Grade 9 Curriculum Guide (Revised)

Ardenne High School
Curriculum Guide
Grade 9
Revised 2013
Table of Contents
Language Arts and Literature Department
English Language ...2
English Literature .6
Modern Languages Department
French.10
Spanish17
Mathematics Department
Mathematics....25
Science Department
Physics..34
Biology .........41
Chemistry .46
Agricultural Science ....52
History Department
History..56
Personal Development Department
Personal Development....62
Home Economics / Industrial Arts Department
Design Technique
66
Home and Family
70
Religious Education Department
Religious Education..73
Visual Arts Department
Visual Arts....78
Physical Education Department
Physical Education....82
Geography Department
Geography .86
Business
Information Technology 95
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.
September
ENGLISH LANGUAGE
Grade 9
Topic/Content
1. MECHANICS Revision of:
*Parts of speech
*Figures of speech
*Subject-verb Agreement
*Spelling
2. VOCABULARY
*Using the dictionary
*Prefixes and suffixes
*Forming adjectives
3. GRAMMAR
*Verb tenses
*Error Recognition
*Homophones
4. TYPES OF WRITING
*Descriptive Writing
*Narrative Writing
5. COMPREHENSION SKILLS
September
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
Identify and define prefixes and suffixes
Add prefixes and suffixes to existing words to make new words

Use tenses appropriately and consistently
Identify and explain grammatical errors in sentences
Differentiate between words which are similarly spelt

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

Identify main ideas
Respond appropriately to literal, inferential and critical level questions
Decipher unfamiliar words using context clues
6. MECHANICS
*Synonyms
*Antonyms
*Sentence Completion
*Clauses/Phrases
Topic/Content
7. MECHANICS/ERRORS IN
WRITING
*Direct and Indirect Speech
*Redundancy
*Clichs
*Idioms
*Slang
*Usage

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
Change sentences from direct to indirect speech and vice versa
Recognize and correct repetition of words, ideas and word meanings
Recognize and avoid clichs, idioms, slang
Use words in proper context
8. LETTER WRITING
*Formal Letters
*Report Writing
Students should be able to outline:

Kinds of formal letters
Parts of a formal letter
Tone and content of a formal letter
Tone, content and format of a simple report
9. TYPE OF WRITING
*Persuasive Writing

Identify and use persuasive techniques
September
10. COMPREHENSION
11. MECHANICS
*Synonyms
*Antonyms
*Spelling
*Sentence Completion
Write persuasive pieces

Participate in debating competitions
Refer to #5

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 :
Tests
RECOMMENDED TEXTS
A Comprehensive English Course Book 3
Grammar and Composition 3 by Nancy Cox et al
Longman Study Dictionary and Thesaurus
September
ENGLISH LANGUAGE DEPARTMENT

ENGLISH LITERATURE CURRICULUM
Introduction
Literature provides an approach to the three genres - drama, prose and poetry and the interaction with varying literary works as
an active enterprise involving thought and feeling. Students should be encouraged to consider why they respond as they do
and how these responses change as they engage in subsequent readings of these pieces. Students should be encouraged to
relate their experiences in reading literature to their experience of living. They should be encouraged moreover, to see
literature as a significant reflection of life and also an imaginative extension of its possibilities.
This is the premise on which this guide is constructed. Consequently, the aims and objectives are selected with the view that
the lessons will be so structured that students will have an opportunity to vicariously experience other ways of life, culture,
beliefs, language and practices through literature teaching.
Aims:
To develop an appreciation for literary works
To sensitize students to the differences in the genres
To develop the habit of critically evaluating and questioning situations and events in the texts and by extension real life
To develop an appreciation for differing cultures, languages, practices and beliefs.
September
SEMESTER ONE SEPTEMBERJANUARY

CONTENT
1. STUDYING THE GENRES

OF LITERATURE
Prose
Poetry
Drama
2. INTRODUCTION TO DRAMA
Studying Elizabethan Drama
Prescribed text
The Merchant of Venice by

William Shakespeare
OBJECTIVE
Differentiate between the various literary genres

Discuss the elements of each genre
Appreciate the different forms of literature
Features of Drama
Revise the elements of Drama

Examine the use of dialogue in drama
Examine the presentation of the characters
Examine the use of setting in the play
Examine the presentation of mood and atmosphere
Analyze the writers style
Identify and examine the themes in the play.
3.THE SHORT STORY
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
Substantiate interpretations of texts with adequate and relevant detailsorally and written
September
4. POETRY
Poetry comprehension and

analysis
Selected poems from A World
of Prose
SEMESTER TWO - FEBRUARYJUNE

CONTENT
5.THE NOVEL
The West Indian Novel
Prescribed Text
Miguel Street by V.S Naipaul
6. THE SHORT STORY
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

Discuss the development of each character and the effect they have on the
main character
Explain how setting influences the characters 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

Explore the presentation of themes
Examine the use of setting in the story
Examine the structure of the story (plot, conflict, climax and resolution)
7. POETRY
Poetry comprehension and

analysis
Selected poems from A World
of Prose
Resources
The Merchant of Venice by
William Shakespeare
A World of Prose edited by David

Williams and Hazel SimmonsMcDonald
A World of Poetry edited by Mark

Williams and Hazel SimmonsMcDonald
Miguel Street by V.S Naipaul
September

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
MODERN LANGUAGES
FRENCH CURRICULUM
INTRODUCTION
The third year of the French foreign language programme is designed to help students to continue the development of their
foreign language skills. They will be taught not only the grammatical structures that will enable them to pass written exams but
will also be able to speak the language in a wide range of situations at an intermediate level.
September
10
TOPIC/CONTENT
OBJECTIVES
LISTENING
Students will be able to:

Read, sing and perform other forms of oral interactions.
Understand regular classroom instructions.
SPEAKING
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

Read short passages in French using correct pronunciation and
intonation.
Read and write basic instructions.
Write short compositions and/or letters where they express ideas
using the past tense.
Complete written grammar and vocabulary exercises from different
sources.
11
CULTURE

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
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 pass compos of verbs that take Students should be able to:
avoir
- To form the past participle of regular
Say more about what they did
and irregular verbs
Say what has happened and what they have done
-To conjugate more irregular verbs in
Talk about a place they have recently visited
the present tense: ouvrir, souffrir, offrir
Ask and answer questions about past events
- To use more negative expressions
Ask and answer negatively to questions
September
12
October December 2007

-To form the past tense of verbs that are
conjugated with tre that is, reflexive
verbs and those from the acronym DR
MRS VANDER TRAMP.
- To form the past participle of verbs that
take tre 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.
- Use qui/que/qu in sentences.

-
Revise object pronouns
Say more about what they did using other verbs
Describe past actions.
Use these pronouns in simple sentences.
Recall the use of object pronouns in simple sentences.

Use object pronouns appropriately.
January
General Revision
Semester II (February June)
The imperfect tense
The imperfect and
together
September
pass
Students should be able to :

Talk about their daily routine
compos
Say what they prefer.
Talk about things in the past
13
The comparison of adjectives/ adjectives

that precede the noun.
Write about what they used to do and places they used to visit.
Describe people or themselves in the past.
Discuss past holiday activities.
Compare the past and the present.
Use the imperfect tense to describe an outing etc.
Compare persons in the past
Superlative of adjectives
Relative pronouns:
lequel,
laquelle,
lesquels,
lesquelles
Demonstrative Pronouns
celui, celle, ceux, celles
Rare irregular verbs
offrir, craindre, couvrir
Two pronouns together
JUNE: General Revision
September
14
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
Deuxime Livre: Third Edition by Eli Blume
French Grammar: 11 14 by Rosi McNab
Assessment
September
Classwork: 25%
Homework 25%
Test
50%
15
MODERN LANGUAGES DEPARTMENT

SPANISH CURRICULUM
INTRODUCTION
The goal of the curriculum is for Spanish is mainly to:
Further the development of the four skills of listening, reading, speaking and writing by allowing students to:
carry out instructions given orally
respond accurately to situations arising from context taught e.g. travel, sports, accident
read with understanding, correct pronunciation, intonation and fluency
role play situations arising from topics taught
describe things and persons and weather conditions in the past
talk about things they did, were doing or used to do in the past
give commands and instructions to family, friends and strangers
follow simple instructions/commands given
continue presenting the Spanish language as an integral element of the culture and to show the similarities of that
culture and the Jamaican culture.
continue to encourage an appreciation of Spanish by way of:

o inter-school activities such as Spanish Festival
September
16
o cultural activities such as Spanish Week, Spanish Carol service, Spanish Awards Ceremony
SEMESTERS 1 & 2
TOPIC / CONTENT
1. PERCEPTIVE LISTENING
2. PERCEPTIVE READING
3. PRODUCTIVE SPEAKING
4. PRODUCTIVE WRITING
September
OBJECTIVES
1. carry out instructions given orally
2. answer comprehension questions after listening to simple statements, the
listening of a dialogue and or passage
1. read with correct pronunciation and intonation
2. comprehend what is read
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
1. give responses to situations from topics taught
2. relate past events
3. write dialogues based on the traveling experience
17
5. CULTURE
6. GRAMMAR
7. VOCABULARY
Students should become more familiar with the Latin American culture. Emphasis
will be placed on the types of sports practiced.
1. Students should learn the grammar rules arising out of the contexts taught, thus
improving their receptive and productive skills.
a. revise, learn and practice required tenses with correct conjugation:
Present Continuous, Past Continuous, Preterit, Imperfect Tenses
2. Students should expand their vocabulary, thus enabling them to:
a. function in the context taught
b. write on the subject area taught
SEMESTER 1 (September January)
General Revision:
- Useful classroom expressions
- Present tense of irregular verbs

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
Qu Hay? Libro del Alumno 3
September
18
Units 1-4
Theme Travelling
Topics:
- Modes of transportation
-Planning a trip
-Booking a flight
-Going through customs
- Asking for/giving directions
- Commands Singular and Plural/
Polite and Familiar (including stemchanging and irregular verbs)
-Reserving a hotel
-Making complaints about things
and services at the hotel
-Street signs
Vocabulary
- vocabulary related to being at
customs, the airport, at the travel
agency
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
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.
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
19
La Torre Latinoamericana; El Zcalo

6. GRAMMAR
Students should learn the grammar rules arising out of the contexts taught, thus
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)

Qu 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
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 LatinAmerican countries
and Spain
20
-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 ms/ simo
Learn how to buy food in different situations

Orals
1. Carry out conversation with store/market clerks
1. PERCEPTIVE LISTENING

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

1. read with correct pronunciation and intonation
2. comprehend what is read
3. PRODUCTIVE SPEAKING
September

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
21

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
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%
22
MATHEMATICS DEPARTMENT
MATHEMATICS CURRICULUM
INTRODUCTION
The purpose of the mathematics curriculum is to
help students acquire a range of mathematical techniques and skills to foster and maintain the awareness of the
importance of accuracy.
make Mathematics relevant to the interest and experience of the students, helping them to recognize Mathematics in
their environment.
cultivate the ability to apply mathematical knowledge to the solution of problems which are meaningful to students as
citizens
help students think logically and critically prepare students for the use of Mathematics in further studies.
NB: Algebra (Unit 8) is to be done one day per week
September
23
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
24
UNIT 2 MEASUREMENT
AREA

1. Convert from unit of area to another
2. Use Area s ( s a)(s b)(s c) where s
abc
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 360
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
25
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

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
26
SEMESTER 2 (FEBRUARY JUNE)

UNIT 4- GEOMETRY 2
TRANSFORMATIONS
Translations
Reflection
Rotation
Enlargements

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.
after a rotation
7. Locate the image of an object under an enlargement
after an enlargement.
9. Identify and describe a transformation given an object
and its image.
September
27
UNIT 5-TRIGONOMETRY
THE TRIGONOMETRIC RATIOS

1. Identify the three sides of a right-angled triangle in
relation to a given angle.
2. Determine the sine, cosine and tangent of acute angles
in right-angled triangles.
3. Use the sine, cosine or tangent ratios in the solution of
right angled-triangles
ANGLES OF ELEVATION AND DEPRESSION
1. Read and interpret worded problems identifying

a. Where the person is standing
b. The location of the object
c. Line of sight
d. The angle of elevation or depression.
2. Draw the right-angled triangle and insert data from the
problem given
3. Use an appropriate trigonometric ratio to find the
required height or distance
BEARINGS
1. Identify the starting point and general direction of

any three-figure bearing.
2. Draw diagrams to illustrate bearing problems.
4. Use the trigonometric ratios to solve problems
involving bearings
September
28
UNIT 6- CONSUMER ARITHMETIC

PERCENTAGES

1. Calculate profit or loss as a percentage
2. Calculate discount, sales tax and profit or loss when
these are given as a percentage
3. Solve problems involving marked price (or selling
price), cost price, percentage profit, loss or discount
HIRE PURCHASE
1.
Solve simple problems involving payments by
installments (hire purchase/mortgages)

2.
Identify best buys
3.
Calculate total hire purchase costs
4. State the advantages or disadvantages of buying goods

on hire purchase versus cash
FOREIGN EXCHANGE
1. Recognize the concept of exchange rate

2. Convert between currencies in the operations of buying,
selling and earning
INTEREST AND BANKING
Calculate simple interest, principle, time rate or amount
SIMPLIFICATION
1. Use the four operations to simplify algebraic expressions

2. Use the distribution law to expand algebraic expressions.
3. Simplify algebraic fractions
4. Factorize simple algebraic expressions
September
29
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
September
30
Tests
MATERIAL AND EQUIPMENT:
Oxford Mathematics for the Caribbean Book 3
Sturdy notebook
Set of Mathematical instruments
Large graph book
Scientific calculator
September
31
SCIENCE DEPARTMENT
PHYSICS CURRICULUM
Introduction
Apart from developing a knowledge base in physics in preparation for eventually qualifying for the entry to the course of
preparation for the CSEC examination in Grades 10 and 11, this course is designed to develop students interest in the subject,
as well as an understanding of its relevance to the everyday life.
GENERAL OBJECTIVES
On completion of the course, students should be able to
a) Recall some basic laws, principles, data and experiments.
b) Understand the concepts associated with the said laws and principles.
c) Apply the laws and principles to simple everyday phenomenon (e.g. machines, electricity, temperature)
d) Use the data to solve problems related to the laws and principles.
e) Demonstrate acquired experimental skills including the ability to
September
32
(i)
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.
September
33
Physics
Topic/ Content
MECHANICS /
HYDROSTATICS
(1) MOMENTS
September
Objectives
1. Associate the moment of force with its ability to turn an object about a
point or axis.
2. Define moment of force about a point or axis as the product of force
and perpendicular distance from the point or axis to the line of action
of force.
3. Do a simple calculation to determine the moment of force.
4. Recall and understand the terms, fulcrum, balance point, clockwise
moments, anti clockwise moments, equilibrium.
5. State the two conditions for equilibrium about a point, namely that
(i) The sum of clockwise moments must balance(must be equal
to) the sum of the anti clockwise moments about that point.
(ii) The sum of forces in any given direction must be equal to the
sum of forces in the opposite direction.
6. Apply the condition for equilibrium to the cause of a simple leaver,
appreciating that there is force acting at the fulcrum or balance point.
7. Define the three classes of leavers and give at least two examples of
each class.
8. Determine the unknown value of a mass, using the principle of
moments and construction.
9. Understand the concept of center of gravity.
10. Understand the concepts stable, und\stable, neutral equilibrium.
11. Apply the concept of center of gravity to object in (a) stable, (b)
und\stable, (c) neutral equilibrium.
Determine the center of gravity of a lamina
34
(2) DENSITY

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

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).
September
35
HEAT AND KINETIC THEORY

(4) HEAT TRANSFER

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

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

1. Out line the simple Kinetic theory as related to solids, liquids, gases.
2. Recall evidence for such a theory.
September
36
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

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

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 Ohms law and do simple calculations based on the law.

1. Understand Archimedes Principle.
2. Demonstrate, experimentally, Archimedes Principle.
3. Understand why a weather balloon rises, a ship, made of steel is able
to float; a small sewing made of steel sinks, yet a large wooden log
floats.
37
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 ?
38
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
39
SCIENCE DEPARTMENT
BIOLOGY CURRICULUM
Introduction
Apart from developing a knowledge base in biology in preparation for eventually qualifying for the entry to the course of
preparation for the CSEC examination in Grades 10 and 11, this course is designed to develop students interest in the subject,
as well as an understanding of its relevance to the everyday life.
September
40
Topic
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
41
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.
42
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.
43
alcohol abuse
Describe the effect of the excessive use of
alcohol. Ref. drinking and driving,
aggressiveness violence etc.
Describe the use and abuse of cocaine
Describe the symptoms associated with
cocaine abuse
Homework :
Class Work :
Tests
Recommended Text
Biology: A Concise Revision Course for CXC
September
44
SCIENCE DEPARTMENT
CHEMISTRY CURRICULUM
INTRODUCTION
The study of Chemistry involves an investigation into chemical reactions and processes. It attempts to provide students with an
understanding of the nature of matter and the behaviour of substances.
It is intended that during this year, students will be able to appreciate and understand the ways in which materials behave and
be aware of the influence and impact which Chemistry has in a modern and scientific world.
September
45
Chemistry
SEMESTER 1 (September January)
Topic/ Content
September
Objectives
46
NIT 1
Topic: A Study of Matter
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
47
UNIT 2
Topic: A Study of Elements and Compounds
a) Define an atom.
b) Carry out detailed study of an atom
c) Describe an atom as containing sub-atomic particles called protons,
neutrons and electrons.
d) State the charge and mass of each sub-atomic particle.
e) Explain why an atom has no net electrical charge.
f) Discuss the development of the periodic table,
g) Define an element
h) Locate the position of the first twenty elements on the periodic
table
i)
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
48
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
49
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
50
UNIT 3
(1) Topic: Physical and chemical change

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

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.
Tests
Recommended Text
Chemistry, A Concise Revision Course for CXC by Anne Tindale
September
51
SCIENCE DEPARTMENT
AGRICULTURAL SCIENCE CURRICULUM
The general aim of the Agricultural Science Department is to engage students in learning activities that will allow them to be
sensitized to the importance of agriculture in our everyday lives. The gains to be derived from agriculture will also be
examined.
September
52
Topic / Content
1. (a) Planning and Planting
-
(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.
53
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
54
Describe waterers, feeders, laying box

class work, practical assignments and homework assignments along with any other form of assessment the teacher may
devise.
Homework :
Class Work :
Tests
Recommended Texts
Senior Secondary Agricultural Science
Agricultural Science for The Caribbean
September
55
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
56
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
September
Define the concepts enslavement, plantation, plantation system, selfsufficiency, domination, subjugation, resistance, gender, revolution,
maroon, maroonage
List the main land divisions and buildings which were found on a typical
18th century sugar estate
Construct a mural of an 18th century sugar plantation
Describe the social hierarchy which existed ion 18th century West Indian
slave societies
Identify the roles associated with each social group which formed 18th
century West Indian societies
Outline the reasons why slaves resisted enslavement
Explain the various methods used by the enslaved to free themselves
Assess the impact of resistance on the system of slavery in Jamaica and
the wider Caribbean.
Identify Maroon settlements in Jamaica location and reasons for
establishment
Outline the First and Second Maroon War causes, key personalities,
course, effects
Appreciate the role of slavery in shaping Caribbean societies.
57
UNIT 2
POLITICAL REVOLUTIONS
The American Revolution

1. Causes
2. Course
3. Effects
Latin American Revolutions

- Mexico
- Chile
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
- 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
September
58
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 OHiggins 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
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
59
Citizenship
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
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
60
Homework: 20% of the overall grade for the semester
Class Work: 30% of the overall grade for the semester
Tests
RECOMMENDED TEXTS
Honychurch Lennox, The Caribbean People, Bk. 3, 3rd ed., United Kingdom: Nelson Thornes, 2006.
Carlong Secondary Social Studies Book 3B: Jamaica: Citizenship and Government (formerly New Civics for Young
Jamaicans)
September
61
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.
September
62
PERSONAL DEVELOPMENT
SEMESTER 1 (September January) and SEMESTER 2 (February June)
Topic/ Content
1. Transition period from 2nd to 3rd
form
Objectives
(a) Evaluate 2nd form obstacles and positive points - Looking back for a
while.
(b) Choose subjects according to career options More on visioning and
goal setting, my dream portfolio. (See grade eight assignment.)
(c) Research the new subjects I might be pursuing in grade 10 by
interviewing grade 12-13 students. The number of SBAs and the
careers associated with each should be noted.
(d)
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.
September
63
2. Enhancing
relationship
between Discuss the role of parents in their lives
parents and children I heard my

parents and teacher say
(a)
(b)
Complete assignments on page 82 91, Bk 2

Complete Projects - Pg 8081 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
September
64
(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
65
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.
September
66
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
September
67
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.
68
Homework :
Class Work :
Tests
Recommended Text
Technical Drawing Workbook for Grade Nine
Available at the Industrial Arts Department
September
69
Home Economics Department

Food and Nutrition Curriculum
CONTENT
OBJECTIVE
Review Food and Nutrition Section of grade 8 past paper

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

malnutrition.
Signs of good and poor nutrition, methods used to assess 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
70
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.
71
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 hens 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
72
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
73
SEMESTER I September-January
TOPIC / CONTENT
OBJECTIVES
1. THE NATURE AND PURPOSE

OF
STEWARDSHIP

Define the concepts steward, talent, pollution, environment, stewardship,
natural world
Discuss the importance of a Khalifa
List three Christian teachings about the responsibilities of Gods 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

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
74
Write down three pieces of information about the Jewish attitude to abortion
Compose a poem about marriage in any religion
Be willing to assert themselves in maintaining their rights and to recognize
that with every right comes responsibilities
Develop a positive attitude to self and others.
SEMESTER 2 - FEBRUARY-JUNE
TOPIC / CONTENT
CORPORATE STEWARDSHIP
OBJECTIVES
a) Define the concepts cloning, infertility, sexually transmitted infections,
disability euthanasia, Hospice Movement, ageism, sexism, racism , suicide.
Name two types of disabilities
Discuss what is the Hospice Movement
List and explain two reason for racism
Outline factors in society that can be classified as sexism
Write four methods used to help persons who are infertile
Present arguments for and against Euthanasia
Compare and contrast the different religious views pertaining to Organ
Transplants
Compose a song or poem to educate young people about sexually
transmitted diseases
Identify at least four reasons why a person might want to commit a suicide
Be challenged to think through the values that have either a negative or
positive influence on their own lifestyles and those of others
Develop respect for people who hold beliefs and views which differ from
their own
September
75
TOPIC / CONTENT
4. CORPORATE STEWARDSHIP II
September
OBJECTIVES
Define key terms of wealth and poverty, time, work and leisure, crime
and punishment, capital punishment, war and peace, human rights, animal
rights, substance abuse
Identify causes and effects of poverty
Examine reasons for people breaking the law
Present arguments for and against capital punishment
Write five reasons why substance abuse occur
Develop and express personal views on animal rights
Design a poster entitled Human Rights
Identify the effects of abusing drugs
Develop an understanding that with every human right comes a
responsibility
Develop respect for people who hold beliefs and views which differ from
their own
76
Prescribed text
ASSESSMENT: A unit test will be done
at the end of each unit. For each sub-topic
Michael Keene, New Steps in Religious education for the Caribbean,
students will be assessed using graded
Book 3
class work and homework assignments
The Bible
along with any other form of assessment
the teacher may devise.
Homework : 20% of the overall grade
for the semester
Class Work : 30% of the overall grade
for the semester
Tests
: 50% of the overall grade
for the semester
September
77
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
78
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
September
79
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
80
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.
September
81
Physical Education
Topic/ Content
NETBALL
- Theory- rules, dimension of court
Revision of passes
- Marking & dodging
- Passing
.
Straight Line
.
Zig Zag
Objectives
-
2.
FOOTBALL (BOYS)
-
3.
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
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

- Applying rules in a game situation
- Demonstrate competence in skills taught.
- Describe the field dimension, number of players, and positions

- 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.
82
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

- 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.
- 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.
83
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

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.

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
84
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
85

Topic/ Content
Objectives
1. STRUCTURE OF THE EARTH
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,
earths 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
earths internal structure.
Physical characteristics of the rocks.

Example of each rock type
September
86
. PLATE TECTONICS
A brief introduction on Wegners Continental

Drift Theory
What is plate tectonics?
The earths 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
September
Define all the terms related to plate tectonics as outlined in

the course outline.
Name the type of plate margins and state the directions they
move in.
Explain the activities that occur at plate margins and the

landforms that may be formed (if any) at each.
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
87
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
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.
September
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 earths
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.
88
LONGITUDES AND TIME
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.
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.

Define all the key terms related to resources outlined in the
September
89
The impact of mining on the environment

i.e. impact on land, the atmosphere, fresh
water sources and the Marine environment
The attempts at conservation and

preservation of minerals by the mining
industry in Jamaica
Careers in the mining industry
course outline.
Name the two types of physical resources and explain the
importance of each.
Identify and locate on a map of Jamaica, where its
nonrenewable physical resources are located.
Explain why it is important to carefully manage the utilization
of a countrys resources.
Identify and locate on a map of Jamaica, where bauxite
deposits and mining areas are located
Name and describe the type of bauxite mining method used in
Jamaica.
Explain how bauxite is processed into alumina in Jamaica.
Explain the benefits of bauxite mining to the Jamaican
economy.
Explain the impact of mining physical resources have on the
humans and the physical environment.
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
September
90
SETTLEMENT
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
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
Review contour lines

Types of slopes
Identifying types of landforms using
contour lines
Drawing cross sections
LAND USE ON MAPS
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.
91
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.
Tests
September
92
REVIEW FOR SEMESTER EXAMINATIONS

In reviewing for this examination, the following points should be considered:
Review all assignments and test papers. Many times the exam items are based on these exercises. It is advisable to
make corrections to any errors on these papers so as not to repeat the same mistakes on the major examinations.
Make sure all class notes are in order in your note book (s). Follow the syllabus guide/course outline if you are unsure
of what you may have missed.
Use other geography books and your prescribed texts to help you prepare you own notes.
Remember to carry all your tools you will need for the examination. These include; crayons, rulers, graph paper, a
clean sheet of paper for measuring distances, calculators etc.
All questions on the exam paper will be compulsory, so review all content areas/topics covered in class. The exam
paper is usually divided into three (3) section, they are A multiple Choice section, - A map Reading section, - A
structured questions section that require the student to answer questions in complete sentences. These questions will
range in difficulty from simple recall to higher order reasoning, for example to explain what factors determine a named
situation. The items tested in the structured section of the examination are usually based on content covered in a given
semester. The map reading, multiple choice and statistics (grade 9 only) sections of the examination are usually a
reflection of the content done in a given semester and an overview of the previous semesters work.
Length of examination papers vary for each grade level, grade 7 may have papers in duration of 1 hour to 1 hour forty
five minutes, grade 8 examination papers may be for 2 hours and grade 9 may be as long as 2 hours.
No student will be exempted from doing a Geography examination, unless such instructions are given by the principal
of the school. Where a student entered the school in the middle of and/ or near end of a semester, before the sitting of a
semester examination, the onus is on the student to acquire the content done before he/she joined the school/class, and
prepare his/her self for the examination.
September
93
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 todays society. Knowledge and skills obtained by students in the practical component will
allow them to create professional looking documents using the software program Microsoft Word.
September
94
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.
September
95

TOPIC /CONTENT
1. INTRODUCTION TO THE COMPUTER
OBJECTIVES
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
- 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
3. COMPUTER SYSTEMS HARDWARE
a. Input Devices
Categories of Input Devices
- Keyboard Entry Devices
- Pointing devices
- Source Data Entry Devices
- Multimedia Devices
b. Output Devices
Types of Output Devices
- Disk or Tapes
- Modem
- Hardcopy: - printers, microfiche
- Softcopy:- monitor(CRT), audio, voice, sound and
September
OBJECTIVES
1. distinguish between the terms input and input devices
2. distinguish between the different categories of input
devices
3. give examples of input devices

96
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
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
September
97
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
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)
98
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
September
99
PRACTICAL
September
100
TOPIC /CONTENT
1. INTRODUCTION TO THE COMPUTER
SYSTEM
OBJECTIVES

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.
September
101
September
102
CREATING A WORD DOCUMENT

- Overtyping Text

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
- Coping and Pasting of Text
- Underlining Text
retrieve a Word Document

1. use the spell check Function
2. highlight Text
3. cut (remove) text and paste
4. copy text and paste
5. underline Text
September
103
OBJECTIVES
FORMATTING WORD DOCUMENTS - I
- Bolding Text
-
Applying Italics

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
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

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
104
OBJECTIVES
5. FORMATTING WORD DOCUMENTS II
INSERTING COLUMNS AND CREATING
TABLES
- Creating a two column document

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
September
OBJECTIVES
105
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
September
106
7. MAIL MERGE
- 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
- Insertion of Merge Fields
4. create a data source for the mail merge
- 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 3. Class Reading
2. Drilling Exercises
4. Computer Oriented Exercises
107

Grade 9 Curriculum Guide (Revised)

Caricato da

Informazioni sul documento

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Grade 9 Curriculum Guide (Revised)

Caricato da

Copyright:

Formati disponibili

Ardenne High School

2011 Ardenne High School

ARDENNE HIGH SCHOOL GRADE NINE CURRICULUM GUIDE

ENGLISH LANGUAGE DEPARTMENT

ARDENNE HIGH SCHOOL GRADE NINE CURRICULUM GUIDE

SEMESTER ONE : September - January

Students should be able to:

Students should be able to:

Students should be able to:

ARDENNE HIGH SCHOOL GRADE NINE CURRICULUM GUIDE

Students should be able to:

SEMESTER TWO : February - June

Students should be able to outline:

Students should be able to:

ARDENNE HIGH SCHOOL GRADE NINE CURRICULUM GUIDE

Write persuasive pieces

Students should be able to:

25% of the overall grade for the semester

25% of the overall grade for the semester

50% of the overall grade for the semester

ARDENNE HIGH SCHOOL GRADE NINE CURRICULUM GUIDE

ENGLISH LANGUAGE DEPARTMENT

To develop an appreciation for literary works

To sensitize students to the differences in the genres

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

ARDENNE HIGH SCHOOL GRADE NINE CURRICULUM GUIDE

SEMESTER ONE SEPTEMBERJANUARY

1. STUDYING THE GENRES

The Merchant of Venice by

Differentiate between the various literary genres

Revise the elements of Drama

3.THE SHORT STORY

ARDENNE HIGH SCHOOL GRADE NINE CURRICULUM GUIDE

Poetry comprehension and

SEMESTER TWO - FEBRUARYJUNE

Miguel Street by V.S Naipaul

6. THE SHORT STORY

Story comprehension and

Examine the presentation of characters

Examine the presentation of characters

ARDENNE HIGH SCHOOL GRADE NINE CURRICULUM GUIDE

Poetry comprehension and

A World of Prose edited by David

A World of Poetry edited by Mark

Miguel Street by V.S Naipaul

Analyze the writers style

: 50% of the overall grade for the semester

ARDENNE HIGH SCHOOL GRADE NINE CURRICULUM GUIDE

ARDENNE HIGH SCHOOL GRADE NINE CURRICULUM GUIDE

Students will be able to:

Understand regular classroom instructions.

Students will be able to:

ARDENNE HIGH SCHOOL GRADE NINE CURRICULUM GUIDE

Students will be able to:

Students should be able to:

Use tenses correctly to describe their actions orally

ARDENNE HIGH SCHOOL GRADE NINE CURRICULUM GUIDE

October December 2007

Students should be able to:

- Use qui/que/qu in sentences.

Revise object pronouns

Say more about what they did using other verbs

Describe past actions.

Use these pronouns in simple sentences.