Ardenne High School
Curriculum Guide
Grade 9
Revised 2013
Table of Contents
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Language Arts and Literature Department
English Language ……………………………………………..…………………………………….2
English Literature ……………………………………….…………………………………………6
Modern Languages Department
French……………………………………………………………………………………………….10
Spanish………………………………………………………………………………………………17
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
© 2011 Ardenne High School
ARDENNE HIGH SCHOOL GRADE NINE CURRICULUM GUIDE
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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ARDENNE HIGH SCHOOL GRADE NINE CURRICULUM GUIDE
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
SEMESTER ONE : September - January
Objectives
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
Students should be able to:
 Identify and define prefixes and suffixes
 Add prefixes and suffixes to existing words to make new words
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Students should be able to:
Use tenses appropriately and consistently
Identify and explain grammatical errors in sentences
Differentiate between words which are similarly spelt
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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
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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ARDENNE HIGH SCHOOL GRADE NINE CURRICULUM GUIDE
6. MECHANICS
*Synonyms
*Antonyms
*Sentence Completion
*Clauses/Phrases
Topic/Content
7. MECHANICS/ERRORS IN
WRITING
*Direct and Indirect Speech
*Redundancy
*Clichés
*Idioms
*Slang
*Usage
Students should be able to:
Select the correct synonym/antonym for given words
Use given words to complete given sentences
Recognize clauses and phrases
Use given words correctly
SEMESTER TWO : February - June
Objectives
Students should be able to:
 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
Students should be able to:
 Identify and use persuasive techniques
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ARDENNE HIGH SCHOOL GRADE NINE CURRICULUM GUIDE
10. COMPREHENSION
11. MECHANICS
*Synonyms
*Antonyms
*Spelling
*Sentence Completion
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Write persuasive pieces
Participate in debating competitions
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Refer to #5
Students should be able to:
 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
© September
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ARDENNE HIGH SCHOOL GRADE NINE CURRICULUM GUIDE
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:
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To develop an appreciation for literary works
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To sensitize students to the differences in the genres
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To develop the habit of critically evaluating and questioning situations and events in the texts and by extension real life
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To develop an appreciation for differing cultures, languages, practices and beliefs.
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ARDENNE HIGH SCHOOL GRADE NINE CURRICULUM GUIDE
SEMESTER ONE – SEPTEMBERJANUARY
CONTENT
1. STUDYING THE GENRES
OF LITERATURE
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Prose
Poetry
Drama
2. INTRODUCTION TO DRAMA
 Studying Elizabethan Drama
Prescribed text
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The Merchant of Venice by
William Shakespeare
OBJECTIVE
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Differentiate between the various literary genres
Discuss the elements of each genre
Appreciate the different forms of literature
Features of Drama
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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.
3.THE SHORT STORY
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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 writer’s style
 Substantiate interpretations of texts with adequate and relevant detailsorally and written
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ARDENNE HIGH SCHOOL GRADE NINE CURRICULUM GUIDE
4. POETRY
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Poetry comprehension and
analysis
Selected poems from A World
of Prose
SEMESTER TWO - FEBRUARYJUNE
CONTENT
5.THE NOVEL
 The West Indian Novel
Prescribed Text
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Miguel Street by V.S Naipaul
6. THE SHORT STORY
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Story comprehension and
analysis
Selected Stories from A World
of Prose
© 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
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Examine the presentation of characters
Discuss the development of each character and the effect they have on the
main 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
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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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ARDENNE HIGH SCHOOL GRADE NINE CURRICULUM GUIDE
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7. POETRY
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Poetry comprehension and
analysis
Selected poems from A World
of Prose
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Resources
 The Merchant of Venice by
William Shakespeare
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A World of Prose edited by David
Williams and Hazel SimmonsMcDonald
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A World of Poetry edited by Mark
Williams and Hazel SimmonsMcDonald
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Miguel Street by V.S Naipaul
© September
Analyze the writer’s style
Substantiate interpretations of texts with adequate and relevant detailsorally 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
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
: 50% of the overall grade for the semester
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ARDENNE HIGH SCHOOL GRADE NINE CURRICULUM GUIDE
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.
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ARDENNE HIGH SCHOOL GRADE NINE CURRICULUM GUIDE
TOPIC/CONTENT
OBJECTIVES
LISTENING
Students will be able to:
 Read, sing and perform other forms of oral interactions.
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Understand regular classroom instructions.
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
Students will be able to:
 Read short passages in French using correct pronunciation and
intonation.
 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 different
sources.
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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 OF
GRAMMAR
- Present Tense of Regular & Irregular
Verbs
-General revision of Vocabulary
Students should be able to:
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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
- The passé composé 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
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ARDENNE HIGH SCHOOL GRADE NINE CURRICULUM GUIDE
October – December 2007
-To form the past tense of verbs that are
conjugated 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 in
the past tense
-Conjugate some rare irregular verbs
such as partir, sortir, couvrir.
Students should be able to:
- Use qui/que/qu’ in sentences.
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Revise object pronouns
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Say more about what they did using other verbs
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Describe past actions.
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Use these pronouns in simple sentences.
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Recall the use of object pronouns in simple sentences.
Use object pronouns appropriately.
January
General Revision
Semester II (February – June)
The imperfect tense
The imperfect and
together
© September
passé
Students should be able to :
 Talk about their daily routine
composé
 Say what they prefer.
 Talk about things in the past
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ARDENNE HIGH SCHOOL GRADE NINE CURRICULUM GUIDE
The comparison of adjectives/ adjectives
that precede the noun.
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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
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ARDENNE HIGH SCHOOL GRADE NINE CURRICULUM GUIDE
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
© September
Classwork: 25%
Homework 25%
Test
50%
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ARDENNE HIGH SCHOOL GRADE NINE CURRICULUM GUIDE
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:
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carry out instructions given orally
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respond accurately to situations arising from context taught e.g. travel, sports, accident
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read with understanding, correct pronunciation, intonation and fluency
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role play situations arising from topics taught
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describe things and persons and weather conditions in the past
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talk about things they did, were doing or used to do in the past
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give commands and instructions to family, friends and strangers
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follow simple instructions/commands given
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continue presenting the Spanish language as an integral element of the culture and to show the similarities of that
culture and the Jamaican culture.
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continue to encourage an appreciation of Spanish by way of:
o inter-school activities such as Spanish Festival
© September
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ARDENNE HIGH SCHOOL GRADE NINE CURRICULUM GUIDE
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
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ARDENNE HIGH SCHOOL GRADE NINE CURRICULUM GUIDE
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
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. Orals
4. talk about themselves
5. talk about their daily routine
¿Qué Hay? Libro del Alumno 3 –
Students should be able to:
© September
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ARDENNE HIGH SCHOOL GRADE NINE CURRICULUM GUIDE
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
1. discuss different modes of transportation
2. respond appropriately to questions at the airport, travel agency, customs,
immigration
3. ask and respond correctly to the arrival and departure of flights
4. 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 directions
7. book rooms in a hotel
8. make complaints about things and services at a hotel
Orals
1. role play at the travel agency/airport/customs/hotel lobby
2. interviews about hobbies
Students should be able to:
1. fill out travel related forms
2. respond to situations on traveling
3. write dialogue on traveling
- personal travel information e.g.
place of birth, accommodation at
destination, length of stay, etc.
4. PRODUCTIVE WRITING
5. CULTURE
© September
1. Design signs/commands to the general public
2.Write dialogues making use of commands
3.Design fliers advertising modes of transportation
1. Students should become familiar with some places of interest in Mexico –
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ARDENNE HIGH SCHOOL GRADE NINE CURRICULUM GUIDE
La Torre Latinoamericana; El Zόcalo
6. GRAMMAR
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
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)
Students should be able to:
¿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
© September
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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 and
ZAR verbs
-Preterite Tense of verbs with
spelling changes
-Preterite Tense of irregular verbs
-Preterite Tense with direct object
pronouns
-Demonstrative adjectives
-Demonstrative pronouns
-Superlatives – el más/ ísimo
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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 intonation
2. comprehend what is read
3. PRODUCTIVE SPEAKING
© September
Students should be able to:
1. give appropriate responses to situations arising from contexts taught
2. role-play in situations arising from topics
3. tell what happened in the past
4. ask for various shopping items
5. make comparisons about food items
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4. PRODUCTIVE WRITING
Students should be able to:
1. give responses to situations from topics taught
2. write about past experiences
3. 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 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
Students should expand their vocabulary, thus enabling them to:
2. function in the context taught
3. write on the subject area taught
GENERAL REVISION OF THE
AREAS 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
© September
Classwork: 20%
Homework 20%
Test
60%
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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
© September
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SEMESTER 1 (SEPTEMBER – JANUARY)
OBJECTIVES
CONTENT
UNIT 1 – NUMBER
INDICES
Students should be able to
1. State the meaning of a m , where a and m are whole
numbers.
2. Evaluate expressions of the form a m and a m  b n 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.
© September
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UNIT 2 – MEASUREMENT
AREA
Students should be able to
1. Convert from unit of area to another
2. Use Area  s(s  a)( s  b)( s  c) where s 
abc
to
2
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 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
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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 1
ANGLES AND STRAIGHT LINES
Students should be able to
1. Identify angles formed when a transversal cuts parallel
lines.
2. Solve problems involving properties of angles and
straight 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.
© September
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SEMESTER 2 (FEBRUARY – JUNE)
UNIT 4- GEOMETRY 2
TRANSFORMATIONS
 Translations
 Reflection
 Rotation
 Enlargements
Students should be able to
 x
1. Translate any shape using a column vector T =  
 y
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 image
after 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 image
after 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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UNIT 5-TRIGONOMETRY
THE TRIGONOMETRIC RATIOS
Students should be able to
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 of
any three-figure bearing.
2. Draw diagrams to illustrate bearing problems.
4. Use the trigonometric ratios to solve problems
involving bearings
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UNIT 6- CONSUMER ARITHMETIC
PERCENTAGES
Students should be able to
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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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
: 50% of the overall grade for the semester
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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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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ARDENNE HIGH SCHOOL GRADE NINE CURRICULUM GUIDE
(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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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
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(2) DENSITY
Students should be able to:
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.
MECHANICS
(3) KINETIC AND
POTENTIAL ENERGY
Students should be able to:
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
Students should be able to:
1. Differentiate between Heat and Temperature.
2. Appreciate that heat can be transferred without change in temperature
such 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.
(5) EXPANSION DUE TO
HEAT
Students should be able to:
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).
(6) KINETIC THEORY
Students should be able to:
1. Out line the simple Kinetic theory as related to solids, liquids, gases.
2. Recall evidence for such a theory.
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3. Use the theory to explain
a) Evaporation
b) Electricity and heat transfer.
c) Pressure in a car tyre due to air inside.
(7) PRESSURE
Students should be able to:
1. Define pressure.
2. Do simple problems based on the definition of pressure, including
variation in pressure exerted by a cuboid with its various sides resting
on a flat surface.
(8) ELECTRICITY AND
MAGNETISM
(9) ARCHIMEMDES’
PRINCIPLE
© September
Students should be able to:
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 being
made 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.
Students should be able to:
1. Understand Archimedes Principle.
2. Demonstrate, experimentally, Archimedes Principle.
3. Understand why a weather balloon rises, a ship, made of steel is able
to float; a small sewing made of steel sinks, yet a large wooden log
floats.
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EXPERIMENTS/DEMONSTRATIONS
MM / ORR
1. Moments
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 -
AI
7. Pendulum -
ORR
8. Melting point of Wax. (Graph)
DEMO
9. Convection in Liquids.
DEMO
10. Force on a current carrying conductor by a Magnetic field.
© September
-
Fulcrum, meter rule and known mass to determine unknown.
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 ?
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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
© September
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ARDENNE HIGH SCHOOL GRADE NINE CURRICULUM GUIDE
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
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Topic
Objectives; Students Should be able to:
LIVING ORGANISIMS:
 What is biology
 Classifying organisms
using observable
characteristics
 Using standard
classifying schemes
 Characteristics of living
organisms


Pg 1 - 3





LIFE AND THE
ENVIRONMENT:
 Definitions of some
ecological terms
 Food chains and food
webs
 Nutrient cycles
 Relationships
Pg 115 -119 text.







© September
Suggested activities
State the definition of biology
 Have students
Place organisms into categories using
collect samples and
observable characteristics such as presence
classify them.
of wings, number of legs, segmented body
Possible group
etc.
work.
List and describe the six kingdoms of living
 Or use pictures of
organisms.
organisms.
List in order the seven hierarchical
 Use role play. E.g.
classifications of organisms starting from
each student could
kingdom to specie.
be a particular
List the main groups of plants and animals.
group and they
Describe the features of each main group and
research on it and
give three examples of each.
act it out in class.
Describe the characteristics of all living
 Concept mapping
organisms
Work sheets, concept maps,
Define the following terms and give
etc.
examples where applicable: ecology,
environment, abiotic factor, biotic factor,
habitat, population, community, ecosystem,
and niche.
Construct the following types of food chains
terrestrial, marine and aquatic that contains
at least four organisms.
Define trophic levels, and give examples for
each level.
Construct a food web given a list of
organisms and their eating habits.
Describe the carbon cycle
Describe the nitrogen cycle
Describe and explain the following giving
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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



examples where necessary: prey/predator
relationships, symbiosis, Parasitism,
commensalisms, mutualism
State the definition of a cell
Draw a plant cell and label the parts as seen
under a light microscope
Draw an animal cell and label the parts as
seen under a light microscope.
Compare and contrast the features of a
typical 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.
Distinguish between organic and inorganic
substances.
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, protein
and lipids.
Define the following: nutrition, autotrophic
nutrition, heterotrophic nutrition.
List the nutrients and their function to the
human body.
State the deficiency diseases of the above
Labs, games etc.
Worksheets, research class
discussions group work.
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
Roughage

Pg. 6 – 13 text




DRAWINGS AND GRAPHS
FOR CXC
 SBA drawings
 Constructing graphs
Pg. vii – viii text
DISEASE AND MAN
 Types of diseases
 Vectors
 Life cycle of the
mosquito
 Drug abuse
Pg. 91 – 98 text
Practical work worksheets











© 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.
Describe the following types of diseases:
deficiency, physiological, hereditary,
pathogenic
State that STDs are a type of pathogenic
disease 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 their
importance 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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


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 :
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
Biology: A Concise Revision Course for CXC
© September
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ARDENNE HIGH SCHOOL GRADE NINE CURRICULUM GUIDE
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
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Chemistry
SEMESTER 1 (September – January)
Topic/ Content
© September
Objectives
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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
© September
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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 and
metalloids.
k)
two,
Distinguish between the elements in-group one,
three, seven and eight of the periodic table,
© September
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ARDENNE HIGH SCHOOL GRADE NINE CURRICULUM GUIDE
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 mass
number 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 mass
number 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 twenty
elements 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
© September
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ARDENNE HIGH SCHOOL GRADE NINE CURRICULUM GUIDE
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
© September
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UNIT 3
(1) Topic: Physical and chemical change
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
(2) Topic: Chemical reaction and equation
Students should be able to
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.
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
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ARDENNE HIGH SCHOOL GRADE NINE CURRICULUM GUIDE
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
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Topic / Content
1. (a) Planning and Planting
-
(b) Caring for crops
2. Tillage
3. Soils
© September
Objectives: Students should be able to:







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











Carry out the following procedures:
weeding
thinning
cropping
mulching
watering
fertilizing
shading
pruning
protection
harvesting




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.
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

4. Plants
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
(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
(a) Poultry
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
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Describe waterers, feeders, laying box
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, practical assignments 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 Texts
Senior Secondary Agricultural Science
Agricultural Science for The Caribbean
© September
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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.
© September
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Semester 1
September - January
Topic/ Content
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
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.
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UNIT 2
Students should be able to:
POLITICAL REVOLUTIONS

The American Revolution


1. Causes
2. Course

3. Effects








Latin American Revolutions
- Mexico
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 the
original thirteen North American seaboard states,
Locate the original North American seaboard states on a map of the
united States
Assess the issues which gave rise to the outbreak of the American
Revolution
Describe the Boston Tea Party
Evaluate the role of John Hancock, George Washington, William Dawes
and 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 after
Independence
Construct a timeline of the main events leading up to the outbreak of the
Revolution and to Indpendence
Students should be able to:

- Chile
- Peru

1. Causes

2. Course
Define terms – creoles, Peninsulares, Mestizos, enlightenment, Latin
America, 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
3. Effects
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



Assess the socio-economic, religious, ethnic and political factors
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 San
Martin, and Bernardo O’Higgins in the Wars of Spanish American
independence.
Identifyt he main issues which Independence broght to the
independent republics of Mexico, Chile and Peru.
Appreciate the role of ideology in influencing revolutions
Semester 2
FEBRUARY - JUNE
Topic/ Content
Objectives
UNIT 3
CIVICS

The Community
Students should be able to:






© September
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
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


Citizenship
Students should be able to:

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






Government
Students should be able to







© September
Classify different types of groups according to their functions,
characteristics and composition.
Appreciate their role as social beings and recognize the need to
cooperate and respect each other.
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
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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
: 50% 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)
© September
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PERSONAL DEVELOPMENT DEPARTMENT
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.
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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 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.
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2.
Enhancing
relationship
between Discuss the role of parents in their lives
parents and children “I heard my
(a)
(b)
parents and teacher say”
Complete assignments on page 82 – 91, Bk 2
Complete Projects - Pg 80–81 Bk 2.
presenting neat homework .
See page 72 in Bk 1 re
Parent week - Pg 23 – 25 Bk 1
(a) Establish positive values – Pg 28-36 Bk 2.
3. Revision of study topics
(b) Practise abstinence
(c) Complete 2 words each A- Z in Bk. 2. Page 38-49
4. I will say yes to …………….. and I
will say no to ……………..
(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.
5. Employment
(a) Discuss how to make a decision?
(b) Discuss Decision making techniques
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(c) Research career choices before making a decision
6. Decision Making
(a) Define career terms
(b) Set goals
(c) Understand occupational clusters
7. Career Talk – ties in with dream
book assignment
(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
8. Goals/Values/Resources page: 21 - 27
(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’
9. Do's and don'ts
© September
Bk. 2 Page 10- 12
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INDUSTRIAL ARTS DEPARTMENT
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.
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SUBJECT
: DESIGN TECHNIQUES (TECHNICAL DRAWING)
.
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

Layout drawing paper on table.
Lettering, Title Block.

Draw and state the name and application of the types of line used in drawing.

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.
Lettering and dimensioning of
drawing.
Line Types
Lines
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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,
Quadrilateral and Polygons

Construct inscribed and circumscribe circles

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.

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.
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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
50% of the overall grade for the semester
:
Recommended Text
Technical Drawing Workbook for Grade Nine
Available at the Industrial Arts Department
© September
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Home Economics Department
Food and Nutrition Curriculum
CONTENT
OBJECTIVE
Students should be able to:
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 nutritional
status
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 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
3. Methods of cooking and heat transfer
© 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
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Describe three methods of heat transfer using labeled diagrams
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
6. Nutrients –
Fat soluble vitamins ADEK
Water soluble vitamins B1, B2, B3, C
© September
-
Rock cakes (rubbed in method)
State the sources, functions deficiencies and excesses of each.
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7. Nutrients coagulation,
Terms- amino acids, gelatinization, dextrinization, caramelization,
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 egg
State 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 egg
State THREE points to bear in mind when storing eggs
Discuss the nutritive value of egg
Demonstrate the use of eggs in groups
Practical -
Egg Dishes
9. Nutrients –
Minerals (Iodine, calcium and Iron)
Water
State the sources, functions, deficiencies and excesses
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
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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.
© September
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SEMESTER I September-January
TOPIC / CONTENT
OBJECTIVES
1. THE NATURE AND PURPOSE
OF
STEWARDSHIP
Students should be able to:
 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
influencing
every area of human life
 Develop a sense of personal and corporate ownership and desire to care for
the
physical environment
2. PERSONAL STEWARDSHIP
Students should be able to:
 Define the concept symbolism, pre-marital, extra-marital Sexual
Relationships 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
© September
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



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
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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
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ASSESSMENT: A unit test will be done
Prescribed text
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
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VISUAL ARTS DEPARTMENT
ART AND DESIGN CURRICULUM
RATIONALE:
Education in Art and Design offers opportunity for students to enjoy and participate in a range of expressive media that
facilitate the creative exploration of processes and forms of two and three dimensional art and design. It also offers significant
exposure to research methodologies and to cultural appreciation and criticism that are shared by a wide range of subject areas.
Some of these are design formations, drawing and painting, three dimensional handmade crafts among others. In addition, it
provides one with the knowledge and skills necessary in the entertainment, creative production, marketing, as well as
commercial and manufacturing industries.
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;
© September
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5. Expose students to the use of art and design as an investigative tool;
6. Motivate the students in the area of the Visual Arts, so that they may see it as an option when choosing their career path.
In all the areas presented students will be tested in the areas of
1.
2.
3.
4.
5.
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:
Unit One - September to November
Introduction to Advanced Designs and
Design Techniques.

Lettering and Logos

Formatting Designs and Mounting

Critical Analysis
1. appreciate the Visual Arts as an important part of every day life
2. define art and list the various areas in the arts and the career
opportunities
3. differentiate decorative and functional art
4. link the five modules in Resource and Technology
5. use the design cycle to solve design problems
6. select appropriate tools for a particular job
7. understand the elements and principles of design
Resources: paint, pencils, cardboard, rules, scissors, paint brushes,
mat board, fabric, text book (Art Craft Design)
UNIT TEST
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Unit Two – November - January
Introduction to ADVANCED
DRAWING
 Shading Techniques and
Application
 Finishing techniques
 Presentation and mounting
Unit Three – February - June
Introduction to advance three
dimensional forms
 Mobiles
 Printing
 Figure Drawing
 Landscape
© September
Resources: paint, pencils, pastel, chalk pastel, fabric, paper,text book
(Art Craft Design)
Resources: paper, paint, industrial waste, dyes, paint brushes, strings,
pencils crayons, cardboard
(Art Craft Design)
UNIT TEST
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PHYSICAL EDUCATION DEPARTMENT
INTRODUCTION
The aim of the Physical Education Curriculum is to allow students to:
1.
Get together and have fun
2.
Experience success and achievement.
3.
Keep fit and healthy.
4.
Learn physical and technical skills.
5.
Improve their mental skills.
6.
Cooperate and communicate with others.
It is also geared to enhance motivation, organization, leadership and interpersonal skills.
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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.
Receiving both from goal & side lines
Center pass
Game
-
Draw and label the netball court
Answer questions regarding dimensions and rules governing netball
Demonstrate marking, dodging and passing.
Execute the shoulder, chest, bounce overhead, underarm and side
passes accurately.
Describe the skills above when called upon to do so and apply
technique of the skills effectively.
Show reasonable competence in taking & receiving the center pass.
Use knowledge of the skill taught to perform effectively in the
game situation
FOOTBALL (BOYS)
-
3.



-
Revision of grade 7 & 8
Rowing
Long pass
Goal keeping
Rules
TRACK & FIELD
Relays
4 x 100m
4 x 400m
Check marks
Lung jump
© September
Students should be able to:
- Applying rules in a game situation
- Demonstrate competence in skills taught.
- Describe the field dimension, number of players, and positions
Students should be able to:
- Demonstrate fluency in running speed, during the exchange of the
locations in the 4 x 100 relay.
- Exchange batons without risk of collisions.
- Distinguish between the pattern of 4 x 100 relays & 4 x 400m
relays.
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-
Participate in competitions for all events at class, grade, house and
extramural competitions.
Coordinate the run up, take off, flight and landing to get maximum
height and distance while jumping.
SEMESTER 2
TRACK & FIELD CONTD.
- High jump
- Shot putt
- Discus
2.
-
VOLLEY BALL
Conditioning
Setting
Spiking
Blocking
Rules of the game
Game
© September
Students should be able to:
- Coordinate the run up, take off, flight and landing to achieve
maximum height in high jumping.
- Combine training and skills development to accurately throw the
discus and shot putt.
- Demonstrate the basic technique for putting the shot.
- Demonstrate the basic technique for throwing the discus.
Students should be able to:
- Show by illustration, at least two playing patterns used for
volleying.
- Perform conditioning exercises to develop strength, endurance,
speed, flexibility and power.
- Demonstrate competence in setting, spiking and blocking.
- Apply rules in game situation.
- Accept constructive criticisms from peers.
- Use knowledge of skills taught to perform effectively in the game
situation.
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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
Students should be able to:
Demonstrate competence in dribbling the ball.
- Identify playing position.
- Develop the skill of shooting accurately
- Apply tactics and strategies in the game situation
- Apply rules in the game.
Students should be able to
Show mastery of skills taught
- Explain how the game of cricket was formed and developed
- Accept constructive criticism from peers and teacher.
- To test and measure students’ critical, analytical and comprehensive
skills
Students should be able to correctly answer short multiple choice test on
aspects of the
various sports
 Assessment will be both physical and theory
© September
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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.
© September
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SEMESTER 1 (September – January) and SEMESTER 2 (February – June)
Topic/ Content
Objectives
1. STRUCTURE OF THE EARTH
At the end of the unit students should be able to:
 Key Terms
Asthenosphere,
Hydrosphere,
Lithosphere,
 Name and describe the different layers of the earth.
Oceanic Crust, Continental Crust, Crust, Mantle,
 Draw and label a diagram showing the layers of the earth.
Inner Core, Outer Core, Convection Current
 Name and explain at least two (2) evidences to support the
 Layers of the earth: crust, asthenosphere,
earth’s internal structure.
Mohorovicic
Discontinuity,
mantle,
Gutenberg Discontinuity, outer core, inner
core
 State of each layer i.e. are they solid, semisolid, liquid
 Temperature of each layer
 Rocks & minerals found in each layer
 Evidence to support the internal structure of
the earth.
2. TYPES AND ORIGIN OF ROCKS

Key Terms
Rock, Minerals, Gem, Rock Cycle,
Metamorphic, Igneous, Sedimentary
 The Rock Cycle
 Types of Rocks
Igneous, Metamorphic, Sedimentary.
How are they formed?



Name and describe the different layers of the earth.
Draw and label a diagram showing the layers of the earth.
Name and explain at least two (2) evidences to support the
earth’s internal structure.
Physical characteristics of the rocks.
Example of each rock type
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. PLATE TECTONICS
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A brief introduction on Wegner’s Continental
Drift Theory
What is plate tectonics?
The earth’s crustal plates
What is a plate margin/plate boundary?
The three types of plate margins
Direction of movement at each plate margin
An examination of the activities at each plate
margin and features produced
Tectonic activities in the Caribbean
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
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Define all the terms related to plate tectonics as outlined in
the course outline.
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Name the type of plate margins and state the directions they
move in.
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Explain the activities that occur at plate margins and the
landforms that may be formed (if any) at each.
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Define all the terms related to volcanism as outlined in the
course outline.
Draw and label a diagram showing the structure of a volcano.
Name and identify on a map of the world, active volcanic
zones around the world.
Explain with the aid of diagrams how volcanoes are formed.
Name and describe the intrusive features of a volcano.
Describe the life cycle of a volcano.
Name and describe at least three (3) volcanic cones, and state
the type of eruptions associated with each.
State at least five (5) signs given by volcanoes that they may
erupt.
Name the materials ejected from volcanoes and explain how
these ejected material affect the physical environment and
humans.
State at least three (3) reasons why people live in areas prone to
volcanic eruptions.
.Explain three (3) positive and three (3) negative impact
volcanic eruptions have on the environment
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Why people live in volcanic zones around the
world
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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6. FOLDING AND FAULTING
 What is folding
 Types of folds- simple folds, Asymmetrical
fold etc.
 What is faulting
 Types of faults – Normal fault, Reverse
faults etc.
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Define all the terms related to earthquake, as outlined in the
course outline.
Explain with the aid of diagrams how earthquakes occur.
Identify and locate on a world map, earthquake zones around
the world.
State at least three (3) precautions that should be put in place,
should earthquakes occur.
Name and identify the measurements on the Richter Scale and
explain the damages associated with the different magnitudes.
Explain the impacts earthquake activities have on the earth’s
physical environment.
Explain why people live in areas around the world prone to
earthquakes.
State the difference between folding and faulting.
Name and describe with the aid of fully labeled diagrams the
different types of folds and faults.
Explain how folding and faulting aids in the formation of
natural landforms.
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LONGITUDES AND TIME
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What are lines of longitude
Importance of the Prime Meridian and the
International Date Line, in understanding
time around the world
How the earth's rotation influence time
Lines of longitude east and west of the
Prime Meridian - 15° apart.
Using mathematical formulae to calculate
the difference in time, from one place to
another.
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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MAP SKILLS REVIEW
State how many degrees of latitude is equivalent to- one hour
and how many is equivalent to four minutes.
Explain how time changes as one travels east or west of the
Prime Meridian and or east or west within a given zone.
Calculate the time (a.m./p.m.) at places east and / or west of the
Prime Meridian.
Differentiate between data and information
State the different sources of information
State at least three (3) ways in which geographical
data/information is presented.
Collect data and present such, using various statistical
instruments
Students should be able to recall previous map skills taught at
the seventh and eighth grade.
At the end of the unit students should be able to:
 Define all the key terms related to resources outlined in the
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The impact of mining on the environment
i.e. impact on land, the atmosphere, fresh
water sources and the Marine environment
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The attempts at conservation and
preservation of minerals by the mining
industry in Jamaica
Careers in the mining industry
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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 country’s 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.
Industries Key Terms:
Industry
Primary Industry
Secondary Industry Tertiary Industry
Assembly Manufacturers
Manufacturing Industries.
 Examples of primary, secondary and
tertiary industries in Jamaica
 Factors, which have influenced the
development of industries in Jamaica. E.g.
raw materials, large labour force, seaport
facilities. Site - flat land etc.
 Industrial centres in Jamaica
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SETTLEMENT
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The three types of settlement pattern and
their characteristics
Advantages and disadvantages of each
settlement type
The site and situation of settlements
Functions of settlements
Factors to be considered for the
development of settlements
What is a central business district?
What is urbanization?
Problems of urbanization
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Define the key terms related to the unit
Name and describe the three settlement patterns and outline
their characteristics and advantages and disadvantages.
Discuss the factors that influence the settlement at specific
locations
State what is the Central Business District and describe its
characteristics.
Discuss the advantages and disadvantages of urbanization.
CONTOURS
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Review contour lines
Types of slopes
Identifying types of landforms using
contour lines
Drawing cross sections
LAND USE ON MAPS
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© September
Name and identify physical landforms on a map using contour
lines.
Draw cross sections of an area on a map, and describe its
slopes.
State whether places/features, based on their slope formation is
visible from the next
List the various ways land space is utilized on a given O.S.
map.
Identify and explain the factors (using map evidence when
asked)that may have influenced the type of land use seen on a
given map.
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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
: 50% of the overall grade for the semester
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REVIEW FOR SEMESTER EXAMINATIONS
In reviewing for this examination, the following points should be considered:
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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.
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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.
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Use other geography books and your prescribed texts to help you prepare you own notes.
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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.
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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 semester’s work.
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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 ½ hours.
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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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BUSINESS AND TECHNOLOGY DEPARTMENT
THEORY AND PRACTICAL CURRICULUM – INFORMATION TECHNOLOGY
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 today’s 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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AIMS OF THE GRADE 9 INFORMATION TECHNOLOGY CURRICULUM
This Information Technology curriculum aims to have students:
1) Achieve computer Literacy by the end of Grade 9
2) Use the computers for communication
3) Use computers to create graphics
4) Use computers for problem solving
5) Use computer software to assist learning in other subject areas
6) Use computers for report writing
7) Use computer to achieve enrichment activities
8) Develop the awareness of different types of technology by utilizing them to enhance information transfers
9) Use computers for report writing and information gathering
10) Commit themselves to a belief in independent life-long learning
CURRICULUM DESCRIPTION:
This curriculum is designed to be an introduction to computers. It includes an introduction to the components and usage of a
computer and it provides the student with enough knowledge to gain a level of computer competency. The curriculum will
provide the students with a theoretical and practical framework to enable them to participate in the information age.
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SEMESTER 1 (September – January) and SEMESTER 2 (February – June)
TOPIC /CONTENT
1. INTRODUCTION TO THE COMPUTER
OBJECTIVES
Students should be able to:
The Computer
-The Components of a Computer
-The Processing Cycle
- Data and Information
- Users of Computers
1. define the computer
2. tell the components of a computer
3. draw the processing cycle
4. distinguish between data and information
5. list the different users of computers
2. EARLY COMPUTER DEVELOPMENT
Students should be able to:
- Early Computer Development
- Generations of Computers
-Types of Computers
Supercomputer, Mainframe computer,
Minicomputer, Microcomputer, Personal Digital
Assistant (PDA)
1. explain the early development of computers
2. differentiate between the different generation of
computers
3. list the different generation of computers
4. differentiate between the different types of computers
5. list the types of computer
UNIT TEST 1
TOPIC /CONTENT
OBJECTIVES
3. COMPUTER SYSTEMS HARDWARE
Students should be able to:
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
1. distinguish between the terms input and input devices
© September
2. distinguish between the different categories of input
devices
3. give examples of input devices
Students should be able to:
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video output
- Multifunction devices
1. distinguish between the terms output and output devices
2. distinguish between the different types of output
devices
3. give examples of output 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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9. list the uses of a smart card
10. tell the use of a microfilm/microfiche
TOPIC /CONTENT
OBJECTIVES
d. Processing
- System Unit
- Central Processing Unit (CPU)
- Components of the CPU
- The Machine Cycle
Students should be able to:
UNIT TEST 2
3. distinguish between the different functions of the machine cycle
© September
1. distinguish between a system unit and a central processing unit
2. list the components of the central processing unit (CPU)
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4. draw the machine cycle
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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SEMESTER 1 (September – January) and SEMESTER 2 (February – June)
TOPIC /CONTENT
1. INTRODUCTION TO THE COMPUTER
SYSTEM
OBJECTIVES
Students should be able to:
1. define the term computer
- The Computer
2. identify the main components of the computer system
- Main components of the computer system
3. tell the different parts of the keyboard
- Parts of the keyboard
4. turn on the system unit and the monitor
- Turning on the system unit and monitor
5. apply typing skills when typing a document
- Typing Skills
6. identify different parts of the Microsoft Word Window
- Parts of the Microsoft Word Window
7. define different terms associated with the word window
- Terms associated with the word window
8. save a document
- Saving a document
9. closing a document and exit word
- Closing and Exiting Word
10. create a Header and Footer
- Headers and Footers
11. use Superscript and Subscript to text
- Superscript and Subscript
12.
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CREATING A WORD DOCUMENT
- Overtyping Text
Students should be able to:
1. overtype text in a document
- Deleting Text
2. delete text from a Word Document
- Undo and Redo Functions
3. use the Undo and Redo functions
- Closing a Word Document
4. close a Word Document
- Retrieving a Word Document
5.
- Page Numbering
6. apply page numbering
3. FORMATTING WORD DOCUMENTS - I
- Spell Check Function
- Highlighting Text
- Cut and Paste Text
retrieve a Word Document
Students should be able to:
1. use the spell check Function
2. highlight Text
3. cut (remove) text and paste
- Coping and Pasting of Text
- Underlining Text
4. copy text and paste
5. underline Text
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OBJECTIVES
FORMATTING WORD DOCUMENTS - I
- Bolding Text
-
Applying Italics
Students should be able to:
6. bold text
7. apply italics to text
- Font Style, Size and type
8. change font style, type and size
- Alignment of Text
9. change the alignment of text
- Changing the Case of Text
10. change case of a text
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Finding and Replacing Text
11. find and replace text in a document
-
+-.
12. change the line spacing of a paragraph
-
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
© September
Students should be able to:
1. insert a page break
2. insert a page break and section break
3. insert a picture or graphic into a document
4. insert word art into a document
5. insert Bullets and Numbering
6. insert a border around a page and text
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OBJECTIVES
5. FORMATTING WORD DOCUMENTS – II
INSERTING COLUMNS AND CREATING
TABLES
- Creating a two column document
Students should be able to:
1. create a two column document
- Inserting a column break
2. insert a column break
- Creating tables of different size and width
3. create tables of different size and width
- Splitting cells of a Table
4. split cells of a Table
- Rotating text in a table
5. rotate text in a table
- Centering text in a cell horizontally and
6. center text in a cell horizontally
vertically
7. center text in a cell vertically
- Adding Columns and Rows
8. add a column and row to a table
- Deleting Columns and Rows
9. delete a column and row in a table
UNIT TEST 2
TOPIC /CONTENT
6. SPECIAL DOCUMENTS: BUSINESS
LETTERS
- A business letter
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OBJECTIVES
Students should be able to:
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-
Basic parts of a business letter
Examples of a business letter
Styles of writing business letters
Producing a letterhead using Word Art
Preparing business letters
1. define the term ‘business letters’.
2. identify the basic parts of a business letter.
3. state at least four (4) examples of business letters.
4. state two (2) styles of writing business letters.
5. distinguish between the blocked and indented styles of
business letters.
6. produce a letterhead using word art feature.
7. prepare accurate examples of business letters
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7. MAIL MERGE
Students should be able to:
- The concept of mail merge
1. explain the concept of mail merge
- The steps involved in performing a mail merge
2. merge a document following the steps involved in mail
- Creating a Main Document
merge
- Creating a Data Source
3. create and work with a main document
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4. create a data source for the mail merge
Insertion of Merge Fields
- Merging a document with its data source
5. enter information to the data source
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
© September
Learning Experiences include:
1. Question and Answer Sessions
2. Drilling Exercises
3. Class Reading
4. Computer Oriented Exercises
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