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CURRICULUM BOOKLET YEAR 9

KEY STAGE 3

    

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INTRODUCTION This booklet has been introduced to provide you with information about your child’s learning at The Winchester School during the academic year 2016-2017. It provides information such as each Subject studied, resources and websites. etc. At Winchester School we believe that students should be given a broad and balanced curriculum which equips them for life beyond the school gates in the Twenty First Century. The aims of education are to enhance student's knowledge, skills, creativity, experience, imagination and foster innovation and entrepreneurship skills, while instilling values of global citizenship! Best wishes for a year filled with fun , excitement and challenges. We stand true to our motto-“Every Child Matters”.

    

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CONTENT

• English • Science • Maths • Arabic • Islamic Studies • PSHCEE • French • Humanities • Art • PE • Enrichment Programme • ICT • Useful Wesbites • Reading Resources

  

    

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ENGLISH 4.1 SYLLABUS AIMS The aims of IGCSE English are to: develop learners’ ability to use English effectively for the purpose of practical communication • form a solid foundation for the skills required for further study or employment using English as the medium • develop learners’ awareness of the nature of language and language-learning skills • promote learners’ personal development. 4.2 Assessment objectives Candidates must demonstrate ability in the following areas: AO1: Reading R1 identify and retrieve facts and details R2 understand and select relevant information R3 recognise and understand ideas, opinions and attitudes and the connections between related ideas R4 understand what is implied but not actually written, e.g. gist, relationships, writer’s purpose/intention, writer’s feelings, situation or place. AO2: Writing W1 communicate clearly, accurately and appropriately W2 convey information and express opinions effectively W3 employ and control a variety of grammatical structures W4 demonstrate knowledge and understanding of a range of appropriate vocabulary W5 observe conventions of paragraphing, punctuation and spelling W6 employ appropriate register/style. AO3: Listening L1 identify and retrieve facts and details L2 understand and select relevant information L3 recognise and understand ideas, opinions and attitudes and the connections between related ideas L4 understand what is implied but not actually stated, e.g. gist, relationships between speakers, speaker’s purpose/intention, speaker’s feelings, situation or place. AO4: Speaking S1 communicate clearly, accurately and appropriately S2 convey information and express opinions effectively S3 employ and control a variety of grammatical structures S4 demonstrate knowledge of a range of appropriate vocabulary S5 engage in and influence the direction of conversation S6 employ suitable pronunciation and stress patterns.

    

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TERM 1  TERM 2  TERM 3 

All the tasks are based on the selection of three short stories.

Speech Writing Newspaper Report Speaking skills

based on the characters and themes of the stories chosen

Analysing poems – from International Approach.

Writing a book and movie review

 

Analysing Shakespearean language, Narrative writing, Alternative ending

Informal letter focusing on the use of Shakespearean language/vocabulary.

Act 2: Character Analysis, Explore the themes Jealousy and Manipulation

Act 3: Theme Analysis, racism, war, slavery and freedom

Act 4: Article writing- The status of women in the Elizabethan Era

 

Article writing Formal and

informal letter writing

Summary writing

Language analysis

Descriptive writing Narrative writing

 

 

 

    

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SCIENCE Aims

The national curriculum for science aims to ensure that all pupils:

develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics

develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them

are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

Working scientifically -Experimental skills and investigations ask questions and develop a line of enquiry based on observations

of the real world, alongside prior knowledge and experience

make predictions using scientific knowledge and understanding

select, plan and carry out the most appropriate types of scientific enquiries to test predictions, including identifying independent, dependent and control variables, where appropriate

use appropriate techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safety

make and record observations and measurements using a range of methods for different investigations; and evaluate the reliability of methods and suggest possible improvements

apply sampling techniques.

    

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Analysis and evaluation

apply mathematical concepts and calculate results

present observations and data using appropriate methods, including tables and graphs

interpret observations and data, including identifying patterns and using observations, measurements and data to draw conclusions

present reasoned explanations, including explaining data in relation to predictions and hypotheses

evaluate data, showing awareness of potential sources of random and systematic error

identify further questions arising from their results.

Term 1

Biology -Classification

Five Kingdom of Classification Characteristic features of the Five Kingdoms with examples To enumerate 5 (selected, important) divisions under the Plant

Kingdom. To describe the following divisions based on distinguishing morphological features. To give representative plants for each division.

To describe monocot and dicot roots, leaves, flowers and stomata based from external features.

To give examples of monocot and dicot plants.

    

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Biodiversity and Conservation

To Define Biodiversity and list types of Biodiversity. To explore the well-known Biological hotspots. To find information on IUCN red list and classify organism

based on the list (Threatened , Endangered , Extinct ) To understand the importance of maintaining Biodiversity. To understand the importance to conserve Biodiversity and devise

ways to conserve it.

Chemistry Balancing equations Construct word equations and simple balanced chemical equations. Stoichiometry chemical formula Use the symbols of the elements and write the formulae of simple compounds • Deduce the formula of a simple compound from the relative numbers of atoms present • Deduce the formula of a simple compound from a model or a

diagrammatic representation Combustion reactions

• To determine amount of gas involved /produced in a combustion reaction

    

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Physics Light The similarities and differences between light waves and waves

in matter. Light waves through a vacuum; speed of light The transmission of light through material: absorption, diffuse,

scattering and specular reflection at a surface. To draw accurate ray diagrams showing how an image is formed by a plane mirror.

Describe some uses for lenses; how a lens refracts light. To know the image formation in convex and concave lens.

Defects of eye and their correction ( Challenge) Light transferring energy from source to absorber leading to

chemical and electrical effects: photosensitive material in the retina and in the cameras

Static electricity separation of positive or negative charges when objects are rubbed

together: transfer of electrons, forces between charged objects the idea of electric field, forces acting across the space between

objects not in contact. The magnetic effect of a current, DC motors( principles only)

    

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Term 2

Biology

Evolution To know that predation, disease and competition within a population

result in the survival and reproduction of the strongest individuals and that this natural selection allows the inheritance of their characteristics.

To understand Natural selection, speciation and diversity To explain that natural selection and breeding isolation can lead to

speciation. To explain how natural selection and evolution over a long period of

time have resulted in a great diversity of forms among living organisms.

Gas exchange systems the structure and functions of the gas exchange system in humans,

including adaptations to function the mechanism of breathing to move air in and out of the lungs,

using a pressure model to explain the movement of gases, including simple measurements of lung volume

Mechanism of circulation ( double circulation) the impact of exercise, asthma and smoking on the human gas

exchange system drugs effect of drugs on behaviour, health and life processes How organisms affect and are affected by their environment

including the accumulation of toxic materials.

 

    

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Chemistry

Exothermic and endothermic reaction

to describe the meaning of exothermic and endothermic reactions. To describe heat changes taking place on making and breaking bonds

To explain the effects of concentration, particle size temperature and catalysts on the rate of a reaction. To understand what catalyst do and their uses

Pattern of reactivity of metals To understand, investigate and arrange reactivity of different

metals and carbon in the reactivity series To explain how Metals of low reactivity can often be extracted from

their ores by displacement reaction by relatively simple methods using carbon.

Ceramics, polymers and composites To have a knowledge and understanding of examples, uses and

structure of the types of materials – polymers, ceramics or composites.

Physics

Electrical Energy

Prior knowledge of voltage current and resistance Comparing power rating of appliances in watts (W.KW) Comparing amounts of energy transferred ( J.KJ.KWhour) Describing Motion Speed and the quantitative relationship between average speed,

distance and time

    

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The representation of a journey on a distance- time graph Relative motion: trains and cars passing one another. Acceleration Term 3

Biology

Genetics

To explain and draw the structure of a chromosome and locate a gene on the chromosome

To Correlate the Gene being a strand of DNA. 3To explain the Watson and Crick model of double-helix structure of

DNA and Its components. To recognize the types of base pairs, their arrangement. To discuss and describe the significance of the discovery of DNA

and find the contribution of Watson, Crick, Wilkins and Franklin in the development of the DNA model.

Chemistry

Introduction & classification

To explain the large number and diversity of organic compounds with reference to the unique nature of the carbon atom.

To define hydrocarbons and appreciate the importance of hydrocarbons in our daily life

To classify organic compounds into hydrocarbons Discuss the parameters for classification of hydrocarbons into

alkanes, alkenes and alkynes; and their structures.

    

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Physics

-Pressure in fluids

atmospheric pressure, decreases with increase of height as weight of air above decreases with height

pressure in liquids, increasing with depth; up thrust effects, floating and sinking

Pressure measured by ratio of force over area – acting normal to any surface.

Gravity

Gravity force, weight= mass × gravitational field strength (g) on earth. Different on other planets and stars: gravity forces between earth and moon and between earth and sun (qualitative only).

 

                  

 

 

    

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MATHS The IGCSE Mathematics course builds directly upon the work studied by the students in years 7 and 8.

Mathematics is an essential subject for all learners, which has many applications in other areas of study. Cambridge IGCSE Mathematics encourages the development of mathematical knowledge as a key life skill, and as a basis for more advanced study. The syllabus aims to build learners' confidence by helping them develop a feel for numbers, patterns and relationships, and places a strong emphasis on solving problems and presenting and interpreting results.

Learners will study how to apply

Mathematics in everyday situations and develop an understanding of the part which Mathematics plays in the world around them. Learners also gain an understanding of how to communicate and reason using mathematical concepts.

This is a fully examined course through which learners develop not only knowledge and understanding of Mathematics, but also skills in creative thinking, enquiry and problem solving.  Cambridge IGCSE Mathematics is assessed via two components. All candidates take TWO written papers.

Candidates who follow the Core curriculum take Papers 1 and 3 and are eligible for grades C to G.

Candidates who follow the Extended curriculum take Papers 2 and 4 and are eligible for grades A* to E.

Almost all of our students are prepared for the Extended curriculum exams, although a small number of students take the Core curriculum based on their end of year 8 results.

It is anticipated that set 1 pupils will complete the IGCSE Maths in the June of Year 10 and then prepare for and sit the Additional Mathematics course in Year 11.

The weightings of the main topic areas of Mathematics are shown in the table below

    

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Resources

It is vital that students are properly equipped for lessons and a suitable calculator is necessary in all maths lessons. When buying a new calculator, we recommend the CASIO FX- MS series

Students are also expected to own standard geometrical instruments (ruler, protractor and pair of compasses).

Students will follow Collins CIE IGCSE Mathematics Student Book.

The following topics will be covered in this year are

Number properties , Fractions decimals and percentages, Order of operations, Directed numbers , Square and cubes , Inequalities , ratio and proportion , speed distance time , Standard form and approximations , substitution into formulae, simplifying expressions, factorization, expanding brackets, algebraic fractions, solving linear equations, simultaneous equations, conversion graph, straight line graph, indices, angle properties, constructions, Pythagoras theorem, trigonometric ratios, area and perimeter parallelogram/trapezium/circle. Volume of cuboid and prism, lines of symmetry, translations, reflections, mean, median, mode, range, bar charts, pie charts, frequency table.

    

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Arabic Arabic Arabs:

–المواد المخدرة سالح ذو حدين –تحية لقائد المسيرة –مؤسسة خليفة لألعمال اإلنسانية –(القراءة والنصوص) من الحكم زهد عمر وتقواه –قصتي مع السم األبيض –الجنيهات الخمسة –اإلسالم شروق –مقابلة إذاعية

االفعال –إعراب الضمائر المتصلة –مصادر األفعال الثالثية وغير الثالثية –(النحو والبالغة) الكشف في القاموس المحيط االفعال التي تنصب مفعولين ليس أصلهما المبتدأ والخبر -التي تنصب مفعولين أصلهما المبتدأ والخبر

–التقديم والتأخير

مدينة مصدر والطاقة النظيفة . –حضارتنا اإلنسانية –وقت الفراغ –لعربية تعاتب ابناءها (الققراءة والنصوص) اللغة ا

المفعول معه . –األسماء الخمسة –افعال المقاربة والرجاء والشروع –(النحو والبالغة) أحكام العدد

الجناس. –المقابلة –الطباق

Arabic Non Arabs:

Everyday activities -Food, health and fitness - Self and home life - Health and sickness

The world around us -Natural Environment - Environment pollution -City and village life

The international world -Tourism -World events and issues -Natural disasters

    

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Famous in the UAE

(Sheikh Mohammed Bin Zayed)

Dr. Lubna Al Qassimi

Weather

(in Dubai and all over the world)

    

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ISLAMIC STUDIES

Islamic -Arabs:

–الحج –الزكاة –النفاق –الرياء –العدل في اإلسالم –أحكام المد –الدين النصيحة )32-1(سورة يس –مشكلة الفقر في العالم اإلسالمي

أم عمار رضي هللا –أدلة وحدانية هللا –أحكام المد –تدوين السنة –المسؤولية والمحاسبة ) 83 – 33سورة يس ( –أسرار هللا في الكون –موقف اإلسالم من التعصب –عنها

Islamic- Non Arabs:

Prophets of Islam – prophets are the best of mankind – surat Nuh (1-20) – Tajweed The Qalqalah. Letters that likes to be vibrated.

Prophets Mohammed reaches out of Arabia – The roman learn about Islam – Islam before kinship – loyalty of Muslim community: Surat –ul-Mumtahinah (1-13)

Zakah – Sadaqah- Surat –ul-qalam.

Hayaa’: Modesty, shyness- Males and females – the Islamic etiquette of clothing –hijjab , and act of modesty.

                                                           

    

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PSHCEE

• To understand each individual has many decisions to make in life which will affect their future

• To understand bias

• To develop an understanding of our responsibilities

• Improved ability to make informed decisions

• A completed, practical citizenship activity

• Application of learnt skills to the wider world

TOPICS

• Target Setting

• Are You A Good Citizen?

• Anti-Social Behaviour

• Law and Order

• Human Rights

• Active Citizenship

• Revision Techniques

• Making Choices

• The Mass Media

• First Aid

• Self Esteem

• Homelessness

    

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French TERM 1

1-``le monde est à toi``to describe where do you live naming different parts of a house or an apartment and facilities around it ; to use prepositions to precise the position ; to combine the preposition with the determiner; to review the conjugation of regular and irregular verbs in the present tense

2-``Bénédicte, en Provence.” to describe your region (your city, or your country)

3-``Qu`est-ce qu`il y a?” to describe a city naming a range of facilities; to review the singular and plural forms on nouns and adjectives ; to review the gender agreement on adjectives ;the position of the adjectives and irregularities in forming the feminine gender and position; to use the pronoun “y”

4-``Pour améliorer la ville. `` to say what`s needed to improve your home area ; to use the structures “On a besoin de…..” and “Pour+ infinitive “; to combine the preposition “de “with a determiner (d’un/d’une); to give opinions using a range of expressions

5-``Nettoie le monde`` to talk about what you plan to do to improve the environment ; to use future tenses; to make imperatives in positive and negative forms; to conjugate more irregular verbs in the present tense; to make families of words using suffixes “-tion”, “- age”

    

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TERM 2

1.”Je voudrais de la salade “ to develop food vocabulary bank; To describe some French dishes ; to use the conditional mood and politeness formulae;

2.”Au restaurant” to make a role play at the restaurant; to express food and drink preferences

3.”Je voudrais acheter un pantalon” to name clothing items ;to understand basic information about shops and services ; to specify and modify requirements while shopping for clothes;

4. “Un cadeau pour Nico !” to make simple complaints about unsafisfactory goods and ask for a refund or a replacement

5. “Moi et mon ami (e) au supermarché “to explain and discuss what you want while buying food in different types of shops offering food items ; to understand announcement and advertisements about food

    

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TERM 3

“Allons en France ! “To exchange and understand information about air travel; to make a role play on how to book an air ticket ; to use the conditional mood

“Vacances aux Etats-Unis.” To give and seek information while travelling by plane; to develop conversational skills preparing role plays “ in a plane”

“Je voyagerais en Afrique du Sud” To name different facilities and services at the airport ; to develop conversational skills preparing role plays “ at the airport”

    

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Humanities

History -Term 1

1. Two bullets and twenty million deaths 2. Severn and Somme 3. Are we making a good peace? Are we? Are we?

Term 2

1. Evil minds and evil times 2. The road to war

Term 3

1. The world dissolved in flames 2. The bomb that changed the world

Geography -Term 1

1. Development

Term 2

1. Close-up on China Term 3-

2. Tourism

    

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UAE Social studies -Topics 1. UAE Traditional sporting Activities 2. UAE development –reasons, compare to other countries 3. Ancient civilization in UAE region- key features 4. Key events in UAE History –timeline 5. Educational development in UAE 6. Research and presentations on traditional medicine. 7. Emirati culture-dress, music, food, architecture, language- take pride in that.

Presentations to create awareness. Visit to Sheikh Zayed cultural center.

8. Steps in the establishment of the Federation-1968-1971, role of Sheikh Zayed Sultan Al Nahyan, challenges encountered-Flow chart/timeline activity.

9. UAE constitution- Key principals, respect for law- Assembly and address by one law enforcement officer.

10. International relations- role of Sheikh Zayed

11. Biography of UAE rulers in Ajman Biography of Sheikh sultan bin Saqr I.

12. UAE constitution –model in respecting Human rights, Vision 2021- Human rights KS 3 assembly-presented by GP students.

13. UAE development-factors, sectors, achievements, comparison to other countries.

    

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ART Students shall be taught to develop their creativity and ideas, and increase proficiency in their execution. They should develop a critical understanding of artists and designers, expressing reasoned judgments that can inform their own work. Student`s will be taught:

� to use a range of techniques to record their observations in sketchbooks and other media as a basis for exploring their ideas

� to use a range of techniques and media, including painting

� to increase their understanding in the handling of different materials and surfaces.

� to analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work about the history of art, craft, design and styles and major movements from ancient times up to the present day.

Year 9 Knowledge and understanding, investigation and challenge assumptions.

Learners shall build on the skills, knowledge and understanding acquired in year 8. They shall achieve this through an increased ability to make connection between their creative investigations in the making of their own work and the work of other artist craft workers and designers. Creativity and imagination and different levels will challenge their creative assumptions, look at things in a new way, be receptive to new ideas and make informed judgments and practical decisions to communicate their ideas and feelings. They will become increasingly independent in their choice of materials and processes, and from past experiences gain confidence in applying visual, tactile and sensory language. Exploration, appreciation and enjoyment in art and design shall enrich every learner in personal life.

    

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Physical Education Physical Education is

INTRODUCTION

Students will have one lesson of P.E per week.

Different activities are taught in 4-6 week blocks.

At this level children are exposed to a much deeper understanding of all the sports proposed.

To give more importance to the competitive element of each game introduced, the first few lessons are dedicated to practicing the basic skills. The remaining lessons are used for playing the sport, which will help the children to improve team work and individual performance.

ASSESSMENTS

For P.E the assessments are an ongoing process. Each and every lesson they are assessed on Squaring and developing skills.

Selecting and applying skills, tactics and compositional ideas

Evaluating and improving performance

Knowledge and understanding of fitness and health

    

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TERM-1

BASKET BALL VOLLEYBALL ATHLETICS

TERM –2

SOCCER BADMINTON

TERM-3

ROUNDERS Cricket

    

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ENRICHMENT PROGRAMME

TERM I

Financial Management – Organised by Standard Chartered Bank

Taster Lessons

Term II

Study skills – To equip the 21st Century Learners

Film Festival – Culture and Heritage Diversity in UAE

Term III

Creating working model – Innovation

Clarion Call – Creating awareness on social issues

    

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ICT TERM 1

DATA MANIPULATION

Creating Relational Database

DATA ANALYSIS

Intermediate level with Complex Excel functions o PROJECT

To make a Sway/Office Mix presentation on the below given topics:

Input/Output/Storage Devices. Applications of ICT in Communication Applications, Data

Handling Applications, Measurement Applications, Control Applications

Project should involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data.

Create, reuse, revise and repurpose digital information and content with attention to design, intellectual property and audience.

TERM 2

PYTHON

use Python programming language, it is used to solve a variety of computational problems; use data structures such as tables or arrays; use procedures to write modular programs; for each procedure, be able to explain how it works and how to test it

Programming/Python

    

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To explore and use basic Python syntax. Conditional flow control and Selection-To explore how to use

selection to create a simple calculator. Loops-To explore how to create a loop in Python and use a Boolean

variable to define when to stop. Functions-To explore functions, to use and call functions in a

program. Lists & Dictionaries-To store and look up values from a list. Classes and Objects-To recognize how a class can be used to create

custom objects.

ICT APPLICATIONS

Modelling applications School management systems Banking Applications Computers in medicine Computers in libraries

TERM 3

ICT APPLICATIONS

Expert systems and Robotics Computers in the retail industry Application in Finance Communication in the Workplace

Practical

Web Authoring o PROJECT To make a Sway presentation/Office mix

presentation computer networks.                                          

    

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Useful Websites

www.bbc.co.uk/schools/spellits/ad_menu_flash

www.english-online.org.uk

www.readingmatters.co.uk

www.spinebreakers.co.uk

www.cool-reads.co.uk

www.teenreads.com

www.writebuzzschools.com

www.bbc.co.uk/schools/ks3bitesize/

http://www.bbc.co.uk/worldservice/learningenglish/teach/

www.nationalstrategies.standards.dcsf.gov.uk/secondary

http://www.parentcentre.gov.uk

http://www.dfes.gov.uk/popularquestions/

http://www.learn.co.uk

  

    

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Maths

www.myimaths.co.uk

http://www.happychild.org.uk/wks/math/

http://mrmaths.org/index.shtml

http://www.emaths.co.uk/

http://nrich.maths.org/public/

www.mathsisfun.com

www.kangroomaths.com

www.maths.net

www.subtangent.com

www.ngfl.co.uk

www.bbc.co.uk/skillwise/maths

www.kutasoftware.com

www.math-aids.com

SCIENCE

http://www.bbc.co.uk/bitesize/ks3/science/

http://www.scibermonkey.org/level.asp?page=KS3

http://lgfl.skoool.co.uk/keystage3.aspx?id=80

https://www.cgpbooks.co.uk/interactive_ks3_science

http://www.docbrown.info/ks3science.htm

    

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Reading Booklist

Island of Blue Dolphins Scott O’Dell

Noughts and Crosses Malorie Blackman

Curious Incident of the Dog in the Night-time

Mark Haddon

Frankenstein’s Aunt Allan Rube Pettersson

The Railway Children E. Nesbitt

The Family from One End Street Eve Garnett

The Alchemist Paolo Coelho

Wuthering Heights Emily Bronte

Paddy Clarke Ha Ha Ha Roddy Doyle

Empire of the Sun J. G. Ballard

The Hobbit J.R. R. Tolkien

    

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