Grade 9 Curriculum Guide (Revised)

8/18/2019 Grade 9 Curriculum Guide (Revised)

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Ardenne High School Curriculum Guide Grade 9

© 2011 Ardenne High School

Revised 2013

Table of Contents

Language Arts and Literature DepartmentEnglish Language ……………………………………………..…………………………………….2English Literature ……………………………………….…………………………………………6

Modern Languages DepartmentFrench……………………………………………………………………………………………….10Spanish………………………………………………………………………………………………17

Mathematics DepartmentMathematics……..……………………………………………………………………………….….25

Science DepartmentPhysics…………………………………………………………………………………………….….34

Biology ……………………………………………………………………………………….........41Chemistry ………………………………………………………………………………………….…46

Agricultural Science ……………………………………………………………………………..…..52

History DepartmentHistory…………..……………………………………………………………………………………56

Personal Development DepartmentPersonal Development…..……………………………………………………………………..……62

Home Economics / Industrial Arts DepartmentDesign Technique ……………………………………………………………………………………66

Home and Family ……………………………………………………………………………………70

Religious Education DepartmentReligious Education……………………………………………………………………..……………73

Visual Arts DepartmentVisual Arts……………….……………………………………………………………….…………..78

Physical Education DepartmentPhysical Education……….………………………………………………………………..……….…82

Geography DepartmentGeography ………………………………………………………………………………………….…86

BusinessInformation Technology ………………………………………………………………………………95


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ARDENNE HIGH SCHOOL GRADE NINE CURRICULUM GUIDE

© September 2

ENGLISH LANGUAGE DEPARTMENT

ENGLISH LANGUAGE CURRICULUM

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.


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© September 3

ENGLISH LANGUAGEGrade 9

SEMESTER ONE : September - JanuaryTopic/Content Objectives

1. MECHANICS – Revision of:

*Parts of speech*Figures of speech

*Subject-verb Agreement

*Spelling

Students should be able to:

Recognize the different parts of speech Recognize different figures of speech Use different parts of speech and figures of speech Spell given words

Select correct forms to complete given sentences

2. VOCABULARY*Using the dictionary*Prefixes and suffixes

*Forming adjectives


Identify and define prefixes and suffixes Add prefixes and suffixes to existing words to make new words

3. GRAMMAR*Verb tenses

*Error Recognition*Homophones

Students should be able to: Use tenses appropriately and consistently

Identify and explain grammatical errors in sentences Differentiate between words which are similarly spelt

4. TYPES OF WRITING*Descriptive Writing*Narrative Writing

Students should be able to: Identify elements of a descriptive passage Write descriptive passages Differentiate between a descriptive passage and a narrative passage

Identify the elements of narrative writing Write narrative passages

5. COMPREHENSION SKILLS Students should be able to:

Identify main ideas Respond appropriately to literal, inferential and critical level questions Decipher unfamiliar words using context clues


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6. MECHANICS*Synonyms

*Antonyms*Sentence Completion*Clauses/Phrases

Students should be able to:Select the correct synonym/antonym for given words

Use given words to complete given sentencesRecognize clauses and phrasesUse given words correctly

SEMESTER TWO : February - June

Topic/Content Objectives

7. MECHANICS/ERRORS IN

WRITING*Direct and Indirect Speech

*Redundancy*Clichés

*Idioms

*Slang

*Usage


Change sentences from direct to indirect speech and vice versa Recognize and correct repetition of words, ideas and word meanings Recognize and avoid clichés, idioms, slang

Use words in proper context

8. LETTER WRITING*Formal Letters*Report Writing

Students should be able to outline: Kinds of formal letters Parts of a formal letter Tone and content of a formal letter Tone, content and format of a simple report

9. TYPE OF WRITING*Persuasive Writing


Identify and use persuasive techniques


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Write persuasive pieces Participate in debating competitions

10. COMPREHENSION Refer to #5

11. MECHANICS*Synonyms

*Antonyms

*Spelling*Sentence Completion


Select the correct synonym/antonym for given words Use given words to complete given sentences Use given words correctly

Spell given words

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 : 25% of the overall grade for the semester

Class Work : 25% of the overall grade for the semester

Tests : 50% of the overall grade for the semester

RECOMMENDED TEXTS

A Comprehensive English Course Book 3

Grammar and Composition 3 by Nancy Cox et al

Longman Study Dictionary and Thesaurus


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© September 6

ENGLISH LANGUAGE DEPARTMENT

ENGLISH LITERATURE CURRICULUM Introduction

Literature provides an approach to the three genres - drama, prose and poetry and the interaction with varying literary works as

an active enterprise involving thought and feeling. Students should be encouraged to consider why they respond as they do

and how these responses change as they engage in subsequent readings of these pieces. Students should be encouraged to

relate their experiences in reading literature to their experience of living. They should be encouraged moreover, to see

literature as a significant reflection of life and also an imaginative extension of its possibilities.

This is the premise on which this guide is constructed. Consequently, the aims and objectives are selected with the view that

the lessons will be so structured that students will have an opportunity to vicariously experience other ways of life, culture,

beliefs, language and practices through literature teaching.

Aims:

To develop an appreciation for literary works

To sensitize students to the differences in the genres

To develop the habit of critically evaluating and questioning situations and events in the texts and by extension real life

To develop an appreciation for differing cultures, languages, practices and beliefs.


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© September 7

SEMESTER ONE – SEPTEMBER-

JANUARY

CONTENT

1. STUDYING THE GENRES

OF LITERATURE

Prose Poetry Drama

2. INTRODUCTION TO DRAMA

Studying Elizabethan Drama

Prescribed text

The Merchant of Venice by

William Shakespeare

3.THE SHORT STORY

Story comprehension and

analysis Selected Stories from A World

of Prose

OBJECTIVE

Differentiate between the various literary genres Discuss the elements of each genre Appreciate the different forms of literature

Features of Drama

Revise the elements of Drama Examine the use of dialogue in drama Examine the presentation of the characters Examine the use of setting in the play

Examine the presentation of mood and atmosphere Analyze the writer’s style Identify and examine the themes in the play.

Areas of study

Examine the presentation of characters Explore the presentation of themes

Examine the use of setting in the story

Examine the structure of the story (plot, conflict, climax and resolution) Analyze the writer’s style Substantiate interpretations of texts with adequate and relevant details-

orally and written


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© September 8

4. POETRY

Poetry comprehension andanalysis

Selected poems from A World of Prose

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

SEMESTER TWO - FEBRUARY-

JUNE

CONTENT

5.THE NOVEL

The West Indian Novel

Prescribed Text

Miguel Street by V.S Naipaul

6. THE SHORT STORY

Story comprehension andanalysis

Selected Stories from A World of Prose

OBJECTIVES

Areas for Analysis

Examine the presentation of characters Discuss the development of each character and the effect they have on themain character

Explain how setting influences the character’s actions Identify and discuss the main themes Identify the narrative technique Examine the structure and its relationship to the presentation of issues

Areas of study

Examine the presentation of characters Explore the presentation of themes Examine the use of setting in the story Examine the structure of the story (plot, conflict, climax and resolution)


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© September 9

7. POETRY

Poetry comprehension andanalysis

Selected poems from A World of Prose

Analyze the writer’s style Substantiate interpretations of texts with adequate and relevant details-

orally and written

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

Resources

The Merchant of Venice by

William Shakespeare

A World of Prose edited by DavidWilliams and Hazel Simmons-

McDonald

A World of Poetry edited by Mark

Williams and Hazel Simmons-McDonald

Miguel Street by V.S Naipaul

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.





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© September 10

MODERN L NGU GES

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.


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© September 11

TOPIC/CONTENT OBJECTIVES

LISTENING

SPEAKING

READING

WRITING

Students will be able to:

Read, sing and perform other forms of oral interactions.

Understand regular classroom instructions.


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.


Read short passages in French using correct pronunciation andintonation.

Read and write basic instructions.

Students will be able to: Write short compositions and/or letters where they express ideas

using the past tense.

Complete written grammar and vocabulary exercises from differentsources.


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© September 12

CULTURE Students will be able to:

Develop an appreciation of the French language and of people of

francophone culture.

SEMESTER I (SEPTEMBER –JANUARY)

TOPIC/CONTENT OBJECTIVES

1. A GENERAL REVISION OFGRAMMAR

- Present Tense of Regular & Irregular

Verbs-General revision of Vocabulary

- The passé composé of verbs that take

avoir- To form the past participle of regular

and irregular verbs

-To conjugate more irregular verbs inthe present tense: ouvrir, souffrir, offrir

- To use more negative expressions


Use tenses correctly to describe their actions orally Talk in more detail about themselves, their family and friends Talk about school: describe in more details the subjects they do and

how well they do in them


Say more about what they did Say what has happened and what they have done Talk about a place they have recently visited Ask and answer questions about past events Ask and answer negatively to questions


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© September 13

October – December 2007-To form the past tense of verbs that areconjugated with être that is, reflexive

verbs and those from the acronym DR

MRS VANDER TRAMP. - To form the past participle of verbs that

take être and distinguish between these

and the ones that take avoir

-Use negative expressions with verbs inthe past tense

-Conjugate some rare irregular verbs

such as partir, sortir, couvrir.

- Use qui/que/qu’ in sentences.

- Revise object pronouns

January

General Revision

Semester II (February – June)

The imperfect tense

The imperfect and passé composé

together


Say more about what they did using other verbs

Describe past actions.

Use these pronouns in simple sentences.

Recall the use of object pronouns in simple sentences. Use object pronouns appropriately.

Students should be able to :

Talk about their daily routine Say what they prefer. Talk about things in the past


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© September 14

The comparison of adjectives/ adjectivesthat precede the noun.

Superlative of adjectives

Relative pronouns:

lequel, laquelle, lesquels,

lesquellesDemonstrative Pronouns

celui, celle, ceux, celles Rare irregular verbs

offrir, craindre, couvrir

Two pronouns together

JUNE: General Revision

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


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© September 15

RESOURCE MATERIAL USED IN GRADE 9

Main texts

Hexagone 2 by Ken Foden

Encore Tricolore: Examination Grammar in Action by Sylvia Honnor and Heather Mascie- Taylor

Other material to be used

Encore Tricolore 2: nouvelle edition by Sylvia Honnor and Heather Mascie-Taylor

French First Year by Eli Blume and Gail Stein

Deuxième Livre: Third Edition by Eli Blume

French Grammar: 11 – 14 by Rosi McNab

Assessment Classwork: 25%Homework 25%

Test 50%


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© September 16

MODERN LANGUAGES DEPARTMENT

SPANISH CURRICULUM

INTRODUCTION

The goal of the curriculum is for Spanish is mainly to:

Further the development of the four skills of listening, reading, speaking and writing by allowing students to:

carry out instructions given orally

respond accurately to situations arising from context taught e.g. travel, sports, accident

read with understanding, correct pronunciation, intonation and fluency

role play situations arising from topics taught

describe things and persons and weather conditions in the past

talk about things they did, were doing or used to do in the past

give commands and instructions to family, friends and strangers

follow simple instructions/commands given

continue presenting the Spanish language as an integral element of the culture and to show the similarities of that

culture and the Jamaican culture.

continue to encourage an appreciation of Spanish by way of:

o inter-school activities such as Spanish Festival


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© September 17

o cultural activities such as Spanish Week, Spanish Carol service, Spanish Awards Ceremony

SEMESTERS 1 & 2

TOPIC / CONTENT OBJECTIVES

1. PERCEPTIVE LISTENINGStudents should be able to:

1. carry out instructions given orally

2.

answer comprehension questions after listening to simple statements, thelistening of a dialogue and or passage

2. PERCEPTIVE READING


1. read with correct pronunciation and intonation2. comprehend what is read

3. PRODUCTIVE SPEAKING


1. give appropriate responses to situations arising from contexts taught

2.

role-play in situations arising from topics3. give and ask for opinions

4. answer in the negative5. make comparisons

6. understand and respond to commands

7. give commands to different individuals8. 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 past11. relate what happened in the past

4. PRODUCTIVE WRITINGStudents should be able to:

1. give responses to situations from topics taught

2. relate past events

3. write dialogues based on the traveling experience


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© September 18

5. CULTURE Students should become more familiar with the Latin American culture. Emphasiswill be placed on the types of sports practiced.

6. GRAMMAR 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

7. VOCABULARY

2.

Students should expand their vocabulary, thus enabling them to:a. function in the context taught b. write on the subject area taught

SEMESTER 1 (September – January)

General Revision:

- Useful classroom expressions

- Present tense of irregular verbs

Students should be able to:1. introduce themselves e.g. name age, career choice, e.g.

2.

revise grammar areas from previous year group. e.g. – stem-changing verbs,tener que + infinitive

3. Orals4. talk about themselves5. talk about their daily routine

¿Qué Hay? Libro del Alumno 3 – Students should be able to:


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© September 19

Units 1-4Theme – 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 stem-changing and irregular verbs)

-Reserving a hotel

-Making complaints about thingsand services at the hotel

-Street signs

Vocabulary

- vocabulary related to being atcustoms, the airport, at the travelagency

- personal travel information e.g.

place of birth, accommodation atdestination, length of stay, etc.

1. discuss different modes of transportation2. respond appropriately to questions at the airport, travel agency, customs,

immigration3. ask and respond correctly to the arrival and departure of flights4. say where they plan to stay in the country

5. ask for and list places of interest in an area

6. ask for and give directions7. book rooms in a hotel

8. make complaints about things and services at a hotel

Orals1. role play at the travel agency/airport/customs/hotel lobby

2. interviews about hobbies


1. fill out travel related forms

2.

respond to situations on traveling3. write dialogue on traveling

4. PRODUCTIVE WRITING 1. Design signs/commands to the general public2.Write dialogues making use of commands

3.Design fliers advertising modes of transportation

5. CULTURE 1. Students should become familiar with some places of interest in Mexico –


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© September 20

La Torre Latinoamericana; El Zόcalo

6. GRAMMAR Students should learn the grammar rules arising out of the contexts taught, thusimproving their receptive and productive skills.

Polite and Familiar, Singular and Plural Commands

7. VOCABULARY Students should expand their vocabulary, thus enabling them to:1. function in the context taught

2.

write on the subject area taught

SEMESTER 2 (February – June)

¿Qué Hay? Libro del Alumno 3 –

Units 5 - 8

Topics:-discussing past vacations -discussing past actions-shopping in the market

Grammar-Preterite Tense of regular AR, ER

and IR verbs


Talk/write about times of year they take trips

Talk/write about trips they had taken Talk/write about activities they had done on trips Talk/write about places of interest they had visited on trips Talk/write about persons they had visited on trips Pronounce high numbers in Spanish Deal in different weights and currencies from Latin‐American countries

and Spain


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-Preterite Tense of GAR, CAR andZAR verbs

-Preterite Tense of verbs withspelling changes-Preterite Tense of irregular verbs

-Preterite Tense with direct object

pronouns-Demonstrative adjectives

-Demonstrative pronouns

-Superlatives – el más/ ísimo

Learn how to buy food in different situations

Orals 1. Carry out conversation with store/market clerks

1. PERCEPTIVE LISTENING 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

2. PERCEPTIVE READING Students should be able to:

1. read with correct pronunciation and intonation2. comprehend what is read

3. PRODUCTIVE SPEAKING Students should be able to:1. give appropriate responses to situations arising from contexts taught2. role-play in situations arising from topics

3. tell what happened in the past

4. ask for various shopping items5. make comparisons about food items


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4. PRODUCTIVE WRITING Students should be able to:

1.

give responses to situations from topics taught2. write about past experiences3. write dialogues based on the shopping experience

4. write a shop list in Spanish

5. CULTURE Students should become more familiar with the Latin American culture in terms ofsome 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. VOCABULARYStudents should expand their vocabulary, thus enabling them to:

2. function in the context taught

3. write on the subject area taught

GENERAL REVISION OF THEAREAS TAUGHT IN

SEMESTERS ONE AND TWO

STUDENTS SHOULD BE ABLE TO:HAVE A CLEAR UNDERSTANDING AND REMEMBRANCE OF THE

AREAS TAUGHT IN SEMESTERS ONE AND TWO!

Assessment Classwork: 20%Homework 20%

Test 60%


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© September 23

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.

NB: Algebra (Unit 8) is to be done one day per week


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© September 24

SEMESTER 1 (SEPTEMBER – JANUARY)

CONTENT OBJECTIVES

UNIT 1 – NUMBER Students should be able to

INDICES 1. State the meaning of ma , where a and m are whole

numbers.

2. Evaluate expressions of the form ma and nm ba where a,

b, m and n are whole numbers

APPROXIMATION AND STANDARD FORM 1. Round off any decimal number to a given number of

decimal places.

2. Write any number to a given number of significant figures.

3. Write any given number in standard form

RATIO 1. Identify quantities in proportion

2. Solve problems involving direct or indirect proportion.


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© September 25

UNIT 2 – MEASUREMENT Students should be able to

AREA 1.

Convert from unit of area to another

2. Use ))()(( csbsass Area where2

cbas

to

find the area of a triangle.

3. Calculate the area of the region enclosed by a

parallelogram, rhombus, trapezium and circle and any

combination of them.

4. Calculate the length of an arc of a circle using angles at the

centre that are factors of 360º

5. Calculate the area of sectors as in specific objective 3

above.6. Calculate the surface area of simple right prisms, pyramids

and spheres

VOLUME 1. Find the volume of right prisms using Ah [area of cross-

section 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.


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PYTHAGORAS’ THEOREM 1. Use an investigative method to derive Pythagoras’

theorem.

2.

Use Pythagoras’ theorem to find the length of sides in

right-angled triangles.

UNIT 3- GEOMETRY 1Students should be able to

ANGLES AND STRAIGHT LINES 1. Identify angles formed when a transversal cuts parallel

lines.

2.

Solve problems involving properties of angles andstraight lines

TRIANGLES 1. Identify the types of triangles and state the number of

lines of symmetry

2. Use the angle properties of triangles to solve problems

QUADRILATERALS 1. Identify the different types and quadrilaterals and state

the number of lines of symmetry that each has.2. Use angle properties of quadrilaterals to solve

problems

OTHER POLYGONS 1. Calculate the sum of interior and exterior angles of

polygons of n sides.

2. Use the angle properties of these polygons to solve

problems.



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SEMESTER 2 (FEBRUARY – JUNE)

UNIT 4- GEOMETRY 2Students should be able to

TRANSFORMATIONS

Translations Reflection Rotation Enlargements

1. Translate any shape using a column vector T =

y

x

2. State the relationship between an object and its image

after it undergoes a translation

3.

Reflect any in a given line

4. State the relationship between an object and imageafter a reflection

5. Rotate any shape given a centre, angle of rotation and

the specified direction.

6. State the relationship between an object and its imageafter a rotation

7. Locate the image of an object under an enlargement

8. State the relationship between an object and its image

after an enlargement.

9. Identify and describe a transformation given an object

and its image.



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© September 28

UNIT 5-TRIGONOMETRYStudents should be able to

THE TRIGONOMETRIC RATIOS 1. Identify the three sides of a right-angled triangle in

relation to a given angle.

2. Determine the sine, cosine and tangent of acute angles

in right-angled triangles.

3. Use the sine, cosine or tangent ratios in the solution of

right angled-triangles

ANGLES OF ELEVATION AND DEPRESSION 1.

Read and interpret worded problems identifying

a. Where the person is standing

b. The location of the object

c. Line of sight

d. The angle of elevation or depression.

2.

Draw the right-angled triangle and insert data from the problem given

3. Use an appropriate trigonometric ratio to find the

required height or distance

BEARINGS 1.

Identify the starting point and general direction ofany three-figure bearing.

2. Draw diagrams to illustrate bearing problems.

4. Use the trigonometric ratios to solve problems

involving bearings



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© September 29

UNIT 6- CONSUMER ARITHMETICStudents should be able to

PERCENTAGES 1. Calculate profit or loss as a percentage

2. Calculate discount, sales tax and profit or loss when

these are given as a percentage

3. Solve problems involving marked price (or selling

price), cost price, percentage profit, loss or discount

HIRE PURCHASE 1. Solve simple problems involving payments by

installments (hire purchase/mortgages)

2. Identify ‘best buys’

3. Calculate total hire purchase costs

4. State the advantages or disadvantages of buying goods

on hire purchase versus cash

FOREIGN EXCHANGE 1. Recognize the concept of exchange rate

2. Convert between currencies in the operations of buying,

selling and earning

INTEREST AND BANKING Calculate simple interest, principle, time rate or amount

SIMPLIFICATION 1. Use the four operations to simplify algebraic expressions

2. Use the distribution law to expand algebraic expressions.

3. Simplify algebraic fractions

4. Factorize simple algebraic expressions



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EQUATIONS 1. Solve linear equations in one unknown (review)

2. Solve equations involving fractions

3.

Solve simultaneous equations using the elimination and

substitution methods

4. Change the subject of simple formulae

INEQUALITIES 1. Use inequalities to solve story related problems

2. Devise simple problems which give rise to inequalities

3. Solve simple inequalities



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© September 31






MATERIAL AND EQUIPMENT:

Oxford Mathematics for the Caribbean Book 3

Sturdy notebook

Set of Mathematical instruments

Large graph book

Scientific calculator



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© September 32

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



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(i) Manipulate simple apparatus, given the necessary instructions

(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.



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© September 34

Physics

Topic/ Content Objectives

MECHANICS /

HYDROSTATICS

(1)

MOMENTS


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 thesum 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 ofmoments 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



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© September 35

(2)

DENSITY

MECHANICS

(3)

KINETIC AND

POTENTIAL ENERGY


1. Students should be able to appreciate that different substances (e.g.

iron, wood) contain different amounts of matter in equal volumes.

2. Define density as the amount of mass (matter) in unit volume (1 cubic

meter)3. Recall the S.I. unit for mass, volume and density.

4. Do calculations related to mass, volume and density.

5. Use a “eureka can”/ “overflow can” and a balance to determine /

compare the densities of different solid irregular substances.6. Use venier calipers to determine the volume of regularly shaped

substances and hence determine the density of substances.Use measuring cylinders to determine volume and hence determine density of

substances.


1. Define Energy, Potential Energy, and Kinetic Energy.2. Identify situations in which Potential Energy, and/or Kinetic Energy

apply (swing pendulum, vibrating mass at the end of the spring,

stretched elastic band, etc.) – moving objects.3. Appreciate that to make an object move faster implies that it must

have been given more energy, hence can do more work (damage).



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HEAT AND KINETIC THEORY

(4)

HEAT TRANSFER

(5)

EXPANSION DUE TOHEAT

(6) KINETIC THEORY


1. Differentiate between Heat and Temperature.

2. Appreciate that heat can be transferred without change in temperaturesuch as in evaporation and melting.

3. Recall that heat can be transferred by conduction, convection and

radiation.4.

Explain how heat is transferred by conduction, convection and

radiation.

With the aid of a diagram explain how a “thermos Flask” is able to keep hot

liquids hot or cold liquids cold, by limiting transfer by conduction, convection

and radiation.


1. Understand the principle of operation of a bimetallic strip.

2. Explain the use of a bimetallic strip as a thermostat in household

appliances and alarm systems.

3. Describe at least 3 situations in everyday life where expansion is a problem/undesirable and how correction is made for this in each case,

e.g. telephone wires, walls, roads, train lines.

4.

Describe 3 situations where heat expansion useful (e.g. thermometers,thermostats).


1. Out line the simple Kinetic theory as related to solids, liquids, gases.

2. Recall evidence for such a theory.



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(7) PRESSURE

(8)

ELECTRICITY AND

MAGNETISM

(9)

ARCHIMEMDES’PRINCIPLE

3. Use the theory to explaina) Evaporation

b) Electricity and heat transfer.

c)

Pressure in a car tyre due to air inside.


1. Define pressure.

2. Do simple problems based on the definition of pressure, includingvariation in pressure exerted by a cuboid with its various sides resting

on a flat surface.


1. Define a magnetic field as the space where a magnetic force exists.

2. Understand the concept that a magnetic field can be pictured as beingmade up of lines of force (flux).

3.

Plot the magnetic field due to a bar magnet, using a plotting compass.4. Draw magnetic fields due to magnets “end-on”, “parallel”, “with

like”, or” unlike” poles adjacent.

5. Understand Ohm’s law and do simple calculations based on the law.


1. Understand Archimedes Principle.

2. Demonstrate, experimentally, Archimedes Principle.

3. Understand why a weather balloon rises, a ship, made of steel is ableto float; a small sewing made of steel sinks, yet a large wooden log

floats.



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MM / ORR 1. Moments - Fulcrum, meter rule and known mass to determine unknown.

MM / ORR 2. Center of Gravity - Lamina

MM / ORR 3. Density - Eureka Can / Displacement Can, liquid.

MM / ORR 4. Density - Measuring Cylinder, liquid, regular or irregular solid.

MM / ORR 5. Density - Vernier Calliper, irregular solid.

MM / ORR / PD 6. Elasticity - P.D. Does an elastic band stretch uniformly when loaded with different

weights? (Graph)

AI 7. Pendulum - (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 ?

ORR 8. Melting point of Wax. (Graph)

DEMO 9. Convection in Liquids.

DEMO 10. Force on a current carrying conductor by a Magnetic field.

EXPERIMENTS/DEMONSTRATIONS



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DEMO 11. Magnetic fields using iron filings.

MM 12. Magnetic field due to bar magnet using plotting compass.

DEMO 13. Ohms Law (Graph)

DEMO 14. Electromagnetic Induction.

MM / AI 15. Archimedes Principle.

Graphs : Students should be given the scales to be used.

Resource

A Concise Revision Course for CXC by Anne Tindale



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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.



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Topic Objectives; Students Should be able to: Suggested activities

LIVING ORGANISIMS: What is biology Classifying organisms

using observable

characteristics

Using standardclassifying schemes

Characteristics of livingorganisms

Pg 1 - 3

State the definition of biology Place organisms into categories using

observable characteristics such as presence

of wings, number of legs, segmented body

etc.

List and describe the six kingdoms of livingorganisms.

List in order the seven hierarchicalclassifications of organisms starting from

kingdom to specie.

List the main groups of plants and animals. Describe the features of each main group and

give three examples of each.

Describe the characteristics of all livingorganisms

Have studentscollect samples andclassify them.

Possible group

work.

Or use pictures oforganisms.

Use role play. E.g.each student could

be a particular

group and theyresearch on it and

act it out in class.

Concept mapping

LIFE AND THEENVIRONMENT:

Definitions of someecological terms

Food chains and foodwebs

Nutrient cycles Relationships

Pg 115 -119 text.

Define the following terms and giveexamples where applicable: ecology,environment, abiotic factor, biotic factor,

habitat, population, community, ecosystem,

and niche.

Construct the following types of food chainsterrestrial, marine and aquatic that contains

at least four organisms.

Define trophic levels, and give examples foreach level.

Construct a food web given a list oforganisms and their eating habits.

Describe the carbon cycle Describe the nitrogen cycle Describe and explain the following giving

Work sheets, concept maps,etc.



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examples where necessary: prey/predatorrelationships, symbiosis, Parasitism,

commensalisms, mutualism

THE CELL: Plant cell Animal cells Unspecialized cells and

specialized cells

Pg. 4 – 5 text

State the definition of a cell

Draw a plant cell and label the parts as seenunder a light microscope

Draw an animal cell and label the parts asseen under a light microscope.

Compare and contrast the features of atypical plant and animal cell.

Define what specialized is a cell Give three plant and animal examples of

specialized cells and their functions.

Draw examples of specialized cells.CHEMISTRY OF LIFE

Organic versusinorganic substances.

Main elements found inliving organisms

Macromolecules

Pg. 6 – 7 text

Distinguish between organic and inorganicsubstances.

Give examples of each type of substances State the elements that are mainly found in

living organisms.

Describe what carbohydrates are. Describe what lipids are. Describe what proteins are. State the functions of each macromolecule to

humans.

Carry out simple tests to identify the

presence of starch, simple sugars, proteinand lipids.

Labs, games etc.

NUTRITION:

Types of nutrition Nutrients Deficiency diseases Water

Define the following: nutrition, autotrophicnutrition, heterotrophic nutrition.

List the nutrients and their function to thehuman body.

State the deficiency diseases of the above

Worksheets, research class

discussions group work.



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Roughage

Pg. 6 – 13 text

nutrients.

State the mineral elements required by plants.

Describe the symptoms of mineral deficiencyin plants.

Describe the importance of water to livingorganisms.

Describe what is roughage Describe the importance of roughage to

humans.

DRAWINGS AND GRAPHSFOR CXC

SBA drawings Constructing graphs

Pg. vii – viii text

Draw simple structures using CXCguidelines

Calculate magnification of drawings anddiagrams given the necessary information.

Construct graphs given a set of data Interpret information from a graph.

Practical work worksheets

DISEASE AND MAN

Types of diseases Vectors Life cycle of the

mosquito

Drug abuse

Pg. 91 – 98 text

Describe the following types of diseases:deficiency, physiological, hereditary,

pathogenic

State that STDs are a type of pathogenicdisease since they are caused by pathogens.

Give three examples of each type of disease,their symptoms and method of control.

Describe what are vectors and theirimportance in the transmission of diseases.

Describe the life cycle of a mosquito. Define drugs Describe the symptoms associated with

Group project, role play,games: guess my disease!

Guest lecture: nurses, doctors

other health care workers, police etc.



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Recommended TextBiology: A Concise Revision Course for CXC

alcohol abuse

Describe the effect of the excessive use ofalcohol. Ref. drinking and driving,

aggressiveness violence etc. Describe the use and abuse of cocaine Describe the symptoms associated with

cocaine abuse



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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.



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Chemistry

SEMESTER 1 (September – January)




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NIT 1

Topic: A Study of Matter Students should be able to:

a)

Define matter as anything that has mass and volume

b) Describe matter as being made up of tiny particles (atom etc.),

which are in constant random motion

c) Discuss the assumptions of the Kinetic Theory of Matter.

d) Use experimentation to prove the Kinetic Theory of Matter with

reference to (1) Brownian Motion (2) Diffusion (3)

Osmosis

e) Describe experiments to show how matter changes from one state

to the next.

f) Define the terms evaporation, boiling, sublimation, condensation,

freezing and melting

g) Differentiate between the processes evaporation and boiling

h)

Compare the solid, liquid and gaseous states using 1)

arrangement of particles (2) motion of particles (3) shape

(4) volume



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UNIT 2

Topic: A Study of Elements and Compounds Students should be able to:

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) Classify elements into metals, non-metals and metalloids,

j) State the properties of metals, non-metals andmetalloids.

k) Distinguish between the elements in-group one,two,

three, seven and eight of the periodic table,



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SEMESTER 2 (February – June) l) Interpret the symbol Z AX, where:

(1) X represents the element (2) A represents the mass number of

the element (3) Z represents the atomic number

m) Calculate the number of protons, neutrons, electrons and massnumber of an atom given specific conditions

n) Define an isotope,

o) Give at least two examples of isotopes,

p) Calculate the number of protons, neutrons, electrons and massnumber of an isotope given specific conditions,

q) Draw electronic diagrams to represent the atoms of

the first twenty elements of the periodic table.

r) Write the electronic configuration of the first twentyelements of the periodic table

s) Define the terms period, group and valency,

t) Use electronic configurations to determine; the period, group and

valency of elements

u) Define a compound

v) List the name of the elements that make up a compound, given the

formula for the compound

w) Define the terms ions, cations and anions



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x) Explain how cations and anions are formed

y) Describe the following compounds (electrovalent/ionic

compound,

simple covalent compound and giant covalent compound.

z) Use a simplified approach to refer to the formation of ionic

and covalent compounds


UNIT 3


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UNIT 3

(1) Topic: Physical and chemical change

(2) Topic: Chemical reaction and equation

Students should be able to

a) Define and describe a physical change.

b) Give examples of a physical change

c) Define and describe a chemical change

d) Give examples of a chemical change


a) Define a chemical reaction

b) Define a chemical equation

c) Write simple word equations coming from the topics, Elements and

Compounds, Acids, Bases and Salts.






Recommended TextChemistry, A Concise Revision Course for CXC by Anne Tindale



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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.


T i / C t t Obj ti St d t h ld b bl t


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Topic / Content Objectives: Students should be able to:

1.

(a) Planning and Planting

-

Students should be able to :

Outline the steps in land preparation Describe requirements for crops Plant seeds using proper technique Transplant seedlings Describe and carry out the steps in vegetative propagation Explain cropping

(b)

Caring for crops

Carry out the following procedures: weeding thinning cropping mulching watering fertilizing shading

pruning

protection harvesting

2. Tillage define tillage Describe the purpose of tillage

Outline methods of methods of tillage Carry out methods of tillage

3. Soils Define erosion List agents of erosion Describe the types of erosion.


Explain the effects of erosion


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Explain the effects of erosion Describe the following soil conservation practices (a) Terracing

(b) Barriers

(c) Contours(d) Cover cropping

(e) Afforestation

(f) Compost(g) Mulch

4. Plants (a) Describe the following cropping systems

Mixed farming

Subsistence farming

Shiffing cultivation Monocropping Crop rotation

(b) Define each system

(c) Give the advantage and disadvantages each type of cropping systems

5. Animal

(a)

Poultry

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


Describe waterers feeders laying box


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Describe waterers, feeders, laying box


class work, practical assignments and homework assignments along with any other form of assessment the teacher may devise.




Recommended Texts

Senior Secondary Agricultural Science

Agricultural Science for The Caribbean


HISTORY DEPARTMENT


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HISTORY DEPARTMENT

HISTORY CURRICULUM

The aim of the Grade 9 History Curriculum is designed

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.

To discover and clarify their individual aptitudes, interest and aspirations.

For students to develop civic pride and to become worthwhile citizens through the study of civics

To develop and hone their critical thinking skills

To develop a sense of community spirit.



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Semester 1

September - January


UNIT 1

The Plantation System

Physical layout of a typical 18th century West Indian Plantation

Social relations on a typical 18th

century West Indian Plantation

Resistance to slavery Types of Resistance

1. The Maroons

2. The Haitian Revolution

3. The Christmas Rebellion


Define the concepts – enslavement, plantation, plantation system, self-sufficiency, domination, subjugation, resistance, gender, revolution,

maroon, maroonage

List the main land divisions and buildings which were found on a typical

18

th

century sugar estate Construct a mural of an 18th century sugar plantation Describe the social hierarchy which existed ion 18 th 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 andthe wider Caribbean.

Identify Maroon settlements in Jamaica – location and reasons forestablishment

Outline the First and Second Maroon War – causes, key personalities,course, effects

Appreciate the role of slavery in shaping Caribbean societies.


UNIT 2 Students should be able to:


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POLITICAL REVOLUTIONS

The American Revolution

1. Causes

2. Course

3. Effects

Latin American Revolutions

- Mexico

- Chile

- Peru

1. Causes

2. Course

3. Effects

Define the terms mercantilism, exclusivism, mother country,independence, colonialism,’ minute men’, ‘red coats’.

Outline the push and pull factors which led to the formation of theoriginal thirteen North American seaboard states,

Locate the original North American seaboard states on a map of theunited States

Assess the issues which gave rise to the outbreak of the AmericanRevolution

Describe the Boston Tea Party

Evaluate the role of John Hancock, George Washington, William Dawesand John Adams

Outline the main reasons for the defeat of the British Analyze the social, political and economic changes which independence

brought to America

Assess the main problems which the Americans experienced afterIndependence

Construct a timeline of the main events leading up to the outbreak of theRevolution and to Indpendence


Define terms – creoles, Peninsulares, Mestizos, enlightenment, LatinAmerica, Junta, counter-revolution

Identify the main countries which constituted the Latin American

empire in the 18th

century Outline the main administrative divisions which made up Latin

America in the 18th century


Assess the socio-economic, religious, ethnic and political factors


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which led to the outbreak of revolutions in Latin America in the late

18th and early

19th centuries.

Evaluate the roles of Simon Bolivar, Bernardo Hidalgo, Jose de SanMartin, and Bernardo O’Higgins in the Wars of Spanish Americanindependence.

Identifyt he main issues which Independence broght to theindependent republics of Mexico, Chile and Peru.

Appreciate the role of ideology in influencing revolutions

Semester 2

FEBRUARY - JUNE Topic/ Content ObjectivesUNIT 3

CIVICS

The Community


Define the term civics, community, institutions, social groups,socialization, culture, co-operation, society,

List the types of communities – home, school, church, country, region,global

Evaluate the role/ functions of the main communities – home, school,and church.

Explain why the home is considered to be the first community Describe the characteristics of each family structure Identify the different types of social groups – formal and informal


Classify different types of groups according to their functions,


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Citizenship

Government

characteristics and composition.

Appreciate their role as social beings and recognize the need to

cooperate and respect each other.


Define the term citizenship, citizen, alien, democracy, rights,responsibilities

List at least three ways a person can become a citizen of a country. Identify at least six rights of a citizen

Classify responsibilities according to legal and voluntary responsibilities Discuss responsibilities to self – good health practices; to community ; to

country

Appreciate that with rights comes responsibilities


Define the terms government, fiscal duty, budget, taxation, voting, theelectoral 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


ASSESSMENT: A unit test will be done at the end of each unit. For each sub-topic students will be assessed using gradedclass work and homework assignments along with any other form of assessment the teacher may devise


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Homework: 20% of the overall grade for the semester

Class Work: 30% of the overall grade for the semester


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)


PERSONAL DEVELOPMENT DEPARTMENT


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PERSONAL DEVELOPMENT 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.


PERSONAL DEVELOPMENT


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SEMESTER 1 (September – January) and SEMESTER 2 (February – June)


1. Transition period from 2nd to 3rd

form


(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 byinterviewing grade 12-13 students. The number of SBA’s and the

careers associated with each should be noted.

(d) Analyse “I need to be responsible for my life”:

Making space in my life - Pg 16 Bk 2

Discovering my gifts- Pg 15– 20 Bk 2

Overcoming laziness- Pg 14– 20 Bk 2

What motivates me? - Pg 14– 20 Bk 2

I need help - Pg 14– 20 Bk 2

I want to be a successful person – Pg 8– 13 Bk 2.


2. Enhancing relationship between Discuss the role of parents in their lives

C l i k


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parents and children “I heard my

parents and teacher say”

Parent week - Pg 23 – 25 Bk 1

3. Revision of study topics

4. I will say yes to …………….. and I

will say no to ……………..

5. Employment

(a) Complete assignments on page 82 – 91, Bk 2

(b)

Complete Projects - Pg 80–81 Bk 2. See page 72 in Bk 1 representing neat homework .

(a) Establish positive values – Pg 28-36 Bk 2.

(b) Practise abstinence

(c) Complete 2 words each A- Z in Bk. 2. Page 38-49

(a) Discuss employment as a basic need

(b) Examine the consequences of unemployment and under-employment

(c) Define Work and leisure

(d) Demonstrate Team work

– Do practical example – The geese story.

(a) Discuss how to make a decision?

(b) Discuss Decision making techniques


(c) Research career choices before making a decision


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6. Decision Making

7.

Career Talk – ties in with dream

book assignment

8. Goals/Values/Resources page: 21 - 27

9.

Do's and don'ts

(a) Define career terms

(b) Set goals

(c) Understand occupational clusters

(a)

Set realistic goals

(b) Identify the limitations of setting goals

(c) Examine hobbies and extra-curricular activities as contributors to goal

attainment

(d) Discuss community service as a contributor to goal attainment

(e) Determine subject choices and goals

(a) Demonstrate taking responsibility – “Being away from it all”;

demonstrate acceptable behaviour with or without teachers being

present.

(c ) ‘Release’ -5 things I need to release in order to achieve my goals.

Bk. 2, Page 5-7 and ‘Start’

Bk. 2 Page 10- 12


INDUSTRIAL ARTS DEPARTMENT


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DESIGN TECHNIQUE

INTRODUCTION

It is generally recognized that Technical Drawing is the language of communication of technical/vocational occupations and as

such, has widespread applications in the life of consumers. It is therefore recommended that students have a basic knowledge

of Technical Drawing.


SUBJECT : DESIGN TECHNIQUES (TECHNICAL DRAWING)


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. TOPICS OBJECTIVES

At the end of the lesson students should be able to:

Introduction

Drawing Equipment

Lettering, Title Block.

Lettering and dimensioning of

drawing.

Identify common drawing instruments and equipment and state their uses

Layout drawing paper on table.

Draw and state the name and application of the types of line used in drawing.

Line Types

Lines Bisect straight line, arcs and angles.

Erect a perpendicular to a given line.

Divide straight lines equally and proportionally.

Construct a line parallel to a given line.

Construct various angles.


Triangle Construction Construct triangles given; Two angles and one side, three sides, two sides and

included angle perimeter and proportional of sides altitude and base angles


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included angle, perimeter and proportional of sides, altitude and base angles,

Construct inscribed and circumscribe circles

Quadrilateral and Polygons Construct a square given the length of one side.

Construct a rectangle given the length of two sides. Construct a rhombus given a diagonal and the length of one side.

Construct a parallelogram given two sides and an angle.

Construct a trapezium given the length of the two parallel sides, perpendicular

distance between them and one angle.

A regular octagon within a square given the length of one side of the square.

Isometric Projection Construction isometric blocks

Orthographic Views Draw orthographic projections of geometric solids and simple solids using first angleand third angle of projection.


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.


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Recommended Text

Technical Drawing Workbook for Grade Nine Available at the Industrial Arts Department


Home Economics Department


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Food and Nutrition Curriculum

CONTENT OBJECTIVE


Review Food and Nutrition Section of grade 8 past paper

1. Nutrition Overview Terms – Food, nutrition, nutrient, nutritional status, diet, balanced diet,

malnutrition.

Signs of good and poor nutrition, methods used to assess nutritionalstatus

Home Economics for the Caribbean Schools Chapters 1-3

Food and Nutrition Workbook pages 71-90

2. The Cooker Describe

List 3 types of cookers

Name 4 main parts of the cookerOutline 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

3. Methods of cooking and heat transfer Define cooking

State five reasons for cooking

List five methods of cooking - Steaming, boiling, grilling, baking, frying

Explain each methodState two advantages and disadvantages of each method

Name three types of heat transfer


Describe three methods of heat transfer using labeled diagrams

Practical - Grilled chicken/burger/fish


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Practical Grilled chicken/burger/fish

Boiled/baked potatoes

Simple vegetable salad

Workbook pages 65-69

Home Economics for the Caribbean Schools Chapter 5

4.

Vegetables 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 State five methods of mixing

List the basic ingredients used

State the function of each ingredient

State the position in oven and suitable temperature

Home Economics for Caribbean Schools Chapter 15

Practical - Rock cakes (rubbed in method)

6. Nutrients – State the sources, functions deficiencies and excesses of each.

Fat soluble vitamins ADEK

Water soluble vitamins B1, B2, B3, C


7. Nutrients - Terms- amino acids, gelatinization, dextrinization, caramelization,

coagulation,


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g ,

low and high biological value, complete and incomplete protein

Protein, Carbohydrates, Fats

State the sources, functions, deficiencies and excesses

8. Egg Cookery Draw and label the diagram of a hen’s eggState the function of the parts

Tell five uses of egg in food preparation

State at least TWO methods of testing an egg for freshness

Discuss the effects of heat on eggState THREE points to bear in mind when storing eggsDiscuss the nutritive value of egg

Demonstrate the use of eggs in groups

Practical - Egg Dishes

9. Nutrients – State the sources, functions, deficiencies and excesses

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 –


RELIGIOUS EDUCATION CURRICULUM


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RELIGIOUS EDUCATION CURRICULUM

INTRODUCTION

The Religious Education Curriculum is designed to inculcate the concept of Stewardship so that students may develop and

possess qualities namely honesty, integrity, industry and loving-care for that over which he or she is placed. It is important for

students to recognize that one of their responses to the deity within their religion is to acknowledge the various gifts given to

them and to be good stewards of those gifts.

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.


SEMESTER I September-January



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1. THE NATURE AND PURPOSEOF STEWARDSHIP

2. PERSONAL STEWARDSHIP


Define the concepts steward, talent, pollution, environment, stewardship,natural world

Discuss the importance of a Khalifa List three Christian teachings about the responsibilities of God’s stewards Examine the impact of deforestation and global warming on the environment

Write three ways in which man is responsible for the world Read and relate the parable of the talents told by Jesus Design a poster showing the impact of pollution on the world Demonstrate ways in which we can care for the environment Develop awareness of their capabilities and their responsibilities as stewards Be willing to explore ways in which religion acts as motivating factor

influencingevery area of human life

Develop a sense of personal and corporate ownership and desire to care forthe

physical environment


Define the concept symbolism, pre-marital, extra-marital SexualRelationships Contraception, Marriage and Divorce ,Homosexuality, Abuse,

Abortion, ,Prostitution

Discuss the difference between pre-marital and extra-marital sex Describe what is a Chuppah and explain its symbolism Explain the different religious views pertaining to marriage Role play a given human relationship issue


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


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SEMESTER 2 - FEBRUARY-JUNE


CORPORATE STEWARDSHIPStudents 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 sexuallytransmitted 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 fromtheir own

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.




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4. CORPORATE STEWARDSHIP II Students should be able to:

Define key terms of wealth and poverty, time, work and leisure, crimeand 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


ASSESSMENT: A unit test will be done at the end of each unit. For each sub-topic

Prescribed text

Michael Keene, New Steps in Religious education for the Caribbean,


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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 semesterTests : 50% of the overall gradefor the semester

Book 3The Bible


VISUAL ARTS DEPARTMENT

ART AND DESIGN CURRICULUM

8/18/2019 Grade 9 Curric

Documents

Grade 9 Curriculum Guide (Revised)