CONTENTS

ENGLISH LANGUAGE………………………………………………………………………………………………….. 3

ENGLISH LITERATURE………………………………………………………………………………………………… 9

HISTORY…………………………………………………………………………………………………………………. 13

INFORMATION TECHNOLOGY……………………………………………………………………………………….. 18

INTEGRATED SCIENCE……………………………………………………………………………………………….. 23
.
MATHEMATICS………………………………………………………………………………………………………….. 30

MODERN LANGUAGES………………………………………………………………………………………………… 39

MUSIC…………………………………………………………………………………………………………………….. 44

PERSONAL DEVELOPMENT………………………………………………………………………………………….. 49

PHYSICAL EDUCATION…..…………………………………………………………………………………………… 52

VISUAL ARTS……………………………………………………………………………………………………………. 56

GEOGRAPHY 60

2
INTRODUCTION

The teaching of English Language at the Grade 7 level should serve to integrate the linguistic, cognitive
and affective skills for the establishment of effective learning. Students should be introduced to the
complexities of the English Language and be guided to think critically and analytically after mastering
the various activities devised around the syllabus. Quizzes, dialogue, discussion and a variety of writing
assignments are invaluable for Language development.

3
 TERM ONE

TOPIC/CONTENT OBJECTIVES

1. PRE-TEST Students should be able to:

Grammar and Usage  Competently express themselves in oral and written language.
 Reviewing previously covered concepts
(Concord, Collective Nouns, Compound Subjects
 The Sentence
 Demonstrative pronouns
 Punctuation
 Indefinite Pronouns
Students should be able to:
2. Distortions in Concepts  Create proper sentences and avoid these problematic areas
(E.g. Would of, Could of, had of etc.)
Students should be able to:
3. Comprehension Skills  Identify and differentiate implicit and explicit ideas
 Use and recognize context clues to derive meanings

Students should be able to:

4. Tenses
 Conjugate Tenses correctly
 Simple Past Tense
 Simple Present Tense
 Irregular and Regular Verbs
 Past Participle Students should be able to:
 Improve their competence in using the four main types of
5. Types of Sentences sentences
[A] Interrogative
 Declarative  to identify, define and use these types of sentences
 Imperative
 Exclamatory

[B] Simple and Compound Sentences

4
 [C] Clauses

TOPIC/CONTENT OBJECTIVES

6. Paragraph Writing Students should be able to:

 The Topic Sentence  Construct proper paragraphs using the required elements
 Indentation  Use Adjectives and Adverbs to describe persons, places or
 Thematic Signals (Division of Ideas) things

Students should be able to:

7. Letter Writing  Address an envelope properly
Social  Identify the parts of a letter
 Invitation  Write a letter
 Thank You
 Friendly

8. Parts of Speech Students should be able to:

 Demonstrative Pronouns  Build competence in the application of technical areas
 Subject/Object Pronoun  Exercise relevant skills in comparing adjectives and adverbs
 Comparison of Adjectives and Adverbs

9. Vocabulary Building
 Making Inferences Students should be able to:
 Overused Words (e.g. nice, said)  Identify implicit and explicit meanings of words

10. Figures of Speech

 Simile Students should be able to:
 Metaphor  Identify and use Figures of Speech correctly
 Personification

11. Punctuation Skills

 Spelling Students should be able to:
 Dictionary Skills  Use the various punctuation marks and skills correctly

12. Degrees of Comparison

 Superlatives etc Students should be able to:
 Use Degrees of Comparison effectively

5
 TERM TWO

TOPIC/CONTENT OBJECTIVES

1. Descriptive Writing Students should be able to:

 Use of Adjectives and Adverbs  Write two descriptive paragraphs using adjectives and adverbs
to develop themes based on skills taught in Term 1

2. Parts of Speech Students should be able to:

 Further work with Prepositions and Conjunctions  Use Conjunctions and Prepositions to link sentences

3. Review Figures of Speech Students should be able to:

 Metaphor  Identify and analyse examples with greater complexity
 Personification
 Simile
Introduce Alliteration

4. Vocabulary Building Students should be able to:

 Synonyms  Identify Antonyms, Synonyms and Homonyms and use them
 Antonyms correctly in oral and written work
 Homonyms

5. Letter Writing Students should be able to:

 Business – Complaint  Differentiate the types of Business Letters
i. Tone  Use the correct format to write a Business Letter
ii. Word Choice
 Block Format
 Semi block
 Inside Address
Students should be able to:
6. Comprehension Skills  Use Summary Writing skills to convey information
 Summary Writing skills
i. Oral
ii. Written
 Book reports

6
 Students should be able to:
7. Poetry Writing  Develop creative writing skills and specifically poetry writing
skills

TOPIC/CONTENT OBJECTIVES

8. Introduction to Narrative Writing Students should be able to:

 Plot  Identify elements of a story
 Character
 Setting
 Climax
 Resolution

TERM THREE

TOPIC/CONTENT OBJECTIVES

1. Vocabulary Building Students should be able to:

 Commonly misspelled/mispronounced words  Demonstrate accuracy in usage
 Same word; multiple usage e.g. deliberate (vb), deliberate (adj)

2. Comprehension skills Students should be able to:

 Emphasis on inferential meaning  Show mastery of skills regarding unearthing implicit meaning

3. Direct and Indirect Speech Students should be able to:

 Punctuation of same using quotation marks, commas, question  Identify, define and use competently in oral and written
marks, exclamation marks expression

4. Literary Devices Students should be able to:

 Incorporation of initial figures of speech taught  Display knowledge and skill in usage
 Examine pun, alliteration, hyperbole

5. Giving Instructions Students should be able to:

7
  Giving directions and instructions to complete a task or identify  Give clear, precise and simple instructions
a specific location

TOPIC/CONTENT OBJECTIVES

6. Research and Reporting Students should be able to:

 Gathering information  Use comprehension (specifically summary) skills to compile a
 Writing a bibliography simple report
 Evils of plagiarism

7. Narrative Writing Students should be able to:

 Application of elements discussed in previous term (plot,  Write at least three cohesive paragraphs on a given topic
characters etc.)
Students should be able to:
8. Debate  Conduct constructive arguments in a controlled and gracious
 Identification of components of debating (moot, proposer, manner
opposer, rebuttal)
Students should be able to:
9. Book Report  Read at least one new book and compile a report
 Characters encompassing identified elements
 Setting
 Summary of story
 Critique
Students should be able to:
10. Poetry Writing  Express themselves fluently using components discussed in
 Students’ choice terms 1 and 2 especially literary devices
 Assigned topics

11. Review of examination techniques

ASSIGNMENTS

TEXTBOOK TYPES MINIMUM NO. OF PIECES WEIGHTING

A Comprehensive English
Course, Book 1 – Roy
Narinesin
8
 HOMEWORK 2 20%
CLASSWORK 2 30%
TESTS 2 50%
PROJECT 1 varies

INTRODUCTION

One of the main aims of Literature at the First Form level should be to ignite and develop an interest in
reading beyond the cover of the book. It is important that students are guided in becoming perceptive
and receptive to the use of language within major literary genres (fiction and poetry). Students should
also be motivated to read extensively in order to identify the versatility and effectiveness of language
as it is used by different authors in various situations. Students should be able to observe similarities
and differences between characters, settings, and events; identify moods, arrive at logical conclusions
and examine the ways in which literary devices are employed to achieve specific meaning. They
should be able to articulate and write fluently about such observations and examinations. These
core elements will prepare students for more advanced studies in the subject as well as in other
related areas as their comprehension skills, vocabulary development and critical thinking are honed.
Keen attention will also be given to the practice of identifying and clearly explaining mental images.

In an effort to keep students sensitive to their West Indian culture/reality, a deliberate choice has been
made to study the work of at least one West Indian writer.

9
 TERM ONE

TOPIC/CONTENT OBJECTIVES

Two texts and a selection of poetry will be Students should be able to:
studied during the term.
 identify and describe the events which help to establish the
Texts context within which the story is written.
 Author  recount briefly the author’s background
 Plot  recognize major themes in the story
 Characters  examine the events, situations and issues to show how these
 Setting elements affect character behaviour /development
 Themes  explain major tensions between protagonist and antagonist as
 Use of literary devices well as show understanding of how these tensions are resolved
 respond sensitively to literature by making accurate analyses in
oral and written work on characters, plot development and
themes

Poetry Students should be able to:

 Types of poems  identify rhyme scheme and rhythm of work
 Literary devices  identify and explain all literary devices used
 Understanding poetic language (Creole, standard English,  research, present and write examples of specific
poet’s choice of words) to determine poet’s types of poems e.g. limerick
 message.  construct accurate and comprehensive response to set
 Oral expression(correct phrasing to ensure comprehension) questions both orally and written
 Comparisons between poems
 Focus on rhythm and rhyme

TERM TWO

TOPIC/CONTENT OBJECTIVES

One novel, a collection of West Indian short stories and a selection of Students should be able to:
poetry will be studied.  identify and describe the events which help to establish the

10
 Text context within which the story is written.
 Author  recount briefly the author’s background
 Plot  recognize major themes in the story
 Characters  examine the events, situations and issues to show how these

TOPIC/CONTENT OBJECTIVES

 Setting  elements affect character behaviour/development

 Themes  explain major tensions between protagonist and antagonist as
well as show understanding of how these tensions are resolved
 respond sensitively to literature by making accurate analyses in
oral and written work on characters, plot development and
themes

Poetry Students should be able to:

 Types of poems  identify rhyme scheme and rhythm of work
 Literary devices  identify and explain all literary devices used
 Understanding poetic language (Creole, standard English,  research, present and write examples of specific types of
poet’s choice of words) to determine poet’s message. poems e.g. limerick
 Oral expression(correct phrasing to ensure comprehension)  construct accurate and comprehensive response to set
 Comparisons between poems questions both orally and written
Focus on rhythm and rhyme

TERM THREE

TOPIC/CONTENT OBJECTIVES

Text Students should be able to:

 Author  identify and describe the events which help to establish the
 Plot context within which the story is written.
 Characters  recount briefly the author’s background
 Setting  recognize major themes in the story
 Themes  examine the events, situations and issues to show how these
elements affect character behaviour /development
 explain major tensions between protagonist and antagonist as
well as show understanding of how these tensions are
resolved.

11
  respond sensitively to literature by making accurate analyses in
oral and written work on characters, plot development and
themes.

TOPIC/CONTENT OBJECTIVES

Poetry Students should be able to:

 Types of poems  identify rhyme scheme and rhythm of work
 Literary devices  identify and explain all literary devices used
 Understanding poetic language (Creole, standard English,  research, present and write examples of specific types of
poet’s choice of words) to determine poet’s message. poems e.g. limerick
 Oral expression(correct phrasing to ensure comprehension)  construct accurate and comprehensive response to set
 Comparisons between poems questions both orally and written
 Focus on rhythm and rhyme

TEXTBOOKS

Young Warriors – V. S. Reid

Tales from Shakespeare – Charles and Mary Lamb
The Silver Sword – Ian Serrailler
Over Our Way – ed. Jean D’Costa and Velma Pollard
The Secret Garden – F. Hodgson Burnett
Sun Song 1 – ed. Mordecai and G. Walker-Gordon

ASSIGNMENTS

TYPES MINIMUM NO. OF PIECES WEIGHTING

HOMEWORK 2 20%
CLASSWORK 2 30%
TESTS 2 50%
PROJECT 1 varies

12
Introduction:

The First Form History Curriculum is geared to provide a beginner’s introduction to the nature of history as a discipline.
This curriculum seeks to inform students about the arrival of Jamaica’s ancestors and thus the global contribution to our
ancestry and development. The curriculum also contains information on Jamaica’s national symbols, the life and work of
Jamaica’s national heroes and our heritage. The curriculum ends with an overview of the influence of European
Civilization on the Caribbean (and the World).

The First Form Syllabus is designed to develop the natural curiosity and interest of students by making the learning of
history enjoyable. It aims to enable students to see history as more than a chronicle of events which happened in the
“olden days” and so have a proper notion of the “past”. It also aims to guide students into perceiving the relationship
between the environment and one’s lifestyle and show how one can adapt one’s lifestyle to suit the environment one lives
in.

Of great significance also is the fact that the curriculum aims to assist students in developing competency in several
modes of expression in history, for example, oral expression, short written responses (sentences and paragraphs)
multiple choice, map and chart making, protect work etc. It further seeks to develop in students the skills of listening,
reading, comprehension, choosing relevant ideas and making comparisons. Students will also be guided into making

13
simple conclusions and generalizations. The curriculum will introduce students to the skills of research, and help students
develop certain attitudes such as cooperation, appreciation and empathy.

TERM ONE

TOPIC/CONTENT OBJECTIVES

1. The Nature of History and the Historian’s Mode of Students should be able to:
Enquiry  define the terms: history, past, sources, artifact, frame of
reference and mindset
 identify the major elements in the methodology of the
professional historians with emphasis on the collection of
information
 distinguish between fact and opinion
 identify primary and secondary sources and explain the
relevance/importance of these types of sources
 explain what historians have suggested about the achievement
of man in the New Stone Age

2. Who We Are and From Whence We Came Students should be able to:
2.1 Our Early Ancestors – The Amerindians  define the concepts: ancestor, descendant, migration, Bering
Strait
 describe the theory of the Bering Straits and its relation to the
coming of the Tainos, Kalinagos and Incas
 Explain how each group satisfied its need for food, shelter,
clothing, recreation, family life, religion and political organization
 Highlight some of the contributions of the Tainos to Jamaican
society
 Explain why there are no Taino descendants in Jamaica

2.2 Our Late Ancestors (Europeans, Africans, Asians) Students should be able to:
 define the concepts: immigrant, ethnic group; push and pull
factors
 identify and explain the push and pull factors which influenced
each ancestral group to come to Jamaica

14
 i) The Europeans and why they came
ii) The Africans and why they came
iii) The Chinese and East Indians
iv) Other settlers

TERM TWO

TOPIC/CONTENT OBJECTIVES

1. Our National Symbols Students should be able to:

 define the concepts: motto, patriotism, loyalty, prejudice, logo,
status, Jamaican
 identify the national symbols and awards and explain their
meanings
 state the words of the motto, identify it on the Coat of Arms, and
explain its meaning
 identify ways in which behaviour(s) among Jamaicans are
consistent and/or inconsistent with the meaning of the Motto
 describe the Coat of Arms, give reasons for its main elements
and give its history
 explain how national symbols can give us a sense of
 pride in being Jamaican
 identify different ways in which Jamaicans show respect for
their symbols

2. Our National Heroes/Heroine Students should be able to:

 define the concepts: hero, national hero, bravery, leader, nation
builder
 identify the national heroes and list the characteristics of
individuals which would contribute to their becoming heroes or
heroines
 explain the guidelines for choosing heroes/heroines
 describe the ways in which each national hero/heroine has
contributed to the development of Jamaican society
 describe the ways in which our National Heroes are
remembered: monuments, landmarks, celebrations

3. Our Cultural Heritage Students should be able to:

15
  define the concepts: cultural heritage, cultural preservation,
retention
 identify Jamaican place names, their origin/source and
association with particular ethnic groups

TOPIC/CONTENT OBJECTIVES

 explain the development of Jamaican music, musical instruments

and dance forms
 explain the influence of various ancestral groups on Jamaican
foods
 explain the influence of ancestral groups on folk customs –
weddings, burial rites, games we play, medicine

TERM THREE

TOPIC/CONTENT OBJECTIVES

1. The influence of European Civilization on the Students should be able to:

Caribbean and the World  explain the importance of geography and the development of
city states
 explain how these city states were governed and how
government changed over time
 compare the city states of Sparta and Athens under the
headings: warfare, economy and education
 highlight the achievement of the Greeks: Philosophy of
Socrates, the Theatre and Drama, the Olympic Games,
Architecture and Education
 show how these Greek achievements have influenced
Jamaican Society

2. Rome Students should be able to:

 explain the importance of geography in the development of the
Roman Civilization
 describe the ‘founding of the Roman Republic’ and explain how
it was governed
 identify the factors influencing Rome’s expansion of power

16
  identify the achievements of the Romans
 show how these Roman achievements have influenced
Jamaican society
 explain the factors to which historians attribute the fall of Rome

ADDITIONAL READING AVAILABLE AT THE SCHOOL LIBRARY

The Romans and their Empire – Trevor Cairus

The History of the World – Brian Williams
The Human Experience: A World History – Mounir Farah, Andrea Berens Karls
Our Heritage from the Past – W. G. Hardy
Classics, Greek and Roman – Meyer, Reinhold

ASSIGNMENTS

TYPES MINIMUM NO. OF PIECES WEIGHTING

HOMEWORK 3 25%
CLASSWORK 3 25%
TESTS 3 50%

N.B.
One project is given for the year and is graded as a compulsory Homework Assignment.

17
INTRODUCTION

The need to prepare our students for the changes in the global world necessitate that Information
Technology is taught at all levels in our secondary school system. 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
in any curriculum. The aim of the Curriculum for grades 7 -9 is to have students:

i. achieve computer literacy by the end of grade nine

ii. use computers for communication
iii. use computers to create graphics
iv. use computers for problem solving
v. use computer software to assist learning in other subject areas
vi. use computers for report writing and information gathering
vii. use computers as a tool for decision making
viii. use computers to achieve enrichment activities

18
 ix. develop an awareness of different types of technology by utilizing them to enhance information
transfers
x. become aware of the wide range of career options available to individuals with computer skills

TERM ONE

TOPIC/CONTENT OBJECTIVES

1. History of Computers Students should be able to:

 define a computer as an electronic device that can store,
process, retrieve and send out information
 name the persons who helped to develop early computers
 state the contribution made by early computer inventors
 state the name of the machines developed by early computer
inventors

2. Generations of Computers Students should be able to:

 classify computers into five generations
 describe the features of computers associated with each
generation
 state the differences between the technologies of the various
generations
 state three uses of early computers
 state the problems that affected the operation of early
computers

3. Types of Computers Students should be able to:

 state the five major categories of computers
 describe the characteristics of the major categories of
computers
 state the applications of the five major categories of computers
 state the differences among the five major categories of
computers

19
 TERM TWO

TOPIC/CONTENT OBJECTIVES

1. Hardware for Computer Systems Students should be able to:

 define the term ‘Computer System’ as a collection of different
devices attached to a computer to carry out a specific task
 classify computer systems according to their processing speed
 list the types of computer systems
 define the term ‘hardware’ as the physical components of the
computer system
 identify hardware components according to the task they
perform – input, output, storage, processing
 list the most common types of devices associated with these
components
a) Input (keyboard, mouse, joystick)
b) Output (printer, monitor, speaker)
c) Storage (diskette, CD-ROM, hard disk)
 identify problems associated with the misuse of the computer
hardware – blurred vision, headache, carpal tunnel syndrome
 describe ways to prevent the occurrence of problems
associated with the misuse of computer hardware – lighting,
physical adjustment of hardware, antiglare screen, ergonomics
 use the proper procedure to boot and shut down the computer
 name equipment used to protect hardware
 describe reason for and ways of protecting hardware –
protection from power surge, dust and climatic conditions

2. Keyboarding/Mouse Skills Students should be able to:

 identify specific keys that are used to control the movement of
the cursor
 use the appropriate key(s) to perform specific cursor moving
tasks

20
  use appropriate keys or combination of keys to enter text
 edit text using insert, delete and backspace keys
 demonstrate appropriate mouse techniques to move the cursor
 use the mouse to select and drag items on a desktop
 demonstrate appropriate mouse techniques to scroll a window

TOPIC/CONTENT OBJECTIVES

3. File and Desktop Management Students should be able to:

 identify the various bars which are present on most windows
based programs – task bar, scroll bars, menu bars and title
bars
 describe the functions of various buttons on the bars in
objective – start button, scroll, arrow button, exit button etc.
 describe an Icon as a pictorial representation of an executable
program/command/task
 use the various bars and buttons to:
a) save a document to the default drive
b) open/retrieve a document from the default drive
c) scroll through a document

TERM THREE

TOPIC/CONTENT OBJECTIVES

1. Entertainment Students should be able to:

 draw using the Paintbrush program in Windows or other
suitable software (use should be made of colours, lines,
shapes and other tools to create images)
 use appropriate software (Word Processing or Graphics
Package) to insert graphics into a document
 use various techniques such as dragging and moving to modify
images
 use the CD-ROM and appropriate hardware
(speakers/headphones) to play music from a CD

21
2. Research Skills Students should be able to:
 activate the CD-ROM drive
 use appropriate keywords to search for and access specific
topics
 highlight relevant text from the CD to be saved to a file or for
printing

TEXTBOOK

Fundamentals of Information Technology, Book 1

ASSIGNMENTS

TYPES MINIMUM NO. OF PIECES WEIGHTING

HOMEWORK 3 20%
CLASSWORK 2 20%
TESTS 2/3 60%

22
INTRODUCTION

The Grade 7 Curriculum Guide seeks to introduce students to the Fundamentals of Science
– classification of the environment into Living and Non-Living Things, plus various forms of Energy
and basic knowledge of the characteristics of each of these three components. It is an adaptation
of the Reform of Secondary Education (ROSE) National Curriculum Guide.

Using a variety of process and enquiry skills, students will explore various natural phenomena and
be better able to understand, appreciate and care for their natural environment. Students will also
be introduced to technology as the application of Scientific Skills and Knowledge in order to meet
human needs and improve the quality of life. Students will be engaged in hands-on activities and
research that involve observing, measuring, reporting, predicting, planning and designing and will
be encouraged to use curiosity, critical-thinking, innovation and teamwork to develop their problem
-solving skills.

23
 TERM ONE

TOPIC/CONTENT OBJECTIVES

INTRODUCTION TO SCIENCE Students should be able to:

1.1 Science and Technology in everyday life  identify how science touches our lives
 distinguish between Science and Technology
 identify and discuss the Science and Technology involved in
the making of a variety of everyday items
 write a paragraph on a scientific/technological feat that is
considered to be of great benefit to man

1.2 Working Like a Scientist Students should be able to:

 identify a problem and suggest reasons for, and solutions to the
problem
 describe who a Scientist is and what a Scientist does
 describe how a Scientist works
 carry out independent research on a scientist of choice

1.3 Using our senses to explore our environment Students should be able to:
 make and record observations
 identify Sense Organs
 decide whether or not sense organs are always adequate when
carrying out scientific experiments
 discuss some methods used to help those with impaired
sensory systems
1.4 Extending our senses through the use of
Instruments Students should be able to:
 effectively and accurately use various instruments to enhance
the senses e.g. balances, hand lenses, a microscope,
thermometer, stopwatch or timer and a measuring cylinder

1.5 Keeping Safe while Exploring Students should be able to:

 identify potentially dangerous situations in the laboratory and
their possible outcomes
 suggest ways to increase safety
 formulate and present safety rules for the Science Laboratory

24
TOPIC/CONTENT OBJECTIVES

GETTING ORGANIZED Students should be able to:

2.1 Sorting Things  recognize the importance of sorting
 work together to sort a collection of items into groups

2.2 Classifying Things as Living and Non-Living Students should be able to:
 identify the features that differentiate living from non-living
things
 describe the characteristics of living organisms
 care for living things

2.3 Classifying Living Things as Plants and Animals Students should be able to:
 identify the differences between plants and animals
 identify the 7 major categories used in Biological Classification
 state at least 3 features typical of selected groups

2.4 Classifying Plants as Flowering and Non-Flowering Students should be able to:
 identify plants that produce flowers and those that do not
 separate flowering plants into Monocotyledons and
Dicotyledons
 work cooperatively to complete a Research Project on named
Monocotyledon and Dicotyledon

2.5 Classifying Animals Students should be able to:

 sort animals into Vertebrates and Invertebrates
 sort Invertebrates and Vertebrates into selected subgroups

2.6 Grouping Non-Living Things into Solids, Liquids Students should be able to:
and Gases  group non-living things into solids, liquids or gases and give
examples of each
 describe the characteristics of solids, liquids and gases in terms
of particle spacing, shape and volume and state examples of
each
 Carry out the processes by which changes of state can be
achieved using a variety of materials
 Describe the changes in state that occur during the Water
Cycle

25
 TERM TWO

TOPIC/CONTENT OBJECTIVES

3.1 The Structure of a Flowering Plant Students should be able to:

 identify the main parts of a flowering plant
 describe the functions of the shoot and root system of a
flowering plant

3.2 The Structure and Function of a Flower Students should be able to:
 observe ad identify the parts of a flower
 dissect and draw a named flower
 observe and note features of a variety of flowers
 complete a table on 5 flowers not previously discussed in class

Students should be able to:

3.3 Reproduction in Plants  define ‘reproduction’ and identify it as a characteristic of Living
Organisms
 discuss ‘asexual reproduction
(a) research the names of plants that can reproduce
asexually and report on the methods they use
(b) describe the method that these plants use to
Reproduce
(c) associate the term ‘vegetative propagation’ with
asexual reproduction
(d) produce new plants from a selected vegetative organ
(leaf/tuber…) and report fully on the activity
 discuss sexual reproduction in plants
(a) identify and name the male and female
reproductive organs of the flower
(b) define the term ‘gamete’ and name the male
and female gametes of the flower
(c) define ‘pollination’
(d) differentiate between ‘self-‘ and ‘cross-‘
pollination
(e) define ‘fertilization’ and identify the events leading to it and
where it occurs in a flowering plant
(f) identify the products of fertilization

26
TOPIC/CONTENT OBJECTIVES

(g) Examine a variety of fruits and discuss differences

between them
(h) Draw and label a selected fruit to show its internal and
external features

Students should be able to:

3.4 Seed Structure and Germination  identify the parts of a seed
 draw a named seed to show its external and internal features
 investigate a seed germination
a) set up a control
b) plant named seeds
c) record observations
d) identify different methods of measuring their growth then
select and use one of these methods
e) use given guidelines to draw line graphs that illustrate
experimental results

3.5 Sexual Maturity and Reproduction in Humans Students should be able to:
 define the terms ‘adolescence’/ ’puberty’
 describe the changes that occur in males and females during
puberty
 associate these changes with ‘sex hormones’
 label simple diagrams of the Male and Female Human
Reproductive System
 explain simply the changes occurring during the menstrual
cycle
 explain simply how copulation can lead to pregnancy
 identify the special needs of a pregnant woman and
precautions to be taken to ensure the health of the newborn

LIVING RESPONSIBLY Students should be able to:

4.1 Sexually Transmitted Infections  define the terms ‘personal hygiene’, ‘promiscuity’, ‘responsible
behaviour’, ‘lifestyle choice’
 discuss the importance of personal hygiene, responsible sexual
behaviour and the consequences of poor lifestyle choices
 explain what HIV and AIDS stand for and discuss transmission,
symptoms and treatment of AIDS

27
TOPIC/CONTENT OBJECTIVES

4.2 Drug Use and Abuse Students should be able to:

 define the term ‘drug’
 state reasons people give for using drugs
 distinguish between useful drugs and harmful drugs, giving
examples of each
 distinguish between acceptable and unacceptable use of drugs
 describe the effects of some harmful drugs on the body
 discuss the effects of drug abuse on a person and on the
society

TERM THREE

TOPIC/CONTENT OBJECTIVES

ENERGY Students should be able to:

5.1 Forms of Energy and Energy Conservation  define energy
 state the unit of measuring energy as Joules (Newton-meters)
 identify, giving examples, the different forms in which energy
can exist
 observe and identify energy transformations that occur in some
simple and complex devices
 state the law of energy conservation
 discuss the ways in which energy can be wasted during
transformations
 distinguish between, and give examples of, renewable and non-
renewable energy resources

5.2 The Sun as the Ultimate Source of Energy Students should be able to:
 list and discuss the uses of the Sun’s energy
 discuss harmful effects of solar energy
 make a model to demonstrate the use of solar energy

28
TOPIC/CONTENT OBJECTIVES

5.3 Fuels as Sources of Energy Students should be able to:

 define fuel
 classify various substances as fuels
 investigate the energy content of selected foods and identify
sources of error in the investigation
 compare energy values of different preserved foods through
analysis of food labels
 draw bar charts illustrating the energy needed for different
activities
 estimate the amount of energy consumed within a day and the
energy which has been expended
 identify and tabulate the energy conversions involving the food
consumption over a 3-day period

5.4 Energy Conservation Students should be able to:

 identify ways in which energy is wasted at home, at school and
in the country
 suggest ways in which energy can be conserved
 predict the outcome of not conserving energy
 work cooperatively to create a presentation to educate the
public on energy conservation

SUGGESTED TEXTS:

 Braithwaite, W. Integrated Science for Jamaica, Book I. London: Macmillan

 Commissiong, F., Dalgety, F. and Lambert, N. Integrated Science for Caribbean Schools, New edition, Book I. Oxford:Heinemann
 Mitchelmore, J. Exploring Science, An Integrated Course for the Caribbean, Book I. Nelson Caribbean

ASSIGNMENTS:

TYPES MINIMUM NO. OF PIECES WEIGHTING

HOMEWORK 8 20%
CLASSWORK 6 30%
TESTS 3/4 50%

29
During this first year in High School the main components of Mathematics will be emphasized:

1) Problem Solving – This includes posing questions, analyzing situations, translating results, illustrating
results, drawing diagrams etc. Students will have experience with problems involving more than a single
solution.

2) Communicating mathematical ideas – Students will learn the language and notation of Mathematics.

3) Mathematical Reasoning – Students will be able to investigate mathematical ideas independently.

They will be able to identify and extend patterns and use experience and observation to make conjectures
(tentative conclusions) etc.

4) Applying Mathematics to everyday situations – Students will be encouraged to translate everyday

Situation into mathematical representations (graphs, tables, diagrams etc.)

5) Estimation – Students will be able to use mental arithmetic and a variety of computational estimation
techniques to make rapid approximate calculations.

This will be achieved through the study of Algebra, Arithmetic and Geometry.

Finally, the curriculum will help students to discover the fun of doing Mathematics and reinforce their positive
attitude to it.

30
 TERM ONE

TOPIC/CONTENT OBJECTIVES

ALGEBRA
1. Introduction to Algebra – Basic Terminology Students should be able to:
 identify numerical and literal variables and coefficients
 distinguish between monomials, binomials, trinomials
 simplify algebraic terms and expressions (i) like terms (ii)
unlike terms
 add and subtract like and unlike terms

Students should be able to:

 substitute values in given monomials and binomials etc.
2. Substitution expressions
 substitute values in expressions involving powers

Students should be able to:

 define a set by (i) listing the elements of a set (ii) describing in
3. The Study of Sets words the elements of the set (iii) using a set-builder notation
 determine the cardinal number of a set
 know the symbols used in set theory
 distinguish between special sets or types of sets: null sets,
universal sets, finite sets, equivalent sets and equal sets
 use Venn diagrams to represent the information given in
questions about sets
 identify sets relations: disjoint sets, overlapping sets, equal
sets, subsets
 find the complement of a given set, given the universal set
 determine and count the elements in the intersection of not
more than three sets

31
TOPIC/CONTENT OBJECTIVES

ARITHMETIC
4. The History of Number Systems and Numerals Students should be able to:
 identify Mathematicians of different ages associated with
numerals
 perform operations on whole numbers: addition, subtraction,
division, multiplication

5. Tables Students should be able to:

 know tables from 2 to 19
 know square tables from 2 to 30
 know cube tables from 2 to 12, as well as cube roots

6. Factors and Multiples Students should be able to:

 be familiar with different types of numbers: composite
numbers, prime numbers, factors and prime factors, common
factors
 find HCF and LCM
 solve problems involving HCF and LCM

7. Fractions Students should be able to:

 identify different types of fractions
 perform operations involving addition, subtraction,
multiplication, subtraction
 solve word problems based on fractions

8. Decimals Students should be able to:

 perform the following operations in decimals: addition,
subtraction, division, multiplication
 approximate to decimal places
 give an estimate from information given
GEOMETRY
9. Basic Geometry Concepts Students should be able to:
 identify geometry point and space
 identify plane geometry: lines, different figures
 distinguish line from ray

32
TOPIC/CONTENT OBJECTIVES

10. Angles Theory Students should be able to:

 draw and measure angles
 identify and illustrate different types of angles
 calculate angles between the hands of a clock
 calculate angles: vertically opposite, angles at a point,
supplementary angles, complementary angles, adjacent angles
on a straight line

11. Angles – construction Students should be able to:

 construct with a compass angles measuring 90˚, 45˚, 22 ½ ˚, 11
¼ ˚, 135˚, 225˚, 67 ½ ˚, 112 ½ ˚
 construct with a compass angles measuring 60˚, 30˚, 15˚, 120˚,
240˚, 300˚, 75˚, 150˚

12. Triangles Theory Students should be able to:

 recall the properties of different types of triangles
 identify types of scalene, isosceles, and equilateral triangles
 calculate the angles of a triangle

Students should be able to:

13. Construction of Triangles  construct triangles with compasses and without the aid of a
protractor when:
(i) the measurements of the three sides are given
(ii) the measurements of one side and two angles are given
(iii) the measurements of two sides and an angle are given

33
 TERM TWO

TOPIC/CONTENT OBJECTIVES

ALGEBRA Students should be able to:

1. Mathematical Statements  identify statements
 open statements
 close statements
 truth statements

Students should be able to:

2. Symbolic Expression  express words and sentences in algebraic expressions
 contract and expand simple and multiple expressions
 perform operations involving addition, subtraction etc. of an
expression

Students should be able to:

3. Simple Equations  construct equations
 transpose to change the subject
 solve by proper balancing and elimination
 solve word problems

Students should be able to:

4. Simple Inequations  interpret symbols of inequations
 understand replacement and solution sets
 solve through balancing and elimination
 solve problems based on inequations

5. The Order of Operations Students should be able to:

 do operations involving the Commutative Law and the
Associative Law
 use the distributive law to expand, factorise and simplify

ARITHMETIC Students should be able to:

6. Percentages  convert percentages to fractions and fractions to percentages
 convert percentages to decimals and decimals to percentages
 do calculations involving percentages
 do more complex problems based on percentages

34
TOPIC/CONTENT OBJECTIVES

7. The Metric System Students should be able to:

 convert units of length, area, capacity and time
 use correctly the metric units of measure for area, volume,
mass, temperature and time
 solve simple problems involving time, distance and speed

8. Currencies and Currency Conversion Students should be able to:

 convert from one currency to another
 solve simple problems based on currency exchange rates

9. Area and Perimeters Students should be able to:

 calculate the perimeter and area of a circle, length of an arc
(using angles which are factors of 360˚)
 calculate the perimeter and area of a square, rectangle,
parallelogram and triangle

10. Simple Interest Students should be able to:

 solve problems involving simple interest (simple interest, rate,
time, principal, amount)
GEOMETRY
11. Angles associated with Parallel Lines Students should be able to:
 identify cointerior angles on the same side of a transversal
 calculate corresponding and alternate angles as well as co-
interior angles

12. The Theory of Quadrilaterals Students should be able to:

 state the properties of the square, rectangles, rhombus and
parallelogram
 calculate the interior angles of the rhombus and the
parallelogram
 calculate the area, perimeter, length and width of the square
and rectangle

13. Quadrilaterals – practical Students should be able to:

 construct a square, rectangle, rhombus and parallelogram
(Angles which are multiples of 360 will be constructed with a
compass. Other angles will be drawn using the protractor)

35
TOPIC/CONTENT OBJECTIVES

14. The Study of the Circle Students should be able to:

 define the components of the circle
 identify the components of the circle
 recognise the relationship between the components

15. Symmetry Students should be able to:

 recognise and draw lines of symmetry for the scalene,
isosceles, equilateral triangle, square, rectangle, rhombus and
parallelogram
 state the order of rotational symmetry for these figures
 know the concepts of point symmetry and mirror symmetry

TERM THREE

TOPIC/CONTENT OBJECTIVES

1. Operations involving Positive and Negative Students should be able to:

Algebraic Terms  perform the four basic operations with algebraic expressions
 use the distributive law to insert or remove brackets in algebraic
expressions
 substitute numbers for algebraic symbols in simple algebraic
expressions

2. Indices Students should be able to:

 use the laws of indices to manipulate expressions (add,
subtract, multiply, divide) with integral indices
 multiply algebraic terms involving indices – terms that do not
involve brackets, terms that involve brackets

36
TOPIC/CONTENT OBJECTIVES

ARITHMETIC Students should be able to:

3. Profit and Loss  calculate profit and loss as a per cent
 find selling price or cost price
 solve problems involving marked price, cost price, percentage
profit, loss or discount

Students should be able to:

4. Integers  use number line to illustrate integers
 perform operations with integers: addition, subtraction,
multiplication and division

Students should be able to:

5. Ratio and Proportion  compare two quantities of the same kind in ratio form
 divide a quantity into two parts in a given ratio
 solve problems involving direct and inverse proportion
 represent data on proportion graphically

Students should be able to:

STATISTICS  collect and present data using bar charts, pictograms and pie
6. Pictorial Representation charts

GEOMETRY Students should be able to:

7. The Study of the Right-Angled Triangle  identify the sides of the triangle
 use Pythagoras’ theorem to calculate the sides of a triangle
 calculate the area and perimeter of a triangle
 do a research paper on the origin of the theorem

8. The Study of Solids Students should be able to:

 know the properties of polyhedrons: cubes, cuboids, cylinders
 identify solids that are classified as prisms
 identify solids that are classified as non-prisms
 identify the line and area properties of pyramids
 do a research paper on the Great Pyramids of Egypt
 know Euler’s Law and Formula
 calculate i) the total length of the edges ii) the total surface area
iii) the volume or capacity of the cube and cuboid

37
TOPIC/CONTENT OBJECTIVES

9. Co-ordinate Geometry Students should be able to:

 identify the x and y axes as two perpendicular lines meeting at
(0.0)
 identify the concepts: ordered pair, x-coordinate, y-coordinate
 plot points on the plane surface
 obtain triangles and quadrilaterals by joining plotted points

TEXT:

Mathematics for the Caribbean, Book 1, Foster & Tomlinson

OTHER REFERENCES:

(STP) Caribbean Maths – Books 1 and 2

Oxford Mathematics for the Caribbean – Books 1 and 2
Progress Papers (Scottish Mathematics – Book 1
Teacher’s worksheets

ASSIGNMENTS:

TYPE OF ASSIGNMENT NUMBER PER TERM WEIGHT

Homework 10 20
Classwork 10 20
Test 8 60

38
INTRODUCTION

Welcome to the world of Modern Languages! This is an exciting and lively experience in the learning of a
foreign language. Students are being introduced to the rudiments of Spanish at the first form and are
deftly guided towards the CSEC level. This is a tripartite course which culminates at the third form level.
It is hoped that the students will have had a wonderful introduction up to third form to embark upon the
CSEC level with great enthusiasm.

GOALS

This is primarily to provide an enjoyable presentation giving enough stimuli to evoke interest, participation
and hopefully good marks. Throughout the course students will be given opportunities to practise all four
language skills – reading, listening, speaking and writing. Students will be exposed to the cultural aspects
of Spanish by exploring the cultures of Spanish-speaking countries like Spain, Mexico, Panama and Cuba.
It is hoped that the exposure will generate interest and participation in other modern language activities like
the Modern Language Club, festivals, field trips and trips to Hispanic countries.

39
 TERM ONE

CONTEXT OBJECTIVES

A. yo mismo/a Students should be able to:

 speak about themselves – saying name, age, description,
- ¿Cómo te llamas? nationality and alphabet
- Me llamo ____
- ¿Cómo eres/es/son?
- Soy alto/gorda, son altos
- ¿Cuántos años tienes?
- Tengo 14 años, Tiene 9 años
- ¿Cómo se escribe tu nombre?
- El alfabeto- a,b,c,ch,e,f
- ¿Cual es tu nacionalidad?
- Soy jamaicano/canadiense

B. La familia Students should be able to:

 discus their family – how many family members, names,
- ¿Cuántos/as personas hay en tu familia? address and profession
- ¿Cuántos son?  count from 1 – 50
- Los números 1-50  describe fully i.e. physical and personality traits
- ¿Cómo se llama tu mamá,papá,hermana,hermano?
- ¿Dónde vive la familia? ¿Dónde vives?
- Direcciones- yo vivo en___
- mi familia vive ___
- ¿qué profesión tiene tu papá - doctor,profesor,etc.

C. En la escuela Students should be able to:

 describe their uniform and school, tell days, months , the date
- mi uniforme and the year
- ¿a donde vas tú?
- a la escuela/al cine
- a +el = al
- los días de la semana; ¿Qué día es hoy?
- los meses del año son
- ¿cual es la fecha?

40
 -

CONTEXT OBJECTIVES

D. En casa Students should be able to:

 describe bedroom and house
- ¿cómo es tu dormitorio?  tell what is on the table/ in room etc.
- Los colores  express what they want for meals
- ¿Qué hay en la mesa?
- ¿Cuántos cuartos hay?
- ¿Qué quiere comer para el desayuno?
el almuerzo
la cena?

TERM TWO

CONTEXT OBJECTIVES

A. En la escuela Students should be able to:

 use se llama, llaman with people in the school
- ¿cómo se llama tu director?  talk about the class, how many students, where they are seated
-se llaman and identify objects
- ¿cuántos alumnos hay en tu escuela/clase?  know numbers 51 – 100
- ¿donde está el estudiante?
- ¿donde estás?
- ¿qué es esto?
- ¿qué son esto?
- ¿cuántos estudiantes están en tu clase/escuela?
- los números 51-100

B. En casa Students should be able to:

 identify objects within the home
- ¿Qué es esto?
- ¿Qué son estos?

41
CONTEXT OBJECTIVES

C. ¿Quién es? Students should be able to:

 Identify one or more persons telling relationships
- Es tu hermano
- Es un estudiante
- ¿Quienes son?

D. En el campo Students should be able to:

 discuss features/animals del campo!
- ¿Cómo es?
- Los animals domésticos
- Los animales savajes
- ¿Cómo se llaman?
- ¿Que es esto?

E. En la ciudad Students should be able to:

 discuss profession, places of work and modes of transportation
- ¿como llegamos?  describe the city; places in the city, population.
- el trabajo-a dónde va?  know numbers 200 - 1000
-a dónde van?
- ¿dónde trabaja tu mamá?
- profesiones
- describe la ciudad
- ¿cuántas personas hay en la
ciudad?
- los números 200-1000

42
 TERM THREE

CONTEXT OBJECTIVES

A. en ciudad y en el campo Students should be able to:

 discuss different types of weather and the seasons
- ¿Qué tiempo hace?
- Las estaciones
- ¿Te gusta comer temprano o tarde?
- ¿Que te gusta comer durante el recreo?
Me gusta/n _______
Nos gusta _______
Le gusta _______

B. En la oficina/En la escuela Students should be able to:

 express time ( what time they get up, go to bed, leave home
- ¿Qué hora es? etc.)
- Es la una, son las dos y media etc.  relate it to school and the timetable
- ¿A qué hora te levantas?
- ¿A qué hora tienes el recreo?

TEXTS:

Primer Libro – Nassie et al

Espanol Para La Vida: Book 1 – Moore, Zena (Thomas Nelson & Sons Ltd. Thomson Publishing Co.

ASSIGNMENTS:

TYPE OF ASSIGNMENT NUMBER PER TERM WEIGHT

Homework 6 20
Classwork 6 30
Test 4 50

43
Project 1 50

INTRODUCTION

The music curriculum is designed to:

Challenge and motivate students to identify their creative and theoretical skills in the practical
Area of the Arts.

Teach theoretical concepts which will aid in acquiring a fundamental base for practical proficiency.

Develop listening skills within the wide spectrum of music with an aim to critically analyze and
appreciate various types of music.

Apply theoretically based concepts to practical experience with the aim of encouraging excellence
through performance methods.

Introduce students to music within the Caribbean focusing on the cultural heritage in various
islands.

Instill the concept of fusion of other art forms to develop an awareness of the correlation between
music and other subject areas.

Develop an understanding and appreciation of the different periods and styles of music and note
the influence of them on modern music.

Enable students to play the recorder and sight-read simple pieces in the text individually and in groups.

44
 Facilitate students to arrange pieces using additional instruments to the recorder.
TERM ONE

WEEK CONTENT OBJECTIVES

1–3 Music Notation: Students should be able to:
Conventional and Non-  define music using sources and give an original definition of music.
Conventional  write original lyrics to a simple tune to introduce themselves.
 identify letters of the alphabet used in music and be able to scramble them to form and
draw 20 words on the Staff (3 words or more).
 draw and name notes on the lines and in the spaces in the treble & bass and sing tunes
to phrases which help to identify the notes.
 compose a simple musical tune using notes in the treble and bass.
 define simple musical terminologies such as Staff, Bar, Bar-line, Double Bar-line,
Treble, Bass Clef.

4–5 Types of Notes Students should be able to:

 know the names, values and how to describe types of notes.
 know the names, values and how to describe and draw types of rests.
 play, sing and name types of notes on the piano and be able to hold the values of notes
and rests.
 add, subtract, multiply and divide types of notes.
 identify the co-relation between music and maths.
 make charts/posters to show the various types of notes and their values.
 sing notes in tune according to pitch and duration of notes and their values.
 compose a song about types of notes

6–7 Time Signatures Students should able to:

 define a time signature and give examples of common TS
 beat to common time rhythmic patterns
 understand the upper/lower figures of time signature
 clap the rhythmic patterns of simple pieces according to given TS
 fill in notes to complete bars according to given common TS
 identify common TS of recorded pieces

8 - 10 Sharps & Flats Students should be able to:

 define both sharps /flats and understand its relation to keynotes
 listen to notes on the piano and identify sharps and flats
 sing the sharp or flat to any given note

45
  name and draw sharps and flats on the lines and in the spaces in the Treble and the
Bass 5. Draw 2 octaves of a keyboard and label notes and equivalent sharps and flats

WEEK CONTENT OBJECTIVES

Definition of Musical Students should:

Expressions  learn and define 20 musical expressions in music
 develop fast responses to signs, symbols and musical expressions
 understand the concept of dynamics and its co-relation to musical terms
 used in pieces

TERM TWO

WEEK CONTENT OBJECTIVES

1–2 Musical Elements, Rhythm, Students should be able to:

Tempo, Meter & Rests,  recall theoretical concepts from the first term
Pitch & Dynamics  clap rhythmic patterns according to tempo and value of notes
 sing simple tunes and identify the time signature used

The Recorder & its Students should be able to:

Maintenance  show technical skills required to play the recorder
 apply the theory learnt to practical performance
 sight-read simple exercises and tunes from the given text
 know the rules of the recorder and how to take care of it
 play in group and teams
 memorize simple pieces
 appreciate and identify change of rhythmic patterns as a result of piano
accompaniment/arrangements
 identify faults when playing the instrument

3-4 Categories of Music Students should be able to:

 identify various categories of music
 play pieces from various categories of music e.g. classical, jazz, reggae
 explore categories of music from different music genres and be able to pick out tunes
and write using notation in manuscript

46
  arrange and play individually and in groups, 2 or 3 favourite songs from different genres

WEEK CONTENT OBJECTIVES

5–6 Music Culture Students should be able to:

 comprehend and interpret key chapters highlighting musical culture in various
Caribbean Islands
 sing and play cultural songs from various Islands
 put together performance pieces using additional instruments
 sight-read cultural songs as stated in the given text, and arrange same in groups

Appreciation & History of Students should be able to:

7–8 Western Music  identify the different musical periods from ancient to modern times in historical content,
musical characteristics, composers etc.
 explore the Great Composers' lives and music composed by them
 develop an understanding and appreciation for the styles of music under eras such as
the Middle Ages, Renaissance and Baroque periods and note the influence of the
different periods on today's music
 listen to various pieces and identify the era in which they were created
 identify dynamics and musical expressions in pieces played and write a critique on the
actual pieces
 interpret music

Fuse Musical Styles Students should be able to:

9 - 10  arrange songs by fusing various musical styles e.g. reggae, jazz, calypso, folk etc.
 prepare individually and in groups for performance presentations
 constructively critique and show respect for musical experiences and performances of
other students

TERM THREE

WEEK CONTENT OBJECTIVES

1–3 Scales with and without Students should be able to:
using KS. Ascending  define a scale
/Descending in the Treble  name the notes which make-up the scales of C and B Major
 know the difference between drawing scales with and without using KS
 draw scales ascending and descending in the Treble
 note the importance of placing KS correctly on the Staff

47
  play scales on the recorder and on the keyboard ascending and descending

WEEK CONTENT OBJECTIVES

7–8 Tones Students should be able to:

 define tone in music
 identify tones when played on the piano
 sing tones above and below notes played
 identify their voice ranges from singing tones above or below notes
 work out tones above and below notes generally
 draw tones above/below notes on a Staff in the Treble and the Bass
 place KS properly on the Staff to the left of notes

9 – 10 Semitones Students should be able to:

 define a semitone
 identify semitones when played on the piano
 sing semitones above and below notes played
 identify their voice ranges from singing semitones above or below notes
 work out semitones above and below notes generally
 draw semitones above and below notes on a Staff in the Treble and Bass
 listen to intervals and decide whether they are tones or semitones
 place KS properly on the Staff to the left of the notes
TEXT BOOKS ADDITIONAL TEXT BOOKS TYPES OF ASSIGNMENTS

 MUSIC FOR BIG ANTS AND 1. CARIBBEAN INTEGRATED 1. WRITTEN ASSIGNMENTS

LITTLE ANTS MUSIC - BOOK 2 2. AURAL ASSIGNMENTS
By KAREN HEADLAM CYRUS 3. TESTS
 NEW RECORDER TUTOR 4. GROUP/INDIVIDUAL PRACTICAL WORK
BOOK 1 2. LEARNING CAN BE FUN
By L.A. JEAN-BAPTISTE

 MUSIC - THE ART OF

LISTENING (2ND. EDITION)
By JEAN FERRIS

NUMBER OF ASSIGNMENTS
1. FIRST TERM 5-6
PIECES
2. SECOND TERM 6 - 8
PIECES
3. THIRD TERM 5–6
PIECES

48
RATIONALE

Many challenges are faced by students entering high school at the grade seven level. These
students are leaving familiar environments with a population that was predominantly of a
similar socio-economic grouping, into an unfamiliar environment of varied socio-economic strata.
They have now entered a new subculture within the broader culture.

With this in mind, the guidance and counselling programme is designed to foster important
mental, social, and emotional competencies that are essential for the students’ development.
These competencies will help to facilitate the necessary transition.

OBJECTIVE

Our main objective for students at this level is to facilitate a smooth transition from preparatory
/primary school to high school.

Emphasis is placed on fostering growth and providing a forum for honest reflection and discussion,
hence there is no formal assessment.

49
 TERM ONE

TOPIC/CONTENT OBJECTIVES

1. ORIENTATION Students should be able to:

 identify the physical layout of the school
• School environment  discuss the history, traditions, rules and regulations of the
• Rules and regulations school
• Class schedule  distinguish the roles and functions of the various personnel
• Interaction with peers, staff, administrative and ancillary within the school system.
staff

2. DISCOVERING SELF Students will:

 examine the concepts relating to self, and be equipped with
Self, Self-Awareness, Self Image, Self Worth, skills for fostering self discovery.
Acceptance, Self-Confidence, Self identity, Self
Respect, Self Control

3. PHYSICAL DEVELOPMENT Students will be aware of:

 the various changes that occur within the human body up to the
• Physical changes that occur in the human body from birth initial stages of adolescence.
to the early stages of adolescence.  their rights to privacy.

TERM TWO

TOPIC/CONTENT OBJECTIVES

1. STUDY SKILLS Students will:

 develop a systematic approach to learning that will enhance
• Scheduling time, organizing resource material, and learning their learning potential and abilities.
styles.  recognize the importance of taking responsibility in the learning

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 experiences within, and outside of the classroom, and
developing proper study skills.

TOPIC/CONTENT OBJECTIVE

2. DEVELOPING A HEALTHY LIFESTYLE Students should gain:

• Proper dental care, physical hygiene, diseases and  an appreciation of wellness and proper health
preventative measures.  care.

3. FAMILY LIFE Students should be aware of:

• Types of families  the importance of the family, and family interaction
• Transmission of family influence from one generation to the  the roles and functions of family members.
next.  the influence of the family on developing values, moral and
attitudes

TERM THREE

TOPIC/CONTENT OBJECTIVES

1. INTERPERSONAL RELATIONSHIP Students should be aware of:

 stages of appropriate friendships
• Friendships  establishing good working group relationships
• Group relationships  the appropriate response to those in authority.
• Interaction with authority.

2. STRENGTHS AND TALENTS Students should be able to:

• recognize their strengths and weaknesses, likes and dislikes.
• Strengths and talents • identify the skills and talents needed for the various tasks:
• Tasks that can be preformed utilizing talents and skills. strengths, weaknesses, likes, dislikes, preferences and talents,
and the utilization of these for the betterment of self, group and
N: B Other topics will be discussed in accordance with events the school community.
set out by the Ministry of Education Youth and Culture,
Caenwood, Kingston Jamaica, W.I.

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INTRODUCTION

Physical Education is an integral part of the curriculum. It contributes to the development of the
students through the use of planned activities. The syllabus specifically targets the holistic
development of the individual and so includes the learning of motor skills and the components of
physical fitness as well as the building of self esteem.

Performance is assessed through regular assignments and school based examinations.

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TOPIC/CONTENT OBJECTIVES

NETBALL

I. A Brief History of the Game Students should be able to:

 give a brief history of the game - where it started and by whom
 say how and when the game was introduced to Jamaica

II. Organisation of the Game Students should be able to:

 identify the netball and its measurements
 identify the netball court, name and position of players/teams
on the court

III. Ball Handling Skills Students should be able to:

 demonstrate the basic techniques involving throwing and
catching
 throw to a partner who is stationary or moving
 demonstrate proper timing, balance and control in the
performance of these skills

IV. Footwork Students should be able to:

 move freely on court landing on one or both feet

V. Pivoting, Dodging, Marking Students should be able to:

 receive the ball and pivot
 apply effectively the techniques of dodging
 mark and pivot as they relate to footwork

VI. Organisational Skills (The Game/Basic Rules) Students should be able to:
 work in groups – e.g. (3 vs. 3)
 apply all skills in a game of netball (7 vs. 7)

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TOPIC/CONTENT OBJECTIVES

FOOTBALL

I. Physical Fitness, Endurance, Skill, Coordination Students should be able to:

 demonstrate the components of fitness – flexibility, endurance
and speed

II. Development of Football Organizations: FIFA, CONCACAF, Students should be able to:
KASAFA, ISSA  identify the various organizations and their roles in the
development of the game

III. Basic Knowledge of the Football Field: dimensions, playing Students should be able to:
areas, players  illustrate the football playing areas and players
 display the ability to place a team on the field

IV. Playing the Ball Students should be able to:

 demonstrate the ability to use the toes and instep to kick a ball
 receive and pass using the sole of the feet, chest, head, thigh
etc.

V. Controlling the Ball Students should be able to:

 explain when to use the different areas of the foot

VI. Dribbling and Faking Students should be able to:

 show control while dribbling with either foot

VII. Tackling Students should be able to:

 demonstrate various ways of tackling

VIII. Game Students should be able to:

 play the game utilizing the skills learnt
 perform a corner kick
 take a penalty
 apply basic tactics and strategies to competitive play

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TOPIC/CONTENT OBJECTIVES

SWIMMING Students should be able to:

 demonstrate awareness of all pool rules and safety procedures
 show skill and proficiency in the performance of all strokes –
front/back Crawl, Breast, butterfly
 perform basic life saving techniques – side stroke, creating
floating devices, sculling etc.

TRACK AND FIELD Students should be able to:

 participate in track and field to improve basic physical fitness
 run continuously over set distances
 respond to the commands for the start of a race
 demonstrate various techniques in running

CRICKET
I. History and Development of the Game Students should be able to:
 discuss the development of the game and prepare a scrap book
of current events in cricket

II. The Cricket Pitch Students should be able to:

 identify the cricket pitch and basic equipment used in the game
of cricket
 identify the playing positions of at least eleven players

III. Fielding Students should be able to:

 correctly demonstrate the skills and techniques of fielding

IV. Bowling Students should be able to:

 demonstrate the different ways of bowling

V. Batting Students should be able to:

 use different batting strokes

N.B. Time permitting the skills of Volleyball, Hockey, Lawn Tennis

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And Basketball will be introduced.

INTRODUCTION

During Term One, students are introduced to the Functions of Art and the Elements and
Principles of Design.

Term Two – Simple perspective drawing and painting.

Term Three – An Introduction to objective drawing and simple graphic design, 3D construction.

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 TERM ONE

TOPIC/CONTENT OBJECTIVES

1. THE FUNCTIONS OF THE VISUAL ARTS: Students should be able to:

- Social – Personal – Physical  show an appreciation, and understanding of the function of the
Visual Arts .
 see how Visual Arts fits in with community life.
2. THE ELEMENTS AND PRINCIPLES OF DESIGN:  realize the possibility that beauty exists every where.
 understand the importance and extent to which the Visual Arts
• Types of lines-Geometric and Organic, uses of influence our Homes, Clothing, Economics, Religion and Social
lines Life in the Community.
• Geometric and Organic shapes and forms,  develop an appreciation for the beauty of line colour, texture,
natural & man-made. shape and form.
• Tactile and simulated textures from nature and  develop greater visual sensitivity and creative thinking.
the man-made environment.  use their imagination, observation, creativity and inventiveness.
• Colour theory – The wheel, colour groupings,  develop an interest in Visual Art activities.
tints and shades.  develop and express creative ideas
• Exercises in contrast and balance, collage,
montage abstract designs

END OF TERM EXAMINATION

TERM TWO

TOPIC/CONTENT OBJECTIVES

1. INTRODUCTION TO PERSPECTIVE Students should:

 understand the basics of perspective
- One point perspective – A Road Way, City Street  use lines, tints and shades to create the illusion of depth and

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 - Geometric Forms in one point perspective. distance
- A Cityscape  develop eye-hand co-ordination and improve their powers of
- A Landscape observation

OBJECTIVE
TOPIC/CONTENT

2. INTRODUCTION TO PAINTING

- Painting with a limited colour scheme

- Painting with tints and shades
- A simple landscape
- Interpretation of a Poem

END OF TERM TEST

TERM THREE

TOPIC/CONTENT OBJECTIVES

1. Introduction to Still Life Drawing Students should be able to:

- Basic Forms – Cubes, Cylinders Spheres, Contours only  recognize that art plays a vital role in the production of books,
- The Value Scale newspapers, magazines, advertising, home furnishing, clothing
- Tonality – Rendering the effects of Light and Shadow design, entertainment, the communication of ideas, feelings
- Rendering in local colour and information
 develop a wholesome consumer attitude and be able to
2. Introduction to Graphic Design recognize good design in everyday objects.
- What is Graphic Design  draw simple objects accurately and render tones, light and
- Monograms shadow fairly realistically in colour.
- Logos  create simple, effective graphic designs.
- Signs  demonstrate skills in 3 Dimensional assembling.
- Simple Lettering and Illustration of a short poem

3. 3 Dimensional Design

- Construction with Found or Discarded objects

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 - Construction and Assembling based on concepts covered
in perspective drawing, during the term such as Dwellings,
Rooms, Simple Community Planning
END OF YEAR EXAMINATION
TOOLS:

A Sketch Pad (Medium), A Notebook, Drawing Pencils HB – 6B, Coloured Pencils, White Plastic Erasers, Poster Paints (water based), Paint
Brushes of varying sizes, A Palette, Sponge, 12” Ruler, Ponal Glue, and a pair of Scissors.

TEXT:
Design and Communication for Foundation Courses – Peter Gowers, Nelson Publishers

ASSIGNMENTS:
TYPE OF ASSIGNMENTS WEIGHTING OF ASSIGNMENTS
Homework 25
Classwork 50
Project 25
Test and Examination 100

MARKING SCHEME:

The criteria for awarding, marks for each skill are as follows: Presentation 5 marks
Craftsmanship 7 marks a) Organization of visual material
a) Appropriateness of materials and relevance to theme or b) Layout
tasks c) Decorative content, embellishments and illustrations
b) Level of skill in manipulation of materials/media
c) Experimentation Interpretation 10 marks

Originality 3 marks a) Psychological or literal

a) Conceptualization b) Translation or representation of mood, colour, emotion
b) Level of personal interpretation c) Relevance of symbols

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 REGIONAL GEOGRAPHY

TERM 1 – 1st FORM

TOPIC OBJECTIVES
1. WHAT IS GEOGRAPHY? STUDENTS SHOULD BE ABLE TO:
a. The importance of Geography  Explain what Geography means
b. The branches of Geography  Recognize the importance of Geography
c. Careers in Geography  Identify the many branches of Geography
 Definition of the branches identified above
 Brief description of the branches
 Identify careers in Geography

2. METHODS OF GEOGRAPHICAL  Use different methods or techniques of investigating

INVESTIGATION geographical phenomena
a. Investigation  Definition of the methods of investigation
b. Observations  Explain differences between questionnaire and interview
c. Research
d. Differences between a questionnaire and an
interview

3. POSITION OF JAMAICA  Use lines of latitude and longitude to give the position if
Jamaica
 Describe Jamaica using site and situation in relation to
the Caribbean and the world at large

4. POLITICAL DIVISIONS OF JAMAICA  Name and locate on a map the counties, parishes and
a. Counties capitals of Jamaica
b. Parishes  Locate various places in Jamaica using lines of latitude
c. Capitals and longitude

5. PHYSICAL FEATURES OF JAMAICA  Define the physical features of Jamica (mountains, rivers,
a. Mountains / Hills plains, valleys)
b. Plains  Name and locate main physical features of Jamaica on a
c. Rivers map
d. Valleys  Describe relief of Jamaica from atlas map
 Differentiate between mountains and hills

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6. CLIMATE OF JAMAICA  Differentiate between climate and weather
 Define tropical marine climate
 Determine the factors affecting weather and climate in
Jamaica (latitude, distance from the sea, land and sea
breeze, etc.)

TERM 2 STUDENTS SHOULD BE ABLE TO:

7. RAINFALL OF JAMAICA
a. Rainfall pattern in Jamaica  Give reasons why rainfall patterns vary in different
b. Rainfall season parishes, and in high areas and undulating areas ( Blue
c. Types of rainfall Mountains and Kingston)
d. Weather systems affecting rainfall in  Explain and give reasons for rainfall seasons
Jamaica e.g. cold fronts, hurricane  Give the different types of rainfall in Jamaica (relief,
convectional etc)
 Define and give a brief description of each type of
rainfall
 Sketch simple diagrams to show the appearance of the
different types of rainfall
 Define the weather systems that affect rainfall in Jamaica
 Give a brief description of weather associated with the
factors defined above

8. POPULATION  Define the term population

a. Distribution & Density
b. Population growth  Explain composition of population – ethnic groups e.g.
c. Population problems Chinese, Indians, Africans etc. include brief historical
background, when and reasons for coming to Jamaica
 Define population distribution and density
 Identify patterns of distribution and density e.g. Kingston
is densely populated etc.
 Define the term population growth
 Define and discuss the following terms - natural increase,
birth rate, death rate etc.
 Give reasons for high / low birth rates
 Discuss population problems (causes)
 Define over population, under population, optimum
population
 Give solutions to population problems

9. MIGRATION  Define the term migration

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  Describe the different types of migration e.g. urban-rural,
rural-urban etc
 Discuss the problems associated with the different types
of migration
 Give solutions to the problems discussed above


TERM 3 TOPICS STUDENTS SHOULD BE ABLE TO:

10. SETTLEMENT  Define the term settlement
 Differentiate between urban and rural settlement
 Explain the main features of the settlement above
 Differentiate between planned versus unplanned
settlements
 Define and give examples of rural settlements e.g
Hamlet, village etc
 Define and give examples of urban settlements e.g.
satellite town, city, towns, conurbation, megalopolis etc

11. AGRICULTURE / FARMING  Define the term agriculture

 Define and give brief characteristics of the types of
farming e.g. arable, mixed, pastoral, etc
 Explain the importance of farming to Jamaica
 Define and give characteristics of large scale vs. small
scale farming
 Make comparison of the following crops - sugar cane,
banana, coffee, cocoa and citrus
 Comparison in terms of :
ii. conditions for growth
iii. main growing areas
iv. problems
v. climate, etc

12. TOURISM IN JAMAICA  Define tourism, tourist, tourist resort

 Describe the different types of tourists
 Describe and give examples of the main tourist
attractions in Jamaica
 Describe the importance of tourism to Jamaica
 Explain the advantages & disadvantages of tourism to
Jamaica

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 PHYSICAL GEOGRAPHY
TERM 1 STUDENTS SHOULD BE ABLE TO:
13. THE SOLAR SYSTEM  Define the solar system
 Describe the composition of the solar system – naming
the planets, number of moons in each planet and distance
of each
 Draw diagram of solar system with planets in orbit

14. SHAPE OF THE EARTH  Discuss the shape of the earth and compare with other
planets
 Discuss proof of the earth’s shape

15. LATITUDE & LONGITUDE  Define the terms latitude & longitude
 Give characteristics of the terms above
 Differences between latitude and longitude e.g. Tropics
of Cancer, Capricorn, Arctic and Antarctic, etc.
 Relate low latitude to equator and high latitudes to polar
regions
 Division of the earth into hemispheres
 Locate places on a map using latitude and longitude
 Draw diagrams to show lines of latitude and longitude

TERM 2 STUDENTS SHOULD BE ABLE TO:

16. EARTH’S EXTERIOR
a. land masses  Define & name continents and islands
 Identify land masses on atlas or maps
 Give examples of countries or states found in the various
continents
 Name and locate islands and island groupings on a map

17. LAND FORMS (Global)  Define each of the land forms listed
a. mountains  Name and locate major land forms defined above
b. plains
c. plateau
d. valleys
e. hills

18. WATER BODIES - oceans, seas, rivers, lakes  Define each of the water bodies

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 Name and locate major water bodies on a map of the
world

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 TERM 3 STUDENTS SHOULD BE ABLE TO:
 Give simple definition of the core, mantle and crust
19. STRUCTURE OF THE EARTH  Discuss physical state of the different sections of the
earth
 Draw diagram to show the different sections of the earth

 Define the different types of rocks – igneous,

20. ROCKS metamorphic,, sedimentary
a. Igneous  Give classification and formation of the types of rocks
b. Metamorphic  Give examples of the rocks listed above
c. Sedimentary  Give examples where the rocks can be found
Identify samples of the types of rocks listed above

MAP WORK / READING – TERM 1 STUDENTS SHOULD BE ABLE TO:

1. What is a map?  Define the term map
a. What is a plan?  Differentiate between map, plan, sketch, & photograph
b. What is a sketch?  Define the terms listed above
c. What is a diagram?  Explain the concept of map reading (cartographer)
d. What is a photograph?

2. Aerial Photograph  Define aerial photograph

 Explain the purpose of aerial photograph
 Give differences between an aerial photograph and a map

3. Types of maps  Identify the different types of maps

a. Physical  State what each map deals with
b. Political  Give the importance of these maps
c. Economic
d. Climatic

4. Features of a map  Identify the features on map

a. Key or legend  Label a map by putting the features on a map
b. Scale  Explain the importance of each feature and the quality
c. Direction  Define these features
d. Title
e. Border/ Frame

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5. Symbols and Abbreviations  Define the terms symbols and abbreviation
 Explain the importance of symbols and abbreviations on
maps
 Identify / label various symbols and abbreviations on
maps
 Explain the importance of using various contours on a
map
6. Scales
a. Types of scales  Define the term scale
b. Use of scales  List & explain the different types of scales
 Explain the importance of scale\convert ratio scale to line
/ linear scale and statement scale and visa versa
 Convert distances using the line scale
 Calculate distances using the scale of a map
 Draw to scale a simple plan of a classroom or tennis court

TERM 2 STUDENTS SHOULD BE ABLE TO:

7. Directions on a map & Bearings  Explain how to show direction on a map
 Explain how to use eight and sixteen point compass to
give direction
 Give the direction of one place from another using eight
and sixteen points of the compass
 Define bearings
 Use bearings to give direction and visa versa
 Equating bearings using cardinal points

8. Showing height on a map  Define the various terms – contour, trig station, spot
a. Contour heights
b. Trig station  Explain the difference between / among the terms
c. Spot heights  Explain how they a shown on a map
 Label or put the features on a map
 Explain the importance / use of the these features

9. Slopes  Define slopes

a. Dip  Differentiate between the different types of slopes
b. Scarp
c. Convex
d. Concave etc

TERM 3 STUDENTS SHOULD BE ABLE TO:

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10. Hills  Define hills
a. Conical hills  Differentiate between the different types of hills
b. Round topped hill  Draw diagrams / contours to show appearances
c. Flat topped hill, etc  Identify these hills on a map
 Explain the importance / use of hills
 Label these features on a map

11. Other Land Forms  Define these landforms

a. Ridge  Differentiate between these land forms
b. Plateau  Draw diagrams / contours to show appearances
c. Saddle  Identify these landforms on a map
d. Cliff, etc  Explain the importance of these landforms
 Label these landforms on a map

12. Cross-Section  Define cross-section

 Explain the importance of a cross-section
 Explain how to draw a cross-section
 Draw a cross-section, based on information given
 Label certain features / symbols on a cross-section
 Use cross-section to give information

13. Map Interpretation  Interpret land use and physical features

 Land use mapping of the immediate environment
 Use conventional colours in atlas to show water, relief,
vegetation, etc
 Use conventional symbols / abbreviation on large-scale
maps to show church, school, roads, etc
 Identify simple land forms from topographical maps

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ASSESSMENT

Assessment Minimum per term Ration

Test 03 60 %
Class work 04 20 %
Homework 04 20 %

TEXTS:
 Jamaica – A Junior Geography – M. Allen-Vassell & W. Browne
 Workbook for Young Map Readers – B. Phillpotts-Brown (Series 1)
 The Longman Atlas for Caribbean Examination

N. B. One project is given for the year and is graded as a compulsory homework assignment

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