students will become aware of the different social issues in our world and to
acknowledge their responsibility as corporate stewards.
September
73
SEMESTER I September-January
TOPIC / CONTENT
OBJECTIVES
2. PERSONAL STEWARDSHIP
September
74
Write down three pieces of information about the Jewish attitude to abortion
Compose a poem about marriage in any religion
Be willing to assert themselves in maintaining their rights and to recognize
that with every right comes responsibilities
Develop a positive attitude to self and others.
SEMESTER 2 - FEBRUARY-JUNE
TOPIC / CONTENT
CORPORATE STEWARDSHIP
OBJECTIVES
Students should be able to:
a) Define the concepts cloning, infertility, sexually transmitted infections,
disability euthanasia, Hospice Movement, ageism, sexism, racism , suicide.
Name two types of disabilities
Discuss what is the Hospice Movement
List and explain two reason for racism
Outline factors in society that can be classified as sexism
Write four methods used to help persons who are infertile
Present arguments for and against Euthanasia
Compare and contrast the different religious views pertaining to Organ
Transplants
Compose a song or poem to educate young people about sexually
transmitted diseases
Identify at least four reasons why a person might want to commit a suicide
Be challenged to think through the values that have either a negative or
positive influence on their own lifestyles and those of others
Develop respect for people who hold beliefs and views which differ from
their own
September
75
TOPIC / CONTENT
4. CORPORATE STEWARDSHIP II
September
OBJECTIVES
Students should be able to:
Define key terms of wealth and poverty, time, work and leisure, crime
and punishment, capital punishment, war and peace, human rights, animal
rights, substance abuse
Identify causes and effects of poverty
Examine reasons for people breaking the law
Present arguments for and against capital punishment
Write five reasons why substance abuse occur
Develop and express personal views on animal rights
Design a poster entitled Human Rights
Identify the effects of abusing drugs
Develop an understanding that with every human right comes a
responsibility
Develop respect for people who hold beliefs and views which differ from
their own
76
Prescribed text
ASSESSMENT: A unit test will be done
at the end of each unit. For each sub-topic
Michael Keene, New Steps in Religious education for the Caribbean,
students will be assessed using graded
Book 3
class work and homework assignments
The Bible
along with any other form of assessment
the teacher may devise.
Homework : 20% of the overall grade
for the semester
Class Work : 30% of the overall grade
for the semester
Tests
: 50% of the overall grade
for the semester
September
77
AIMS
The syllabus aims to:
1. To further build on students knowledge, skills and attitude acquired in grades seven and eight.
2. Encourage experimentation with materials, various processes and methods.
3. Convey concepts and ideas through the manipulation of materials;
4. Develop critical thinking through research;
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Craftsmanship
Design and Composition
Innovation
Enquiry
Critical Thinking
Semester 1
September - January
Topic/ Content
Objectives
At the end of the unit students should be able to:
Critical Analysis
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INTRODUCTION
The aim of the Physical Education Curriculum is to allow students to:
1.
2.
3.
4.
5.
6.
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Physical Education
SEMESTER 1 (September January) and SEMESTER 2 (February June)
Topic/ Content
NETBALL
- Theory- rules, dimension of court
Revision of passes
- Marking & dodging
- Passing
.
Straight Line
.
Zig Zag
Objectives
Students should be able to:
-
2.
FOOTBALL (BOYS)
-
3.
September
SEMESTER 2
TRACK & FIELD CONTD.
- High jump
- Shot putt
- Discus
2.
-
VOLLEY BALL
Conditioning
Setting
Spiking
Blocking
Rules of the game
Game
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3.
-
BASKETBALL
Advance dribbling
Playing position
Defence
Shooting
Rules dimension of court
Game
4. CRICKET (BOYS)
- Revision of 7 & 8
- Bowling styles
- Batting strokes
- History of cricket
- Laws of cricket
N.B
THEORY SESSIONS
a. Research
b. Notes
c. Handouts
d. Practical
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GEOGRAPHY DEPARTMENT
GEOGRAPHY CURRICULUM
INTRODUCTION
This Guide is meant to be used as a tool to help Grade nine parents and students keep abreast of the required learning outcomes
for the academic year. The guide outlines the topics, objectives, activities and resources that are used at this level. It is by no
means exhaustive, but simply representative of the syllabus for this level.
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Key Terms
Rock, Minerals, Gem, Rock Cycle,
Metamorphic, Igneous, Sedimentary
The Rock Cycle
Types of Rocks
Igneous, Metamorphic, Sedimentary.
How are they formed?
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. PLATE TECTONICS
4. VOLCANISM
What is a volcano?
The structure of volcanoes
The life cycle of volcanoes
Conditions under which volcanoes are formed
Intrusive volcanic features e.g. batholith, sill,
dyke etc.
Materials ejected from volcanoes e.g. ash,
cinder, lapilli etc.
Types of volcanic lava i.e. acid and basic lava
Types of volcanic eruptions
Types of volcanic cones
Characteristics of volcanic cones
Warning signs that volcanoes may erupt
Positive factors resulting because of volcanic
eruptions
Negative impact volcanic eruptions have on the
environment
September
Name the type of plate margins and state the directions they
move in.
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EARTHQUAKES
How earthquakes occur
How earthquakes may be predicted
Effects of earthquake on the environment
Measures to reduce the effects of
earthquakes
Why people live in earthquake prone areas
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8. STATISTICAL REPRESENTATION
Differentiate between data and information
Sources for collecting information- primary
and secondary sources
Instruments use to collect data
Statistical methods of presenting data
Presenting data on tables, bar graphs, line
graphs, pie charts etc.
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course outline.
Name the two types of physical resources and explain the
importance of each.
Identify and locate on a map of Jamaica, where its
nonrenewable physical resources are located.
Explain why it is important to carefully manage the utilization
of a countrys resources.
Identify and locate on a map of Jamaica, where bauxite
deposits and mining areas are located
Name and describe the type of bauxite mining method used in
Jamaica.
Explain how bauxite is processed into alumina in Jamaica.
Explain the benefits of bauxite mining to the Jamaican
economy.
Explain the impact of mining physical resources have on the
humans and the physical environment.
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SETTLEMENT
CONTOURS
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Resource
Skills in Geography 3 by C. Myers
Assessment: A unit test will be done at the end of each unit. For each sub-topic students will be assessed using graded class
work and homework assignments along with any other form of assessment the teacher may devise.
Homework : 20% of the overall grade for the semester
Class Work : 30% of the overall grade for the semester
Tests
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Review all assignments and test papers. Many times the exam items are based on these exercises. It is advisable to
make corrections to any errors on these papers so as not to repeat the same mistakes on the major examinations.
Make sure all class notes are in order in your note book (s). Follow the syllabus guide/course outline if you are unsure
of what you may have missed.
Use other geography books and your prescribed texts to help you prepare you own notes.
Remember to carry all your tools you will need for the examination. These include; crayons, rulers, graph paper, a
clean sheet of paper for measuring distances, calculators etc.
All questions on the exam paper will be compulsory, so review all content areas/topics covered in class. The exam
paper is usually divided into three (3) section, they are A multiple Choice section, - A map Reading section, - A
structured questions section that require the student to answer questions in complete sentences. These questions will
range in difficulty from simple recall to higher order reasoning, for example to explain what factors determine a named
situation. The items tested in the structured section of the examination are usually based on content covered in a given
semester. The map reading, multiple choice and statistics (grade 9 only) sections of the examination are usually a
reflection of the content done in a given semester and an overview of the previous semesters work.
Length of examination papers vary for each grade level, grade 7 may have papers in duration of 1 hour to 1 hour forty
five minutes, grade 8 examination papers may be for 2 hours and grade 9 may be as long as 2 hours.
No student will be exempted from doing a Geography examination, unless such instructions are given by the principal
of the school. Where a student entered the school in the middle of and/ or near end of a semester, before the sitting of a
semester examination, the onus is on the student to acquire the content done before he/she joined the school/class, and
prepare his/her self for the examination.
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INTRODUCTION
The need to prepare our students for the change in global world necessitates that Information Technology is taught at all levels
in the Secondary School System. This is the basis for developing a curriculum in Information Technology for Grade 9. The
Computer, the vehicle by which the skills in Information Technology are transmitted, will also be used to integrate other
subject areas within the curriculum. In a global economy with the emphasis on technology, Information Technology must be
given priority.
This course seeks to allow students to develop an appreciation for Information Technology in terms of its history and its
application and implication to todays society. Knowledge and skills obtained by students in the practical component will
allow them to create professional looking documents using the software program Microsoft Word.
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OBJECTIVES
Students should be able to:
The Computer
-The Components of a Computer
-The Processing Cycle
- Data and Information
- Users of Computers
UNIT TEST 1
TOPIC /CONTENT
3. COMPUTER SYSTEMS HARDWARE
a. Input Devices
Categories of Input Devices
- Keyboard Entry Devices
- Pointing devices
- Source Data Entry Devices
- Multimedia Devices
b. Output Devices
Types of Output Devices
- Disk or Tapes
- Modem
- Hardcopy: - printers, microfiche
- Softcopy:- monitor(CRT), audio, voice, sound and
September
OBJECTIVES
Students should be able to:
1. distinguish between the terms input and input devices
2. distinguish between the different categories of input
devices
3. give examples of input devices
video output
- Multifunction devices
TOPIC /CONTENT
c. Storage
1) Types of Storage:
- Primary Storage
memory chips:- RAM, ROM, Cache and Buffer
- Secondary Storage Devices and Media
Types of Secondary Storage Media:- Magnetic
Storage, Disk, Tape and Optical Storage
2) Categories of Secondary Storage
- Serial Access for example, magnetic tape
- Direct Access for example, floppy disk
3) Other types of Storage devices
- PC Cards
- Smart Cards
-Microfilm/Microfiche
OBJECTIVES
Students should be able to:
1. distinguish between different memory chips
2. distinguish between the two types of RAM chips
3. explain the different variations to Read Only Memory
(ROM)
4. distinguish between a storage medium and a storage
device
5. distinguish between the two categories of secondary
storage
6. give examples of the categories of secondary storage
7. distinguish between a PC card and a Smart card
8. list the two types of smart cards
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TOPIC /CONTENT
OBJECTIVES
d. Processing
- System Unit
- Central Processing Unit (CPU)
- Components of the CPU
- The Machine Cycle
UNIT TEST 2
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Students Textbook:
Information Technology Made Simple by George King and Tiffany Forbes
Assessment Procedures include:
Learning Experiences include:
1. Two Unit Tests
1. Small group assignments
2. Class Work
2. Individual assignments
3. Home Work
4. Project
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PRACTICAL
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100
TOPIC /CONTENT
1. INTRODUCTION TO THE COMPUTER
SYSTEM
OBJECTIVES
- The Computer
- Typing Skills
8. save a document
- Saving a document
12.
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- Deleting Text
5.
- Page Numbering
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OBJECTIVES
FORMATTING WORD DOCUMENTS - I
- Bolding Text
-
Applying Italics
- Alignment of Text
+-.
Line Spacing
UNIT TEST 1
4. INSERTING ITEMS IN A DOCUMENT
- Inserting Page Breaks
- Inserting Pictures or Graphics
- Inserting Word Art
- Inserting Bullets and Numbering
- Inserting Border around a page or text
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OBJECTIVES
5. FORMATTING WORD DOCUMENTS II
INSERTING COLUMNS AND CREATING
TABLES
- Creating a two column document
vertically
UNIT TEST 2
TOPIC /CONTENT
6. SPECIAL DOCUMENTS: BUSINESS
LETTERS
- A business letter
September
OBJECTIVES
Students should be able to:
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7. MAIL MERGE
merge
6. insert merge fields created from data source into the main
document
7. perform a mail merge to produce personalized documents.
Students Textbook:
Ardenne High School Grade 9 Information Technology Instructional Manual by the Business and Technology Department
Assessment Procedures include:
1. Two Unit Tests
3. Home Work
2. Class Work
4. Quiz
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