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Curriculum booklet Year 9

2021 -2022

-Jebel Ali

Promoting – UN Sustainable Development Goals – Zero Hunger

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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

2021-2022. 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 21st 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

• Moral Education

• French

• Humanities ( History /Geography /UAE Social Studies)

• Art

• PE

• ICT

• STEAM

• Useful Wesbites

Reading Resources

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English AIMS:

The national curriculum for English aims to promote high standards of language

and literacy by equipping pupils with a strong command of the spoken and written

word, and to develop their love of literature through widespread reading for

enjoyment.

Term 1

Shakespeare - Hamlet ➢ Reading & Listening comprehension

➢ Speaking & Presentation

➢ Persuasive Speech ➢ Argumentative Writing ➢ PTE practice

➢ Vocabulary & Grammar

Required Additional Reading ➢ The Speckled Band

Term 2

Short Stories ➢ Reading & Listening comprehension

➢ Speaking & Presentation

➢ Dialogue Writing

➢ Intervew Writing ➢ PTE practice

➢ Vocabulary & Grammar

Required Additional Reading: ➢ Research Topics for Wider Knowledge

Term 3

Author’s use of Language ➢ Language Analysis

➢ War Poetry

➢ PTE practice

➢ Vocabulary & Grammar

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SCIENCE AIMS:

The National Curriculum for science aims to ensure that all pupils:

• develop scientific knowledge, enquiry skills 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.

Overview of the Science topics

TERM 1 TERM 2 TERM 3

BIOLOGY Inheritance,

Chromosomes, DNA and

genes

• Exploring Difference

• Variation

• Exploring the causes

of Variation

• Selective breeding

• Natural selection

• Looking inside a

cell’s nucleus

• Learning about DNA

• Exploring human

chromosomes

• Understanding

cloning

• Explaining extinction

Classification

• Characteristic

features of the Five

Kingdoms with

examples

• Divisions under Plant

Kingdom

• Distinguishing

morphological

features and

Representative plants

Root, Stem, Leaves,

Flower of Monocot

and Dicot plants,

Health and effect of drugs

• Exploring types of drugs

• Understanding the impact

of smoking

• Considering the dangers of

cannabis

• Understanding the effects

of alcohol

• Exploring the effects of

other drugs

• Addiction

Coordination and response

• The human nervous system

• Receptor, Effector

• The Reflex arc

• Investigating measuring the

reaction time

Immunity - Vaccination

and Diseases

• Understanding how

diseases are spread

• Exploring the body’s

defences

• Comparing microbes

• Investigating the growth of

bacteria

• Understanding how

antibiotics work

• Vaccination

Ecology

• Interrelationship of

organism ins the

environment

• Overview of food

chains and food webs

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• Other Distinguishing

Features: Stomata

and Vein Patterns,

Representative plants

CHEMISTRY

The particulate nature of matter

• States of matter

• Interconversion Atomic Structure

• Understanding atomic structure

• Understanding Electronic configuration

• Calculations of sub atomic particles

• Formation of ions

Energetics

• Exothermic and endothermic reaction

• Investigation on exothermic and endothermic reaction

Rocks:

• Types of rock and rock cycle

Rate of reaction

• Factors affecting rate of reaction

• Investigation

Reactivity Series:

• Order of metals and carbon in reactivity series

• Practical Investigation

• Use of carbon in obtaining metals from metal oxides

Physical and Chemical

Changes

• Ceramics, polymers and

composites

Balancing Equations

• Balancing simple chemical equations

PHYSICS Waves • Reflection

• The transmission of light

through materials:

absorption, diffuse

scattering and specular

reflection at a surface

• To state laws of reflection

• To differentiate plane and

spherical mirrors

• Reflection

• Refraction

• Convex and Concave lens

• Defects of eye and their

correction

• Dispersion Filter

• Gravity

Energy transfer and changes

• Conservation of energy

• Transfer of energy and calculation of efficiency

• Mechanical Energy

Kinematics

• Measuring speed

• Speed- time graph

• Demonstrate some understanding that acceleration is related to changing speed

• calculate acceleration using the data

• To plan and investigate acceleration using a trolley and ramp.

Net Force and equilibrium Analyzing equilibrium Universe Our Sun as a star, other stars in our galaxy, other galaxies

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MATHS

In Year 9, we introduce IGCSE Mathematics course as it 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.

Learners develop not only knowledge and understanding of Mathematics, but also skills in

creative thinking, enquiry and problem solving through this fully examined course.

Candidates who follow the Core curriculum are eligible for grades C to G and those who

follow the Extended curriculum are eligible for grades A* to E.

It is anticipated that Set 1 pupils will complete the IGCSE Maths in the June of Year 10 and

then prepare for the Additional Mathematics course in Year 11.

Resources

It is vital that students are properly equipped for lessons and a suitable calculator is necessary

in all math’s lessons. When buying a new calculator, we recommend the CASIO FX- series

fx-991EX

Students are also expected to own standard geometrical instruments (ruler, protractor and pair

of compasses).

Students will follow Collins CIE IGCSE Mathematics Student Book.

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Overview of the Syllabus for Year 9

TERM1 TERM 2 TERM 3 ACCELERATED NUMBERS

• Recurring decimals

• Application of directed

numbers.

• Increasing and decreasing

quantities by a percentage

• Simple and compound

interest

• Reverse percentage

• Recurring decimals

• Estimation

• Bounds

• Map Ratios

• Significant figures and

standard form

• Foreign exchange

ALGEBRA

• Changing the subject

• Expanding and

simplifying brackets

• Quadratic equations

• Algebraic equations

• Simultaneous

equations

• Inequalities

SHAPE AND SPACE

• Congruence

• Similarity

NUMBERS

• Sets and Venn Diagrams

ALGEBRA

• Variations

• Functions

SHAPE AND SPACE

• Circle Theorems

• Mensuration

HANDLING DATA

• Averages

• Cumulative frequency

curves

ALGEBRA

• Sequences

SHAPE AND SPACE

• Trigonometry

HANDLING DATA

• Histogram

• Probability

• Box and whiskers plots

EXTENDED NUMBERS

• Fractions and percentages

• The four rules on

fractions

• Directed Numbers

• Squares and cubes

• Applying number and

using calculators

• Estimation and limits of

accuracy

• ALGEBRA

• Algebraic representation

and formulae

• Algebraic manipulation

• Rearranging formulae

NUMBERS

• Ratio proportion

• Map Ratio

• Speed

• Time

• Currency conversion

• Standard form

• Estimation and limits

of accuracy

ALGEBRA

• Linear equations

• Inequalities

• Indices

• Simultaneous

equations

ALGEBRA

• Straight line graphs

• Graphical inequality

• Quadratic factorization

GEOMETRY

• Constructions

• Nets

• Area of Compound

shapes

• Surface area and

volume

• Symmetry

• Transformations

• Bearings

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GEOMETRY

• Angle properties

• Polygons

• Geometrical constructions

• Scatter diagrams

STATISTICS

• Statistical representation

• Bar charts

• Pie charts

• Scatter diagrams

GEOMETRY

• Geometrical terms and

relationships

• Pythagoras Theorem

• Trigonometric Ratios

• Angle of elevation and

Depression

• Bearings

STATISTICS

And

PROBABILITY

• Probability

of an event

happening

• Calculating

probabilities

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Arabic

Arabic for Arabs:

Term 1

الفرع الموضوعات

أنت،الإدمان على الإحسان إلى الوالدين، من تجارب الحياة،أعظم نعمة،يوم الشهيد،كن

الإنترنت،من أجل نمط عيش صحي، العقد،الأناقة لا تكلف مالاً

القراءة والنصوص

النحو والإملاء الحال، التمييز

البلاغة التشبيه

و المحادثة الاستماع صناعة السينما،القدرات الكامنة

الكتابة نص سردي: آمال ذهبت مع الريح، تقرير بحثي

Term 2

الفرع الموضوعات

وصية ذي الإصبع العدواني، ،القرش الأبيض ينفعك في اليوم الأسود، روح الطبيعة،

نظرة،وداعًا يا أحبائي،النهر المتجمد، غولة النهر، الإمارات نبض روحي وقلبي

القراءة والنصوص

النحو والإملاء أدوات نصب الفعل المضارع، أدوات جزم الفعل المضارع

،الطباقالتشبيه البلاغة

الاستماع و المحادثة العنقاء أو الفينيق،رجال اللؤلؤ

الكتابة التعصب الأعمى للأفكار والأشياء

Term 3

الفرع الموضوعات

دراسة -رواية رحلات عجيبة في البلاد الغريبة القراءة والنصوص

النحو والإملاء التركيب الإضافي،ضمائر الجر المتصلة

والتضمين .الاقتباس البلاغة

الاستماع و المحادثة الحكواتي

الكتابة المنافسة غير الشريفة

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Arabic Non-Arabs:

Term 1

Environment البيئة

Smoking and addiction التدخين والإدمان

Health الصحة

Term 2

Weather أحوال الطقس

Media effect التأثير الإعلامي

Term 3

Contemporary challenges تحديات معاصرة

Labour sector سوق العمل

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Islamic Studies

Islamic for Arabs:

Term 1

التقرب –نعمة الامن -الاخلاص -سب الطيب كال - الاعمال بالنيات-أحكام المد الأصلي -صدق الرسول )ص( مع قومه

أصحاب القرية –الى الله تعالى

Term 2

قصة مؤمن آل -آداب السفر -الشفاء بنت عبد الله -الصلوات ذات الأسباب -التقرب إلى الله تعالى -الإيمان بالقضاء والقدر

الشفاء بنت عبد الله . –أقدس المساجد -يس

Term 3

صلة -الطريق الي الجنة–حرمة ترويع الانسان –أحكام المد الفرعي -قدرة الله تعالى –تلاحم المجتمع -فضائل المؤمن

الارحام

Islamic Non-Arabs:

Term 1

1. Honesty of the Prophet (P.B.U.H)- 2. - Sincerity –3. Good Earning-. 4. Acts are

judged only by intentions. 5. The Gift of Security.

Term 2

1. Knowledge brings enlightenment and High status-2. Social Cohesion- 3. The

people of the city- 4. The battle of Hunayn- 5. Prayers for certain purposes.

Term 3

1. Merits of believers- 2. Prohibition of Frightening People- 3. Maintaining the ties of

Kinship- 4. My Health is my responsibility

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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 recognize that spreading peace is essential.

• To develop an understanding of our responsibilities

• Improved ability to make informed decisions

• To develop growth mind-set

• A completed, practical citizenship activity

• Application of learnt skills to the wider world

TOPICS

• Target Setting

• Peace day

• Are You A Good Citizen?

• Growth mindset

• Anti-Social Behaviour

• Law and Order

• Human Rights

• Self Esteem

• Child Rights

• Active Citizenship

• Revision Techniques

• Making Choices

• The Mass Media

• First Aid

• Self Esteem

• Homelessness

• Road safety

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Moral Education

Moral Education is one of the National Priorities of UAE.

MORAL EDUCATION plays an integral role in students’ personal and social development.

The Moral Education program is an innovative, engaging curriculum designed to develop

young people of all nationalities and ages in the UAE with universal principles and values,

that reflect the shared experiences of humanity.

The Moral Education curriculum is mainly aimed at encouraging students to be forward-

looking, creative and respectful to everyone by creating a strong foundation on ethics,

tolerance, civic duty and cultural diversity.

Moral education will help to reduce absenteeism among pupils, reinforce positive personal

traits, employability and equip youngsters with practical life skills.

Moral Education in UAE is built around four pillars

1. Character and morality - builds the foundation of ethics and responsibility and encourages

students to strengthen their sense of morality

2. The individual and the community - outlines the role of the individual in society to think of

the common good

3. Civic studies - familiarizes students with the structure and function of the government and

their rights as citizens or residents of the UAE

4. Cultural Studies - introduces students to the broader ideas of culture; the importance of

preserving history, and the value of appreciating the universal cultural legacy.

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Term Pillar Unit

1a CHARACTER

AND

MORALITY

CM15 – Morality in the context of communities

In cycle 2, students will have previously considered the

duties and responsibilities they have in their families, their

classes and the local community. This unit expands the circle

of ethical concern to the wider UAE society.

1b INDIVIDUAL

AND

COMMUNITY

IC15 – Valuing diversity

The unit has been divided into the two specific areas of

self-worth and identity and community awareness; this

continues the same theme as the cycle 1 and other cycle 2

units. Progression focuses on students’ development of

interpersonal and intrapersonal skills.

The topic of valuing diversity builds on the cycle 1 topics

of respecting and understanding difference, friendships and

helping others (IC2 and IC3) and tolerance, respect,

compassion, equality and empathy introduced in the

Character and morality units (CM3, CM5 and CM7). It

aims to develop students’ respect, tolerance and acceptance

of other cultural and social groups and individuals who are

in some way different from them, as well as helping

students to be honest about their own prejudices.

2a CIVIC STUDIES CIS4 – The growth of consultative governance in the UAE

This unit includes:

• The traditions of consensus and consultation that existed

within the Bedouin tradition and how these traditions were

realised in practice

• The past and present relevance of traditional mechanisms

for consultation (e.g. the Majlis, Shura)

• Consultative governance as reflected in the UAE

Constitution and the key goals of the Federation

• The development, nature and current function of the

Federal National Council and local consultative councils

2b CIVIC STUDIES CIS4 – The growth of consultative governance in the UAE

This unit includes:

• The traditions of consensus and consultation that existed

within the Bedouin tradition and how these traditions were

realised in practice

• The past and present relevance of traditional mechanisms

for consultation (e.g. the Majlis, Shura)

• Consultative governance as reflected in the UAE

Constitution and the key goals of the Federation

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• The development, nature and current function of the

Federal National Council and local consultative councils

3a CHARACTER

AND

MORLAITY

CM16 – Morality in the context of states

Students have recently completed a unit on the growth of

consultative governance in the UAE (in Civic studies) and

another unit on morality in the context of communities. This

unit builds on these earlier units by introducing the concepts

of state and government. It communicates to the students that

there have been, and are, different forms of government in

the world. It also encourages students to begin considering

what counts as an ethical form of government, and it requires

students to provide a rational and coherent justification for

their stance. In doing so, the unit forms a foundation for the

first Civic studies unit in cycle 3, in which students develop

their understanding of how the UAE is governed, its political

and judiciary system and how citizens participate in the

system of government.

3b INDIVIDUAL

AND

COMMUNITY

IC16 – Dealing with conflict

This unit builds on work already undertaken in IC12 (Mental

health) and IC15 (Valuing diversity) while also having links

with the Character and moralitypillar, namely CM10 (Moral

character, virtue ethics) and CM12 (Respect and tolerance in

a diverse society).

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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 ici?” 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”

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 unsatisfactory 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

1- “Allons en France! “To exchange and understand information about air travel; to make a

role play on how to book a flight ticket; to use the conditional mood

2- “Vacances aux États-Unis.” To give and seek information while travelling by plane; to

develop conversational skills preparing role-plays “in a plane”

3- “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”

4- Comment réserver une chambre à l`hôtel ? To name different information and documents

you should have when you are going to book a room in the hotel; to develop conversational

skills preparing role-plays “in the hotel reception”

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Humanities

Students will have weekly four lessons for Humanities’ subjects. History and Geography will

be taught once a week whereas, UAE SST will be taught twice a week.

History

Aims

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

• know and understand the history of these islands as a coherent, chronological

narrative, from the earliest times to the present day: how people’s lives have shaped

this nation and how Britain has influenced and been influenced by the wider world

• know and understand significant aspects of the history of the wider world: the nature

of ancient civilisations; the expansion and dissolution of empires; characteristic

features of past non-European societies; achievements and follies of mankind

• gain and deploy a historically grounded understanding of abstract terms such as

‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’

• understand historical concepts such as continuity and change, cause and

consequence, similarity, difference and significance, and use them to make

connections, draw contrasts, analyse trends, frame historically-valid questions and

create their own structured accounts, including written narratives and analyses

• understand the methods of historical enquiry, including how evidence is used rigorously

to make historical claims, and discern how and why contrasting arguments and

interpretations of the past have been constructed

• gain historical perspective by placing their growing knowledge into different contexts,

understanding the connections between local, regional, national and international

history; between cultural, economic, military, political, religious and social history;

and between short- and long-term timescales.

Overview of topics

TERM 1 TERM 2 TERM 3

• Skills Bank: Source reading,

Bias and reliability;

• World War I: Causes,

Course & Impact of the war;

• League of Nations.

• Interwar years: Rise of Hitler

& Stalin

• World War II: Cause, Course

& Impact of the War.

• Cold War:

1. Origin

2. Crisis-Berlin

blockade & Cuban

Missile Crisis.

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Geography

Aims

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

• develop contextual knowledge of the location of globally significant places – both

terrestrial and marine – including their defining physical and human characteristics and

how these provide a geographical context for understanding the actions of processes

• understand the processes that give rise to key physical and human geographical

features of the world, how these are interdependent and how they bring about spatial

variation and change over time

• are competent in the geographical skills needed to:

collect, analyse and communicate with a range of data gathered through

experiences of fieldwork that deepen their understanding of geographical

processes;

interpret a range of sources of geographical information, including maps,

diagrams, globes, aerial photographs and Geographical Information Systems

(GIS);

communicate geographical information in a variety of ways, including

through maps, numerical and quantitative skills and writing at length.

Overview of topics

TERM 1 TERM 2 TERM 3

• Map & DATA Skills

• From Rock to Soil

• Map & DATA Skills

• Our Restless Planet

• Living off Earth’s

Resources

• Map & DATA

Skills

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UAE Social Studies

We will be updating the UAE Social Studies topics for the year 2021 2022, immediately

when we receive the UAE SST course book for Year 9 from MOE.

UAE National and Social Studies Curriculum aims to ensure that all pupils progress in the

following knowledge and skills standards-

Domain: 1. Knowledge of social studies Components

(1.1.1): Knowledge of the role of significant figures, events, and developments and its impact

in constituting other communities in the region over different eras and in different places;

Understanding of patterns of stability and transition over time and relationships between

people and events along with explanations of such relationships.

(1.2.1): Knowledge of the Earth, its properties, and how such properties are related to human

interactions.

(1.3.1): Development of national identity and unity and understanding of different forms and

duties of the government and the roles of society members.

(1.4.1): Knowledge of economic principles and systems, how markets operate, and the role of

the government in the development of the national and global economy.

Domain: 2. Literacy in Social Studies

(2.1.1): Competence in collecting and evaluating sources and in using evidence to support their

opinions and positions.

Domain: 3. Communication and presentation skills

(3.1.1): Usage of technology and other sources to collect data collection and information

processing for critical evaluations and presentations.

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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 the accumulation of wholesome experiences through participation in

large muscle activities that promote growth and development” Brownhill & Hagman

INTRODUTION

➢ 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

PE PROGRAMME OF STUDY

Term 1 Term 2 Term 3

Fitness activities

Basketball

Volleyball

Athletics

Fitness activities

Soccer

Badminton

Fitness activities

Rounders

Chess

Carrom

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ICT

TERM 1

CYBER SAFETY

To select and use technology and the internet safely, responsibly, respectfully, creatively

and competently, for a range of purposes and audiences

INPUT AND OUTPUT DEVICES

➢ To list various examples of input/output devices.

➢ To explain different types of devices used to input/output

information to a computer.

➢ To explain the applications of different input/output

devices.

➢ To identify advantages/disadvantages of different input/output devices.

HTML

➢ To use HTML to design web pages

➢ Programming/HTML

➢ To explore and use basic HTML tags.

BLOCK CHAIN

➢ To explore the blockchain technology.

➢ To explore the three pillars of blockchain technology.

➢ To explore the steps to pass information from A to B in a fully automated and safe

manner.

TERM 2

EMERGING TECHNOLOGIES

To demonstrate various emerging technologies and to evaluate its impact on individual and

lifestyles.

PYTHON PROGRAMMING

➢ To create a working ‘Guess the Number’ game.

➢ Be able to complete the ‘Python Syntax’ course on Codecademy.

➢ To use ‘Strings and Console Output’ in Python Programming.

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TERM 3

ICT APPLICATIONS

➢ Modelling applications

➢ School management systems

➢ Banking Applications

➢ Computers in medicine

➢ Computers in libraries

SYSTEM DEVELOPMENT LIFE CYCLE

➢ To list various methods of researching an existing system

➢ To describe how it is necessary to design documents, files, forms/inputs, reports/outputs

and Validation

➢ To produce designs to solve a given problem

➢ To describe how data/file structures are created and tested

DATA MANIPULATION

➢ Effective searching

➢ Adding data to a table

➢ Creating queries with specific queries

➢ Creating Reports

➢ Exporting data

➢ Formatting techniques

PROJECT: Create a webpage based on the following topics

COMPUTER NETWORKS

➢ Network architectures

➢ Network topologies

➢ Types of computer Network

➢ Computer network topology

PRACTICAL

Java Script

➢ Variables

➢ Conditions

➢ Arrays

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STEAM

Term 1

Project: - Sam labs– Design a Traffic light Simulation using Sam Lab Kit and Software.

➢ Create a report on the use of Virtual blocks in Sam Labs to design a Traffic light

simulation.

➢ Outline the key features of Traffic light system and discuss the use of sensors, RGB

LED, compare block and Counter block used in the traffic light simulation.

Instructions:

Present your completed product to the group:

➢ What did you improve or change from the first presentation?

➢ What new ideas came to mind while making your Simulation?

➢ How would you improve in the future?

Term 2

Project: - Lego Ev3– Imagine a robot that could solve a problem that you know about.

Draw a picture on A4 sheet of what that robot might look like and give it a name.

Instructions:

➢ Write about what your robot would be able to do and what problem it would solve.

➢ Write about how it would work and what type of control it would have (autonomous,

teleoperated, or hybrid).

Present your completed product to the group:

➢ What did you improve or change from the first presentation?

➢ What new ideas came to mind while making your product?

➢ How would you improve in the future?

Term3

Project: 3D Printing- Create an iPhone holder.

➢ Create and design iPhone holder on the paper.

➢ Design a prototype using the Tinkercad /3D builder website or app.

➢ Download the .Stl file and Save.

➢ Modify the design, adjust the size, and generate a. g3drem (printable) file.

➢ Communicate their process and reflections though a video presentation.

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Useful Websites

English:

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

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

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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