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ContentsEnglish Document........................................................................................................................................5

Grade 1....................................................................................................................................................6

Grade 2..................................................................................................................................................13

Grade 3..................................................................................................................................................21

Grade 4..................................................................................................................................................31

Grade 5..................................................................................................................................................41

Grade 6..................................................................................................................................................51

Grade 7..................................................................................................................................................62

Grade 8..................................................................................................................................................66

Grade 9 & 10 IGCSE-English as a Second Language...............................................................................69

Grade 11&12 IBDP - LANGUAGE B.........................................................................................................72

العربية 76...............................................................................................................................................اللغة

الرابع 79...........................................................................................................................................الصف

الخامس 80......................................................................................................................................الصف

السادس 81......................................................................................................................................الصف

السابع 82.........................................................................................................................................الصف

الثامن 83..........................................................................................................................................الصف

التاسع 84.........................................................................................................................................الصف

العاشر 85........................................................................................................................................الصف

العربية ) اللغة (10-1كفايات .................................................................................................................87

الدولية ) ( - البكالوريا برنامج في عشر الحادي الصف األساسية األولى اللغة العربية اللغة 93........كفايات

الدولية ) ( - البكالورية برنامج عشرفي الثاني الصف األساسية األولى اللغة العربية اللغة 100........كفايات

MATHEMATICS........................................................................................................................................109

Introduction:........................................................................................................................................109

Mathematics: Grade 1.........................................................................................................................111






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Mathematics: Grade 9&10 (IGCSE)......................................................................................................137

Mathematics: Grade 11&12 (IGCSE)....................................................................................................142

Curriculum Components (Science)..........................................................................................................148

Aims.....................................................................................................................................................148

Science: Grade 1..................................................................................................................................149

Science: Grade 2..................................................................................................................................155

Science: Grade 3..................................................................................................................................162

Science: Grade 5.................................................................................................................................171

Science: Grade 6..................................................................................................................................179

Science: Grade 7..................................................................................................................................182

Science: Grade 8..................................................................................................................................185

Biology Grade 9...................................................................................................................................187

Chemistry: Grade 9..............................................................................................................................191

Physics: Grade 9..................................................................................................................................198

Biology: Grade 10................................................................................................................................203

Chemistry: Grade 10............................................................................................................................205

Physics: Grade 10................................................................................................................................215

Science Grade 11.................................................................................................................................218

Standard 3: PHYSICAL SCIENCE............................................................................................................227

Standard 4: PHYSICAL SCIENCE............................................................................................................235

Standard 5: EARTH and SPACE SCIENCE:.............................................................................................240

Science Grade 12.................................................................................................................................245

Standard 1: SCIENTIFIC INQUIRY......................................................................................................245

Standard 2: LIFE SCIENCE –.............................................................................................................246

Standard 3: PHYSICAL SCIENCE:.......................................................................................................257

Standard 4: PHYSICAL SCIENCE:.......................................................................................................265

Standard 5: EARTH and SPACE SCIENCE:.........................................................................................275

Computer science....................................................................................................................................279

Grade 1................................................................................................................................................279

Grade 2................................................................................................................................................279

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Grade 3................................................................................................................................................280

Grade 4................................................................................................................................................280

Grade 5................................................................................................................................................281

Grade 6................................................................................................................................................281

Grade 7................................................................................................................................................282

Grade 8................................................................................................................................................284

Grade 9................................................................................................................................................286

Grade 10..............................................................................................................................................291

Grade: 11.............................................................................................................................................294

Grade: 12.............................................................................................................................................297

Business Management............................................................................................................................300

Grade 11..............................................................................................................................................300

Grade 12..............................................................................................................................................303

IB ECONOMICS G11................................................................................................................................306

IB ECONOMICS GRADE 12....................................................................................................................312

PHYSICAL EDUCATION COURSE CONTENT...............................................................................................315

FUNDAMENTAL SKILLS.........................................................................................................................315

Grade 1-3.............................................................................................................................................315

SPECIFIC SKILLS....................................................................................................................................316

Grade 1-3.............................................................................................................................................316


Grade 4-6.............................................................................................................................................316

SPECIFIC SKILLS....................................................................................................................................317

Grade 4-6.............................................................................................................................................317


Grade 7-12...........................................................................................................................................317

SPECIFIC SKILLS....................................................................................................................................318

Grade 7-12...........................................................................................................................................318

LEARNING OUTCOMES........................................................................................................................319

GRADE 1-3...........................................................................................................................................319

GRADE 4-6...........................................................................................................................................320

GRADE 7-12.........................................................................................................................................323

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Physical and health education structured................................................................................324

- االبتدائي الثاني للصف اإلسالمية 328..............................................................................................التربية

االبتدائي - الثالث للصف اإلسالمية 331............................................................................................التربية

اإلسالمية - االبتدائي التربية الرابع للصف .............................................................................................335

اإلسالمية التربية 344.........................................................................................................................منهاج

السابع - . الصف األساسية اإلسالمية التربية 344...........................................................................كفايات


التاسع - الصف األساسية اإلسالمية التربية 353.............................................................................كفايات


. العاشر - الصف األساسية اإلسالمية التربية 358............................................................................كفايات


. عشر - الحادي الصف األساسية اإلسالمية التربية 362..................................................................كفايات


. عشر - الثاني الصف األساسية اإلسالمية التربية 367....................................................................كفايات

األول للصف االجتماعية االبتدائي المواد ...................................................................................................374

الثاني للصف االجتماعية 377............................................................................................................المواد

االبتدائي الخامس للصف االجتماعية 386..........................................................................................المواد

االبتدائي السادس المستوى 389............................................................................................االجتماعيات

السابع - . الصف للمواطنة والتربية االجتماعيات 393......................................................................كفايات

الثامن - . الصف للمواطنة والتربية االجتماعيات 396.....................................................................كفايات

التاسع - الصف للمواطنة والتربية االجتماعيات 399........................................................................كفايات

العاشر - . الصف للمواطنة والتربية االجتماعيات 403.....................................................................كفايات

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English Document

The Al Rawabi Private School English curriculum promotes enquiry-based learning approach to develop the students’ thinking and analytical skills to become life long learners and global citizens who are ready to effectively participate in all aspects of society.

The aim of the English Language Arts is to provide students with opportunities to explore and engage in various personal and intellectual growths through reading, writing, speaking and listening. Students are exposed to different texts of global contexts that enable them to experience the world.

The goals of the English curriculum are as follows:

students will be able to comprehend and respond to written and oral language critically, effectively and proficiently;

communicate ideas, information and feelings critically, creatively and fluently; think and reflect critically and creatively on their thinking and learning; and develop a better understanding of self, others and the world.

The curriculum encourages learners to e confident, creative and engaged, capable of applying their skills to respond to a range of information, media and texts with enthusiasm, understanding and enjoyment. The curriculum is designed to promote cross-cultural understanding and provides level appropriate activities that will engage learners into fun-filled and meaningful learning experiences.

In order to achieve the school’s mission, Al Rawabi realizes that the teaching approach needs to synergize content and skills. The school is overly zealous at creating individuals who are well-rounded, ready to take intellectual risks and essentially responsible with their learning.

Language development, being the core of any educational process, is one of the foremost priorities of the school. Al Rawabi aims to equip its learners with speaking, listening, reading and writing skills necessary in order to become confident communicators, reflective thinkers and life-long learners.

Language development helps students to learn in other disciplines and use it for a range of purposes. Language skills are necessary to comprehend ideas and information, interact socially, express emotions with clarity and demonstrate their learning formally and informally. As learners move through the academic ladder, they use the language with greater accuracy and efficiency and assume responsibility for their learning. Language learning, as an important medium of communication, in Al Rawabi school is both a source of enjoyment and learning.

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Grade 1By the end of grade 1, students should be able to:

IN ORAL LANGUAGE (SPEAKING AND LISTENING)

A1 use speaking and listening to interact with others for the purposes of:

– contributing to a class goal

– exchanging ideas on a topic

– making connections

– completing tasks

– engaging in play

A2 use speaking to explore, express, and present ideas, information, and feelings, by

– generally staying on topic

– using descriptive words about people, places, things, and events

– telling or retelling stories and experiences in a logical sequence

– sharing connections made

A3 listen for a variety of purposes and demonstrate comprehension, by

– retelling or restating

– following two‐step instructions

– asking questions for clarification and understanding


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STRATEGIES (ORAL LANGUAGE)

A4 use strategies when interacting with others, including

– making and sharing connections


– taking turns as speaker and listener

A5 use strategies when expressing and presenting ideas, information, and feelings, including

– accessing prior knowledge

– organizing thinking by following a simple framework

– predicting some things the audience needs to know

A6 use strategies when listening to make and clarify meaning, including

– preparing for listening

– focusing on the speaker

– asking questions

– recalling ideas

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THINKING (ORAL LANGUAGE)

A7 demonstrate enhanced vocabulary knowledge and usage

A8 engage in speaking and listening activities to develop a deeper understanding of texts )e.g.,

presenting a personal collection, listening to the telling of a story from an oral tradition(

A9 use speaking and listening in group activities )including creative exploration and play( to develop thinking by identifying relationships and acquiring new ideas

A10 reflect on their speaking and listening to identify their strengths and to discuss attributes of good speakers and listeners

FEATURES (ORAL LANGUAGE)

A11 use the features of oral language to convey and derive meaning, including using most words correctly and expressing ideas clearly

A12 demonstrate phonological awareness, by

– identifying and creating rhyming words

– identifying and creating alliteration

– segmenting the flow of speech into separate words

– using sound segmenting and sound blending of syllables and phonemes in words

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IN READING AND VIEWING

B1 read and demonstrate comprehension of grade‐appropriate literary texts )e.g., stories, legends, poems(

B2 read and demonstrate comprehension of grade‐appropriate information texts

B3 read and reread just‐right texts independently for 10 to 15 minutes daily for enjoyment and to improve fluency and comprehension

B4 view and demonstrate understanding that visual texts are sources of information

STRATEGIES (READING AND VIEWING)

B5 use strategies before reading and viewing, including

accessing prior knowledge to make connections

making predictions

asking questions

setting a purpose

B6 use some comprehension and word‐decoding strategies during reading and viewing to construct, monitor, and confirm meaning, including

predicting and making connections

visualizing

figuring out unknown words

self‐monitoring and self‐correcting

retelling

B7 use strategies after reading and viewing to confirm and extend meaning, including

rereading or “re‐viewing”

discussing with others retelling–

sketching

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writing a response

THINKING (READING AND VIEWING)

B8 respond to selections they read or view, by

– expressing an opinion supported with a reason

– making text‐to‐self, text‐to‐text, and text‐to‐world connections

B9 read and view to expand knowledge, by

– predicting and connecting

– comparing and inferring

– inquiring and explaining

B10 reflect on their reading and viewing to identify their strengths and to discuss attributes of good readers and viewer

FEATURES (READING AND VIEWING)

B11 recognize and derive meaning from the structures and features of texts, including

– concepts about print and concepts about books

– elements of stories )e.g., beginning, middle, end; character, setting, events(

– ‘text features’

– the vocabulary needed to talk about texts )e.g., book, author, title, illustrator, pictures(

B12 recognize and fluently identify all alphabetic letters and their associated sounds, and recognize word patterns and some high‐frequency words

IN WRITING AND REPRESENTING

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C1 create straightforward personal writing and representations that express simple ideas, feelings, likes, and dislikes, featuring

Ideas represented through words, sentences, and images that connect to a topic

developing sentence fluency by using simple sentences that relate to each other

developing word choice by attempting to use descriptive words and interesting details

developing voice by showing some evidence of individuality

an organization that follows a form or text presented or modelled by the teacher, such as a list, card, or letter

C2 create straightforward informational writing and representations, using prompts to elicit ideas and knowledge, featuring

– ideas represented through words, sentences, and images that connect to a topic

– developing sentence fluency by using simple sentences, patterns, labels, and captions

– developing word choice by beginning to use content‐specific vocabulary and some detail

– developing voice by showing how they think and feel about a topic

– an organization that follows a form modelled by the teacher, such as a list, web, chart, cluster, or other graphic organizer

C3 create imaginative writing and representations, often modelled on those they have read, heard, or viewed, featuring

– ideas represented through sentences and images that generally connect to a topic

– developing sentence fluency by using simple sentences, dialogue, phrases, and poetic language

– developing word choice by attempting to use new and descriptive words

– developing voice by showing some evidence of individuality

– an organization that generally follows a form presented or modelled by the teacher; stories include a beginning, middle, and end

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STRATEGIES (WRITING AND REPRESENTING)

C4 use strategies before writing and representing, including

setting a purpose

identifying an audience

participating in developing class‐generated criteria

generating, selecting, and organizing ideas from home and/or school experiences

C5 use strategies during writing and representing to express thoughts in written and visual form )e.g., looking at picture books and student writing samples as models(

C6 use a strategy after writing and representing to improve their work )e.g., sharing their written work and representations, checking for completeness, adding details(

THINKING (WRITING AND REPRESENTING)

C7 use writing and representing to express personal responses and likes or dislikes about experiences or texts

C8 use writing and representing to extend their thinking

C9 reflect on their writing and representing to identify their strengths and to discuss attributes of good writers and representers.

FEATURES (WRITING AND REPRESENTING)

C10 use some features and conventions of language to express meaning in their writing and representing, including

complete simple sentences

“s” to form plural of familiar words

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capital letters at the beginning of people’s names and of sentences, and capitalize the pronoun “I”

a period to mark the end of a sentence

words from their oral language vocabulary as well as less familiar words from class‐displayed lists

knowledge of consonant and short vowel sounds to spell phonically regular one‐syllable words

spelling phonically irregular high‐frequency words from memory

attempting to spell unknown words through phonic knowledge and skills and visual memory

legible printing from left to right of all uppercase and lowercase letters

appropriate spacing between letters and words

Grade 2By the end of Grade 2 students should be able to:


A1 use speaking and listening to interact with others for the purposes of – contributing to a class goal

– exchanging ideas on a topic



– engaging in play

A2 use speaking to explore, express, and present ideas, information, and feelings, by

– staying on topic in a focused discussion

– recounting experiences in a logical sequence

– retelling stories, including characters, setting, and plot

– reporting on a topic with a few supporting facts and details


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A3 listen attentively for a variety of purposes and demonstrate comprehension, by

– retelling or paraphrasing information shared orally

– following three- and four-step instructions

– asking for clarification and explanation


ORAL LANGUAGE (STRATEGIES)

A4 use strategies when interacting with others, including


– making and sharing connections – asking questions for clarification and understanding


A5 use strategies when expressing and presenting ideas, information, and feelings, including


– organizing thinking by following a framework or rehearsing

– clarifying and confirming meaning

– predicting what the audience needs to know for understanding

– adjusting volume and tone to the needs of the audience

A6 use strategies when listening to make and clarify meaning, including

– making a prediction



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– recalling main ideas

ORAL LANGUAGE (THINKING)


A8 engage in speaking and listening activities to develop a deeper understanding of texts )e.g., listening to the telling of a story from an oral tradition, listening to information text from science or social studies(

A9 use speaking and listening to develop thinking, by

– acquiring new ideas


– inquiring

– comparing and contrasting

– summarizing

A10 reflect on and assess their speaking and listening, by

– referring to class-generated criteria – setting a goal for improvement

– making a simple plan to work on their goal

ORAL LANGUAGE (FEATURES)

A11 use the features of oral language to convey and derive meaning, including

– text structure

– grammar and usage

– enunciation

– receptive listening posture

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A12 recognize the structures and patterns of language in oral texts, including

– word families

– root words

– rhyme

– structural sequencing cues


B1 read fluently and demonstrate comprehension of grade appropriate literary texts )e.g., stories, legends, poems(

B2 read fluently and demonstrate comprehension of grade appropriate information texts

B3 read and reread just-right texts independently for 15 to 20 minutes daily for enjoyment and to increase fluency and comprehension

B4 view and demonstrate comprehension of visual texts )e.g., signs, illustrations, diagrams(

B5 use strategies before reading and viewing, including

– accessing prior knowledge to make connections

– making predictions


– setting a purpose

B6 use strategies during reading and viewing to construct, monitor, and confirm meaning, including

– predicting and making connections

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– visualizing

– figuring out unknown words

– self-monitoring and self-correcting

– retelling and beginning to summarize

B7 use strategies after reading and viewing to confirm and extend meaning, including

– rereading or “re-viewing”

– discussing with others

– retelling and beginning to summarize

– sketching

– writing a response

READING AND VIEWING (THINKING)


– expressing an opinion supported with reasons

– making text-to-self, text-to text, and text-to-world connections

B9 read and view to expand knowledge, by

– predicting and connecting

– comparing and inferring

– inquiring and generalizing

B10 reflect on and assess their reading and viewing, by

– referring to class-generated criteria

– setting a goal for improvement


18

READING AND VIEWING (FEATURES)


– concepts about print and concepts about books

– elements of stories )e.g., character, setting, problem, solution(

– ‘text features’

– the vocabulary associated with texts )e.g., pictures, headings, table of contents, key facts(

B12 use knowledge of word patterns, word families, and letter-sound relationships to decode unknown words and recognize an increasing number of high frequency words


C1 create personal writing and representations that express connections to personal experiences, ideas, likes and dislikes, featuring

– ideas developed through the use of relevant details that connect to a topic

– sentence fluency using some variety in sentence length and pattern

– developing word choice by using some varied and descriptive language


– a logical organization

C2 create informational writing and representations about noncomplex topics and procedures, featuring

– ideas beginning to be developed through the use of relevant details – sentence fluency using some variety of sentence length and an emerging variety in pattern

– developing word choice by using some content-specific vocabulary and details

– developing voice by showing how they think and feel about a topic

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– an organization that includes a beginning that signals a topic and ideas that are generally logically sequenced

C3 create imaginative writing and representations, sometimes based on models they have read, heard, or viewed, featuring

– ideas developed through the use of details that enhance the topic or mood

– sentence fluency using sentence variety, dialogue, phrases, and poetic language

– developing word choice by using some varied descriptive and sensory language


– an organization that includes a well-developed beginning and logically ordered, imaginative ideas or details.

C4 use strategies before writing and representing, including


– identifying an audience

– participating in developing class-generated criteria

–generating, selecting, developing, and organizing ideas from personal interest, prompts, models of good literature, and/or graphics

C5 use strategies during writing and representing to express thoughts, including


– referring to word banks

– examining models of literature/visuals

– revising and editing

C6 use strategies after writing and representing to improve their work, including

– checking their work against established criteria

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– revising to enhance a writing trait )e.g., ideas, sentence fluency, word choice, voice, organization(

– editing for conventions )e.g., capitals, punctuation, spelling(

WRITING AND REPRESENTING (THINKING)

C7 use writing and representing to express personal responses and opinions about experiences or texts

C8 use writing and representing to extend thinking by presenting new understandings in a variety of forms )e.g., comic strip, poem, skit, graphic organizer(

C9 reflect on and assess their writing and representing, by


– setting a goal for improvement


C10 use some features and conventions of language to express meaning in their writing and representing, including

-complete simple sentences, and begin to use compound sentences

– some paragraph divisions

– generally correct noun pronoun and subject‐verb agreement

– past and present tenses

– capital letters at the beginning of proper nouns and sentences

– periods, question marks, or exclamation marks at the end of sentences

– commas to separate items in a series

– words from their oral vocabulary, personal word list, and class lists

-spelling words of more than one syllable, high-frequency irregular words, and regular plurals by applying phonic knowledge and skills and visual memory

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-attempting to spell unfamiliar words by applying phonic knowledge and skills and visual memory

- spelling of common words

-letters printed legibly, consistent in shape and size, with appropriate spacing between letters and words attempting to spell unfamiliar words by applying phonic knowledge and skills and visual memory

Grade 3By the end of Grade 3, students should be able to:


A1 use speaking and listening to interact with others for the purposes of

contributing to a class goal

sharing and explaining ideas, viewpoints, and opinions

making connections

solving problems

completing tasks

A2 use speaking to explore, express and present ideas, information and feelings for different purposes, by

staying on topic in a focused discussion

recounting experiences in a logical sequence

presenting a central idea with supporting details

using specific and descriptive vocabulary

sharing connections made

A3 listen purposefully to understand ideas and information, by

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identifying the main ideas and supporting details

generating questions

visualizing and sharing

ORAL LANGUAGE (STRATEGIES)

A4 use a variety of strategies when interacting with others, including

accessing prior knowledge

making and sharing connections

asking questions for clarification and understanding

taking turns as speaker and listener

A5 use a variety of strategies when interacting with others including presenting ideas, information and feelings, including

setting a purpose


generating ideas

making and sharing connections

asking questions to clarify and confirm meaning

organizing information

practicing delivery

self‐monitoring and self‐correcting in response to feedback

A6 use a variety of strategies when listening to make and clarify meaning, including


making predictions about content before listening

focusing on the speaker

listening for specifics

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asking questions

recalling and summarizing

visualizing

monitoring comprehension

ORAL LANGUAGE (THINKING)


A8 Engage in speaking and listening activities to develop a deeper understanding of texts )e.g. creative responses to text(

A9 use speaking and listening to extend thinking, by

acquiring new ideas

making connections

inquiring

comparing and contrasting

summarizing


referring to class‐generated criteria

reflecting on and discussing peer and adult feedback

setting goals and creating a plan for improvement

taking steps toward achieving goals

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ORAL LANGUAGE (FEATURES)

A11 use the features of oral language to convey and derive

meaning, including

text structure

sentence lengths and types

transitions

syntax )i.e., grammar and usage(

enunciation

receptive listening posture


word families

root words

sound devices, such as rhyme, repetition, and alliteration

structural sequencing cues

idiomatic expressions


B1 read fluently and demonstrate comprehension of a range of grade‐appropriate literary texts, such as

stories from various Aboriginal and other cultures

stories from a variety of genres )e.g., folktales, legends, adventure, humour, biographies, and mysteries(

series and chapter books

picture books

poems

25

B2 read fluently and demonstrate comprehension of grade appropriate information texts, such as

non‐fiction books

textbooks and other instructional materials

materials that contain simple diagrams, charts or maps

reports and articles from children’s magazines

reference materials

web sites designed for children

instructions and procedures

B3 read and reread just-right texts independently for 20 minutes daily for enjoyment and to increase fluency and comprehension

B4 view and demonstrate comprehension of visual texts )e.g., cartoons, illustrations, diagrams, posters(

B5 use a variety of strategies before reading and viewing, including

accessing prior knowledge to make connections

setting a purpose

making predictions

asking questions

previewing texts

B6 use a variety of strategies during reading and viewing to construct, monitor and confirm meaning, including

predicting

making connections

visualizing

asking and answering questions using `text features’

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self‐monitoring and self correcting

figuring out unknown words

reading selectively

summarizing

B7 use a variety of strategies after reading and viewing to confirm and extend meaning, including

self‐monitoring and self correcting

generating and responding to questions

generating a response

visualizing

retelling and summarizing

using ‘text features’ to locate information

using graphic organizers to record information

READING AND VIEWING (THINKING)


expressing an opinion with some supporting evidence

making text‐to‐self, text‐to text, and text‐to‐world(

giving reasons for choosing to read or view particular texts

B9 read and view to extend thinking, by

predicting

developing connections and explanations

distinguishing between fact and fiction

drawing conclusions

27


referring to class‐generated criteria



READING AND VIEWING (FEATURES)


form, function and genre of text )e.g., brochure about smoking to inform students, genre is persuasive(

literary elements )e.g., plot, conflict, theme, character, setting(

literary devices )e.g., imagery, sensory detail, simile, metaphor(

‘text features’ )e.g., headings, diagrams, columns, sidebars(


C1 create a variety of clear personal writing and representations that express connections to personal experiences, ideas, and opinions, featuring

ideas supported by related details

sentence fluency using a variety of sentence lengths and patterns

experimentation with word choice by using new and different words

an emerging voice demonstrating a developing writing style

an organization that is meaningful and logical

C2 create a variety of clear, easy‐tofollow informational writing and representations, featuring

ideas that are adequately developed through relevant details and explanations

sentence fluency through a variety of correctly constructed sentences

word choice by using some new and precise words including content‐specific vocabulary

28

a voice that demonstrates interest in and knowledge of the topic

an organization that includes an introduction, and logically connected and sequenced details

C3 create a variety of imaginative writing and representations following patterns modelled from literature, featuring

ideas developed through interesting sensory detail

sentence fluency developed through experimenting with some smooth patterns, and phrasing that is beginning to sound natural

experimentation with word choice by using new, unusual words and varied descriptive and sensory language

an emerging voice demonstrating a developing writing style

an organization that develops logically from an engaging opening through to a satisfying ending

C4 use a variety of strategies before writing and representing, including

setting a purpose

identifying an audience

participating in developing class generated criteria

generating, selecting, developing and organizing ideas from personal interest, prompts, models of good literature, and/or graphics

WRITING AND REPRESENTING (STRATEGIES)

C5 use a variety of strategies during writing and representing to express thoughts, including

referring to class generated criteria

referring to word banks

examining models of literature/visuals

29

using information from multiple sources

consulting reference materials

revising and editing

C6 use a variety of strategies after writing and representing to improve their work, including

checking their work against established criteria

revising to enhance writing traits )e.g., ideas, sentence fluency, word choice, voice, organization(

editing for conventions )e.g., capitals, punctuation, spelling(

WRITING AND REPRESENTING (THINKING (

C7 use writing and representing to express personal responses and opinions about experiences and texts

C8 use writing and representing to extend thinking, by

developing explanations

expressing an alternative viewpoint

demonstrating new understandings


referring to class generated criteria



30

WRITING AND REPRESENTING (FEATURES)

C10 use the features and conventions of language to express meaning in their writing and representing, including

complete simple and compound sentences

various sentence types )e.g., declarative, interrogative, imperative, exclamatory(

paragraphs, with some

accuracy

correct subject‐verb agreement

past and present tenses

noun and pronoun agreement

capitalization in titles of books and stories

punctuation at the end

of sentences

apostrophes to form common contractions and to show possession

commas in a series, dates, addresses, and locations

new words from their oral language and reading experiences spelling phonically

regular,three‐syllable words, by applying phonic knowledge and skills and

visual memory

conventional Canadian spelling of familiar words, and spelling of unfamiliar words by applying generalizations to assist

strategies for correctly spelling frequently misspelled words

legible print, and begin to show proper alignment, shape, and slant of cursive writing

spacing words and sentences consistently on a line and page

31

Grade 4

It is expected that students will:

Oral Language (Speaking and Listening)



– sharing ideas and opinions

– improving and deepening comprehension

– solving problems


A2 use speaking to explore, express, and present a range of ideas, information, and feelings for different purposes and audiences, by


– recounting experiences in a logical order

– using an effective introduction and conclusion

– using details or examples to enhance meaning

– explaining and supporting a viewpoint


– summarizing main ideas and supporting details

– generating questions

– visualizing and sharing

– identifying opinions or viewpoints

– ignoring distractions

32

Strategies (Oral Language)

A4 select and use strategies when interacting with others, including





– paraphrasing to clarify meaning

A5 select and use strategies when expressing and presenting ideas, information, and feelings, including



– generating ideas


– asking questions to clarify and confirm meaning

– organizing information

– practising delivery

– self-monitoring and self-correcting in response to feedback

A6 select and use strategies when listening to make and clarify meaning, including


– making predictions about content before listening


– listening for specifics


33

– recalling, summarizing, and synthesizing

– visualizing

– monitoring comprehension

Thinking (Oral Language)


A8 use speaking and listening to respond, explain, and provide supporting evidence for their connections to texts

A9 use speaking and listening to improve and extend thinking, by


– making connections and asking questions

– comparing and analyzing ideas

– developing explanations

– considering alternative viewpoints

– investigating problems and creating solutions



– reflecting on and discussing peer and adult feedback

– setting goals and creating a plan for improvement

– taking steps toward achieving goals

Features (Oral Language)


– text structure

– a variety of sentence lengths, structures, and types

34

– smooth transitions

–syntax )i.e., grammar and usage(

– enunciation

– nonverbal communication



– sound devices

– root words

– word families


– idiomatic expressions

Reading and Viewing

B1 read fluently and demonstrate comprehension of a range of grade-appropriate literary texts, including

– stories from various Aboriginal and other cultures

– stories from a variety of genres)e.g., folktales, legends, autobiography, historical fiction(

– poems that make obvious use of literary devices

B2 read fluently and demonstrate comprehension of grade-appropriate information texts, such as

– non-fiction books

– textbooks and other instructional materials

– materials that contain diagrams, charts, illustrations, or graphs

– reports and articles from newspapers and children’s magazines

– reference material

35

– web sites designed for children

– instructions and procedures


B4 view and demonstrate comprehension of visual texts )e.g., cartoons, illustrations, diagrams, posters, photographs, advertising(

Strategies (Reading and Viewing)

B5 select and use strategies before reading and viewing to develop understanding of text, including

– setting a purpose and constructing personal goals




– previewing texts

B6 select and use strategies during reading and viewing to construct, monitor, and confirm meaning, including

– predicting


– visualizing

– asking and answering questions

– making inferences and drawing conclusions

– using ‘text features’



– reading selectively

36

– determining the importance of ideas/events

– visually representing texts

– summarizing and synthesizing

B7 select and use strategies after reading and viewing to confirm and extend meaning, including


– generating and responding to questions


– reflecting and responding

– visualizing

– using ‘text features’ to locate information

– using graphic organizers to record information


Thinking (Reading and Viewing)


– expressing an opinion with supporting evidence

– explaining connections )text-to-self, text-to-text, text-to-world(

– discussing and giving reasons for their choice of favourite texts

B9 read and view to improve and extend thinking, by

– predicting and explaining

– visualizing

– distinguishing between fact and opinion

37

– analyzing texts to consider alternatives

– drawing conclusions

– recognizing alternative viewpoints






B11 explain how structures and features of text work to develop meaning, including

– form, function, and genre of text )e.g., brochure about smoking to inform students; genre is persuasive(

– ‘text features’ )e.g., copyright, table of contents, headings, index, glossary, diagrams, sidebars(

– literary elements )e.g., character, setting, problem, plot, climax, conflict, theme, conclusion(

– non-fiction elements )e.g. ,topic sentence, development of ideas with supporting details, central idea(

–literary devices )e.g., imagery, sensory detail, simile, metaphor(

–idiomatic expressions

38

Writing and Representing

C1 write clear, focused personal writing for a range of purposes and audiences that demonstrates connections to personal experiences, ideas, and opinions, featuring

– clearly developed ideas using effective supporting details and explanations–sentence fluency through a variety of sentence lengths and patterns, with some emerging fluidity

– experimentation with word choice by using new, different, more precise and powerful words– an authentic voice demonstrating a developing writing style

– an organization that is meaningful, logical, and effective, and showcases a central idea or theme

C2 write a variety of clear informational writing for a range of purposes and audiences, featuring

– clearly developed ideas by using clear, focused, useful, and interesting details and explanations

–sentence fluency through a variety of sentence lengths and patterns, with some emerging fluidity

–word choice by using some new and precise words including content-specific vocabulary

– a voice demonstrating an appreciation of, interest in, and knowledge of the topic

– an organization that includes an introduction that states the purpose, with easy to follow and logically sequenced details, and an ending that makes sense

C3 write a variety of imaginative writing modeled from literature, featuring

– well-developed ideas through the use of supporting details, especially interesting sensory detail

–sentence fluency through a variety of sentence lengths and patterns, with some emerging fluidity

– effective word choice by experimenting with new, more powerful and varied words, especially descriptive words

– a voice demonstrating some sense of individuality

39

– an organization that develops smoothly with a logical sequence, beginning with an engaging opening through to a satisfying ending

C4 create meaningful visual representations that communicate personal response, information, and ideas relevant to the topic, featuring

– development of ideas through clear, focused, and useful details

– connections to personal feelings, experiences, opinions, and information

– an expressive voice– an organization in which key ideas are evident

Strategies (Writing and Representing)

C5 select and use strategies before writing and representing, including


– identifying an audience

– selecting a genre and form from samples provided

– developing class-generated criteria based on analysis of the form of writing or representing

– generating, selecting, developing, and organizing ideas from personal interest, prompts, models of good literature, and/or graphics

C6 select and use strategies during writing and representing to express and refine thoughts, including


– examining models of literature

– combining multiple sources of information

– consulting reference material

– considering and applying feedback from conferences to revise ideas, organization, voice, word choice, and sentence fluency

– ongoing revising and editing

40

C7 select and use strategies after writing and representing to improve their work, including


– reading aloud and listening for fluency

–revising to enhance writing traits )e.g., ideas, sentence fluency, word choice, voice, organization(

–editing for conventions )e.g., grammar and usage, capitalization, punctuation, spelling(

Thinking (Writing and Representing)

C8 use writing and representing to express personal responses and relevant opinions in response to experiences and texts



– expressing alternative viewpoints

– creating new understandings





Features (Writing and Representing)


– complete simple and compound sentences

– paragraphs to show the beginning of new ideas

– correct noun-pronoun agreement

– past, present, and future tenses

41

– capitalization to designate organizations and to indicate beginning of quotations

– commas after introductory words in sentences and when citing addresses

– capitalization and punctuation )e.g., commas, apostrophes, begin to use quotation marks and commas in dialogue(

– spelling multi-syllable words by applying phonic knowledge and skills and visual memory

– conventional Canadian spelling for familiar and frequently used words

– spelling unfamiliar words by applying strategies )e.g., phonic knowledge, use of common spelling patterns, dictionaries, word walls, thesaurus(

– legible writing that demonstrates awareness of alignment, shape, and slant

– spacing words and sentences consistently on a line and page

Grade 5


Oral Language (Speaking and Listening)



– sharing and explaining ideas, viewpoints, and opinions )e.g., debating(


– solving problems




42

– recounting experiences in a logical order

– using an effective introduction and conclusion

– using effective details, evidence, or examples to enhance meaning

– explaining and supporting a viewpoint


– summarizing and synthesizing main ideas and supporting details




– interpreting the speaker’s verbal and nonverbal messages

– ignoring distractions












43








– focussing on the speaker




– drawing inferences and conclusions


– visualizing






– questioning and speculating


– analysing and evaluating ideas

44



– problem solving



– considering and incorporating peer and adult feedback




–text structure


– smooth transitions and connecting words–syntax )i.e., grammar and usage(

–diction




–literary devices

–sound devices



45

Purposes (Reading and Viewing)

B1 read fluently and demonstrate comprehension of a range of grade-appropriate literary texts, including

– stories from various Aboriginal and other cultures

– literature from Canada and other countries

– stories from a variety of genres )e.g., myths, fantasy(

– poems that make use of literary devices

B2 read fluently and demonstrate comprehension of grade-appropriate information texts, including



– visual or graphic materials

– reports and articles from magazines

– newspapers

– reference material– appropriate web sites



B4 view and demonstrate comprehension of visual texts )e.g., signs, cartoons, illustrations, newspapers, diagrams, posters, videos, advertising(

46



– setting a purpose and considering personal reading goals






– predicting


– visualizing






– reading selectively– determining the importance of ideas/events





47



– visualizing






– expressing an opinion with supporting evidence

– explaining connections ) text-to-self, text-to-text, and text-to-world(

– identifying personally meaningful selections, passages, and image




– analyzing texts to consider alternatives

– drawing conclusions

– comparing various viewpoints






48


–form, function, and genre of text )e.g., brochure about smoking to inform students; genre is persuasive(

–‘text features’)e.g., copyright, table of contents, headings, index, glossary, diagrams, sidebars, pull-quotes(

–literary elements )e.g., character, setting, problem, plot, climax, conflict, theme, conclusion, resolution(

–non-fiction elements )e.g., topic sentence, development of ideas with supporting details, central idea(

–literary devices )e.g., imagery, sensory detail, simile, metaphor(


Purposes (Writing and Representing)

C1 write a variety of clear, focused personal writing for a range of purposes and audiences that demonstrates connections to personal experiences, ideas, and opinions, featuring

– clearly developed ideas by using effective supporting details, explanations, and comparisons–sentence fluency through sentence variety and lengths, with increasing rhythm and flow– effective word choice by using a greater number of new, powerful, and more precise words– an emerging and honest voice– an organization that is meaningful, logical, and effective, and showcases a central idea or theme

C2 write a variety of clear, focused informational writing for a range of purposes and audiences, featuring

– clearly developed ideas by using interesting supporting details and explanations

–sentence fluency through clear, well-constructed sentences that demonstrate a variety of sentence lengths and patterns, with an increasingly fluid style

– effective word choice through the use of new words, words selected for specificity, and powerful adverbs and verbs

49

– a voice demonstrating an appreciation of, and interest in, the topic

– an organization that includes a purposeful introduction, followed by a well-developed and logical sequence of details, with a conclusion that summarizes the details

C3 write a variety of imaginative writing for a range of purposes and audiences, including short stories, passages, and poems modeled from literature, featuring

– well-developed ideas through the use of supporting details especially interesting sensory detail

–sentence fluency through a variety of sentence lengths and patterns, with increasing fluidity

– effective word choice by using engaging figurative and sensory language

– a voice demonstrating an emerging sense of individuality

– an organization that includes an engaging opening, followed by a sequence of effectively described ideas that leads to a satisfying conclusion

C4 create meaningful visual representations for a variety of purposes and audiences that communicate personal response, information, and ideas relevant to the topic, featuring

– development of ideas by making connections to personal feelings, experiences, opinions, and information

– an expressive voice

– an organization in which key ideas are evident




– identifying an audience, genre, and form

– analysing examples of successful writing and representing in different forms and genres to identify key criteria

50

– developing class-generated criteria based on analysis of the form of writing or representing

– generating, selecting, developing, and organizing ideas from personal interest, prompts, models of good literature, and/or graphics



– analysing models of literature

– accessing multiple sources of information

– consulting reference materials

– considering and applying feedback to revise ideas, organization, voice, word choice, and sentence fluency

– ongoing revising and editing



–revising to enhance writing traits )e.g., ideas, sentence fluency, word choice, voice, organization(



C8 use writing and representing to express personal responses and relevant opinions about experiences and texts



– expressing alternative opinions or perspectives

– exploring new ideas )e.g., expressing an unfamiliar viewpoint(


51






– complete simple and compound sentences and begin to use complex sentences

– effective paragraphing

– past, present, and future tenses

– capitalization in titles, headings, and subheadings

– passages of dialogue indicated with quotation marks and paragraphs

– appropriate uses of apostrophes


– spelling unfamiliar words by applying strategies )e.g., phonic knowledge, use of common spelling patterns, dictionaries, word walls, thesaurus(

– legible writing with alignment, shape, and slant

Grade 6


Purposes (Oral Language)


52

– contributing to group success

– discussing and comparing ideas and opinions )e.g., debating(


– discussing concerns and resolving problems

– completing a variety of tasks


– using prior knowledge and/or other sources of evidence

– staying on topic in focused discussions

– presenting in a clear, focused, organized, and effective manner

– explaining and effectively supporting a viewpoint

A3 listen purposefully to understand and analyse ideas and information, by





– interpreting the speaker’s verbal and nonverbal messages, purposes, and perspectives

– analysing

– ignoring distractionsSpeaking and Listening




53
















– focussing on the speaker




– drawing inferences and conclusions


– visualizing

54






– questioning and speculating


– analysing and evaluating ideas




– problem solving



– considering and incorporating peer and adult feedback



Features (Oral Language)

A11 recognize and apply the features of oral language to convey and derive meaning, including

– context )e.g., audience, purpose, situation(

– text structure

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– smooth transitions and connecting words

–syntax )i.e., grammar and usage(

– diction




–literary devices

– sound devices


– idiomatic expressions

Purposes (Reading and Viewing)

B1 read fluently and demonstrate comprehension and interpretation of a range of grade-appropriate literary texts, featuring variety in theme and writing techniques, including

– stories from Aboriginal and other cultures

– literature from Canada and other countries

– short stories and novels exposing students to unfamiliar contexts

– short plays that are straightforward in form and content

– poetry in a variety of forms

B2 read fluently and demonstrate comprehension of grade-appropriate information texts with some specialized language, including



56

– visual or graphic materials

– reports and articles from magazines and journals

– reference materials

– appropriate web sites


– advertising and promotional materials

B3 read and reread just

-right texts for at least 30 minutes daily for enjoyment and to increase fluency and comprehension

B4 demonstrate comprehension of visual texts with specialized features )e.g., visual components of media such as magazines, newspapers, web sites, comic books, broadcast media, videos, advertising, and promotional materials(



– setting a purpose and considering personal reading goals






– predicting


– visualizing

57






– reading selectively

– determining the importance of ideas/events







– visualizing






– expressing opinions and making judgments supported by explanations and evidence

– explaining connections )text-to-self, text-to-text, and text-to-world(

58

– identifying personally meaningful selections, passages, and images


– analyzing texts and developing explanations

– comparing various viewpoints

– summarizing and synthesizing to create new ideas




– taking steps toward achieving goals Features (Reading and Viewing)


–form, function, and genre of text )e.g., brochure about smoking to inform students; genre is persuasive(

–‘text features’ )e.g., copyright, table of contents, headings, index, glossary, diagrams, sidebars, hyperlinks, pull-quotes(

–literary elements )e.g., characterization, mood, viewpoint, foreshadowing, conflict, protagonist, antagonist, theme(

– non-fiction elements )e.g., topic sentence, development of ideas with supporting details, central idea(

–literary devices )e.g., imagery, onomatopoeia, simile, metaphor(


Purposes (Writing and Representing)

C1 write a variety of clear, focused personal writing for a range of purposes and audiences that demonstrates connections to personal experiences, ideas, and opinions, featuring

– clearly developed ideas by using effective supporting details, explanations, comparisons, and insights

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–sentence fluency through sentence variety and lengths with increasing rhythm and flow

– effective word choice through the use of an increasing number of new, varied, and powerful words

– an honest voice

– an organization that is meaningful, logical, and effective, and showcases a central idea or theme

C2 write a variety of effective informational writing for a range of purposes and audiences that communicates ideas to inform or persuade, featuring

– clearly developed ideas by using focussed and useful supporting details, analysis, and explanations

–sentence fluency through clear, well-constructed sentences that demonstrate a variety of lengths and patterns, with an increasingly fluid style

– effective word choice through the use of new vocabulary, words selected for their specificity, and powerful adverbs and verbs

– a voice demonstrating an appreciation and interest in the topic

– an organization with an inviting lead that clearly indicates the purpose, and flows smoothly with logically sequenced paragraphs or sections to a satisfying conclusion that summarizes the details

C3 write a variety of imaginative writing for a range of purposes and audiences, including short stories, passages, and poems modeled from literature, featuring

– well-developed ideas through the use of interesting sensory detail

–sentence fluency through a variety of sentence lengths and patterns, with increasing fluidity

– effective word choice by using engaging figurative and sensory language– an authentic voice

– an organization that includes an enticing opening, followed by a sequence of effective detail which elaborates events, ideas, and images, that lead to an imaginative or interesting conclusion

60

C4 create meaningful visual representations for a variety of purposes and audiences that communicate personal response, information, and ideas relevant to the topic, featuring

– development of ideas using clear, focused, and useful details, and by making connections to personal feelings, experiences, opinions, and information

– an expressive voice

– an organization in which key ideas are evident




– identifying an audience, genre, and form

– analyzing examples of successful writing and representing in different forms and genres to identify key criteria

– developing class-generated criteria

– generating, selecting, developing, and organizing ideas from personal interest, prompts, texts, and/or research



– analysing models of literature

– accessing multiple sources of information

– consulting reference materials

– considering and applying feedback from conferences to revise ideas, organization,voice, word choice, and sentence fluency– ongoing revising and editing



61

– reading aloud and listening for fluency

–revising to enhance writing traits )e.g., ideas, sentence fluency, word choice, voice,organization(



C8 use writing and representing to express personal responses and relevant opinions about experiences and texts



– analysing the relationships in ideas and information

– exploring new ideas )e.g., examining alternative viewpoints, transposing writing from one form to another(







– complete simple, compound, and complex sentences

– subordinate )i.e., dependent( clauses

– comparative and superlative forms of adjectives– past, present, and future tenses

– effective paragraphing

– effective use of punctuation and quotation marks

62


– spelling unfamiliar words by applying strategies )e.g., phonic knowledge, use of common spelling patterns, dictionaries, thesaurus(

– legible writing appropriate to context and purpose

Grade 7

Reading

• Understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts

• Understand specific information in texts on a limited range of unfamiliar general and curricular topics, including some extended texts

• Understand the detail of an argument on a limited range of unfamiliar general and curricular topics, including some extended texts

• Understand implied meaning on a limited range of unfamiliar general and curricular topics, including some extended texts

• Recognise the attitude or opinion of the writer on a limited range of unfamiliar general and curricular topics, including some extended texts

• Deduce meaning from context on a limited range of unfamiliar general and curricular topics, including some extended texts

• Recognise typical features at word, sentence and text level in a limited range of written genres

• Read a limited range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics with confidence and enjoyment

• Use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding

• Begin to recognise inconsistencies in argument in short texts on a limited range of general and curricular subjects

Writing

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• Brainstorm, plan and draft written work at text level, with some support, on a range of general and curricular topics

• Compose, edit and proofread written work at text level, with some support, on a range of general and curricular topics

• Write, with some support, with moderate grammatical accuracy on a limited range of general and curricular topics

• Develop coherent arguments, supported when necessary by reasons, examples and evidence, for a limited range of written genres on general and curricular topics

• Use, with some support, style and register appropriate to a limited range of written genres on general and curricular topics

• Use appropriate layout for a range of written genres on a growing range of general and curricular topics

• Spell a growing range of high-frequency vocabulary accurately on a range of general and curricular topics

• Punctuate, with accuracy, a growing range of written work on a range of general and curricular topics

Use of English

• Use a growing range of abstract nouns and compound nouns; use a limited range of gerunds as subjects and objects; use a limited range of complex noun phrases; on a variety of general and curricular topics

• Use a range of quantifiers for countable and uncountable nouns including several, plenty, a large/small number/amount on a range of general and curricular topics

• Use a growing range of compound adjectives and adjectives as participles and a limited range of comparative structures to indicate degree including not as…as, much …than on a range of general and curricular topics

• Use a range of determiners including all, half, both [of] in predeterminer function on a range of general and curricular topics

• Use a range of questions using a range of different tense and modal forms on a range of general and curricular topics

64

• Use a range of pronouns including indefinite pronouns anybody, anyone, anything and quantitative pronouns everyone, everything, none, more, less, a few on a range of general and curricular topics

• Use a growing range of simple perfect forms to express [recent, indefinite and unfinished] past on a range of general and curricular topics

• Use a growing range of future forms, including present continuous and present simple with future meaning, on a range of general and curricular topics

• Use a range of active and passive simple present and past forms; use a limited range of causative forms have/get done; use a growing range of past perfect simple forms in narrative and reported speech; on a range of general and curricular topics

• Use a growing range of present continuous forms and past continuous, including some passive forms, on a range of general and curricular topics

• Use a growing range of reported speech forms for statements, questions and commands: say, ask, tell, including reported requests, on a range of general and curricular topics

• Use a limited range of comparative degree adverb structures not as quickly as/far less quickly with regular and irregular adverbs; use a limited range of sentence adverbs including too, either, also; use a growing range of pre-verbal, post-verbal and end-position adverbs; on a range of general and curricular topics

• Use a range of modal forms for a range of functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition on a range of general and curricular topics • Use a range of prepositions preceding nouns and adjectives in prepositional phrases; use prepositions as, like to indicate manner; use a growing range of dependent prepositions following adjectives; on a range of general and curricular topics

• Use infinitive forms after a limited range of verbs and adjectives; use gerund forms after a limited range of verbs and prepositions; use a limited range of prepositional verbs and begin to use common phrasal verbs; on a range of general and curricular topics

• Use a growing range of conjunctions including since, as to explain reasons and the structures so ... that, such a/... that in giving explanations on a range of general and curricular topics

• Use if/unless/if only in second conditional clauses and wish [that] clauses [present reference]; use a range of relative clauses including why clauses;on a range of general and curricular topics

65

Listening

• Understand, with little or no support, the main points in extended talk on a wide range of general and curricular topics

• Understand, with little or no support, most specific information in extended talk on a wide range of general and curricular topics

• Understand, with little or no support, most of the detail of an argument in extended talk on a wide range of general and curricular topics

• Understand, with little or no support, most of the implied meaning in extended talk on a wide range of general and curricular topics

• Recognise, with little or no support, the opinion of the speaker)s( in extended talk on a wide range of general and curricular topics

• Deduce, with little or no support, meaning from context in extended talk on a wide range of general and curricular topics

• Begin to recognise typical features at word, sentence and text level in a limited range of spoken genres

• Understand extended narratives on a range of general and curricular topics

Speaking

• Use formal and informal registers in their talk on a limited range of general and curricular topics

• Ask questions to clarify meaning on a wide range of general and curricular topics

• Give an opinion, at discourse level, on a range of general and curricular topics

• Respond, with some flexibility, at both sentence and text level, to unexpected comments on a range of general and curricular topics

• Link comments, with some flexibility, to what others say at sentence and discourse level in pair, group and whole class exchanges

• Interact with peers to negotiate classroom tasks

• Use appropriate subject-specific vocabulary and syntax to talk about a limited range of curricular topics

66

Grade 8

Reading

• Understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts

• Understand specific information in texts on a growing range of unfamiliar general and curricular topics, including some extended texts

• Understand the detail of an argument on a growing range of unfamiliar general and curricular topics, including some extended texts

• Understand implied meaning on a growing range of general and curricular topics, including some extended texts

• Recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts

• Deduce meaning from context on a growing range of unfamiliar general and curricular topics, including some extended texts

• Recognise typical features at word, sentence and text level in a growing range of written genres

• Read a growing range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics with confidence and enjoyment

• Use a growing range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding

• Recognise inconsistencies in argument in short and some extended texts on a limited range of general and curricular subjects

Writing

• Brainstorm, plan and draft written work at text level, with limited support, on a range of general and curricular topics

• Compose, edit and proofread written work at text level, with limited support, on a range of general and curricular topics

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• Write, with limited support, with moderate grammatical accuracy on a growing range of general and curricular topics

• Develop coherent arguments, supported when necessary by reasons, examples and evidence, for a growing range of written genres on general and curricular topics

• Use, with limited support, style and register appropriate to a limited range of written genres on general and curricular topics

• Use appropriate layout for a range of written genres on a range of general and curricular topics

• Spell a range of high-frequency vocabulary accurately on a range of general and curricular topics

• Punctuate, with accuracy, a range of written work on a range of general and curricular topics

Use of English

• Use a range of abstract nouns and compound nouns; use a growing range of gerunds as objects and subjects; use a growing range of complex noun phrases; on a range of general and curricular topics

• Use a wide range of quantifiers for countable and uncountable nouns and a growing range of noun structures; use qualifying uncountable nouns ..a piece of.. a bar of ..etc. on a range of general and curricular topics

• Use a range of compound adjectives and adjectives as participles and a growing range of comparative structures to indicate degree on a range of general and curricular topics

• Use a wide range of determiners and pre-determiner structures on a range of general and curricular topics

• Use a range of questions including questions involving prepositions at what time, in which direction, from whose on a range of general and curricular topics

• Use a range of pronouns [relative, demonstrative, indefinite, quantitative]; use a growing range of reflexive pronoun structures; on a range of general and curricular topics

• Use a range of simple perfect forms, including some passive forms, with a growing range of time adverbials on a range of general and curricular topics

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• Use a range of future forms, including some passive forms, on a range of general and curricular topics

• Use a wide range of active and passive simple present and past forms; use a growing range of causative forms; use a range of past perfect simple forms in narrative and reported speech on a range of general and curricular topics

• Use a range of present continuous forms and past continuous, including a growing range of passive forms, on a range of general and curricular topics

• Use a range of reported speech forms for statements, questions and commands, including indirect and embedded questions with know, wonder on a range of general and curricular topics

• Use a growing range of comparative degree adverb structures with regular and irregular adverbs; use a growing range of sentence adverbs including as well, though; use a range of pre-verbal, post-verbal and end-position adverbs; on a range of general and curricular topics

• Use a wide range of modal forms for a range of functions and a limited range of past modal forms, including should/shouldn’t have, to express regret and criticism on a range of general and curricular topics

Use a growing range of prepositions preceding nouns and adjectives; use a growing range of dependent prepositions following nouns and adjectives and a limited range of dependent prepositions following verbs; on a range of general and curricular topics

• Use infinitive forms after a growing range of adjectives and verbs; use gerund forms after a growing range of verbs and prepositions; use a growing range of prepositional verbs and a limited range of phrasal verbs; on a range of general and curricular topics

• Use a range of conjunctions including so that, (in order) to to indicate purpose, although, while, whereas to contrast on a range of general and curricular topics

• Use if only/wish [that] clauses [past reference]; use a range of relative clauses including with prepositions from where, to whom; on a range of general and curricular topics

Listening

• Understand the main points in unsupported extended talk on a wide range of general and curricular topics

• Understand most specific information in unsupported extended talk on a wide range of general and curricular topics

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• Understand most of the detail of an argument in unsupported extended talk on a wide range of general and curricular topics• Understand most of the implied meaning in unsupported extended talk on a wide range of general and curricular topics

• Recognise the opinion of the speaker)s( in unsupported extended talk on a wide range of general and curricular topics

• Deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics

• Recognise typical features at word, sentence and text level of a growing range of spoken genres

• Begin to recognise inconsistencies in argument in extended talk on a growing range of general and curricular subjects

Speaking

• Use formal and informal registers in their talk on a growing range of general and curricular topics

• Check the main point or detail of what someone else has said

• Explain and justify their own point of view on a range of general and curricular topics

• Explain advantages and disadvantages of ideas, plans and arrangements on a limited range of general and curricular topics

• Modify their talk in order to compensate for gaps in vocabulary or grammatical knowledge

• Interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks

• Use a growing range of appropriate subject-specific vocabulary and syntax to talk about curricular topics

Grade 9 & 10 IGCSE-English as a Second Language

The aims of Cambridge IGCSE English as a Second Language are to:

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• develop learners’ ability to use English effectively for the purpose of practical communication

• form a solid foundation for the skills required for further study or employment using English as the medium

• develop learners’ awareness of the nature of language and language-learning skills

• promote learners’ personal development.

Assessment objectives

Candidates must demonstrate ability in the following areas: AO1: Reading

R1 identify and retrieve facts and details R2 understand and select relevant information R3 recognise and understand ideas, opinions and attitudes and the connections between related ideas R4 understand what is implied but not actually written, e.g. gist, relationships, writer’s purpose/intention, writer’s feelings, situation or place

AO2: Writing

W1 communicate clearly, accurately and appropriately W2 convey information and express opinions effectively W3 employ and control a variety of grammatical structures W4 demonstrate knowledge and understanding of a range of appropriate vocabulary W5 observe conventions of paragraphing, punctuation and spelling W6 employ appropriate register/style

AO3: Listening L1 identify and retrieve facts and details L2 understand and select relevant information L3 recognise and understand ideas, opinions and attitudes and the connections between related ideas L4 understand what is implied but not actually stated, e.g. gist, relationships between speakers, speaker’s purpose/intention, speaker’s feelings, situation or place

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AO4: Speaking

S1 communicate clearly, accurately and appropriatelyS2 convey information and express opinions effectivelyS3 employ and control a variety of grammatical structuresS4 demonstrate knowledge of a range of appropriate vocabularyS5 engage in and infl uence the direction of conversationS6 employ suitable pronunciation and stress patterns

EXTENDED READING

• understand and select from a range of texts in a variety of forms, including public notices, signs, and magazines and newspapers

• identify and retrieve facts, details, important points and themes from a range of texts, including extended pieces of writing, e.g. to complete a form • select and organise relevant information from a range of texts including letters, brochures, forms, extended texts and imaginative writing within the experience of young people and refl ecting the interests of people from varied cultural backgrounds

• recognise and understand ideas, opinions and attitudes within extended texts and explore the connections between them

• understand what is implied but not actually written, e.g. gist, purpose and intention

WRITING

• carry out a range of writing tasks in response to a written stimulus, on a range of topics, including completing a form, writing a postcard, a letter, a summary or extended piece of writing in an appropriate, accurate and clear form of English

• describe, report and give a wide range of information

• identify, organise, structure and present material in an appropriate format and register for a particular audience or purpose, e.g. an article for a school newspaper

• understand and select from a range of information presented in a variety of forms, e.g. an answer phone message, news, weather, travel, interviews, dialogues and

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telephone conversations

• identify and retrieve facts, details, important points and themes from a range of material, e.g. a formal talk

• recognise and understand ideas, opinions and attitudes and explore the connections between them

• identify the important points or themes of the material including attitude, relationship between speakers

• understand what is implied but not actually spoken, e.g. gist, purpose and intention

Grade 11&12 IBDP - LANGUAGE BENGLISH- SL

Language B- SL is a language acquisition course for students with some background in the target language. While acquiring a language, students will explore the culture)s( connected to it. The focus of these courses is language acquisition and intercultural understanding.

The language B syllabus approaches the learning of language through meaning. Through the study of the core and the options at SL, students build the necessary skills to reach the assessment objectives of the language B course through the expansion of their receptive, productive and interactive skills.

The aims of Language B are to:

1. develop students’ intercultural understanding2. enable students to understand and use the language they have studied in a range of contexts and for a variety of purposes3. encourage, through the study of texts and through social interaction, an awareness and appreciation of the different perspectives of people from other cultures

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4. develop students’ awareness of the role of language in relation to other areas of knowledge5. develop students’ awareness of the relationship between the languages and cultures with which they are familiar6. provide students with a basis for further study, work and leisure through the use of an additional language7. provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of an additional language.

The course comprises five topics: three from the core and two chosen from the five options. At least two aspects must be covered in each of the five topics that make up the course. The core and the options must be studied within the context of theculture)s( of the target language. The order in which the components of both the core and the options are presented in this guide is not an indication of the sequence in which they should be taught.

Core

There are three topics in the core.• Communication and media• Global issues• Social relationships

These three topics are compulsory at SL and HL. Students are required to study at least two aspects from each core topic.

Options

There are five topics in the options.• Cultural diversity• Customs and traditions• Health• Leisure• Science and technology

Teachers select two topics. At least two aspects must be studied from each selection.

* Detailed specifications of core and options are available at the Language B Guide.

LEARNING OUTCOMES

Reading

Demonstrate knowledge and understanding of a range of written texts Demonstrate understanding of overall meaning, scanning texts for particular

details, and understanding structural features.

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Demonstrate understanding of authentic written texts related to the topics studied and that use mostly everyday language.

Demonstrate linguistic competence and Intercultural understanding Demonstrate an understanding of the use of language, structure, technique and

style Demonstrate a critical understanding of the various ways in which the reader

constructs meaning and of how context influences this constructed meaning Demonstrate an understanding of how different perspectives influence the

reading of a text Demonstrate an ability to substantiate and justify ideas with relevant examples Demonstrate an ability to evaluate conflicting viewpoints within and about a text Demonstrate an ability to discuss and analyze texts in a focused and logical

manner Demonstrate an ability to compare and contrast the formal elements, content and

context of texts

Writing

Demonstrate ability to communicate in writing for a variety of purposes Demonstrate ability to use language accurately and appropriately Demonstrate an ability to express ideas clearly and with fluency in written

communication Demonstrate ability to develop and organize ideas on a range of topics, in a

clear, coherent and convincing manner Demonstrate an ability to choose a text type appropriate to the purpose required Demonstrate ability to produce the features of the required text type correctly Demonstrate understanding of the factual knowledge of the options and what the

student wishes to communicate Demonstrate understanding of the purpose)s( of the task in order to use register

and style appropriate to the text type. Demonstrate deepen understanding of a chosen topic)s( from the course Demonstrate develop inter-textual receptive and productive skills Demonstrate ability to select, use and reference source texts appropriate to the

chosen task Demonstrate ability to produce an appropriate text in the selected text type Demonstrate intercultural understanding through reflection on the assignment. Demonstrate ability to address the subject presented in the rationale Demonstrate ability to organize the information from the sources in a manner

appropriate to the task Develop ability to use language appropriate to the text type and communicative

purpose. Demonstrate the ability to use the rationale and the task in order to accomplish

the written task

Speaking

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Demonstrate ability to communicate clearly and effectively in a range of situations, demonstrating linguistic competence and intercultural understanding

Demonstrate ability to understand and use language to express and respond to a range of ideas with accuracy and fluency

Demonstrate ability to use language accurately and effectively Demonstrate ability to use intonation to aid communication Demonstrate ability to interact in a conversation Demonstrate ability to express simple and complex ideas? Demonstrate ability to maintain a conversation? Demonstrate ability to express ideas and opinions?

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العربية اللغةمجرد على مقتصرا العشرين و الحادي القرن في اللغات تعلم يعد لم

قد بينا قصورا أثبتت طالما المقاربة هذه ألن الكتابة؛ و للقراءة الشكلي الحذق

- – في لالندماج المستقبل مواطن الطالب تأهيل في الفشل حد يصل

المحيط في و العمل في و البيت في اليومية الحياة مشكالت حل و المجتمع

. عموما االجتماعي

ال و الغربي، العالم في التربوي المجال في الباحثين عديد الحظه ما هو و

الفرق إلى نظرنا إذا خاصة المشكلة، هذه عن ينأون العربية اللغة متكلمو يكاد

. العامية الشفوية اللهجات و بالفصحى، المعروفة الرسمية اللغة بين الواضح

التعليم حلقات أثناء سنة عشرة اثنتي طيلة العربية اللغة م لتعل الطالب فمزاولة

اندماجهم حسن بضمان الكفيلة المهارات من يكفي ما تكسبهم ال المختلفة،

عبءا الفصحى اللغة استخدام يغدو كثيرة أحيان في بل االجتماعية، الحياة في

. اليومية الحياة مشكالت حل دون يحول

شهد الذي الماضي، القرن تسعينيات في القرائية مفهوم ظهر هنا من و

تطوير ليشمل ما، لغة تعلم مفهوم بمقتضاه عدل مطردا، تطورا بدوره

ذلك و المجتمع، في االندماج حسن على القدرة يضمن بما األساسية المهارات

في ممثلة اللغات تعلم مجال في المعروفة المهارات و القدرات بامتالك

. الكتابة و القراءة و التحـــــدث و االستماع

يحقق أن األولى الحلقة نهاية في الطالب من يتوقع و

: التالية األهداف

لغة -1 ألنها بها؛ االعتزاز و العربية اللغة تقدير نحو إيجابي مفهوم لديه يتكون

و حياته في له ضروري أمر تعلمها أن و القومية لغته و الكريم القرآن

. اآلخرين مع تواصله

77

من -2 اكتسبه ما موظفا الفصيحة العربية اللغة استخدام إلى ميله ينمو

. المختلفة الحياة مواقف في تراكيب و مفرداتللتعبير -3 المختلفة المجاالت في اللغة برامج خالل من المعرفية ثقافته تنمو

.) العربية ) أمته مجتمعه، تراث البحرين، وطنه عن4-. مستواه حدود في لغوية خبرات من إليه يستمع ما يفهم5-. بوضوح مشاعره و حاجاته خبراتهو عن را معب يسر و بتلقائية يتحدث6-. الحلقة بهذه الخاصة األساسية غوية الل الظواهر من يتمكنالمجالت، ) -7 المدرسي، الكتاب مختلفة بسيطة مصادر من وعي و بفهم يقرأ

.) ... اإلعالنات القصص، اليومية، الصحف الجرائد،و -8 الحياة مناشط في يوظفها و الجهرية، القراءة كفايات من يتمكن

... ( ، غيرها أو وطنية مناسبة في قصيدة أو كلمة إلقاء المختلفة المناسبات

.) ... بسيط مشروع عرض مسرحية، تمثيلية،المالحظات -9 كتابة و اإلثراء و الفهم و التحليل في اللغوية مكتسباته يوظف

. المختلفة للمواد دراسته فييسهم -10 بما المعرفية المجاالت شتى في المفردات من اللغوية حصيلته يغني

. اللغوية قدراته تطوير فيو -11 مشكالته حل و فضوله إلشباع االطالع حب و القراءة نحو ميوله تنمو

. هواياته تنمية و فراغه بأوقات االستمتاعما -12 أو يقرؤه ما في العبارة بجمال اإلحساس و الفني التذوق لديه ينمو

. إليه يستمعمراعيا -13 تنظيم و ترتيب و بوضوح مشاعره و أفكاره و خبراته عن كتابيا يعبر

. درسه ما حدود في اللغوية السالمة14-. الصحيحة الكتابة قواعد مراعيا مقروء واضح بخط يكتبمهارات ) -15 الذاتي للتعلم الالزمة األساسية الدراسة مهارات بعض لديه تنمو

و الميسرة الموسوعات و البسيطة، المعاجم قراءة الجدولة، مكتبية،

الخرائط (.

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حدود -16 في يقرأ ما و يسمع ما في اللغوي الخطأ تمييز على القدرة لديه تنمو

مكتسباتهاللغوية.مكتسباته -17 حدود في بسيطة أدبية مواد إنتاج مجال في اإلبداعية قدراته تنمو

اللغوية.18- . اآلخرين إنتاج أو األدبي بإنتاجه التقدير و االهتمام لديه ينمو

خالل من العربية اللغة تدريس في عنها نصدر التي الرؤية رصد يمكن و

: التالي الجدول

مالحظاتمكوناتهاالكفاية

إليه االستماع يستمع ما معنى يفهممختلفة مضامين من

. لمستواه مناسبة

هذه تقتصر العلى المهارة

إلى االستماع تقرأ نصوص

مسامع علىفقط، الطالب

تشمل بلالمواد مختلف

بما المسموعة،النشرات فيها

و اإلخاريةو اإلعالنات المقاطع

التحسيسية

و -1التحدث بتلقائية يتحدثيسر.

عن -2 شفويا يعبربلغة واضحة أفكار

و سليمةو متسلسلة

في مترابطة

للتحدث يمكنيشمل أن

العروضو التنشيطية

التمثيلية.

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. المواقف مختلف

مكتوبة -1القراءة مادة يقرأجهرية قراءة

مسترسلة صحيحةالمعنى عن معبرة. الموقف أو

ما -2 مضمون يفهمو نصوص من يقرأ

. صور و وثائقبعض -3 يوظف

و الدراسة مهاراتالبحث.

يقرأ -4 ما يقيم) الرأي) إبداء

اإلشارة تجدرالقراءة أن إلى

بمفهومهاأن يجب الحديث

حروف تتجاوزإلى ما لغة

و الرموزو الجداولالبيانية الرسوم. الصور و

:إبداء مالحظةكفاية هو الرأي

سائر مع تتقاطعالمهارات.

يملى -1الكتابة ما يكتبصحيحة كتابة عليه

واضحة.مشاهداته -2 عن يعبر

خبراته و أفكاره وو مشاعره و

80

بلغة مواقفهسليمة.

من -3 أنواعا ينتجالكتابية الفنونالحاجة، بحسب

. مستواه حدود في

يحقق أن الثانية الحلقة نهاية في الطالب من يتوقع و


الرابع الصفعلى : قادرا الرابع الصف طالب يكون الدراسية السنة نهاية في ـ

1 : القراءة ـ. واستيعاب فهم قراءة ـ شعرا أو نثرا ـ قصيرا أدبيا نصا يقرأ ـ

. الوقف أدوات مراعيا معبرة سليمة قراءة أدبيا نصا يقرأ ـ2: القواعد ـ

: حرف ، فعل ، اسم الكالم أقسام يميز ـ. االسمية من الفعلية الجملة يميز ـ

. : والمعتل الصحيح المجرد الثالثي الفعل أنواع يعرف ـوالشفوي 3 الكتابي التعبير ـ

. المعنى تامة بسيطة جمال يصيغ ـ) حوار ) وصف، ، سرد البناء متكاملة قصيرة فقرة ينشئ ـ

ما موضوع عن شفويا يعبر ـأخرى 4 مهارات ـ

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. معينة مفردات لشرح قاموس مع يتعامل ـ. معبرا سليما إلقاء شعرية أبيات يلقي ـ

الخامس الصفعلى : قادرا الخامس الصف طالب يكون الدراسية السنة نهاية في ـ

1 : القراءة ـ. واستيعاب فهم قراءة ـ شعرا أو نثرا ـ قصيرا أدبيا نصا يقرأ ـ

. الوقف أدوات مراعيا معبرة سليمة قراءة أدبيا نصا يقرأ ـ. الجمالية والصور التراكيب بعض يشرح ـ

محدد معيار وفق نصا يقسم ـ2: القواعد ـ

. النحوي شكلهما ويحدد االسمية من الفعلية الجملة يميز ـ. اإلعرابي وعملها الجر أدوات يتعرف ـ

. اإلعرابي وعملها الناسخة واألدوات األفعال يتعرف ـكامال إعرابا واالسمية الفعلية البسيطة الجملة يعرب ـ

والشفوي 3 الكتابي التعبير ـ. المعنى تامة بسيطة جمال يصيغ ـ

) حوار ) وصف، ، سرد البناء متكاملة قصيرة فقرة ينشئ ـ. ما موضوع عن شفويا يعبر ـ

أخرى 4 مهارات ـ. معينة مفردات لشرح قاموس مع يتعامل ـ

. معبرا سليما إلقاء شعرية أبيات يلقي ـ

82

السادس الصفعلى : قادرا السادس الصف طالب يكون الدراسية السنة نهاية في ـ

1 : القراءة ـ. واستيعاب فهم قراءة ـ شعرا أو نثرا ـ أدبيا نصا يقرأ ـ

. الوقف أدوات مراعيا معبرة سليمة قراءة أدبيا نصا يقرأ ـ. دقيق معيار حسب مقاطع إلى أدبيا نصا يقطع ـ

. األدبي النص في الجمالية والصور التراكيب يحلل ـ. أدبيا نصا يلخص ـ

2: القواعد ـ. االسمية من الفعلية الجملة يميز ـ

. المركبة و البسيطة الجملة يتعرف ـ. الناسخة والحروف األفعال يميز ـ

. تاما إعرابا الجملة يعرب ـوالشفوي 3 الكتابي التعبير ـ

. المعنى تامة بسيطة جمال يصيغ ـ) حوار ) وصف، ، سرد البناء متكاملة قصيرة فقرة ينشئ ـ

ما موضوع عن شفويا يعبر ـأخرى 4 مهارات ـ


. شعريا أو نثريا مقطعا يحفظ ـ

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يحقق أن الثالثة الحلقة نهاية في الطالب من يتوقع و


السابع الصفعلى : قادرا السابع الصف طالب يكون الدراسية السنة نهاية في ـ



. األدبي النص في الجمالية والصور التراكيب يحلل ـ. أدبيا نصا يلخص ـ

. األدبي النص في الكتابية واالنماط األساليب يتعرف ـ2: والبالغة القواعد ـ


ومكوناتها المركبات أنواع يتعرف ـ. تاما إعرابا الجملة يعرب ـ

. البيانية الصور يتعرف ـوالشفوي 3 الكتابي التعبير ـ

. الكتابي اإلنتاج قواعد مراعيا متماسكا نصا يبني ـ. ما موضوع عن شفويا يعبر ـ

. األستاذ مع أو زمالئه مع معينا موضوعا يناقش ـأخرى 4 مهارات ـ

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. شعريا أو نثريا مقطعا يحفظ ـزمالئه أمام عمله يعرض ـ

. مستقلة بصفة قصيرا بحثا ينجز ـ

الثامن الصفعلى : قادرا الثامن الصف طالب يكون الدراسية السنة نهاية في ـ



. األدبي النص في الجمالية والصور التراكيب يحلل ـالكتابية واألنماط األساليب على اعتمادا للنص األدبي الجنس يحدد ـ

. أدبيا نصا يلخص ـ2: والبالغة القواعد ـ



مكوناتها ويميز البيانية الصور يتعرف ـوالشفوي 3 الكتابي التعبير ـ


85

. األستاذ مع أو زمالئه مع معينا موضوعا يناقش ـأخرى 4 مهارات ـ



. مستقلة بصفة بحثا ينجز ـ

التاسع الصفعلى : قادرا التاسع الصف طالب يكون الدراسية السنة نهاية في ـ



. األدبي النص في الجمالية والصور التراكيب يحلل ـالكتابية واألنماط األساليب على اعتمادا للنص األدبي الجنس يحدد ـ




مكوناتها ويميز البيانية الصور يتعرف ـوالشفوي 3 الكتابي التعبير ـ

86


. األستاذ مع أو زمالئه مع معينا موضوعا يناقش ـ. الحجاجية البنية يتعرف ـ

أخرى 4 مهارات ـ. معينة مفردات لشرح قاموس مع يتعامل ـ

. معبرا سليما إلقاء شعرية أبيات يلقي ـ. شعريا أو نثريا مقطعا يحفظ ـ

زمالئه أمام عمله يعرض ـ. مستقلة بصفة بحثا ينجز ـ

يحقق أن الثانوية المرحلة نهاية في الطالب من يتوقع و


العاشر الصفعلى : قادرا العاشر الصف طالب يكون الدراسية السنة نهاية في ـ



. األدبي النص في الجمالية والصور التراكيب يحلل ـ. الكتابية واألنماط األساليب على اعتمادا للنص األدبي الجنس يحدد ـ

أدبيا نصا يحلل ـ

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. المركبة و البسيطة الجملة يميز ـ

. الناسخة والحروف األفعال يميز ـ. ومكوناتها المركبات أنواع يميز ـ

. تاما إعرابا الجملة يعرب ـمكوناتها ويميز البيانية الصور يتعرف ـ

والشفوي 3 الكتابي التعبير ـ. الكتابي اإلنتاج قواعد مراعيا متماسكا نصا ينشئ ـ

. ما موضوع عن شفويا يعبر ـ. األستاذ مع أو زمالئه مع معينا موضوعا يناقش ـ

. الحجاجية البنية يتعرف ـأخرى 4 مهارات ـ



. مستقلة بصفة بحثا ينجز ـ------------------------------------------------------------------------------------------------

مفهوم إلى استنادا تقاس، المهارات هذه أن إلى اإلشارة تجدر و هذا

و قراءة و تحدثـــــــــا و استماعا و المعنى، إنتاج على القدرة بمدى القرائية،

. العمل و المدرســــــة و البيت في الصعوبات مواجهة في توظيفها و كتابة،

88

العربية ) اللغة (10-1كفايات المستوىالدراسي

الكفايــــــــــــــــاتث االستماع الكتابةالقراءةالتحد

الصفاألول

معنى يفهميستمع ما

من إليه مضامين مختلفة مناسبة

لمستواهحدود 3في

دقائق.

يتحدث و بتلقائية

يسر. شفويا يعبر

أفكار عن واضحة

بلغةو سليمة

متسلسلةمترابطة و

في مختلف

المواقف.

مادة يقرأ مكتوبة قراءة جهرية

صحيحة مسترسلة

عن معبرةأو المعنى

الموقف.يفهم

ما مضمونمن يقرأ

و نصوصو وثائقصور.

يوظف بعض

مهاراتو الدراسة

البحث. ما يقيم

إبداء ) يقرأالرأي(

ما يكتب يملىكتابة عليه

صحيحةواضحة.

عن يعبر مشاهداته

أفكاره وخبراته و و

مشاعرهمواقفه و

بلغةسليمة.

ينتج من أنواعا

الفنون الكتابية بحسب الحاجة،

حدود فيمستواه.

الصفالثاني


من إليه مضامين مختلفة



أفكار عن


صحيحة



89

مناسبة لمستواه

حدود 5فيدقائق .

واضحة بلغة

و سليمة متسلسلة

مترابطة و في

مختلفالمواقف.

مسترسلةعن معبرة

أو المعنىالموقف.

يفهم ما مضمون

من يقرأو نصوص

و وثائقصور.

يوظف بعض







بلغةسليمة.

ينتج من أنواعا الفنون الكتابية بحسب الحاجة،


الصفالثالث



لمستواهحدود 7في

دقائق.






في مختلف

الموا يتحدث






و نصوصو وثائق






بلغةسليمة.

90

و بتلقائيةيسر.

صور.يوظف

بعض مهارات

و الدراسةالبحث.

ما يقيمإبداء ) يقرأالرأي(



الصفالرابع



لمستواهحدود في

دقائق .10






في مختلف

المواقف.







يوظف بعض









بلغةسليمة.



91

الصفالخامس




12. دقيقة






في مختلف

المواقف.







يوظف بعض









بلغةسليمة.



الصفالسادس














أفكاره و

92

متسلسلةدقيقة .15مترابطة و

في مختلف

المواقف.




يوظف بعض




خبراته و و


بلغةسليمة.



الصفالسابع



لمستواه.






في مختلف

المواقف.







يوظف بعض






بلغةسليمة.

ينتج من أنواعا الفنون

93




الكتابية بحسب الحاجة،


الصفالثامن



لمستواه.






في مختلف

المواقف.







يوظف بعض









بلغةسليمة.



معنى الصف مادة يتحدث يفهم ما يقرأ يكتب

94

يستمع التاسع مامن إليه

مضامين مختلفة مناسبة

لمستواه.

و بتلقائيةيسر.

شفويا يعبرأفكار عن

واضحة بلغة

و سليمة متسلسلة

مترابطة و في

مختلفالمواقف.

مكتوبة قراءة جهرية






يوظف بعض




يملىكتابة عليه





بلغةسليمة.



الصفالعاشر



لمستواه.













بلغةسليمة.

ينتج

95

في مختلف

المواقف.



يوظف بعض




من أنواعا الفنون الكتابية بحسب الحاجة،


في ) ( - عشر الحادي الصف األساسية األولى اللغة العربية اللغة كفاياتالدولية البكالوريا برنامج

==============================================

االستماع: . مجال أوال

مضمون(: 1الكفاية ) لفهم والمعرفية الحسية مهاراته يوظف

المعيارية المستويات إلى باإلضافة وتحليله، المسموع الخطاب

: األول المستوى في المعتمدة

ويتخذ- 1مكوناتها: اللغوية وغير اللغوية الشفوي المشهد مكونات يفكك

قرائن .منها للخطاب الصريحة والمعاني األغراض لفهم

2. الكالم- لمقاد الضمني المقتضى بناء إلى يتوصل

3. بوعي- له ويستجيب إليه الموجه النقد أو بالتعليق االهتمام يبدي

96

وخبراته(: 2الكفاية) اللغوية ومهاراته المعرفية قدراته يوظف

. ونقده المسموع الخطاب تأويل في

وما- 1مكوناتها: صوته نبرات فهم إلى استنادا المتكلم مقاصد يستخلص

من .يستخدمه دالة وإيماءات تعبيرات

علمية- 2 معايير إلى استنادا الحكام، إصدار في الدقة يتحرى

محددة.وموضوعية

: التعلم .1مخرجات األفكار- بين الربط

2. بطالقة- التحدث

3. صحيحة- بطريقة المعلومات تلقي على الطالب تساعد

4. له- استمع لما العميق الفهم

5. اآلخر- الطرف لرأي االستماع

.) التحدث: ) اإلنتاج مجال ثانيا

لتحقيق(: 1الكفاية ) والمعرفية الحركية الحسية مهاراته يوظف

. دال تواصلي مقام في السليم التواصل

بالموضوع- 1مكوناتها: الصلة ذات اآلخرين وتجارب تجاربه يستحضر

في خطابه.ويدمجها

التواصلي- 2 الموقف لسياق المناسبة والعبارات األلفاظ ينتقي

وللمخاطبين.وموضوعه

97

لتحقيق(: 2الكفاية ) وخبراته اللغوية ومهاراته معارفه يوظف

. لخطابه وإقناعية ثراء

فكرة،- ) 1مكوناتها: طرح مقصده عن للتعبير ومالءمة سليمة لغة يستخدم

التعبير (.أو الرأي في النظر تعميق أو رأي، عن

والتفاوض(: 3الكفاية ) والمناقشة الحوار استراتيجيات يوظف

. آدابها ويراعي

.1مكوناتها: االختالف- وإدارة للتفاوض مناسبة استراتيجيات يوظف

إليه- 2 الموجهة المالحظات من لالستفادة واضحا استعدادا يبدي

تعديل .في تواصله خطة

والتعقيب- 3 التفاوض إجراء في والمقال المقام عناصر يوظف

الفكر .على المطروحة واآلراء

: التعلم .1مخرجات األفكار- ترتيب

2. صحيحة- بصورة الجمل صياغة

3. الرأي- عن التعبير في والدقة الطالقة

4. جديدة- مفردات اكتساب

5. اآلراء- مختلف طرح

98

. القراءة: مجال ثالثا

سليمة(: 1الكفاية ) استقرائية منهجية قراءة النص يقرأ

. ) ومحورية) مقطعية ومقنعة ومتماسكة متدرجة

.1مكوناتها: - وظيفيا منهجيا وصفا العامة وبنيته النص مكونات يصف

أبنيته- 2 إلى بالرجوع والضمنية الصريحة النص معاني يستخلص

.اللغوية الفنية وأساليبه

عن- 3 الكشف في والبالغية والنحوية الصرفية معارفه يستخدم

.وظائف المقروء النص لبنية المكونة العناصر

4. المتنوعة- ومقاماته النص لوظائف وفقا قراءته يضبط

وخبراته(: 2الكفاية ) التحليلية ومهاراته اللغوية معارفه يوظف

. معلال تقويما وتقويمه ونقده النص تحليل في الثقافية

.1مكوناتها: والثقافي- واألدبي التاريخي سياقه ضمن األدبي النص يفهم

العربية- 2 والثقافية الشعرية والتقاليد النص بني بين يصل

أو الحديثة.القديمة

واالجتماعية- 3 الثقافية المظاهر المدروسة النصوص من يتبين

.لتطور العربي األدب

في- 4 أثرها مبرزا األدبي، النص في دالة جمالية مواطن يتخير

المعنى.

99

وخبراته(: 3الكفاية ) التحليلية ومهاراته اللغوية معارفه يوظف

. معلال تقويما وتقويمه ونقده، النص، تحليل في الثقافية

( 1مكوناتها: عن- ) الكشف في والنحوية الصرفية اللغوية المعارف يوظف

.المنطق المعاني وفقه وتنتظم الخطاب عليه ينبني الذي

عن- 2 اإلفصاح في ةالبالغية البيانية األساليب وظائف يتبين

.مقاصد وأغراضه / النص الخطاب

3. الخطاب- / للنص الجماعية القراءة إثراء في يساهم

(: 4الكفاية ) موظفا الصفي القرائي تواصله منهجية يقوم

القرائي تواصله تجويد في وخبراته ومهاراته اللغوية معارفه

الالحق.

.1مكوناتها: - ومعلال متوازنا تقويما اآلخرين قراءات تقويم في يساهم

من- 2 مستفيدا ويطورها الصفي القرائي تواصله منهجية يقوم

الموجه .النقد اآلخرين قراءات ومن إليها

تطوير- 3 في إدماجها على ويعمل مناسبة تجويد بدائل يتخير

.منهجية القرائي تواصله

: التعلم .1مخرجات معناها- وفهم جديدة مفردات اكتساب

2. ومتنوعة- مختلفة مواضيع على التعرف

3. صحيحة- بطريقة والتلفظ النطق

4. بالنفس- الثقة

100

5. اآلخرين- على التأثير

6. المقروءة- النصوص في الجمال إدراك

. الكتابي: اإلنتاج مجال رابعا

(: 1الكفاية ) نصوصا ومفهومة وميسرة سلمية بلغة يكتب

. ونقدية وإبداعية وظيفية

.1مكوناتها: الكتابة- لموضوع المالءمة المعرفية الموارد يتخير

إنتاجه- 2 سياغ في ويرتبها المختارة، الموارد إلدراج يخطط

.الكتابي، والوظيفية الترابط عنصري مراعيا

البحث- 3 محركات تتحيها التي والتقنية المعرفية المصادر يوظف. الكتابي إنتاجه إلثراء األغراض المتعددة اإللكتروني

مصادر- 4 تنويع في األخرى الدراسية المواد من مكتسباته يستثمر

الكتابي.إنتاجه

قضية- 5 في رأيه على لالستدال معينة مراجع ظغلى يحيل

أو .مطروحة منها موقفه بيان

عرض(: 2الكفاية ) في التقنية ومهاراته اللغوية معارفه يوظف

وجمالية الكتابة فضاء تنظيم مقتضيات مراعيا الكتابي إنتاجه

العرض.

( 1مكوناتها: والمدونات- ) والخرائط والرسوم األشكال االقتضاء عند يدمج

إثراء النصية الكتابي إنتاجه في المناسبة اإللكترونية

لتواصله وتعزيزا .للموضوع المكتوب اللغوي

101

قواعد- 2 إلى مستندا الفهارس، وتنظيم المراجع ثبت قائمة يعد

.األنظمة والفهرسة التوثيق مجال في المستخدمة العالمية

إنتاج(: 3الكفاية ) في التحليلية ومهاراته اللغوية معارفه يوظف

والنقد التحليل مقتضيات فيه يراعي أدبي نص تحليل

المنهجيين.

:1مكوناتها: من- انطالقا أدبيا مقاال ينتج

. وفكره- معانيه ألبرز معمق فهم وبناء االنطالق، نص قراءة

العبارات- 2 استثمار خالل من والمطلوب المعطى تحديد

لكل منهما.المفتاحية

طريقة- 3 عرض طريقة وتصف المقال بموضوع تتصل مقدمة بناء

. وتحليلها فيه، المطروحة القضايا عرض

الموضوع،- 4 عناصر عرض متضمنا الموضوع جوهر بناء

بينها، واالستشهاد العالقات وإقامة عنصر كل على المناسب

المكونة الفكر للموضوع.واستيفاء

الموضوع،- 5 في األهمية ذات للفكر خالصة متضمنة خاتمة بناء

.والتأليف وإثرائه فيه البحث آفاق وتوسعة بينها،

معارفه(: 4الكفاية ) موظفا الكتابي تواصله منهجية يقوم

. تجويده / ألغراض حركية الحس وقدراته اللغوية زمهاراته

:1مكوناتها: استيفاء- مدى إلى استنادا األدبي المقال إنجازه منهجية يقوم

102

. االنطالق- لنص والمضمونية الفنية المكونات

. المقال- تحرير خطة تصميم

: التوسع،- التخليص، متضمنة المقال تحرير منهجية

:االستدالل الفقرات بين التأليف الشواهد، وتوظيف

. واالتساق الرابط،

. الرأي- وإبداء األدبي، المقال تقويم

: التعلم .1مخرجات كتابة- منه يطلب ما فهم على قادر يكون

2. منه- يطلب كتابي عمل ألي صحيحة بطريقة يخطط

3. جميل- مقروء واضح بخط يكتب

4. صحيح- بشكل الترقيم عالمات يستخدم

5. بوضوح- وآرائه أفكاره عن يعبر

6. كتب- بما اآلخر الطرف إقناع على القدرة لديه تكون

وصحيحة -7 ثابتة وبراهين أدلة على كتابته في .يستند

عشرفي ) ( - الثاني الصف األساسية األولى اللغة العربية اللغة كفاياتالدولية البكالورية برنامج

==============================================

االستماع : . مجال أوال

103

مضمون ) : 1الكفاية ( لفهم والمعرفية الحسية مهاراته يوظفوتحليله . المسموع الخطاب

األساسية .- 1مكوناتها : الفكرة يستخلصالفرعية .- 2 الفكرة من األساسية الفكرة يميزالنص يرتب- 3 في ورودها بحسب والفكر األحداث

المسموع .بالمضمون- .4 إخالل دون المسموعة المادة سرد يعيداألداء- .5 وتلوين الصوت نبرات خالل من المغزى يدركجوهرها- . 6 على محافظا المسموعة المادة يلخص

آخر- 7 شخص إلى المتكلم من قصيرة شفوية رسالة ينقلعلى محافظا

صحتها .التعلم : التواصل- 1 مخرجات في والتحدث االستماع على قدرته يوظف. الوظيفي الشفهي

ومايبديه- 2 المسموع الخطاب مضمون الى باهتمام يصغيمعين . موضوع حول اراءوتعليقات من االخرون

مكونات- ) ( 3 فهمه دالةعلى قوليةوايمانية أفعال ردود يبديالتواصل . وضعية مع وتفاعله الخطاب

وخبراته ) : 2الكفاية ( اللغوية ومهاراته المعرفية قدراته يوظفونقده . المسموع الخطاب تأويل في

من - 1مكوناتها : غيرها من المسموعة بالمادة الصلة ذات الفكر يميزالفكر

األخرى .

104

المسموعة- 2 المادة في أعجبته التي الجوانب أهم يبرزمحتوى

. وأسلوباإليه- .3 يستمع فيما رأيه يبديالمسموعة- .4 المادة في الرأي من الحقيقة يميز

التعلم : نقد- 1مخرجات من إليه مايستمع المناسب التعليل مع يقومأوتعليق . أورأي

صوته- 2 نبرات فهم إلى استنادا المتكلم مقاصد يستخلصدالة . وإيماءات تعبيرات من ومايستخدمه

مقصد 3 من مااستخلصه ترجيح في رأيه على منطقيا يدللالخطاب .

معلال- .4 تذوقا إليه مااستمع يتذوقاالستماع .) : 3الكفاية ( آداب يلتزم

. - 1مكوناتها : جادا إصغاء المتحدث إلى يصغياالستماع . - 2 أثناء في المتحدث مقاطعة عدم يلتزم

التعلم : االستماع- 1مخرجات يظهرالتزاماواضحابآداباستئذان) ( . دون واليتدخل اليقاطعالمتحدث

المسموع- 2 مع تواصله خطة اإلقتضاء عند يعدلاآلخر . اإلصغاءإلى ومرعياحسن التواصل وضعية مستجيبالمتطلبات

التحدث : : مجال ثانياوالمعرفية ) : 1الكفاية ( الحركية الحسية مهاراته يوظف

دال . تواصلي مقام في السليم التواصل لتحقيقومتسلسال- . 1مكوناتها : منظما عرضا أفكاره يعرض

105

حديثه- . 2 في الفصيحة اللغة يستخدمأفكاره- . 3 عرض عند السابقة والفكرية اللغوية خبراته يوظف

التعلم : سليمة- .1مخرجات لغة مسخدما بوضوح رأيه عن يعبرويدمجها- 2 بالموضوع الصلة ذات االخرين وتجارب يستحضرتجاربه

خطابه . فيالمتنوعةإلاثراء- 3 والثقافيةواالجتماعية األدبية الموارد يوظفخطابه .

لتحقيق) 2الكفاية ( وخبراته اللغوية ومهاراته معارفه يوظفلخطابه وإقناعية .ثراء

معتدل- . 1مكوناتها : واضح بصوت يتحدثالموقف- .2 متطلبات بحسب الصوت نبرات ينوع

على -3 تساعد بطريقة التحدث أثناء في اإلشارات لغة يوظف . المعنى تأكيد

معبرا . -4 سليما إلقاء أدبيا نصا يلقيالتعلم : مقصده- .1مخرجات للتعبيرعن ومالئمة سليمة لغة يستخدم

والبراهين- 2 الحجج مستخدما الخطاب مقاصد على يستدلالمناسبة .ويراعي ) : 3الكفاية ( والتفاوض والمناقشة الحوار استراتيجيات يوظف

آدابها .اللغوية . -1مكوناتها : والسالمة بالوضوح تتسم أسئلة يطرح

الحوار- 2 مواقف في تطرح التي واألفكار اآلراء على يعلقوالمناقشة .

التعلم : والمناقشة- 1مخرجات الحوار مواقف في للمشاركة يخططوالتفاوض .

106

له- 2 المتاح الوقت من الزمنية الحصة حدود يراعيللمشاركة .

الموقف- 3 مقتضيات بحسب تعبيراته ويلون صوته يحسنالتواصلي. .استعداده ) : 4الكفاية ( تظهر بطريقة والمناقشة الحوار آداب يلتزم

وجديته . الحديث- . 1مكوناتها : أثناء في لآلخرين االحترام يظهر

االستفسار- . 2 طلب عند النظام يتبعلرأيه- . 3 تعصب دون اآلخرين آراء يتقبلحديثه- . 4 أثناء في خجل أو تردد دون بالنفس الثقة يظهر

التعلم : , 1مخرجات لتقدير- استعداده مظهرا انفعاالته في يتحكموتفهمها . اآلراءالمخالفة

ومقام- 2 المخاطبين ردودفعل بحسب خطابه خطة يعدلالخطاب .

آ- 3 ذات مفاهيم الى للتوصل لديه الخطابة موهبة يصقل. جمة ومدارك أوسع فاق

في -5 والمواطنة االنتماء ليعززقيم عليه غيره بأفضال يعترفالمخاطبين .

وبدون -6 بطالقة الجمهورومخاطبته لمواجهة جيدا استعدادا يبديأوتردد . خوف

تقتضي -7 التي المختلفة الحياة مواقف لمواجهة نفسه يعداألولى . بالدرجة بالكالم التعبير

التآلف -8 روح وتعميق بأفكاره االخرين إقناع على قدرته ينميالمدرسة . في الزمالء بين

القراءة : مجال ثالثا

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متدرجة ( : )1الكفاية ) سليمة استقرائية منهجية قراءة النص يقرأومحورية ( مقطعية ومقنعة . ومتماسكة

سليما- . 1مكوناتها : نطقا والكلمات الحروف ينطقالقراءة- . 2 أثناء في الصحيح اللغوي الضبط يراعيالقراءة- . 3 أثناء في المعنى يتمثلالقراءة- . 4 أثناء في والوقف الوصل متطلبات يراعي

التعلم : سليما . -1مخرجات استخداما العربية اللغة يستخدم

القراءة - 2 صحيحاأثناء ضبطا الكلمات أواخر يضبطويذكرالسبب .

المبنى- .3 على المعنى يبني

النص- 4 قراءة من القرض يحدد

5 .) ( استئذان- دون واليتدخل اليقاطع القراءة باداب التزاماواضحا يظهروضعية - 6 لمتطلبات المقروءمستجيبا مع تواصله االقتضاءخطة عند يعدل

اآلخ إلى االصغاء ومراعياحسن ر.القراءةوخبراته ) : 2الكفاية ( التحليلية ومهاراته اللغوية معارفه يوظف

معلال . تقويما وتقويمه ونقده النص تحليل في الثقافيةاألساسية- . 1مكوناتها : الفكرة يحدد

الفرعية- .2 الفكر يحددالمقروء- . 3 النص في الفكر بين العالقة نوع يوضح

السياق . -4 خالل من المفردات معاني يستخلصالنص .-5 يتضمنها التي القيم يستنتج

التعلم : واألدبي- 1 مخرجات التاريخي سياقه ضمن النص يفهموالثقافي .

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عالقته- 2 ويكشف وجنسه ونمطه نوعه الى النص يردبالكاتب .

3 , في- أثرها مبرزا النص في دالة جمالية مواطن يتخيرالمعنى .

للنص - .4 ضوءفهمه في ومقاصده الكاتب رؤية يستخلصاألخرى – .5 األدبية الفنون وأنواع النص نوع بين يميز

ومحتواه .-6 النص شكل من معلال موقفا يكونموضوعية .-7 موازنة وأضرابه النص بين يوازن8-. \ الخطاب للنص الجماعية القراءة اثراء في يساهم

9 ) , , األدبين – ) من ومسرحية قصصية روائية يقرأاثارمتكاملةوالعالمي . العربي

موظفا ) : 3الكفاية ( الصفي القرائي تواصله منهجية يقومالقرائي تواصله تجويد في وخبراته ومهاراته اللغوية معارفه

الالحق . المقروءة- . 1مكوناتها : المادة في رأيه يبدي

النص- . 2 بموضوع تتصل ال قد التي واألدلة الفكر يحددالمقروء .-3 النص في فكرتين أو رأيين بين يوازن

التعلم : المغزى- .1مخرجات إلى يصل 2 -، إيحاء من والتراكيب المفردات تحمله ما يدرك

، ودالالتدقة فيها ما إبراز خالل من وآرائه أحكامه في ويوظفها

أو تعبيرنقيضه .

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النصوص- 3 بين واالختالف التشابه مواطن على يقفالمقروءة

ومقنعة . صحيحة أصول على بينها مفاضالبين -4 ما تتراوح نصوصا سليمة . 500- 300يقرأ قراءة كلمةمعلالذلك .-5 االخرين قراءات تقويم في يساهم

فيه ) : 4الكفاية ( ما محددا تذوقية قراءة األدبي النص يقرأجمالية . جوانب من

والعبارات- . 1مكوناتها : لأللفاظ الفنية القيمة يوضحالتعليل- . 2 مع األخرى األساليب بين من الجميل األسلوب يميزفيها . -3 الجمال مواطن محددا النص في الجمالية الصور يشرح

التعلم : في- 1مخرجات والبالغية البيانية األساليب وظائف يتبينعن اإلافصاح

وأغراضه\ . النص مقاصدالخطاب 2. معلال- تذوقا النص في الجمال مواطن يتذوقمن- ) 3 تأليفه من نصوص بها(7الى 5يكون اسطر

صورجمالية .األساليب- .4 بين من الجميل األسلوب يميز

استخداما ) : 5الكفاية ( آلياتها مستخدما وظيفية قراءة يقرأصحيحا .

صحيحا- . 1مكوناتها : استخداما اللغوية المعاجم يستخدمسليما- . 2 توظيفا المكتبة بطاقات يوظفصحيحة . -3 قراءة والخرائط والفهارس الجداول يقرأسليما . -4 توظيفا المعارف ودوائر المراجع يوظف

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التعلم : مايوجه- 1مخرجات ويتقبل مايقرأ المناسب التعليل مع يقومأوتعليق . رأي أو نقد من إليه

2. األم- لغته إلى االنجليزية باللغة نصوصا يعربالمسابقات- 3 في اهتماماللمشاركة يبدي

. ) , , عالمية) دولية محلية األدبيةالكتابة : . مجال رابعا

نصوصا ) : 1الكفاية ( ومفهومة وميسرة سليمة بلغة يكتبو ونقدية اوظيفية .بداعية

للموضوع . -1مكوناتها : األساسية العناصر يحددالمختلفة- .2 مصادرها من واألفكار المعلومات يجمع

متسلسال- .3 ترتيبا الموضوع عناصر يرتب

والخاتمة- .4 والعرض المقدمة مراعيا موضوعه ينظمالتعلم : ،- : 1مخرجات والرسالة ، المقال الكتابية األعمال بميزات يلم

، والقصةمخططه . في ويوظفها

فنية- 2 وصور ، ومفردات ، معارف من ذاكرته يسترجعلخدمة المطلوب .

المطلوب- . 3 وفق للموضوع األساسية الخطوط يضعوغيرها .-5 ، والسرد ، كالشواهد المناسبة المالحظات يدونالترقيم .-6 عالمات يوظفصحيحا .-7 استخداما المعجم يستخدم

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في ) : 2الكفاية ( التقنية ومهاراته اللغوية معارفه يوظفالكتابة فضاء تنظيم مقتضيات مراعيا الكتابي انتاجه عرض

. العرض وجماليةفيه- .1مكوناتها : يكتب الذي الموضوع أفكار يستوفي

مناسبة- .2 وأدلة بشواهد أفكاره يعززالكتابة- .3 في التعبيرية أساليبه ينوعذهنه .-4 في تجول خاطرة أو قصة يكتبعناصرها .-5 مستوفيا إخوانية رسالة يكتب

التعلم : الكتابة- .1مخرجات من يحددغايتهللكتابة- 2 خطة يصممكتابته- .3 في معينة وعبارات ألفاظ يستخدم

في ) : 3الكفاية ( التحليلية ومهاراته اللغوية معارفه يوظفوالنقد التحليل مقتضيات فيه يراعي أدبي مقال انتاج

المنهجيين .الحياة . - 1مكوناتها : أمور من أمر في طلب استمارة يمأل

عناصرها- .2 مستوفيا رسمية رسالة يكتبتهنئة- . 3 أو دعوة بطاقة أو مدرسيا إعالنا يكتبذلك- .4 نحو أو زيارة أو رحلة عن تقريرا يكتب

التعلم : كتابته- .1مخرجات لموضوع المالئمة يتخيرالمواردالمعرفيةالوظيفية- .2 الترابط مراعياعنصري الكتابي انتاجه يرتبالكتابي- .3 انتاجه الثراء والتقنية المعرفية المصادر يوظف

تنويع- 4 الموادالدراسيةاألخرىفي من يستثمرمكتسباتهالكتابي . مصادرانتاجه

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في ) : 4الكفاية ( التحليلية ومهاراته اللغوية معارفه يوظفوالنقد التحليل مقتضيات فيه يراعي أدبي نص تحليل انتاج

المنهجيين . اإلمالئية- . 1 مكوناتها : األخطاء من خالية كتابة يكتب

النحوية- . 2 األخطاء من خالية كتابة يكتبكتابته- . 3 في فصيحة وعبارات ألفاظا يستخدموسليمة- . 4 واضحة صياغة والتراكيب الجمل يصوغ

معارفه ) : 5الكفاية ( موظفا الكتابي تواصله منهجية يقوم . تجويد / ألغراض حركية الحس وقدراته اللغوية ومهاراته

الصحيح- .1مكوناتها : مكانه في واضح بشكل الرئيسي العنوان يكتبالفقرات- .2 وبدايات الهوامش ينظمقراءته- .3 تسهل واضح بخط يكتبالمقدمة : -6 المعروفة أجزائه إلى الكتابي الموضوع يقسم

والعرض والخاتمة .

العربية .-7 الخطوط من الجيدة النماذج يحاكيسليما .-8 توظيفا كتابته في الترقيم عالمات يوظف

التعلم : مكانه- 1مخرجات في ويضعه ، ويختاره ، العنوان بمفهوم يلمالصحيح .

حدودها- 2 وفق فقرات إلى المكتوب الموضوع يقسمالصحيحة.

والرقعة- . 3 النسخ خط من كل بميزات علما يحيطالصحيحة- . 4 وصورته الحرف حجم كتابه في يراعي

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والرقعة- .5 النسخ بخطي يكتبوالنقطتين- 6 ، والفاصلة ، النقطة من كل مفهوم يوضح

الرئيسيتينوالتفقير .

7 : -، النقطة الترقيم عالمات وضع بمواطن معرفة يحيطوالفاصلة،

المواطن . تلك وفق ويضعها ، الرئيسيتين والنقطتين

MATHEMATICS

Introduction: Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

Mathematics is an interconnected subject in which students need to be able to move fluently between representations of mathematical ideas. The programs of study are, by necessity, organized into apparently distinct domains, but students should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.

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The expectation is that the majority of students will move through the programs of study at broadly the same pace. However, decisions about when to progress should always be based on the security of students’ understanding and their readiness to progress to the next stage. Students who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.

The Curriculum framework provides a comprehensive set of progressive learning objectives for mathematics. The objectives detail what the learner should know or what they should be able to do in each year. The learning objectives provide a structure for teaching and learning and a reference against which learners’ ability and understanding can be checked.

The main content areas are Number, Geometry, Measure, Handling Data and Algebra. The first four content areas are all underpinned by Problem solving, which describes using techniques and skills and the application of understanding and strategies in solving problems. Mental strategies are also a key part of the Number content. This curriculum focuses on principles, patterns, systems, functions and relationships so that learners can apply their mathematical knowledge and develop a holistic understanding of the subject.

The Curriculum is founded on the values of the Al Rawabi Private School and best practice in schools. The curriculum is dedicated to developing learners who are responsible ,accountable, confident, innovative, and engaged.

The aims are to enable students to :

Develop their mathematical knowledge and oral, written and practical skills in a way which provides satisfaction and enjoyment.

Read mathematics , and write and talk about the subject in a variety of ways. Develop a feel for numbers, carry out calculations and understand the

significance of the results obtained. Apply mathematics in everyday situations Understand the part which mathematics play in the world around them. Solve problems, and present the solutions clearly. Select an appropriate mathematical method to solve the problem. Develop an ability to apply mathematics in other subjects develop the abilities to reason logically appreciate patterns and relationships in mathematics. Produce imaginative and creative work arising from mathematical ideas.

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Develop mathematical abilities by considering problems and conducting individual and cooperative experiment.

Mathematics: Grade 11( Numbers

By the end of grade 1, students should be able to:

Recite numbers in order )forwards from 1-100,backwards from 20 to 0( Read and write numerals from 0 to 20. Count objects up to 20, recognizing conservation of number. Count on in tens from zero or a single –digit number to 100 or just over. Begin partitioning 2-digit numbers into tens and ones and reverse. Within the range 0 to 30,say the number that is 1 or 10 more or less than any

given number. Use more or less to compare 2 numbers, and give a number which lies between

them. Order numbers to at least 20 positioning on a number track, use ordinal numbers. Use the =l sign to represent equality. Give a sensible estimate of some objects that can be checked by counting, eg to

30

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Find halves of small numbers and shapes by folding, and recognize which shapes are halved.

Know all number pairs to 10 and record the related addition/subtraction facts. Begin to know number pairs to 6,7,8,9 and 10. Add more than 2 small numbers, spotting pairs to 10, eg. 4 +3+6=10+3 Begin using pairs to 10 to bridge 10 when adding /subtracting eg.8+3, add 2, then

1. Know doubles to at least double 5. Find near doubles using doubles already known, eg.5+6. Begin to recognize multiples of 2 and 10.

2( Geometry


Name and sort common 2D Shapes )e.g. circles, squares, rectangles and triangles( using features such as number of sides, curved or straight. Use them to make patterns and models.

Name and sort common 3D Shapes )e.g. cube, pyramid, cylinder and cone(. Using features such as number of faces, flat or curved faces. Use them to make patterns and models

Recognize basic line symmetry. Use everyday language of direction and distance to describe movement of objects.

3( Measurements


Money Recognize all coins and work out how to pay an exact sum using smaller coins.

Length, mass and capacity Compare lengths and weights by direct comparison, then by using uniform non –

standard units. Estimate and compare capacities by direct comparison, then by using uniform non

–standard units. Use comparative language, e.g. longer, shorter, heavier, and lighter.

Time Begin to understand and use some units of time. E.g. minutes, hours, days, weeks

months and years. Read the time to the hour )o’clock( and know key times of day to the nearest hour. Order the days of the week and other familiar events.

4( Patterns/Algebra

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Describe, draw, and make models of patterns using actions, objects, diagrams, and words

Recognize similarities and differences in a variety of attributes )e.g. size, shape, color(

Identify counting patterns in hundreds charts Explore patterns and pattern rules Create, extend, and recognize a pattern given a rule expressed in informal

language Compare patterns using objects, pictures, actions, and spoken word Identify relationship between and among patterns Recognize and generate equivalent forms for the same number expressions )e.g.

concept of ten is described by “ten blocks”, full tens frame, numeral, 10, 5+5, 15-5, one less than 11, my brother’s age

Count forward to 100, count back from 50, and count forward or backward starting at any number between 1 and 50

5( Statistics & Probability


Answer a question by sorting and organizing data or objects in a variety of ways, e.g.

Using block graphs and pictograms with practical resources; discussing the results.

In lists and tables with practical resources; discussing the results. In Venn or Carroll diagrams giving different criteria for grouping the same objects.



Count, read and write numbers to at least 100 and back again. Count up to 100 objects, e.g. beads on a bead bar. Count on in ones and tens from single and 2-digit numbers and back again. Count in twos, fives and tens and use grouping in twos, fives and tens to count

larger groups of objects. Begin to count on in small constant steps such as threes and fours. Know what each digit represents in 2- digit numbers: partition into tens and ones. Find 1 or more/less than any 2-digit number. Round 2-digit numbers to the nearest multiple of 10. Say a number between any given neighboring pairs of multiples of 10 e.g. 40 and

50

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Recognize and use ordinal numbers upto at least the 10th number and beyond. Order numbers to 100; Compare 2 numbers using the > and < signs. Give a sensible estimate of up to 100 objects, e.g. choosing from 10. 20. 50 or

100 Understand even and odd numbers and recognize these up to at least 20. Sort numbers eg. Odd/ even , multiples of 2, 5 and 10 Recognize that we write one half ½, one quarter ¼, three quarters ¾.

Recognize that 22 or

44 make a whole and 1/2 and

24 are equivalent.

Recognize which shapes are divided in halves or quarters and which are not. Find halves and quarters of shapes and small numbers of objects. Find and learn by heart all number pairs to 10 and pairs with a total of 20. Partition all numbers to 20 into pairs and record the related addition and

subtraction facts. Find all pairs of multiples of 10 with a total of 100 and record the related addition

and subtraction facts. Learn and recognize multiples of 2,5 and 10 and derive the related division facts Find and learn doubles for all numbers up to 10 and also 15, 20, 25 and 50. Relate counting on/back in tens to find 10 more/less than any two-digit number

and then to adding and subtracting other multiples of 10. Use the = sign to represent equality, e.g. 16+4 = 17+3 Add four or five small numbers together. Recognize the use of a symbol such as ∆ or to represent an unknown. Solve number sentences such as 27 + = 30 Add and subtract a single digit number to/from a 2- digit number. Add pairs of 2-digit numbers Understand that addition can be done in any order , but subtraction cannot. Understand subtraction as both difference and take away. Understand multiplication as repeated addition. Understand multiplication as describing an array. Understand division as grouping and use the ÷ sign. Use counting in twos, fives or tens to solve practical problems involving repeated

addition Find doubles of multiples of 5 up to double 50 and corresponding halves Double 2-digit numbers Work out multiplication and division facts for the 3X and 4X tables Understand that division can leave some leftover.

2( Geometry


Sort, name, describe, visualize, and draw 2D shapes referring to their properties. Sort, name, describe, visualize, and draw 3D shapes referring to their properties. Recognize 2D drawings of 3D shapes. Find examples of 2D and 3D shapes in the environment.

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Identify reflective symmetry in patterns and 2D shapes. Draw lines of symmetry. Recognize whole, half and quarter turns, both clockwise and anti-clockwise. Follow and give instructions involving position, direction and movement. Recognize that a right angle is a quarter turn.

3( Measurements


Money Recognize all coins and notes. Use money notation. Find totals and the coins and notes required to pay a given amount; work out

change.Length, Mass and Capacity

Estimate, measure and compare lengths, weights, and capacities, choosing and using suitable uniform non-standard and standard units and appropriate measuring instruments.

Compare lengths, weights and capacities using the standard units: centimeters, meter, 100g, kilogram, and litre.

Time Know the units of time )seconds, minutes, hours, days, weeks, months, and years( Know the relationship between consecutive units of time. Measure activities using seconds and minutes. Read the time to the half hour on digital and analogue clocks. Know and order days of the week and months of the year.

4( Patterns/Algebra


Making mobiles )Balancing( Missing Numbers Describe and continue patterns which count on twos, threes, fours and fives to 30

or more. Identify simple relationships between numbers and shapes



Answer a question by collecting and recording data in lists and tables, and representing it as Block graphs and pictograms to show results.

Use Carroll and Venn Diagrams to sort numbers or objects using one criterion.

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Recite numbers 100 to 200 and beyond. Read and write numbers to at least 1000. Count on and back in ones, tens and hundreds from 2 and 3-digit numbers. Count on and back in steps of 2, 3, 4 and 5 to at least 50. Understand what each digit represent in 3-digit numbers and partition into

hundreds, tens and units. Find 1, 10, 100 more or less than 2 to 3 digit numbers. Multiply 2-digit numbers by 10 and understand the effect. Round 2-digit numbers to the nearest 10 and round three-digit numbers to the

nearest 100. Place a 3-digit number on a number line marked off in multiples of 100. Place a 3-digit number on a number line marked off in multiples of 10. Compare 3-digit numbers, use < and >, and find a number in between. Order 2- and 3-digit number. Give a sensible estimate of a number as a range )e.g. 30 to 50( by grouping in

tens. Find half of odd and even numbers to 40, using notations such as 13 ½. Understand and use fraction notation recognizing that fractions are several parts of

one whole, e.g. ¾ is three quarters and 2/3 is two thirds. Recognize equivalence between ½, 2/4, 4/8, and 5/10 using diagrams. Recognize simple mixed fractions e.g. 1 ½ and 2 ¼. Order simple or mixed fractions on a number line, e.g. using the knowledge that

1/2 comes half way between ¼ and ¾, and that 1 ½ comes half way between 1 and 2.

Begin to relate finding fractions to division. Find halves, thirds, quarters and tenths of shapes and numbers )whole number

answers(.

2( Geometry


Identify, describe and draw regular and irregular 2D shapes including pentagons, hexagons, octagons and semi-circles.

Classify 2D shapes according to the number of sides, vertices, and right angles. Identify, describe and make 3D shapes including pyramids and prisms; investigate

which nets will make a cube. Classify 3D shapes according to the number and shapes of faces, number of

vertices and edges. Draw and complete 2D shapes with reflective symmetry and draw reflections of

shapes )mirror line along one side(.

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Relate 2D shapes and 3D solids to drawings of them. Identify 2D and 3D shapes, line of symmetry and right angles in the environment. Identify right angles in 2D shapes. Use language of position if a square on a grid of squares where the rows and

columns are labeled. Use a set square to draw right angles. Compare angles with a right angle and recognize that a straight line is equivalent

to 2 right angles.

3( Measurements


Money Consolidate using money notations. Use addition and subtraction facts with a total of 100 to find change.

Length, Mass and Capacity Choose and use appropriate units and equipment to estimate, measure and record

measurements. Know the relationship between kilometres and metres, metres and centimetres,

kilograms and grams, litres millilitres. Read to the nearest division or half division, use scales that are numbered or

partially numbered. Use a ruler to draw and measure lines to the nearest centimetre. Solve word problems involving measures.

Time Suggest and use suitable units to measure time and know the relationships

between them )second, minute, hour, day, week, month, year, century(. Read the time on analog and digital clocks to the nearest 5 minutes on an analog

clock and to the nearest minute on a digital clock. Began to calculate simple time intervals in hours and minutes. Read a calendar and calculate time intervals in weeks or days.

4( Patterns/Algebra


Find the value of the given variable. Use the symbol > , < or = to compare numbers. Identify input or output using multiplication and division processes.



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Answer real life questions by collecting, organizing, and interpreting data. E.g investigating the population of mini-beasts in different environments.

Use tally charts, frequency tables, pictograms )symbol representing one or two units( and bar charts )intervals labeled in ones or twos(.

Use Venn or Carroll diagrams to sort data and objects using two criteria.



Read and write numbers up to 10000. Count on and back in ones, tens, hundreds and thousands from four-digit

numbers. Understand what each digit represents in a three- or four-digit number and

partition into thousands, hundreds, tens and units. Use decimal notation and place value for tenths and hundredths in context. Understand decimal notation for tenths and hundredths in context, e.g. length. Find multiples of 10, 100, 1000 more/less than numbers of up to four digits, e.g. 3407 + 20 = 3427. Multiply and divide three-digit numbers by 10 )whole number answers( and

understand the effect; begin to multiply numbers by 100 and perform related divisions.

Recognize multiples of 5, 10 and 100 up to 1000. Round three- and four-digit numbers to the nearest 10 or 100. Position accurately numbers up to 1000 on an empty number line or line marked

off in multiples of 10 or 100. Estimate where three- and four-digit numbers lie on empty 0–1000 or 0–10 000

lines. Compare pairs of three-digit or four-digit numbers, using the > and < signs, and

find a number in between each pair. Use negative numbers in context, e.g. temperature. Recognize and extend number sequences formed by counting in steps of constant

size, extending beyond zero when counting back. Recognize odd and even numbers. Make general statements about the sums and differences of odd and even

numbers. Order and compare two or more fractions with the same denominator )halves,

quarters, thirds, fifths, eighths or tenths(.

Recognise the equivalence between: 12,

48∧5

10;

14∧2

8;

15∧2

10.

123

Use equivalence to help order fractions. Understand the equivalence between one-place decimals and fractions in tenths.

Understand that 12 is equivalent to 0.5 and also to

510 .

Recognize the equivalence between the decimal fraction and vulgar fraction forms of halves, quarters, tenths and hundredths.

Recognise mixed numbers, and order these on a number line. Relate finding fractions to division. Find halves, quarters, thirds, fifths, eighths and tenths of shapes and numbers. Derive quickly pairs of two-digit numbers with a total of 100. Derive quickly pairs of multiples of 50 with a total of 1000. Identify simple fractions with a total of 1. Know multiplication for 2×, 3×, 4×, 5×, 6×, 9× and 10× tables and derive division

facts. Recognize and begin to know multiples of 2, 3, 4, 5 and 10, up to the tenth

multiple. Add three or four small numbers, finding pairs that equal 10 or 20. Add three two-digit multiples of 10, e.g. 40 + 70 + 50. Add and subtract near multiples of 10 or 100 to or from three-digit numbers, e.g.

367 – 198 or 278 + 49. Add any pair of two-digit numbers, choosing an appropriate strategy. Subtract any pair of two-digit numbers, choosing an appropriate strategy. Find a difference between near multiples of 100, e.g. 304 – 296. Subtract a small number crossing 100, e.g. 304 – 8. Multiply any pair of single-digit numbers together. Use knowledge of commutatively to find the easier way to multiply. Understand the effect of multiplying and dividing three-digit numbers by 10. Derive quickly doubles of all whole numbers to 50, doubles of multiples of 10 to

500, doubles of multiples of 100 to 5000, and corresponding halves. Add pairs of three-digit numbers. Subtract a two-digit number from a three-digit number. Subtract pairs of three-digit numbers. Double any two-digit number. Multiply multiples of 10 to 90 by a single-digit number. Multiply a two-digit number by a single-digit number. Divide two-digit numbers by single digit-numbers )answers no greater than 20(. Decide whether to round up or down after division to give an answer to a problem. Understand that multiplication and division are the inverse function of each other. Begin to understand simple ideas of ratio and proportion, e.g. a picture is one fifth

the size of the real dog. It is 25cm long in the picture, so it is 5 × 25cm long in real life.

2( Geometry


124

Identify, describe, visualize, draw and make a wider range of 2D and 3D shapes including a range of quadrilaterals, the heptagon and tetrahedron; use pin-boards to create a range of polygons. Use spotty paper to record results.

Classify polygons )including a range of quadrilaterals( using criteria such as the number of right angles, whether or not they are regular and their symmetrical properties.

Identify and sketch lines of symmetry in 2D shapes and patterns. Visualize 3D objects from 2D nets and drawings and make nets of common solids. Find examples of shapes and symmetry in the environment and in art. Describe and identify the position of a square on a grid of squares where rows and

columns are numbered and/or lettered. Know that angles are measured in degrees and that one whole turn is 360° or four

right angles; compare and order angles less than 180°. Devise the directions to give to follow a given path.

3( Measurements


Length, mass and capacity Choose and use standard metric units and their abbreviations )km, m, cm, mm, kg,

g, land ml( when estimating, measuring and recording length, weight and capacity. Know and use the relationships between familiar units of length, mass and

capacity; know the meaning of ‘kilo’, ‘centi’ and ‘milli’. Where appropriate, use decimal notation to record measurements, e.g. 1.3m,

0.6kg, 1.2l. Interpret intervals/divisions on partially numbered scales and record readings

accurately.Time

Read and tell the time to nearest minute on 12-hour digital and analogue clocks. Use am, pm and 12-hour digital clock notation. Read simple timetables and use a calendar. Choose units of time to measure time intervals.

Area and perimeter Draw rectangles, and measure and calculate their perimeters. Understand that area is measured in square units, e.g. cm2. Find the area of rectilinear shapes drawn on a square grid by counting squares.

4( Patterns/Algebra


Identify, extend and create linear and non-linear geometric, number and measurement patterns in different contexts

125

Analyze number patterns and state rule of any relationship Recognize and demonstrate an understanding of mathematical relationships in

patterns using concrete materials, drawings and symbols Use patterns to count by 3s, 4s, 6s, 7s, 8s, 9s, and 10s to 100 Make and describe patterns encountered in different contexts )e g quilt patterns,

money( Use patterns to multiply whole numbers by 10, 100 and 1000 Create, extend and identify patterns by changing two or three attributes )e g

color, size, orientations( or given a rule Discuss and defend the choice of a pattern rule Apply patterning strategies to problem-solving situations Identify and extend patterns to solve problems in meaningful context Pose and solve problems by applying a patterns strategy )e g solve an area

problem by extending a geometric grid pattern(



Answer a question by identifying what data to collect, organizing, presenting and interpreting data in tables, diagrams, tally charts, frequency tables, pictograms )symbol representing 2, 5, 10 or 20 units( and bar charts )intervals labeled in twos, fives, tens or twenties(.

Compare the impact of representations where scales have different intervals. Use Venn diagrams or Carroll diagrams to sort data and objects using two or three

criteria.



Count on and back in steps of constant size, extending beyond zero. Know what each digit represents in five- and six-digit numbers. Partition any number up to one million into thousands, hundreds, tens and units. Use decimal notation for tenths and hundredths and understand what each digit

represents. Multiply and divide any number from 1 to 10 000 by 10 or 100 and understand the

effect. Round four-digit numbers to the nearest 10, 100 or 1000. Round a number with one or two decimal places to the nearest whole number. Order and compare numbers up to a million using the > and < signs. Order and compare negative and positive numbers on a number line and

temperature scale.

126

Calculate a rise or fall in temperature. Order numbers with one or two decimal places and compare using the > and <

signs. Recognize and extend number sequences. Recognize odd and even numbers and multiples of 5, 10, 25, 50 and 100 up to

1000. Make general statements about sums, differences and multiples of odd and even

numbers.

Recognize equivalence between: 12,

14∧1

8;

13∧1

6;

15∧1

10.

Recognize equivalence between the decimal and fraction forms of halves, tenths and hundredths and use this to help order fractions, e.g. 0.6 is more than 50% and

less than 710 .

Change an improper fraction to a mixed number; order mixed numbers and place between whole numbers on a number line.

Relate finding fractions to division and use to find simple fractions of quantities. Understand percentage as the number of parts in every 100 and find simple

percentages of quantities. Express halves, tenths and hundredths as percentages.

Use fractions to describe and estimate a simple proportion, e.g.15 of the beads are

yellow. Use ratio to solve problems, e.g. to adapt a recipe for 6 people to one for 3 or 12

people. Know by heart pairs of one-place decimals with a total of 1, e.g. 0.8 + 0.2. Derive quickly pairs of decimals with a total of 10, and with a total of 1. Know multiplication and division facts for the 2× to 10× tables. Know and apply tests of divisibility by 2, 5, 10 and 100. Recognize multiples of 6, 7, 8 and 9 up to the 10th multiple. Know squares of all numbers to 10 × 10. Find factors of two-digit numbers Count on or back in thousands, hundreds, tens and ones to add or subtract. Add or subtract near multiples of 10 or 100, e.g. 4387 – 299. Use appropriate strategies to add or subtract pairs of two- and three-digit numbers

and numbers with one decimal place, using jottings where necessary. Calculate differences between near multiples of 1000, e.g. 5026 – 4998, or near

multiples of 1, e.g. 3.2 – 2.6. Multiply multiples of 10 to 90, and multiples of 100 to 900, by a single-digit number. Multiply by 19 or 21 by multiplying by 20 and adjusting. Multiply by 25 by multiplying by 100 and dividing by 4. Use factors to multiply, e.g. multiply by 3, then double to multiply by 6.

127

Double any number up to 100 and halve even numbers to 200 and use this to double and halve numbers with one or two decimal places, e.g. double 3.4 and half of 8.6.

Double multiples of 10 to 1000 and multiples of 100 to 10 000, e.g. double 360 or double 3600, and derive the corresponding halves.

Find the total of more than three two- or three-digit numbers using a written method.

Add or subtract any pair of three- and/or four-digit numbers, with the same number of decimal places, including amounts of money.

Multiply or divide three-digit numbers by single-digit numbers. Multiply two-digit numbers by two-digit numbers. Multiply two-digit numbers with one decimal place by single-digit numbers, e.g. 3.6

× 7. Divide three-digit numbers by single-digit numbers, including those with a

remainder )answers no greater than 30(. Start expressing remainders as a fraction of the divisor when dividing two-digit

numbers by single-digit numbers. Decide whether to group )using multiplication facts and multiples of the divisor( or

to share )halving and quartering( to solve divisions. Decide whether to round an answer up or down after division, depending on the

context. Begin to use brackets to order operations and understand the relationship

between the four operations and how the laws of arithmetic apply to multiplication.

2( Geometry


Identify and describe properties of triangles and classify as isosceles, equilateral or scalene.

Recognize reflective and rotational symmetry in regular polygons. Create patterns with two lines of symmetry, e.g. on a pegboard or squared paper. Visualize 3D shapes from 2D drawings and nets, e.g. different nets of an open or

closed cube. Recognize perpendicular and parallel lines in 2D shapes, drawings and the

environment. Understand and use angle measure in degrees; measure angles to the nearest 5°;

identify, describe and estimate the size of angles and classify them as acute, right or obtuse.

Calculate angles in a straight line. Read and plot co-ordinates in the first quadrant. Predict where a polygon will be after reflection where the mirror line is parallel to

one of the sides, including where the line is oblique.

128

Understand translation as movement along a straight line, identify where polygons will be after a translation and give instructions for translating shapes.

3( Measurements


Length, mass and capacity Read, choose, use and record standard units to estimate and measure length, mass and capacity to a suitable degree of accuracy. Convert larger to smaller metric units )decimals to one place(, e.g. change 2.6kg to

2600g. Order measurements in mixed units. Round measurements to the nearest whole unit. Interpret a reading that lies between two unnumbered divisions on a scale. Compare readings on different scales. Draw and measure lines to the nearest centimeter and millimeter.

Time Recognize and use the units for time )seconds, minutes, hours, days, months and

years(. Tell and compare the time using digital and analogue clocks using the 24-hour

clock. Read timetables using the 24-hour clock. Calculate time intervals in seconds, minutes and hours using digital or analogue

formats. Use a calendar to calculate time intervals in days and weeks )using knowledge of

days in calendar months(. Calculate time intervals in months or years.

Area and perimeter Measure and calculate the perimeter of regular and irregular polygons. Understand area measured in square centimeters )cm2(. Use the formula for the area of a rectangle to calculate the rectangle’s area.

4( Patterns/Algebra


Recognize and discuss mathematical relationships between multiplication and division

Understand the relationship between multiplication and division )inverse function( Model exponents as repeated multiplication Determine the value of a missing factor in multiplication equations Determine the value of a missing factor in division equations Determine the missing number in simple algebraic formulas involving addition

and subtraction equations

129

Use simple algebraic formulas to solve problems Identify and use patterns to solve problems



Answer a set of related questions by collecting, selecting and organizing relevant data; draw conclusions from their own and others’ data and identify further questions to ask.

Draw and interpret frequency tables, pictograms and bar line charts, with the vertical axis labeled for example in twos, fives, tens, twenties or hundreds. Consider the effect of changing the scale on the vertical axis.

Construct simple line graphs, e.g. to show changes in temperature over time. Understand where intermediate points have and do not have meaning, e.g.

comparing a line graph of temperature against time with a graph of class attendance for each day of the week.

Find and interpret the mode of a set of data. Describe the occurrence of familiar events using the language of chance or

likelihood.



Count on and back in fractions and decimals, e.g. 13s, 0.1s, and repeated steps of

whole numbers )and through zero(. Know what each digit represents in whole numbers up to a million. Know what each digit represents in one- and two-place decimal numbers. Multiply and divide any whole number from 1 to 10 000 by 10, 100 or 1000 and

explain the effect. Multiply and divide decimals by 10 or 100 )answers up to two decimal places for

division(. Find factors of two-digit numbers. Find some common multiples, e.g. for 4 and 5. Round whole numbers to the nearest 10, 100 or 1000. Round a number with two decimal places to the nearest tenth or to the nearest

whole number. Make and justify estimates and approximations of large numbers.

130

Order and compare positive numbers to one million, and negative integers to an appropriate level.

Use the >, < and = signs correctly. Estimate where four-digit numbers lie on an empty 0 –10 000 line. Order numbers with up to two decimal places )including different numbers of

places(. Recognize and extend number sequences. Recognize and use decimals with up to three places in the context of

measurement. Recognize odd and even numbers and multiples of 5, 10, 25, 50 and 100 up to

1000. Make general statements about sums, differences and multiples of odd and even

numbers. Recognize prime numbers up to 20 and find all prime numbers less than 100. Recognize the historical origins of our number system and begin to understand

how it developed.

Compare fractions with the same denominator and related denominators, e.g. 34

with 78 .

Recognize equivalence between fractions, e.g. between 1

100 s, 1

10 s and 12 s.

Recognize and use the equivalence between decimal and fraction forms. Order mixed numbers and place between whole numbers on a number line. Change an improper fraction to a mixed number.

Reduce fractions to their simplest form, where this is 14, 12, 34, or a number of fifths

or tenths. Begin to convert a vulgar fraction to a decimal fraction using division.

Understand percentage as parts in every 100 and express 14, 12, 13, 110

, 1100 as

percentages. Find simple percentages of shapes and whole numbers. Solve simple problems involving ratio and direct proportion. Recall addition and subtraction facts for numbers to 20 and pairs of one-place

decimals with a total of 1, e.g. 0.4 + 0.6. Derive quickly pairs of one-place decimals totaling 10, e.g. 7.8 and 2.2, and two-

place decimals totaling 1, e.g. 0.78 + 0.22. Know and apply tests of divisibility by 2, 4, 5, 10, 25 and 100. Use place value and number facts to add or subtract two-digit whole numbers and

to add or subtract three-digit multiples of 10 and pairs of decimals, e.g. 560 + 270; 2.6 + 2.7; 0.78 + 0.23.

Add/subtract near multiples of one when adding numbers with one decimal place, e.g. 5.6 + 2.9; 13.5 – 2.1.

Add/subtract a near multiple of 10, 100 or 1000, or a near whole unit of money, and adjust, e.g. 3127 + 4998; 5678 – 1996.

131

Use place value and multiplication facts to multiply/divide mentally, e.g. 0.8 × 7; 4.8 ÷ 6.

Multiply pairs of multiples of 10, e.g. 30 × 40, or multiples of 10 and 100, e.g. 600 × 40.

Double quickly any two-digit number, e.g. 78, 7.8, 0.78 and derive the corresponding halves.

Divide two-digit numbers by single-digit numbers, including leaving a remainder. Add two- and three-digit numbers with the same or different numbers of

digits/decimal places. Add or subtract numbers with the same and different numbers of decimal places,

including amounts of money. Find the difference between a positive and negative integer, and between two

negative integers in a context such as temperature or on a number line. Multiply pairs of multiples of 10, e.g. 30 × 40, or multiples of 10 and 100, e.g. 600 ×

40. Multiply near multiples of 10 by multiplying by the multiple of 10 and adjusting. Multiply by halving one number and doubling the other, e.g. calculate 35 × 16 with

70 × 8. Use number facts to generate new multiplication facts, e.g. the 17× table from 10×

+ 7× tables. Multiply two-, three- or four-digit numbers )including sums of money( by a single-

digit number and two- or three-digit numbers by two-digit numbers. Divide three-digit numbers by single-digit numbers, including those leaving a

remainder and divide three-digit numbers by two-digit numbers )no remainder( including sums of money.

Give an answer to division as a mixed number, and a decimal )with divisors of 2, 4, 5, 10 or 100(.

Relate finding fractions to division and use them as operators to find fractions including several tenths and hundredths of quantities.

Know and apply the arithmetic laws as they apply to multiplication )without necessarily using the terms commutative, associative or distributive(.

2( Geometry


Classify different polygons and understand whether a 2D shape is a polygon or not.

Visualize and describe the properties of 3D shapes, e.g. faces, edges and vertices.

Identify and describe properties of quadrilaterals )including the parallelogram, rhombus and trapezium(, and classify using parallel sides, equal sides, equal angles.

Recognize and make 2D representations of 3D shapes including nets. Estimate, recognize and draw acute and obtuse angles and use a protractor to

measure to the nearest degree.

132

Check that the sum of the angles in a triangle is 180°, for example, by measuring or paper folding; calculate angles in a triangle or around a point.

Read and plot co-ordinates in all four quadrants. Predict where a polygon will be after one reflection, where the sides of the shape

are not parallel or perpendicular to the mirror line, after one translation or after a rotation through 90° about one of its vertices.

3( Measurements


Length, mass and capacity Select and use standard units of measure. Read and write to two or three decimal

places. Convert between units of measurement )kg and g, land ml, km, m, cm and mm(,

using decimals to three places, e.g. recognizing that 1.245m is 1m 24.5cm. Interpret readings on different scales, using a range of measuring instruments. Draw and measure lines to the nearest centimeter and millimeter. Know imperial units still in common use, e.g. the mile, and approximate metric

equivalents.Time

Recognize and understand the units for measuring time )seconds, minutes, hours, days, weeks, months, years, decades and centuries(; convert one unit of time into another.

Tell the time using digital and analogue clocks using the 24-hour clock. Compare times on digital and analogue clocks, e.g. realize quarter to four is later

than 3:40. Read and use timetables using the 24-hour clock. Calculate time intervals using digital and analogue times. Use a calendar to calculate time intervals in days, weeks or months. Calculate time intervals in days, months or years. Appreciate how the time is different in different time zones around the world.

Area and perimeter Measure and calculate the perimeter and area of rectilinear shapes. Estimate the area of an irregular shape by counting squares. Calculate perimeter and area of simple compound shapes that can be split into

rectangles.

4( Patterns/Algebra


Use algebraic concepts, functions, patterns and relationships to solve problems Generalize numeric and geometric patterns to find additional terms

133

Write algebraic expressions using three variables Use concrete representations to solve algebraic equations: coordinate graph,

number line, manipulative Use words and symbols to predict and describe numerical and geometrical

patterns, rules and functions Evaluate simple expressions by replacing variables with given values and use

formula in problem solving situations Solve two-step single variable with integers using inverse operations Model relationships algebraically Simplify expressions by collecting like terms Represent inequalities in one variable on a number line Expand brackets and simplify algebraic expressions involving brackets



Solve a problem by representing, extracting and interpreting data in tables, graphs, charts and diagrams, e.g. line graphs for distance and time; a price ‘ready-reckoner’ for currency conversion; frequency tables and bar charts with grouped discrete data.

Find the mode and range of a set of data from relevant situations, e.g. scientific experiments.

Begin to find the median and mean of a set of data. Explore how statistics are used in everyday life. Use the language associated with probability to discuss events, to assess

likelihood and risk, including those with equally likely outcomes.



Add, subtract, multiply and divide integers. Identify and use multiples, factors, common factors, highest common factors,

lowest common multiples and primes; write a number in terms of its prime factors, e.g. 500 = 22 × 53.

Calculate squares, positive and negative square roots, cubes and cube roots; use the notation √49 and 3√64 and index notation for positive integer powers.

Read and write positive integer powers of 10; multiply and divide integers and decimals by 0.1, 0.01.

134

Order decimals, including measurements, making use of the =, ≠, > and < signs. Round whole numbers to a positive integer power of 10, e.g. 10, 100, 1000 or

decimals to the nearest whole number or one or two decimal places. Find equivalent fractions, decimals and percentages by converting between them. Convert a fraction to a decimal using division; know that a recurring decimal is a

fraction. Order fractions by writing with common denominators or dividing and converting to

decimals. Add and subtract fractions and mixed numbers; calculate fractions of quantities

)fraction answers(; multiply and divide an integer by a fraction. Calculate and solve problems involving percentages of quantities and percentage

increases or decreases; express one given number as a fraction or percentage of another.

Use equivalent fractions, decimals and percentages to compare different quantities.

Simplify ratios, including those expressed in different units; divide a quantity into more than two parts in a given ratio.

Use the unitary method to solve simple problems involving ratio and direct proportion.

Use known facts to derive new facts, e.g. given 20 × 38 = 760, work out 21 × 38. Recall squares to 20 × 20, cubes to 5 × 5 × 5, and corresponding roots. Recall simple equivalent fractions, decimals and percentages. Use known facts and place value to multiply and divide simple fractions. Use known facts and place value to multiply and divide simple decimals, e.g. 0.07

× 9, 2.4 ÷ 3. Use known facts and place value to calculate simple fractions and percentages of

quantities. Recall relationships between units of measurement. Solve simple word problems including direct proportion problems. Use the laws of arithmetic and inverse operations to simplify calculations with

integers and fractions. Use the order of operations, including brackets, with more complex calculations. Consolidate adding and subtracting integers and decimals, including numbers with

differing numbers of decimal places. Divide integers and decimals by a single-digit number, continuing the division to a

specified number of decimal places, e.g. 68 ÷ 7. Multiply and divide integers and decimals by decimals such as 0.6 or 0.06,

understanding where to place the decimal point by considering equivalent calculations, e.g. 4.37 × 0.3 = )4.37 × 3( ÷ 10, 92.4 ÷ 0.06 = )92.4 × 100( ÷ 6.

2( Geometry


135

Know that if two 2D shapes are congruent, corresponding sides and angles are equal.

Classify quadrilaterals according to their properties, including diagonal properties. Know that the longest side of a right-angled triangle is called the hypotenuse. Identify alternate angles and corresponding angles. Understand a proof that:

– the angle sum of a triangle is 180° and that of a quadrilateral is 360°– the exterior angle of a triangle is equal to the sum of the two interior opposite angles

Solve geometrical problems using properties of angles, of parallel and intersecting lines, and of triangles and special quadrilaterals, explaining reasoning with diagrams and text.

Draw simple nets of solids, e.g. cuboid, regular tetrahedron, square-based pyramid, and triangular prism.

Identify all the symmetries of 2D shapes. Use a straight edge and compasses to construct:

– the midpoint and perpendicular bisector of a line segment– the bisector of an angle

Use a ruler and compasses to construct:– circles and arcs– a triangle, given three sides )SSS(– a triangle, given a right angle, hypotenuse and one side )RHS(

Find the midpoint of the line segment AB, given the coordinates of points A and B. Transform 2D shapes by rotation, reflection and translation, and simple

combinations of these transformations. Understand and use the language and notation associated with enlargement;

enlarge 2D shapes, given a center of enlargement and a positive integer scale factor.

Interpret and make simple scale drawings.

3( Measurements


Choose suitable units of measurement to estimate, measure, calculate and solve problems in a range of contexts, including units of mass, length, area, volume or capacity.

Know that distances in the USA, the UK and some other countries are measured

in miles, and that one kilometer is about 58 of a mile.

Draw and interpret graphs in real life contexts involving more than one component, e.g. travel graphs with more than one person.

Know the definition of a circle and the names of its parts; know and use formulae for the circumference and area of a circle.

136

Derive and use formulae for the area of a triangle, parallelogram and trapezium; calculate areas of compound 2D shapes, and lengths, surface areas and volumes of cuboids.

Use simple nets of solids to work out their surface areas.

4( Patterns/Algebra


Know that letters play different roles in equations, formulae and functions; know the meanings of formula and function.

Know that algebraic operations, including brackets, follow the same order as arithmetic operations; use index notation for small positive integer powers.

Construct linear expressions. Simplify or transform linear expressions with integer coefficients; collect like terms;

multiply a single term over a bracket. Derive and use simple formulae, e.g. to convert degrees Celsius )°C( to degrees

Fahrenheit )°F(. Substitute positive and negative integers into formulae, linear expressions and

expressions involving small powers, e.g. 3x2+ 4 or 2x3, including examples that lead to an equation to solve.

Construct and solve linear equations with integer coefficients )unknown on either or both sides, without or with brackets(.

Generate terms of a linear sequence using term-to-term and position-to-term rules; find term-to-term and position-to-term rules of sequences, including spatial patterns.

Use a linear expression to describe the nth term of a simple arithmetic sequence, justifying its form by referring to the activity or practical context from which it was generated.

Express simple functions algebraically and represent them in mappings. Construct tables of values and use all four quadrants to plot the graphs of linear

functions, where y is given explicitly in terms of x; recognize that equations of the form y= mx+ c correspond to straight-line graphs.



Identify and collect data to answer a question; select the method of collection, sample size and degree of accuracy needed for measurements.

Know the difference between discrete and continuous data. Construct and use:

– frequency tables with given equal class intervals to gather continuous data– two-way tables to record discrete data

Calculate statistics for sets of discrete and continuous data; recognize when to use the range, mean, median and mode and, for grouped data, the modal class.

137

Draw, and interpret:– frequency diagrams for discrete and continuous data– pie charts– simple line graphs for time series– stem-and-leaf diagrams.

Interpret tables, graphs and diagrams for discrete and continuous data, and draw conclusions, relating statistics and findings to the original question.

Compare two distributions, using the range and one or more of the mode, median and mean.

Compare proportions in two pie charts that represent different totals. Know that if the probability of an event occurring is p, then the probability of it not

occurring is 1 – p. Find probabilities based on equally likely outcomes in practical contexts. Find and list systematically all possible mutually exclusive outcomes for single

events and for two successive events. Compare estimated experimental probabilities with theoretical probabilities,

recognizing that:– when experiments are repeated different outcomes may result– increasing the number of times an experiment is repeated generally leads to better estimates of probability.



Add, subtract, multiply and divide directed numbers. Estimate square roots and cube roots. Use positive, negative and zero indices and the index laws for multiplication and

division of positive integer powers.

Recognize the equivalence of 0.1, 1

10and 10–1; multiply and divide whole numbers

and decimals by 10 to the power of any positive or negative integer. Round numbers to a given number of decimal places or significant figures; use to

give solutions to problems with an appropriate degree of accuracy. Use the order of operations, including brackets and powers. Consolidate writing a fraction in its simplest form by cancelling common factors. Add, subtract, multiply and divide fractions, interpreting division as a multiplicative

inverse, and cancelling common factors before multiplying or dividing.

138

Solve problems involving percentage changes, choosing the correct numbers to take as 100% or as a whole, including simple problems involving personal or household finance, e.g. simple interest, discount, profit, loss and tax.

Recognize when fractions or percentages are needed to compare different quantities.

Compare two ratios; interpret and use ratio in a range of contexts. Recognize when two quantities are directly proportional; solve problems involving

proportionality, e.g. converting between different currencies. Extend mental methods of calculation, working with decimals, fractions,

percentages and factors, using jottings where appropriate. Solve word problems mentally. Consolidate use of the rules of arithmetic and inverse operations to simplify

calculations. Multiply by decimals, understanding where to position the decimal point by

considering equivalent calculations; divide by decimals by transforming to division by an integer.

Recognize the effects of multiplying and dividing by numbers between 0 and 1.

2( Geometry


Calculate the interior or exterior angle of any regular polygon; prove and use the formula for the sum of the interior angles of any polygon; prove that the sum of the exterior angles of any polygon is 360°.

Solve problems using properties of angles, of parallel and intersecting lines, and of triangles, other polygons and circles, justifying inferences and explaining reasoning with diagrams and text.

Draw 3D shapes on isometric paper. Analyze 3D shapes through plans and elevations. Identify reflection symmetry in 3D shapes. Use a straight edge and compasses to:

– construct the perpendicular from a point to a line and the perpendicular from a point on a line– inscribe squares, equilateral triangles, and regular hexagons and octagons by constructing equal divisions of a circle

Know and use Pythagoras’ theorem to solve two-dimensional problems involving right-angled triangles.

Tessellate triangles and quadrilaterals and relate to angle sums and half-turn rotations; know which regular polygons tessellate, and explain why others will not.

Use the coordinate grid to solve problems involving translations, rotations, reflections and enlargements.

Transform 2D shapes by combinations of rotations, reflections and translations; describe the transformation that maps an object onto its image.

139

Enlarge 2D shapes, given a center and positive integer scale factor; identify the scale factor of an enlargement as the ratio of the lengths of any two corresponding line segments.

Recognize that translations, rotations and reflections preserve length and angle, and map objects on to congruent images, and that enlargements preserve angle but not length.

Know what is needed to give a precise description of a reflection, rotation, translation or enlargement.

Use bearings )angles measured clockwise from the north( to solve problems involving distance and direction.

Make and use scale drawings and interpret maps. Find by reasoning the locus of a point that moves at a given distance from a fixed

point or at a given distance from a fixed straight line.

3( Measurements


Solve problems involving measurements in a variety of contexts. Solve problems involving average speed. Use compound measures to make comparisons in real-life contexts, e.g. travel

graphs and value for money. Convert between metric units of area, e.g. mm2 and cm2, cm2 and m2 and

volume, e.g. mm3 and cm3, cm3 and m3; know and use the relationship 1cm3 = 1ml.

Know that land area is measured in hectares )ha(, and that 1 hectare = 10000 m2; convert between hectares and square meters.

Solve problems involving the circumference and area of circles, including by using the πkey of a calculator.

Calculate lengths, surface areas and volumes in right-angled prisms and cylinders.

4( Patterns/Algebra


Know the origins of the word algebra and its links to the work of the Arab mathematician Al’Khwarizmi.

Use index notation for positive integer powers; apply the index laws for multiplication and division to simple algebraic expressions.

Construct algebraic expressions. Simplify or transform algebraic expressions by taking out single-term common

factors. Add and subtract simple algebraic fractions. Derive formulae and, in simple cases, change the subject; use formulae from

mathematics and other subjects. Substitute positive and negative numbers into expressions and formulae.

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Construct and solve linear equations with integer coefficients )with and without brackets, negative signs anywhere in the equation, positive or negative solution(; solve a number problem by constructing and solving a linear equation.

Solve a simple pair of simultaneous linear equations by eliminating one variable. Expand the product of two linear expressions of the form x± n and simplify the

corresponding quadratic expression. Understand and use inequality signs ¿(; construct and solve linear inequalities in

one variable; represent the solution set on a number line. Generate terms of a sequence using term-to-term and position-to-term rules. Derive an expression to describe the nth term of an arithmetic sequence. Find the inverse of a linear function. Construct tables of values and plot the graphs of linear functions, where y is given

implicitly in terms of x, rearranging the equation into the form y= mx+ c; know the significance of m and find the gradient of a straight line graph.

Find the approximate solutions of a simple pair of simultaneous linear equations by finding the point of intersection of their graphs.

Use systematic trial and improvement methods to find approximate solutions of equations such as x2+ 2x= 20 )1, 2 and 7(.

Construct functions arising from real-life problems; draw and interpret their graphs. Use algebraic methods to solve problems involving direct proportion, relating

solutions to graphs of the equations.



Suggest a question to explore using statistical methods; identify the sets of data needed, how to collect them, sample sizes and degree of accuracy.

Identify primary or secondary sources of suitable data. Design, trial and refine data collection sheets. Collect and tabulate discrete and continuous data, choosing suitable equal class

intervals where appropriate. Calculate statistics and select those most appropriate to the problem. Select, draw, and interpret diagrams and graphs, including:

– frequency diagrams for discrete and continuous data– line graphs for time series– scatter graphs to develop understanding of correlation– back to back stem-and-leaf diagrams

Interpret tables, graphs and diagrams and make inferences to support or cast doubt on initial conjectures; have a basic understanding of correlation.

Compare two or more distributions; make inferences, using the shape of the distributions and appropriate statistics.

Relate results and conclusions to the original question. Know that the sum of probabilities of all mutually exclusive outcomes is 1 and use

this when solving probability problems.

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Find and record all outcomes for two successive events in a sample space diagram.

Understand relative frequency as an estimate of probability and use this to compare outcomes of experiments in a range of contexts.

Mathematics: Grade 9&10 )IGCSE(1( Numbers


Identify and use natural numbers, integers )positive, negative and zero(, prime numbers, square numbers, common factors and common multiples, rational and irrational numbers )e.g. π, √2(, real numbers.

Calculate squares, square roots, cubes and cube roots of numbers. Use directed numbers in practical situations. Use the language and notation of simple vulgar and decimal fractions and

percentages in appropriate contexts. Recognize equivalence and convert between these forms.

Order quantities by magnitude and demonstrate familiarity with the symbols ¿ , ≠ ,<,>, ≤ ,≥ .

Understand the meaning and rules of indices. Use the standard form A× 10n where n is a positive or negative integer, and 1≤ A<10.

Use the four rules for calculations with whole numbers, decimals and vulgar )and mixed( fractions, including correct ordering of operations and use of brackets.

Use language, notation and Venn diagrams to describe sets and represent relationships between sets. Definition of sets e.g. A={x : x is anatural number }

Make estimates of numbers, quantities and lengths, give approximations to specified numbers of significant figures and decimal places and round off answers to reasonable accuracy in the context of a given problem.

Give appropriate upper and lower bounds for data given to a specified accuracy. Obtain appropriate upper and lower bounds to solutions of simple problems given data to a specified accuracy.

Demonstrate an understanding of ratio and proportion. Increase and decrease a quantity by a given ratio. Use common measures of rate. Calculate average speed.

Calculate a given percentage of a quantity. Express one quantity as a percentage of another. Calculate percentage increase or decrease. Carry out calculations involving reverse percentages.

Use a calculator efficiently. Apply appropriate checks of accuracy. Calculate times in terms of the 24-hour and 12-hour clock. Read clocks, dials and

timetables.

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Calculate using money and convert from one currency to another. Use given data to solve problems on personal and household finance involving

earnings, simple interest and compound interest. Extract data from tables and charts.

Use exponential growth and decay in relation to population and finance.

2( Geometry


Use and interpret the geometrical terms: point, line, parallel, bearing, right angle, acute, obtuse and reflex angles, perpendicular, similarity and congruence. Use and interpret vocabulary of triangles, quadrilaterals, circles, polygons and simple solid figures including nets.

Measure lines and angles. Construct a triangle given the three sides using ruler and pair of compasses only. Construct other simple geometrical figures from given data using ruler and protractor as necessary. Construct angle bisectors and perpendicular bisectors using straight edge and pair of compasses only.

Read and make scale drawings. Calculate lengths of similar figures. Use the relationships between areas of

similar triangles, with corresponding results for similar figures and extension to volumes and surface areas of similar solids.

Recognize rotational and line symmetry )including order of rotational symmetry( in two dimensions. Recognize symmetry properties of the prism )including cylinder( and the pyramid )including cone(. Use the following symmetry properties of circles:equal chords are equidistant from the centerthe perpendicular bisector of a chord passes through the centertangents from an external point are equal in length

Calculate unknown angles using the following geometrical properties:angles at a pointangles at a point on a straight line and intersecting straight linesangles formed within parallel linesangle properties of triangles and quadrilateralsangle properties of regular polygonsangle in a semi-circleangle between tangent and radius of a circle.angle properties of irregular polygonsangle at the center of a circle is twice the angle at the circumference

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angles in the same segment are equalangles in opposite segments are supplementary; cyclic quadrilaterals.

Use the following loci and the method of intersecting loci for sets of points in two dimensions which are:at a given distance from a given pointat a given distance from a given straight lineequidistant from two given pointsequidistant from two given intersecting straight lines.

Demonstrate familiarity with Cartesian co-ordinates in two dimensions. Find the gradient of a straight line. Calculate the gradient of a straight line from

the co-ordinates of two points on it. Calculate the length and the co-ordinates of the midpoint of a straight line from

the co-ordinates of its end points. Interpret and obtain the equation of a straight line graph in the form y= mx+ c. Determine the equation of a straight line parallel to a given line. Find the gradient of parallel and perpendicular lines.

3( Measurements


Use current units of mass, length, area, volume and capacity in practical situations and express quantities in terms of larger or smaller units.

Carry out calculations involving the perimeter and area of a rectangle, triangle, parallelogram and trapezium and compound shapes derived from these.

Carry out calculations involving the circumference and area of a circle. Solve problems involving the arc length and sector area as fractions of the circumference and area of a circle.

Carry out calculations involving the volume of a cuboid, prism and cylinder and the surface area of a cuboid and a cylinder. Carry out calculations involving the surface area and volume of a sphere, pyramid and cone.

Carry out calculations involving the areas and volumes of compound shapes.

4( Patterns/Algebra


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Use letters to express generalized numbers and express basic arithmetic processes algebraically. Substitute numbers for words and letters in complicated formulae. Construct and transform complicated formulae and equations.

Manipulate directed numbers. Use brackets and extract common factors. Expand products of algebraic expressions.Factorize where possible expressions of the form: +bx+kay+kby , a2 x2– b2 y2.

Manipulate algebraic fractions. Factorize and simplify rational expressions. Use and interpret positive, negative and zero indices. Use and interpret fractional

indices. Use the rules of indices. Solve simple linear equations in one unknown. Solve simultaneous linear

equations in two unknowns. Solve quadratic equations by factorization, completing the square or by use of the formula. Solve simple linear inequalities.

Represent inequalities graphically and use this representation in the solution of simple linear programming problems.

Continue a given number sequence. Recognize patterns in sequences and relationships between different sequences. Find the nth term of sequences.

Express direct and inverse variation in algebraic terms and use this form of expression to find unknown quantities.

Interpret and use graphs in practical situations including travel graphs and conversion graphs. Draw graphs from given data. Apply the idea of rate of change to easy kinematics involving distance-time and speed-time graphs, acceleration and deceleration. Calculate distance travelled as area under a linear speed-time graph.

Construct tables of values and draw graphs for functions of the form axn, where a is a rational constant, and n= –2, –1, 0, 1, 2, 3, and simple sums of not more than three of these and for functions of the form ax, where a is a positive integer. Solve associated equations approximately by graphical methods. Draw and interpret graphs representing exponential growth and decay problems.

Estimate gradients of curves by drawing tangents. Use function notation, e.g. f (x)=3x –5 , f : x→3 x – 5 ,to describe simple functions.

Find inverse functions f−1(x) . Form composite functions as defined by gf (x)=g( f (x)).



Calculate the probability of a single event as either a fraction, decimal or percentage.

Understand and use the probability scale from 0 to 1.

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Understand that the probability of an event occurring = 1 – the probability of the event not occurring.

Understand relative frequency as an estimate of probability. Calculate the probability of simple combined events, using possibility diagrams

and tree diagrams where appropriate. Collect, classify and tabulate statistical data. Read, interpret and draw simple inferences from tables and statistical diagrams. Construct and read bar charts, pie charts, pictograms, simple frequency

distributions, histograms with equal and unequal intervals and scatter diagrams. Calculate the mean, median, mode and range for individual and discrete data

and distinguish between the purposes for which they are used. Calculate an estimate of the mean for grouped and continuous data. Identify the modal class from a grouped frequency distribution. Construct and use cumulative frequency diagrams. Estimate and interpret the median, percentiles, quartiles and inter-quartile range. Understand what is meant by positive, negative and zero correlation with

reference to a scatter diagram. Draw a straight line of best fit by eye.

6( Trigonometry


Interpret and use three-figure bearings. Apply Pythagoras’ theorem and the sine, cosine and tangent ratios for acute

angles to the calculation of a side or of an angle of a right-angled triangle. Solve trigonometrically problems in two dimensions involving angles of elevation

and depression. Extend sine and cosine values to angles between 90° and 180°. Solve problems using the sine and cosine rules for any triangle and the formula

area of triangle = 12ab sinC.

Solve simple trigonometrical problems in three dimensions including angle between a line and a plane.

Mathematics: Grade 11&12 )IGCSE(1( Algebra


146

Arithmetic sequences and series; sum of finite arithmetic series; geometric sequences and series; sum of finite and infinite geometric series.

Sigma notation. Applications. Elementary treatment of exponents and logarithms. Laws of exponents; laws of logarithms. Change of base. The binomial theorem: expansion of (a+b )n ;n∈N .

Calculation of binomial coefficients using Pascal’s triangle and (nr ).

2( Functions and equations


Concept of function : f : x↦ f (x) . Domain, range; image )value(. Composite functions. Identity function. Inverse function f−1 . The graph of a function; its equation ¿ f (x) . Function graphing skills. Investigation of key features of graphs, such as maximum and minimum values,

intercepts, horizontal and vertical asymptotes, symmetry, and consideration of domain and range.

Use of technology to graph a variety of functions, including ones not specifically mentioned.

The graph of y=f −1(x ) as the reflection in the line y=x of the graph of ¿ f (x) . Transformations of graphs. Translations: ¿ f ( x )+b ; y= f (x−a) . Reflections )in both axes(: ¿−f ( x ); y=f (−x) . Vertical stretch with scale factor p: y=pf (x ) .

Stretch in the x-direction with scale factor 1q : y=f (qx) .

Composite transformations. The quadratic function x↦ a x2+bx+c: its graph, y-intercept (0 , c ) . Axis of symmetry. The form x⟼a (x−p)(x−q), x-intercepts ( p ,0) and (q ,0) .

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The form ↦ a(x−h)2+k , vertex (h , k ) .

The reciprocal function ⟼ 1x; x ≠0 : its graph and self-inverse nature.

The rational function x⟼ ax+bcx+d and its graph.

Vertical and horizontal asymptotes. Exponential functions and their graphs: ⟼ax , a>0 , x⟼ ex . Logarithmic functions and their graphs: ⟼ loga x , x>0 , x⟼ ln x , x>0 . Relationships between these functions: ax=e xln a , logaa

x=x ,alogax=x ,x>0. Solving equations, both graphically and analytically. Use of technology to solve a variety of equations, including those where there is

no appropriate analytic approach. Solving x2+bx+c=0 , a≠0 . The quadratic formula. The discriminant ∆=b2−4 ac and the nature of the roots, that is, two distinct real

roots, two equal real roots, no real roots. Solving exponential equations. Applications of graphing skills and solving equations that relate to real-life

situations.

3( Circular functions and trigonometry


The circle: radian measure of angles; length of an arc; area of a sector. Definition of cosθ and sin θ in terms of the unit circle.

Definition of tanθ as sin θcosθ .

Exact values of trigonometric ratios of 0 ,π6, π

4, π

3, π2 and their multiples.

The Pythagorean identity sin2θ+cos2θ=1. Double angle identities for sine and cosine. Relationship between trigonometric ratios. The circular functions sin x , cos xand tan x : their domains and ranges; amplitude,

their periodic nature; and their graphs. Composite functions of the form ( x )=asin (b (x+c ) )+d . Transformations. Applications.

148

Solving trigonometric equations in a finite interval, both graphically and analytically.

Equations leading to quadratic equations in sin x , cos x or tan x . Solution of triangles. The cosine rule. The sine rule, including the ambiguous case.

Area of a triangle, 12ab sinC.

Applications.

4( Vectors


Vectors as displacements in the plane and in three dimensions.

Components of a vector; column representation; (v1

v2

v3)=v1i+v2 j+v3 k .

Algebraic and geometric approaches to the following:the sum and difference of two vectors; the zero vector, the vector −v ;multiplication by a scalar, k v ; parallel vectors;magnitude of a vector|v| ;unit vectors; base vectors; i, j and k ;position vectors OA=a ;AB=OB−OA=b−a .

The scalar product of two vectors. Perpendicular vectors; parallel vectors. The angle between two vectors. Vector equation of a line in two and three dimensions: ¿a+ t b . The angle between two lines. Distinguishing between coincident and parallel lines. Finding the point of intersection of two lines. Determining whether two lines intersect.

5( Statistics and probability


Concepts of population, sample, random sample, discrete and continuous data.

149

Presentation of data: frequency distributions )tables(; frequency histograms with equal class intervals; box-and-whisker plots; outliers.

Grouped data: use of mid-interval values for calculations; interval width; upper and lower interval boundaries; modal class

Statistical measures and their interpretations. Central tendency: mean, median, mode. Quartiles, percentiles. Dispersion: range, interquartile range, variance, standard deviation. Effect of constant changes to the original data. Applications. Cumulative frequency; cumulative frequency graphs; use to find median,

quartiles, percentiles. Linear correlation of bivariate data. Pearson’s product–moment correlation coefficient r. Scatter diagrams; lines of best fit. Equation of the regression line of y onx. Use of the equation for prediction purposes. Mathematical and contextual interpretation. Concepts of trial, outcome, equally likely outcomes, sample space (U ) and event.

The probability of an event A is ( A )=n(A)n (U ) .

The complementary events A andA ' )not A(. Use of Venn diagrams, tree diagrams and tables of outcomes. Combined events, P(A∪B). Mutually exclusive events: ( A∩B )=0 .

Conditional probability; the definition ( A|B )=P(A∩B)P(B) .

Independent events; the definition P (A|B )=P (A )=P (A∨B' ). Probabilities with and without replacement. Concept of discrete random variables and their probability distributions. Expected value )mean(, E(X) for discrete data. Applications. Binomial distribution. Mean and variance of the binomial distribution. Normal distributions and curves. Standardization of normal variables )z-values, z-scores(. Properties of the normal distribution.

6( Calculus

150


Informal ideas of limit and convergence. Limit notation.

Definition of derivative from first principles as f ' ( x )=limh→0 ( f ( x+h )−f (x )

h ) . Derivative interpreted as gradient function and as rate of change. Tangents and normals, and their equations. Derivative of xn¿ , sin x , cos x , tan x , ex and ln x . Differentiation of a sum and a real multiple of these functions The chain rule for composite functions. The product and quotient rules. The second derivative. Extension to higher derivatives. Local maximum and minimum points. Testing for maximum or minimum. Points of inflexion with zero and non-zero gradients. Graphical behaviour of functions, including the relationship between the graphs

of , f ' and f ' ' . Optimization. Applications. Indefinite integration as anti-differentiation.

Indefinite integral of xn(n∈Q), sin x , cos x , 1xand ex.

The composites of any of these with the linear function +b . Integration by inspection, or substitution of the form ∫ f (g (x ) ) g' (x )dx . Anti-differentiation with a boundary condition to determine the constant term. Definite integrals, both analytically and using technology. Areas under curves )between the curve and the x-axis(. Areas between curves. Volumes of revolution about the x-axis. Kinematic problems involving displacement s, velocity v and acceleration a. Total distance travelled.

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Curriculum Components (Science)

AimsScience is a way of knowing that seeks to describe and explain the natural and physical world. One aim of science teaching is to enhance pupils' understanding of scientific concepts. Another is to develop children's capacity to understand scientific procedures and to investigate scientifically. The main aims of teaching Science are:

1. to provide a worthwhile educational experience for all candidates, through well-designed studies of experimental and practical science, whether or not they go on to study science beyond their level. In particular, students’ studies should enable them to acquire understanding and knowledge of the concepts, principles and applications of biology, chemistry and physics and, where appropriate, other related sciences so that they may

• become confident citizens in a technological world, able to take or develop an informed interest in matters of scientific importance• recognise the usefulness, and limitations, of scientific method and appreciate its applicability in other disciplines and in everyday life• be suitably prepared for studies beyond syllabus in purescience, in applied sciences or in science-dependent vocational cases.

2. to develop abilities and skills that• are relevant to the study and practice of science• are useful in everyday life• encourage safe practice• encourage effective communication

3. to stimulate• curiosity, interest and enjoyment in science and its methods of enquiry• interest in, and care for, the environment

4. to promote an awareness that• the study and practice of science are co-operative and cumulative activities subject to social, economic, technological, ethical and cultural influences and limitations• the applications of science may be both beneficial and detrimental to the individual, the community and the environment• the concepts of science are of a developing and sometimes transient nature• science transcends national boundaries and that the language of science is universal

In addition to these general aims, teaching of Sciences seeks:5. to emphasise that some principles and concepts are common to all science, while others are more particular to the separate sciences of biology, chemistry and physics.6. to promote interdisciplinary enquiry through practical investigations and through the co-ordination of the subject matter of the three separate sciences.

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Science: Grade 1Life Sciences

Plants and Animals Around Us

Here children learn about plants and animals in their immediate environment.They also learn how differences between places very close to each other contain a different range of plants and animals. They learn that like humans, plants and other animals reproduce. They are taught to consider how to treat living things and the environment with care and sensitivity.

Scientific Enquiry work focuses on:

turning ideas into questions that can be investigated presenting results drawing conclusions.

Ideas and evidenceCollect evidence by making observations when trying to answer a science question.

Use first- hand experience e.g. observe melting ice.

Use simple information sources.

Obtain and present evidence Make suggestions for collecting evidence.

Talk about risks and how to avoid danger.

Make and record observations.

Take simple measurements.

Use a variety of ways to tell others what happened.

Consider evidence and approach Make comparisons.

Identify simple patterns and associations.

Talk about predictions )orally and in text(, the outcome and why this happened

Review and explain what happened.

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Can identify similarities and differences between local environments and know about some of the ways in which these affect the animals and plants that are found there.

Physical Sciences:

Light and Dark

This unit helps children to understand that we need light in order to see things. They will also learn that darkness is the absence of light.Some children may realise that in the absence of sunlight other sources of light can be seen more easily. Opportunities arise for children to relate their understanding of science to everyday experiences of light and darkness.Links with PSHE can be made in terms of health and safety considerations.

Scientific Enquiry work focuses on: making suggestions of how to investigate an idea making observations and comparisons explaining their observations.








Use a variety of ways to tell others what happened.


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Can identify different light sources including the Sun

Know that darkness is the absence of light. Can )be able to( identify shadows.

Electricity

This unit introduces children to the concept of electricity and how it works in their everyday lives.It also introduces them to hazards associated with mains electricity, including how to stay safe.


thinking about what is expected to happen and whether results support the prediction exploring and testing circuits making observations and explaining what has been found out.



Use simple information sourcesPlan investigative work

Ask questions and suggest ways to answer them.Predict what will happen before deciding what to do.





Use a variety of ways to tell others what happenedConsider evidence and approach

Make comparisons.

155


Talk about predictions )orally and in text(, the outcome and why this happened.


Can recognise the components of simple circuits involving cells )batteries(.

Know how a switch can be used to break a circuit.

Changing Materials

Through this unit children learn to distinguish between an object and the material from which it is made. They learn about some of the ways materials can be changed by heating and cooling.Applying science to cooking helps them to realise dangers and how to keep safe. They learn that melting and dissolving are different and recognise that when a solid dissolves it is still there.


thinking about what is expected to happen making and recording observations and comparisons deciding whether a test is fair.

Ideas and evidenceCollect evidence by making observations when trying to answer a science question.Use first- hand experience e.g. observe melting ice.Use simple information sources.

Plan investigative work

Ask questions and suggest ways to answer them.Predict what will happen before deciding what to do.




156


Use a variety of ways to tell others what happened

Consider evidence and approach

Make comparisons.


Talk about predictions )orally and in text(, the outcome and why this happened.


Know how the shapes of some materials can be changed by squashing, bending, twisting and/or stretching.

Explore and describe the way some everyday materials change when they are heated or cooled

Can recognise that some materials can dissolve in water.

Know that some materials occur naturally and others are man-made.

Looking at Rocks

Children should learn that underneath all surfaces is rock, which they may not be able to see.There are different sorts of rock with different characteristics.


using first-hand experienceusing simple information sourcesmaking and recording observationsmaking comparisons.




Obtain and present evidence Make and record observations.

157


Make comparisons.


Day and Night

In this unit, children learn about shadows, how they are made and how they can change.They find out about why and how we have day and night.


making observationsinvestigating shadowsIdeas and evidenceCollect evidence by making observations when trying to

answer a science question.







Use a variety of ways to tell others what happened





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Science: Grade 2Life Sciences

Life Processes

This unit looks at basic life processes common to animals and plants.It considers what makes a healthy diet.


observing and comparing living thingsrecording observationsmaking generalisations.

Ideas and evidenceCollect evidence in a variety of contexts to answer questions or test ideas.

Plan investigative work Suggest ideas, make predictions and communicate these.With help, think about collecting evidence and planning fair tests.

Obtain and present evidence

Observe and compare living things and events.Measure using simple equipment and record observations in a variety of ways.Present results in drawings

Outcome: Can sort living things into groups, using simple features and describe rationale for

groupings. Can describe differences between living and non-living things using knowledge of life

processes.

Know life processes common to humans and animals include nutrition )water and food(, movement, growth and reproduction.

159

Know that plants need healthy roots, leaves and stems to grow well.

The Senses

This unit enables learners to consider the relative value of each of their different senses.They explore aspects using each sense in isolation.They then consider why each sense is vital to us in our everyday lives.


collecting evidence in a variety of contextstesting an idea or prediction based on scientific knowledge and understandingsuggesting questions that can be tested and making predictions, communicating these designing a fair test or planning how to collect sufficient evidencechoosing apparatus and deciding what to measure making relevant observations and comparisonspresenting results in drawings, bar charts and tablesidentifying simple trends and patterns in results and suggesting explanations for some of these explaining what the evidence shows and whether it supports predictions, communicating thislinking evidence to scientific knowledge and understanding in some contexts.



Obtain and present evidence Observe and compare living things and events.

Measure using simple equipment and record observations in a variety of ways.

Present results in drawings.

Consider evidence and approachDraw conclusions from results and begin to use scientific knowledge to suggest explanations

160

Outcome: Make generalisations and begin to identify simple patterns in results.

Explore human senses and the ways we use them to learn about our world.

touch, taste, smell, sight, hearing

Keeping Healthy

This unit helps learners to find out about the many things they need to do to keep healthy. They learn about the heart and how heart beat is affected by exercise.They relate this to what they already know about movement and exercise.


collecting evidence in a variety of contexts to answer questions or test ideassuggesting ideas, make predictions and communicatingobserving and comparing living thingsrecording observations in a variety of ways.






Consider evidence and approachDraw conclusions from results and begin to use scientific knowledge to suggest explanations.

Make generalisations and begin to identify simple patterns in results.

161

Outcome:

Know life processes common to humans and animals include nutrition )water and food(, movement, growth and reproduction.

Explore and research exercise and the adequate, varied diet needed to keep healthy.

Know that some foods can be damaging to health e.g. very sweet and fatty foods.

Physical Sciences:

MaterialsHere learners extend their knowledge of the range of materials we use and of their characteristic properties. It develops ideas as to why materials are chosen for specific uses.


collecting evidence to answer questions or test ideassuggesting ideas, making predictions and communicatingplanning a fair test – with helpobservation skillsmeasuring using simple equipment and recording observationspresenting resultsdrawing conclusions with scientific explanations.





162


Consider evidence and approach Draw conclusions from results and begin to use scientific knowledge to suggest

explanations.


Outcome: Know that every material has specific properties )e.g. hard, soft, shiny(.

Explore how some materials are magnetic, but many are not.

Discuss why materials are chosen for specific purposes on the basis of their properties.

Can sort materials according to properties.

Introduction to Forces

This unit builds on previous knowledge of forces and how they can affect the movement and shape of objects. Learners find out that forces can be measured using forcemeters and compared.They experience magnetic attraction and repulsion.Friction is introduced as a force which exists between objects moving across solid surfaces, which opposes motion.Air resistance and water resistance are briefly introduced, which oppose motion through air and water respectively.They learn that these forces have direction and can vary in size.


collecting evidencetesting ideas/predictions based on scientific knowledge and understandingsuggesting questions to test, making predictions and sharing thesedesigning a fair test and how to collect sufficient evidencechoosing apparatus and decide what to measuremaking relevant observationsmeasuring force and lengthbeginning to think about the need for repeated measurementspresenting results in tablesexplaining what evidence shows and communicate whether it supports predictions.

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Consider evidence and approachDraw conclusions


Outcome:

Know that pushes and pulls are examples of forces. Know that forces can be

Explore how forces can change the shape of objects

Explore how forces can make objects start or stop moving.

Explore how forces including friction can make objects move faster or slower or change direction.

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Science: Grade 3Life Sciences:

Skeleton and Muscles

Through this unit learners are introduced to how the skeleton supports our bodies and helps us to move. They also compare human bones and skeletons with those of other animals.


collecting evidence in a variety of contextstesting an idea or prediction based on scientific knowledge and understandingsuggesting questions that can be tested and making predictions, communicating these designing a fair test or planning how to collect sufficient evidence choosing apparatus and deciding what to measuremaking relevant observations and comparisons in a variety of contextsmeasuring lengthbeginning to think about the need for repeated measurements of, for example, length presenting results in drawings, bar charts and tablesidentifying simple trends and patterns in results and suggesting explanations for some of theseexplaining what the evidence shows and whether it supports predictions, communicating thislinking evidence to scientific knowledge and understanding in some contexts.

Ideas and evidenceCollect evidence in a variety of contexts

Test and idea or prediction based on scientific knowledge and understanding.

Plan investigative work Suggest questions that can be tested and make predictions; communicate these.

Design a fair test and plan how to collect sufficient evidence.

Choose apparatus and decide what to measure.

Obtain and present evidence Make relevant observations and comparisons in a variety of contexts.

Measure length.

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Begin to think about the need for repeated measurements of, for example, length.

Present results in drawings, bar charts and tables.

Consider evidence and approachIdentify simple trends and patterns in results and suggest explanations for some of these.

Explain what the evidence shows and whether it supports predictions. Communicate this clearly to others.

Link evidence to scientific knowledge and understanding in some contexts.

Know that humans )and some animals( have bony skeletons inside their bodies.

Know how skeletons grow as humans grow and support and protect the body.

Know that animals with skeletons have muscles attached to the bones.

Know how a muscle has to contract )shorten( to make a bone move

Know muscles act in pairs.

Explain the role of drugs as medicines.

Habitats

Learners re-visit what a habitat is and how it provides the best living conditions for the plants and animals in it.They explore the inter-relationships between the species in a habitat.


collecting evidence in a variety of contexts testing an idea or prediction based on scientific knowledge and understanding suggesting questions that can be tested and make predictions, communicating thesedesigning a fair test or planning how to collect sufficient evidence choosing apparatus and deciding what to measuremaking relevant observations and comparisons in a variety of contexts measuring temperature, timebeginning to think about the need for repeated measurementspresenting results in drawings, bar charts and tablesidentifying simple trends and patterns in results and suggesting explanations for some of these explaining what the evidence shows and whether it supports predictions, communicating this

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linking evidence to scientific knowledge and understanding in some contexts.







Measure length.



Consider evidence and approachIdentify simple trends and patterns in results and suggest explanations for some of these.



Investigate how different animals are found in different habitats.

and

Know how different animals are suited to the environment in which they are found.

Can use simple identification keys

Can recognise ways that human activity affects the environment e.g. river pollution recycling

Physical Sciences

Solids, Liquids and GasesIn this unit learners find out about the differences between solids, liquids and gases.They learn about how substances can exist as solid or liquid or gas in some instances.

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They discover the changes that occur when solids and liquids are mixed.They learn how to separate undissolved solids from a liquid. They learn about melting and dissolving and that when a solid dissolves it has not disappeared – it is still in solution.


collecting evidence in a variety of contextstesting an idea or prediction based on scientific knowledge and understandingsuggesting questions that can be tested and making predictions, communicating thesedesigning a fair test or plan how to collect sufficient evidence choosing apparatus and deciding what to measuremaking relevant observations and comparisons in a variety of contextsmeasuring temperature, time and lengthbeginning to think about the need for repeated measurements of, for example, temperature presenting results in drawings, bar charts and tablesidentifying simple trends and patterns in results and suggesting explanations for some of these explaining what the evidence shows and whether it supports predictions, communicating thislinking evidence to scientific knowledge and understanding in some contexts.







Measure length.




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Identify simple trends and patterns in results and suggest explanations for some of these.



Know that matter can be solid, liquid or gas. Investigate how materials change when they are heated and cooled. Know that melting is when a solid turns into a liquid and is the reverse of

freezing. Observe how water turns into steam when it is heated but on cooling the steam

turns back into water.

How Magnets WorkThis unit gives learners further experience of using magnets. They also learn which materials are attracted to magnets.


collecting evidence in a variety of contexts testing an idea or prediction based on scientific knowledge and understanding suggesting questions that can be tested and make predictions, communicating thesedesigning a fair test or planning how to collect sufficient evidence choosing apparatus and deciding what to measuremaking relevant observations and comparisons in a variety of contexts beginning to think about the need for repeated measurementspresenting results in drawings, bar charts and tablesidentifying simple trends and patterns in results and suggesting explanations for some of these explaining what the evidence shows and whether it supports predictions, communicating thislinking evidence to scientific knowledge and understanding in some contexts.




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Measure length.



Consider evidence and approach Identify simple trends and patterns in results and suggest explanations for some of

these.



Explain the forces between magnets and know that magnets can attract or repel each other.

Know that magnets attract some metals, but not others.

Making Circuits

This unit extends the learner’s previous experience of making circuits.It re-iterates the need for a circuit to be complete )unbroken(.


collecting evidence in a variety of contexts testing an idea or prediction based on scientific knowledge and understanding suggesting questions that can be tested and make predictions, communicating thesedesigning a fair test or planning how to collect sufficient evidence choosing apparatus and deciding what to measuremaking relevant observations and comparisons in a variety of contexts measuring temperature, time, force and lengthbeginning to think about the need for repeated measurementspresenting results in drawings, bar charts and tablesidentifying simple trends and patterns in results and suggesting explanations for some of these explaining what the evidence shows and whether it supports predictions, communicating thislinking evidence to scientific knowledge and understanding in some contexts.

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Measure length.




these.


Link evidence to scientific knowledge and understanding in some contexts. Can construct complete circuits using switch, cell )battery(, wire and lamps. Can explore how an electrical device will not work if there is a break in the circuit. Know that electrical current flows and that models can describe this flow e.g.

particles travelling around a circuit.

Sound

This unit builds on Unit 1.5 Making Sounds.Learners are introduced to the fact that sounds are produced by vibrations.Sound vibrations travel from their source through a range of materials before they reach the ear.Musical instruments are used to demonstrate different ways of producing sounds and how pitch and loudness can be changed.


collecting evidence in a variety of contexts testing an idea or prediction based on scientific knowledge and understanding

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suggesting questions that can be tested and make predictions, communicating thesedesigning a fair test or planning how to collect sufficient evidence choosing apparatus and deciding what to measuremaking relevant observations and comparisons in a variety of contexts measuring appropriatelybeginning to think about the need for repeated measurementspresenting results in drawings, bar charts and tablesidentifying simple trends and patterns in results and suggesting explanations for some of these explaining what the evidence shows and whether it supports predictions, communicating thislinking evidence to scientific knowledge and understanding in some contexts.







Measure length.




these.



Explore how sounds are made when objects, materials or air vibrate

and

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learn to measure the volume of sound in decibels with a sound level meter.

Investigate how sound travels through different materials to the ear.

Investigate how some materials are effective in preventing sound from travelling through them.

Explore how pitch can be changed in musical instruments in a range of ways.

Investigate the way pitch describes how high or low a sound is and that high and low sounds can be loud or soft.

Secondary sources can be used.

Explore how pitch can be changed in musical instruments in a range of ways.

Science: Grade 5Life Sciences:

Human Organs and Systems

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This Unit builds on previous work covered in Units 1.1 Ourselves, 1.3 Living and Growing, 3.1 Life Processes, 3.5 The Senses, 3.6 Keeping Healthy and 4.1 Skeleton and Muscles.Learners find out about specific organs, their related systems and basic functions.


making a variety of relevant observationsmaking comparisons suggesting and evaluating explanations using scientific knowledge and understanding and communicating this.Obtain and present evidence Make a variety of relevant observations and measurements using simple apparatus correctly.

Consider evidence and approach Make comparisons. Suggest and evaluate explanations for predictions using scientific

Can identify the position of major organs in the body.

Can describe the main functions of the major organs of the body.

Can explain how the functions of the major organs are essential

Can use scientific names for some major organs of body systems )heart, lungs, kidneys, stomach/intestines, brain(.

Food ChainsThis Unit builds on work covered in previous Units 2.6 Animals and Plants Around Us and 4.4 Habitats.Learner’s knowledge is extended by their finding out how plants and animals in different habitats are adapted to their environment and how these are dependent upon each other.


making a variety of relevant observations making comparisonsidentifying patternssuggesting and evaluating explanations for predictions using scientific knowledge and understanding and communicating this.

Obtain and present evidence Make a variety of relevant observations and measurements using simple apparatus correctly.


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Identify patterns.

Suggest and evaluate explanations for predictions using scientific knowledge and understanding and communicate these clearly to others.

Know how food chains can be used to represent feeding relationships in a habitat and present these in text and diagrams.

Know that food chains begin with a plant )the producer(, which uses energy from the Sun.

Know and understand the terms ‘producer’, ‘consumer’, ‘predator’ and ‘prey’.

Children have explored and can construct food chains in a particular habitat.

Caring for the Environment

This Unit allows learners to develop “Green” ideas in and around school. It allows them to consider how to protect their local habitats.It provides opportunities for them to share knowledge and expertise in caring for pets at home and/or in school.


considering how scientists have combined evidence from observation and measurement with creative thinking to suggest new ideas and explanations for phenomena

making predictions using scientific knowledge and understandingidentifying factors that are relevant to a particular situationmaking a variety of relevant observations using tables, bar charts and line graphs to present resultsmaking comparisonsidentifying patterns in results and results that do not appear to fit the pattern using results to draw conclusions and to make further predictionssuggesting and evaluating explanations for predictions using scientific knowledge and understanding and communicating thissaying whether and how the evidence supports any prediction made.

Ideas and evidenceConsider how scientists have combined evidence from observation and measurement with creative thinking to suggest new ideas and explanations for phenomena.

Plan investigative work

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Make predictions using scientific knowledge and understanding.

Identify factors that are relevant to a particular situation.


Use tables, bar charts and line graphs to present results.



Say if and how evidence supports any prediction made.

Explore how humans have positive and negative effects on the environment e.g. loss of species, protection of habitats

Explore a number of ways of caring for the environment, e.g. recycling, reducing waste, reducing energy consumption, not littering, encouraging others to care for the environment.

Physical Sciences:

Reversible and Irreversible ChangesThis Unit builds on previous learning in Units 1.2 What is it Made of?, 2.3 Changing Materials, 3.2 Materials, 4.2 Solids, Liquids and Gases and 5.2 Evaporation and Condensation where they found out about melting, freezing, evaporating, dissolving and condensing.Learners are now shown how to classify changes as reversible or irreversible.They learn about dissolving and making solutions.They re-visit work on soluble and insoluble solids and learn how to separate different mixtures by filtration and/or evaporation.Burning is introduced as an example of an irreversible change.


collecting evidence and data to test ideas including predictionsdiscussing how to turn ideas into a form that can be testedmaking predictions using scientific knowledge and understandingidentifying factors that are relevant to a particular situationchoosing what evidence to collect to investigate a question, ensuring that the evidence is sufficient

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choosing which equipment to usemaking a variety of relevant observations and measurements using simple apparatus correctlydeciding when observations and measurements need to be checked by repeating to give more reliable data using tables, bar charts and line graphs to present resultsmaking comparisonsevaluating repeated results identifying patterns in results and results that do not appear to fit the pattern using results to draw conclusions and to make further predictionssuggesting and evaluating explanations for predictions using scientific knowledge and understanding and communicating thissaying whether and how the evidence supports any prediction made.

Ideas and evidenceCollect evidence and data to test ideas including predictions.

Plan investigative work Discuss how to turn ideas into a form that can be tested.


Choose what evidence to collect to investigate a question, ensuring that the evidence is sufficient.


Choose which equipment to use.


Decide when observations and measurements need to be checked by repeating to give more reliable data.



Evaluate repeated results.

Identify patterns in results and results that do not appear to fit the pattern.

Use results to draw conclusions and to make further predictions.



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Can distinguish between reversible and irreversible changes.

Explore how solids can be mixed and how it is often possible to then separate them again.

Observe, describe, record and begin to explain changes that occur when some solids are added to water.

Explore how when solids do not dissolve or react with the water they can be separated by filtering, which is similar to sieving.

Explore how some solids dissolve in water to form solutions and although the solid cannot be seen, the substance is still present.

Electrical Conductors and Insulators

This Unit builds on work covered in previous Units 2.2 Electricity and 4.5 Making Circuits.Learners discover which materials are good electrical conductors and insulators.They increase the number of components in a circuit and observe the effects.They learn conventional symbols for drawing circuit diagrams.


collecting evidence and data to test ideas including predictionsdiscussing how to turn ideas into a form that can be testedmaking predictions using scientific knowledge and understandingidentifying factors that are relevant to a particular situationchoosing what evidence to collect to investigate a question, ensuring that the evidence is sufficientchoosing which equipment to usemaking a variety of relevant observations and measurements using simple apparatus correctlydeciding when observations and measurements need to be checked by repeating to give more reliable data using tables, bar charts and line graphs to present resultsmaking comparisonsevaluating repeated results identifying patterns in results and results that do not appear to fit the pattern using results to draw conclusions and to make further predictions

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suggesting and evaluating explanations for predictions using scientific knowledge and understanding and communicating thissaying whether and how the evidence supports any prediction made.

Ideas and evidenceCollect evidence and data to test ideas including predictions.















Investigate how some materials are better conductors of electricity than others.

Investigate how some metals are good conductors of electricity and that most other materials are not.

Know why metals are used for cables and wires and why plastics are used to cover wires and as covers for plugs and switches.

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Can predict and test the effects of making changes to circuits including length or thickness of wire and the number and type of components

Can represent series circuits with drawings and conventional symbols.

Mass and Weight

The work in this Unit builds on previous work covered in Units 1.4 Pushes and Pulls, 3.4 Introducing Forces, 4.3 How Magnets Work and 5.5 Earth’s Movements.Here learners begin to apply previous knowledge of forces – magnetism, gravity and friction.They find out about the direction that forces act in and how to measure forces using forcemeters.They learn about how forces affect moving objects.


considering how scientists have combined evidence from observation and measurement with creative thinking to suggest new ideas and explanations for phenomena

collecting evidence and data to test ideas including predictionsdiscussing how to turn ideas into a form that can be testedmaking predictions using scientific knowledge and understandingidentifying factors that are relevant to a particular situationchoosing what evidence to collect to investigate a question, ensuring that the evidence is sufficientchoosing which equipment to usemaking a variety of relevant observations and measurements using simple apparatus correctlydeciding when observations and measurements need to be checked by repeating to give more reliable data using tables, bar charts and line graphs to present resultsmaking comparisonsevaluating repeated results identifying patterns in results and results that do not appear to fit the pattern using results to draw conclusions and to make further predictionssuggesting and evaluating explanations for predictions using scientific knowledge and understanding and communicating thissaying whether and how the evidence supports any prediction made.

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Ideas and evidenceConsider how scientists have combined evidence from observation and measurement with creative thinking to suggest new ideas and explanations for phenomena.

Collect evidence and data to test ideas including predictions.















Can distinguish between mass measured in kilograms )kg( and weight in Newtons, noting that kilograms are used in everyday life.

Can recognise and use units of force, mass and weight and identify the direction in which forces act.

Know and understand the notion of energy in movement.

Can recognise friction )including air resistance( as a force which can affect the

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speed at which objects move and which sometimes stop things moving.

Science: Grade 6

Scientific enquiry Ideas and evidence• Be able to talk about the importance of questions, evidence andexplanations.• Make predictions and review them against evidence. Plan investigative work• Suggest ideas that may be tested.• Outline plans to carry out investigations, considering the variables tocontrol, change or observe.• Make predictions referring to previous scientific knowledge andunderstanding.• Identify appropriate evidence to collect and suitable methods ofcollection.• Choose appropriate apparatus and use it correctly. Obtain and present evidence• Make careful observations including measurements.• Present results in the form of tables, bar charts and line graphs.• Use information from secondary sources. Consider evidence and approach• Make conclusions from collected data, including those presented in agraph, chart or spreadsheet.• Recognise results and observations that do not fit into a pattern,including those presented in a graph, chart or spreadsheet.• Consider explanations for predictions using scientific knowledge andunderstanding and communicate these.• Present conclusions using different methods.

Life Sciences

Biology

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Plants• Recognise the positions, and know the functions of the major organsof flowering plants, e.g. root, stem, leaf. Humans as organisms• Explore the role of the skeleton and joints and the principle ofantagonistic muscles.• Recognise the positions and know the functions of the major organsystems of the human body. Secondary sources can be used.• Research the work of scientists studying the human body.

Cells and organisms• Identify the seven characteristics of living things and relate these to awide range of organisms in the local and wider environment.• Know about the role of micro-organisms in the breakdown of organicmatter, food production and disease, including the work of LouisPasteur.• Identify the structures present in plant and animal cells as seen witha simple light microscope and/or a computer microscope.• Compare the structure of plant and animal cells.• Relate the structure of some common cells to their functions.Secondary sources can be used.• Understand that cells can be grouped together to form tissues,organs and organisms.

Living things in their environment• Describe how organisms are adapted to their habitat, drawing onlocally occurring examples. Secondary sources can be used.• Draw and model simple food chains.• Discuss positive and negative influence of humans on theenvironment, e.g. the effect on food chains, pollution and ozonedepletion.• Discuss a range of energy sources and distinguish betweenrenewable and non-renewable resources. Secondary sources can beused. Variation and classification• Understand what is meant by a species.• Investigate variation within a species. Secondary sources can beused.• Classify animals and plants into major groups, using some locallyoccurring examples.

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Physical Science

Chemistry

States of matter

• Show in outline how the particle theory of matter can be used toexplain the properties of solids, liquids and gases, including changesof state. Material properties• Distinguish between metals and non-metals.• Describe everyday materials and their physical properties.

Material changes• Use a pH scale.• Understand neutralisation and some of its applications.• Use indicators to distinguish acid and alkaline solutions. The Earth• Observe and classify different types of rocks and soils.• Research simple models of the internal structure of the Earth.• Examine fossils and research the fossil record.• Discuss the fossil record as a guide to estimating the age of theEarth.• Learn about most recent estimates of the age of the Earth.

Physics

Forces and motion• Describe the effects of forces on motion, including friction and airresistance.• Describe the effect of gravity on objects. Secondary sources can beused.

Energy• Understand that energy cannot be created or destroyed and thatenergy is always conserved.• Recognise different energy types and energy transfers.

The Earth and beyond• Describe how the movement of the Earth causes the apparent dailyand annual movement of the sun and the stars.• Describe the relative position and movement of the planets and the

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sun in the solar system.• Discuss the impact of the ideas and discoveries of Copernicus,Galileo and more recent scientists.• Understand that the sun and other stars are sources of light and thatplanets and other bodies are seen by reflected light.

Science: Grade 7

Scientific enquiry

Ideas and evidence• Discuss the importance of developing empirical questions which canbe investigated, collecting evidence, developing explanations andusing creative thinking.• Test predictions with reference to evidence gained. Plan investigative work• Select ideas and turn them into a form that can be tested.• Plan investigations to test ideas.• Identify important variables; choose which variables to change,control and measure.• Make predictions using scientific knowledge and understanding. Obtain and present evidence• Take appropriately accurate measurements.• Use a range of equipment correctly.• Discuss and control risks to themselves and others.• Present results as appropriate in tables and graphs. Consider evidence and approach• Make simple calculations.• Identify trends and patterns in results )correlations(.• Compare results with predictions.• Identify anomalous results and suggest improvements toinvestigations.• Interpret data from secondary sources.• Discuss explanations for results using scientific knowledge andunderstanding. Communicate these clearly to others.• Present conclusions to others in appropriate ways.

Life Sciences

Biology

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Plants• Explore how plants need carbon dioxide, water and light forphotosynthesis in order to make biomass and oxygen.• Describe the absorption and transport of water and mineral salts inflowering plants. Humans as organisms• Identify the constituents of a balanced diet and the functions ofvarious nutrients. Secondary sources can be used.• Understand the effects of nutritional deficiencies.

• Recognise the organs of the alimentary canal and know theirfunctions. Secondary sources can be used.• Understand the function of enzymes as biological catalysts inbreaking down food to simple chemicals.• Recognise and model the basic components of the circulatorysystem and know their functions.• Understand the relationship between diet and fitness.• Discuss how conception, growth, development, behaviour and healthcan be affected by diet, drugs and disease.• Recognise the basic components of the respiratory system andknow their functions.• Define and describe aerobic respiration, and use the word equation.• Explain gaseous exchange.• Describe the effects of smoking. Secondary sources can be used.• Discuss the physical and emotional changes that take place duringadolescence.• Describe the human reproductive system, including the menstrualcycle, fertilisation and foetal development.

Physical Sciences

Chemistry

States of matter• Show how the particle theory of matter can be used to explain theproperties of solids, liquids and gases, including changes of state,gas pressure and diffusion.

186

Material properties• Describe and explain the differences between metals and nonmetals.• Give chemical symbols for the first twenty elements of the PeriodicTable.• Understand that elements are made of atoms.• Explain the idea of compounds.• Name some common compounds including oxides, hydroxides,chlorides, sulfates and carbonates.• Distinguish between elements, compounds and mixtures. Material changes• Use a word equation to describe a common reaction. Secondarysources can be used.• Describe chemical reactions which are not useful, e.g. rusting.

Physics Forces and motion• Calculate average speeds, including through the use of timing gates.• Interpret simple distance/time graphs. Sound• Explain the properties of sound in terms of movement of airparticles.• Recognise the link between loudness and amplitude, pitch andfrequency, using an oscilloscope. Light• Use light travelling in a straight line to explain the formation ofshadows and other phenomena.• Describe how non-luminous objects are seen.• Describe reflection at a plane surface and use the law of reflection.• Investigate refraction at the boundary between air and glass or airand water.• Explain the dispersion of white light.• Explain colour addition and subtraction, and the absorption andreflection of coloured light.

Magnetism• Describe the properties of magnets.• Recognise and reproduce the magnetic field pattern of a bar magnet.• Construct and use an electromagnet

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Science: Grade 8

Scientific enquiry Ideas and evidence• Discuss and explain the importance of questions, evidence andexplanations, using historical and contemporary examples.• Test explanations by using them to make predictions and thenevaluate these against evidence.• Discuss the way that scientists work today and how they worked inthe past, including reference to experimentation, evidence andcreative thought. Plan investigative work• Select ideas and produce plans for testing based on previousknowledge, understanding and research.• Suggest and use preliminary work to decide how to carry out aninvestigation.• Decide whether to use evidence from first hand experience orsecondary sources.• Decide which measurements and observations are necessary andwhat equipment to use.• Decide which apparatus to use and assess any hazards in thelaboratory, field or workplace.• Use appropriate sampling techniques where required.

Obtain and present evidence• Make sufficient observations and measurements to reduce error andmake results more reliable.• Use a range of materials and equipment and control risks.• Make observations and measurements.• Choose the best way to present results.

Consider evidence and approach• Describe patterns )correlations( seen in results.• Interpret results using scientific knowledge and understanding.• Look critically at sources of secondary data.• Draw conclusions.• Evaluate the methods used and refine for further investigations.• Compare results and methods used by others.• Present conclusions and evaluation of working methods in differentways.• Explain results using scientific knowledge and understanding.Communicate this clearly to others.

Life Science

188

Biology Plants• Define and describe photosynthesis, and use the word equation.• Understand the importance of water and mineral salts to plantgrowth.• Understand sexual reproduction in flowering plants, includingpollination, fertilisation, seed formation and dispersal.

Living things in their environment• Explain the ways in which living things are adapted to their habitats.Secondary sources can be used.• Research the work of scientists studying the natural world.Secondary sources can be used.• Explain and model food chains, food webs and energy flow.• Explain the role of decomposers.• Describe factors affecting the size of populations.• Describe and investigate some effects of human influences on theenvironment.

Variation and classification• Use and construct keys to identify plants and animals.• Understand that organisms inherit characteristics from their parentsthrough genetic material that is carried in cell nuclei.• Describe how selective breeding can lead to new varieties.• Discuss the work of Darwin in developing the scientific theory ofnatural selection.

Chemistry Material properties• Describe the structure of an atom and learn about the methods anddiscoveries of Rutherford.• Compare the structures of the first twenty elements of the PeriodicTable.• Describe trends in groups and periods.• Talk about the contribution of scientists. Secondary sources can beused.

Material changes• Explore and explain the idea of endothermic processes, e.g. meltingof ice, and exothermic reactions, e.g. burning, oxidation.• Describe the reactivity of metals with oxygen, water and dilute acids.• Explore and understand the reactivity series.• Give examples of displacement reactions.• Explain how to prepare some common salts by the reactions ofmetals and metal carbonates and be able to write word equations for

189

these reactions.• Give an explanation of the effects of concentration, particle size,temperature and catalysts on the rate of a reaction.Physics Forces and motion• Explain that pressure is caused by the action of a force on an area.• Determine densities of solids, liquids and gases.• Explain pressures in gases and liquids )qualitative only(.• Know that forces can cause objects to turn on a pivot and understandthe principle of moments. Electricity• Describe electrostatics and the concept of charge, including digitalsensors.• Interpret and draw simple parallel circuits.• Model and explain how common types of components, includingcells )batteries(, affect current.• Explain how current divides in parallel circuits.• Measure current using ammeters and voltage using voltmeters,including digital meters. Energy• Use knowledge of energy sources including fossil fuels andrenewable energy resources to consider the world’s energy needs,including research from secondary sources.• Identify and explain the thermal )heat( energy transfer processes ofconduction, convection and radiation.• Explain cooling by evaporation.

Biology Grade 9Life Science

Chapter 1: Characteristics and classification of living things

Life and living organisms • Describe the characteristics of living organisms.• State that organisms can be classified into groups by the features that they share.• Define species as a group of organisms that can reproduce to produce fertile offspring.• Define and describe the binomial system of naming species as an internationally agreed system in which the scientific name of an organism is made up of two parts showing the genus and species.

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The Variety of Life• List the features in the cells of all living organisms, limited to cytoplasm, cell membrane and DNA as genetic material.• List the main features used to place animals and plants into the appropriate kingdoms.• List the main features used to place organisms into groups within the animal kingdom, limitedto: – The main groups of vertebrates: mammals, birds, reptiles, amphibians, fish. – The main groups of arthropods: myriapods, insects, arachnids, crustaceans.• Construct and use simple dichotomous keys based on easily identifiable features.

Cell, tissues, organs and organ systems.• Describe and compare the structure of a plant cell with an animal cell, as seen under a lightmicroscope, limited to cell wall, nucleus, cytoplasm, chloroplasts, vacuoles and location of the cell membrane.• State the functions of the structures seen under the light microscope in the plant cell and in the animal cell. • Define tissues, organs and organ systems stating examples in plants and animals and identify the different levels of organisation in drawings, diagrams and images of familiar material.• Calculate magnification and size of biological specimens using millimetres as units

Chapter 2: Organisation in living organisms

Movement in and out of cells• Define diffusion, osmosis and active transport. Describe the significance of these processes in living cells.• Investigate and describe the effects on plant tissues of immersing them in solutions of different concentrations.• State that plants are supported by the pressure of water inside the cells pressing outwards on the cell wall.

Biological molecules• List the chemical elements that make up living things and describe the monomers that large molecules are made from.• Describe test for biological molecules )Practical( • Describe the structure of DNA.• Describe the roles of water as a solvent in organisms with respect to digestion, excretion and transport.

Enzymes• Define enzymes and describe the role of enzymes are in all living organisms in terms of reaction speed necessary to sustain life.• Describe enzyme action with reference to the complementary shape of an enzyme and its substrate and the formation of a product )knowledge of the term active site is not required(.• Explain the specificity of enzymes in terms of the complementary shape and fit of the active

191

site with the substrate.• Investigate and describe the effect of changes in temperature and pH on enzyme activity.

Plant nutrition• Define and state the word equation for photosynthesis. • Describe the structure of leafs and the role of chlorophyll in photosynthesis.• Outline the subsequent use and storage of the carbohydrates made in photosynthesis• Investigate the necessity for chlorophyll, light and carbon dioxide for photosynthesis, usingappropriate controls.• Define the term limiting factor and explain the limiting factors of photosynthesis in different environmental conditions.

Human nutrition• Define and describe the components of a balance diet.• Describe the effects of malnutrition in relation to starvation, constipation, coronary heart disease, obesity and scurvy.• List the principal sources of, and describe the dietary importance of different important food materials.• Define ingestion, mechanical digestion, chemical digestion, absorption, assimilation and egestion.• Describe mechanical digestion and chemical digestion and outline the role of the different digestive enzymes.• Explain the adaptations of the small intestines in absorption.

Transport in plants• State the functions of xylem and phloem• Identify the position of xylem and phloem as seen in sections of roots, stems and leaves, limited to non-woody dicotyledonous plants.• State the pathway taken by water through root, stem and leaf as root hair cell, root cortex cells, xylem and mesophyll cells.• Explain transpiration, investigate and describe the effects of variation of temperature and humidity on transpiration rate.• Explain the process of translocation in plants.

Transport in animals• Describe the circulatory system as a system of blood vessels with a pump and valves to ensure one-way flow of blood.• Name and identify the structures of the mammalian heart, limited to the muscular wall, the septum, the left and right ventricles and atria, one-way valves and coronary arteries.• Explain the effect of physical activity on the heart rate.• Discuss the roles of diet and exercise in the prevention of coronary heart disease.• Describe the functions of red blood cells, white blood cells, platelets and plasma.• Identify the structures of red and white blood cells, as seen under the light microscope, on prepared slides and in diagrams and photomicrographs.

Disease and immunity

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• Define and describe pathogens and transmissible diseases.• Describe the natural defences in the human body.• Explain how passive and active immunity are achieved in humans.

Gas Exchange and Respiration• Describe the structure of the human ventilation system.• Explain the process of ventilation in humans and outline its significance• Define respiration and explain the differences between aerobic and anaerobic respiration.• Discuss the effects of smoking.

Excretion• State that urea is formed in the liver from excess amino acids• State that carbon dioxide is excreted through the lungs• State that the kidneys excrete urea and excess water and salts

Ordination and response • Describe a nerve impulse as an electrical signal that passes along nerve cells called neurons.• Describe the human nervous system.• Define a hormone as a chemical substance, produced by a gland and carried by the blood, which alters the activity of one or more specific target organs• Identify specific endocrine glands and their secretions, limited to adrenal glands and adrenaline, pancreas and insulin, testes and testosterone and ovaries and oestrogen.

Homeostasis• Define homeostasis as the maintenance of a constant internal environment• Name and identify on a diagram of the skin: hairs, hair erector muscles, sweat glands, receptors, sensory neurones, blood vessels and fatty tissue• Describe the maintenance of a constant internal body temperature in humans in terms of insulation, sweating, shivering and the role of the brain )limited to blood temperature receptors and coordination.• Explain that homeostasis is the control of internal conditions within set limits.

ort n animals

Chemistry: Grade 9SCIENTIFIC INQUIRY: Students understand the nature of scientific knowledge and enterprise, and apply the process of scientific inquiry.

Knowledge with understanding Candidates should be able to demonstrate knowledge and understanding of:1. scientific phenomena, facts, laws, definitions, concepts and theories2. scientific vocabulary, terminology and conventions )including symbols, quantities and units(

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3. scientific instruments and apparatus, including techniques of operation and aspects of safety4. scientific and technological applications with their social, economic and environmental implications.

Handling information and problem solving Candidates should be able, in words or using other written forms of presentation )i.e. symbolic, graphicaland numerical(, to:1. locate, select, organise and present information from a variety of sources2. translate information from one form to another3. manipulate numerical and other data4. use information to identify patterns, report trends and draw inferences5. present reasoned explanations for phenomena, patterns and relationships6. make predictions and hypotheses7. solve problems, including some of a quantitative nature.

Candidates should be able to:1. demonstrate knowledge of how to safely use techniques, apparatus and materials )including following asequence of instructions where appropriate(2. plan experiments and investigations3. make and record observations, measurements and estimates4. interpret and evaluate experimental observations and data5. evaluate methods and suggest possible improvements.

1. The particulate nature of matter

State the distinguishing properties of solids, liquids and gases Describe the structure of solids, liquids and gases in terms of particle separation,

arrangement and types of motion Describe changes of state in terms of melting, boiling, evaporation, freezing,

condensation and sublimation Describe qualitatively the pressure and temperature of a gas in terms of the

motion of its particles Show an understanding of the random motion of particles in a suspension

)sometimes known as Brownian motion( as evidence for the kinetic particle )atoms, molecules or ions(

model of matter Describe and explain diffusion Explain changes of state in terms of the kinetic theory Describe and explain Brownian motion in terms of random molecular bombardment State evidence for Brownian motion Describe and explain dependence of rate of diffusion on molecular mass

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2 Measurement

• Name appropriate apparatus for the measurement of time, temperature, mass and volume, including burettes, pipettes and measuring cylinders

2.2.1 Criteria of purity

• Demonstrate knowledge and understanding of paper chromatography

• Interpret simple chromatograms

• Identify substances and assess their purity from melting point and boiling point information

• Understand the importance of purity in substances in everyday life, e.g. foodstuffs and drugs

Interpret simple chromatograms, including the use of Rf values

• Outline how chromatography techniques can be applied to colourless substances by exposing chromatograms to substances called locating agents

)Knowledge of specific locating agents is not required.(

• Interpret simple chromatograms, including the use of Rf values

• Outline how chromatography techniques can be applied to colourless substances by exposing chromatograms to substances called locating agents )Knowledge of specific locating agents is not required.(

Methods of purification

• Describe and explain methods of purification by the use of a suitable solvent, filtration, crystallisation and distillation )including use of fractionating column( )Refer to the fractional distillation of petroleum in section 14.2 and products of fermentation in section 14.6.(

• Suggest suitable purification techniques, given information about the substances involved

3. Atoms, elements and compounds

3.1 Atomic structure and the Periodic Table

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• State the relative charges and approximate relative masses of protons, neutrons and electrons

• Define proton number )atomic number( as the number of protons in the nucleus of an atom

• Define nucleon number )mass number( as the total number of protons and neutrons in the nucleus of an atom

• Use proton number and the simple structure of atoms to explain the basis of the Periodic Table )see section 9(, with special reference to the elements of proton number 1 to 20

• Define isotopes as atoms of the same element which have the same proton number but a different nucleon number

• State the two types of isotopes as being radioactive and non-radioactive

• State one medical and one industrial use of radioactive isotopes

Describe the build-up of electrons in ‘shells’ and understand the significance of the noble gas electronic structures and of the outer shell electrons )The ideas of the distribution of electrons in s and p orbitals and in d block elements are not required.(

Understand that isotopes have the same properties because they have the same number of electrons in their outer shell

Bonding: the structure of matter

• Describe the differences between elements, mixture and compounds, and between metals and non-metals

• Describe an alloy, such as brass, as a mixture of a metal with other elements

3.2.2 Ions and ionic bonds

• Describe the formation of ions by electron loss or gain

• Describe the formation of ionic bonds between elements from Groups I and VII

• Describe the formation of ionic bonds between metallic and non-metallic

elements

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• Describe the lattice structure of ionic compounds as a regular arrangement of

alternating positive and negative ions

3.2.3 Molecules and covalent bonds

• Describe the formation of single covalent bonds in H2 , Cl2 , H2 O, CH4 , NH3 and HCl as the sharing of pairs of electrons leading to the noble gas configuration

• Describe the differences in volatility, solubility and electrical conductivity between ionic and covalent compounds

Describe the electron arrangement in

more complex covalent molecules such as N2, C2H4, CH3OH and CO2

• Explain the differences in melting point and boiling point of ionic and covalent

compounds in terms of attractive forces

3.2.4 Macromolecules

• Describe the giant covalent structures of graphite and diamond

• Relate their structures to their uses, e.g. graphite as a lubricant and a conductor, and diamond in cutting tools

•Describe the macromolecular structure of silicon)IV ( oxide )silicon dioxide(

• Describe the similarity in properties between diamond and silicon)IV ( oxide,

related to their structures

3.2.5 Metallic bonding

• Describe metallic bonding as a lattice of positive ions in a ‘sea of electrons’ and use this to describe the electrical conductivity and malleability of metals

4. Stoichiometry

4.1 Stoichiometry

• Use the symbols of the elements and write the formulae of simple compounds

• Deduce the formula of a simple compound from the relative numbers of atoms present

• Deduce the formula of a simple compound from a model or a diagrammatic representation

• Construct word equations and simple balanced chemical equations

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• Define relative atomic mass , Ar , as the average mass of naturally occurring atoms of an element on a scale where the 12 C atom has a mass of exactly 12 units

• Define relative molecular mass , Mr , as the sum of the relative atomic masses )Relative formula mass or Mr will be used for ionic compounds.(

)Calculations involving reacting masses in simple proportions may be set.

compound from the charges on the ions present

• Construct equations with state symbols, including ionic equations

• Deduce the balanced equation for a chemical reaction, given relevant information

4.2 The mole concept

Define the mole and the Avogadro constant

• Use the molar gas volume, taken as 24 dm3 at room temperature and pressure

• Calculate stoichiometric reacting masses, volumes of gases and solutions, and concentrations of solutions expressed in g / dm3 and mol / dm3 )Calculations involving the idea of limiting reactants may be set. Questions on the gas laws and the conversion of gaseous volumes to different temperatures and pressures will not be set.(

• Calculate empirical formulae and molecular formulae

• Calculate percentage yield and percentage purity

5. Electricity and chemistry

Define electrolysis as the breakdown of an ionic compound, molten or in aqueous solution, by the passage of electricity

Describe the electrode products and the observations made during the electrolysis of:

– molten lead)II ( bromide

– concentrated hydrochloric acid

– concentrated aqueous sodium chloride

– dilute sulfuric acid

between inert electrodes )platinum or carbon(

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• State the general principle that metals or hydrogen are formed at the negative electrode )cathode(, and that non-metals )other than hydrogen( are formed at the positive electrode )anode(

• Relate the products of electrolysis to the electrolyte and electrodes used, exemplified by the specific examples in the Core together with aqueous copper)II ( sulfate using carbon electrodes and using copper electrodes )as used in the refining of copper(

• Describe electrolysis in terms of the ions present and reactions at the electrodes in the examples given

• Predict the products of the electrolysis of a specifiedbinary compound in the molten state

• Describe the electroplating of metals

• Outline the uses of electroplating

• Describe the reasons for the use of copper and )steelcored( aluminium in cables, and why plastics and ceramics are used as insulators

• Predict the products of electrolysis of a specified halide in dilute or concentrated

aqueous solution

• Construct ionic half-equations for reactions at the cathode

• Describe the transfer of charge during electrolysis to include:

– the movement of electrons in the

metallic conductor

– the removal or addition of electrons

from the external circuit at the electrodes

– the movement of ions in the electrolyte

• Describe the production of electrical energy from simple cells, i.e. two

electrodes in an electrolyte. )This should be linked with the reactivity series in

section 10.2 and redox in section 7.4.(

• Describe, in outline, the manufacture of: – aluminium from pure aluminium oxide

in molten cryolite )refer to section 10.3(

– chlorine, hydrogen and sodium hydroxide from concentrated aqueous

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sodium chloride )Starting materials and essential conditions should be given but not technical details or diagrams.(

6. Chemical energetics

6.1 Energetics of a reaction

• Describe the meaning of exothermic and endothermic reactions

• Interpret energy level diagrams showing exothermic and endothermic reactions

Describe bond breaking as an endothermic process and bond forming

as an exothermic process

• Draw and label energy level diagrams for exothermic and endothermic reactions using data provided

• Calculate the energy of a reaction using bond energies

6.2 Energy transfer

• Describe the release of heat energy by burning fuels

• State the use of hydrogen as a fuel

• Describe radioactive isotopes, such as 235 U, as a source of energy

Describe the use of hydrogen as a fuel reacting with oxygen to generate

electricity in a fuel cell )Details of the construction and operation of a fuel cell

are not required.(

Physics: Grade 9

1( General Physics :Units and measurements

200

Number and units, A system of units, measuring length and time, volume and density, measuring volume and density and more about mass and density.

Upon the completion of the topics, students should be able to :

use techniques for the measurement of length, volume, angle, mass, density, time and temperature, of magnitude implied by the relevant parts of the syllabus.

Show familiarity with the idea of the mass of a body State that weight is a gravitational force Distinguish between mass and weight Recall and use the equation W = mg Demonstrate understanding that weights )and hence masses( may be compared

using a balance Recall and use the equation ρ = m V Describe an experiment to determine the density of a liquid and of a regularly

shaped solid and make the necessary calculation Describe the determination of the density of an irregularly shaped solid by the

method of displacement. Predict whether an object will float based on density data 1.5 Forces

2( Forces and motion:

Speed, velocity and acceleration, motion graphs, recording motion, free fall, more motion graphs, forces in balance, force, mass and acceleration, action and reaction, momentum 1, momentum 2,more about vectors and moving in circles


Distinguish between speed and velocity Define and calculate acceleration using time taken change of velocity Calculate speed from the gradient of a distance-time graph Calculate acceleration from the gradient of a speed-time graph Recognize linear motion for which the acceleration is constant Recognize motion for which the acceleration is not constant Understand deceleration as a negative acceleration Describe qualitatively the motion of bodies falling in a uniform gravitational field

with and without air resistance )including reference to terminal velocity(

3( Forces and Pressure:

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Forces and turning effects, Centre of mass, More about moments, Stretching and compressing, Pressure, Pressure in liquids, Hydraulic systems, Pressure from the air, Gas pressure and volume, Pressure problems


Describe the moment of a force as a measure of its turning effect and give everyday examples Understand that increasing force or distance from the pivot increases the moment

of a force Calculate moment using the product force × perpendicular distance from the pivot Apply the principle of moments to the balancing of a beam about a pivot Recognize that, when there is no resultant force and no resultant turning effect, a system is in equilibrium. Perform and describe an experiment to determine the position of the centre of

mass of a plane lamina Describe qualitatively the effect of the position of the centre of mass on the stability of simple objects State Hooke’s Law and recall and use the expression F = k x, where k is the spring

constant Recognize the significance of the ‘limit of proportionality’ for an extension-load

graph Recall and use the relation between force, mass and acceleration )including the

direction( F = ma Describe qualitatively motion in a circular path due to a perpendicular force Understand the concepts of momentum and impulse • Recall and use the equation momentum = mass × velocity, p=mv Recall and use the equation for impulse Ft = mv – mu Apply the principle of the conservation of momentum to solve simple problems in one dimension Describe pressure in liquids and pressure from the air, relate pressure and volume and solve calculation problems on pressure Recall and use the equation p = F / A • Relate pressure to force and area, using appropriate examples Describe the simple mercury barometer and its use in measuring atmospheric pressure Relate )without calculation( the pressure beneath a liquid surface to depth and to density, using appropriate examples Use and describe the use of a manometer

4( Forces and energy:Work and power, energy transformation, calculating PE and KE. Efficiency and power, Energy for electricity 1, Energy for electricity 2, Energy resources, how the world gets

202

energy.


Demonstrate understanding that work done = energy transferred Relate )without calculation( work done to the magnitude of a force and the distance moved in the direction of the force Recall and use W = Fd = ∆E Relate )without calculation( power to work done and time taken, using appropriate examples Solve calculation problems on power and efficiency and energy for electricity.

5( Thermal Physics )Thermal effects(: Moving particles, Temperature 1, Temperature 2, Expanding solids and liquids, Heating gases, Thermal conduction, Convection, Thermal radiation, Liquids and vapours, Specific heat capacity, Latent heat


Describe evaporation in terms of the escape of more-energetic molecules from the surface of a liquid

Relate evaporation to the consequent cooling of the liquid Describe qualitatively, in terms of molecules, the effect on the pressure of a gas

of: – a change of temperature at constant volume – a change of volume at constant temperature

Recall and use the equation pV = constant for a fixed mass of gas at constant temperature

Describe qualitatively the thermal expansion of solids, liquids, and gases at constant pressure

Identify and explain some of the everyday applications and consequences of thermal expansion

Appreciate how a physical property that varies with temperature may be used for the measurement of temperature, and state examples of such properties

Recognize the need for and identify fixed points Describe and explain the structure and action of liquid-in-glass thermometers Relate a rise in the temperature of a body to an increase in its internal energy Show an understanding of what is meant by the thermal capacity of a body Describe an experiment to measure the specific heat capacity of a substance Recall and use the equation change in energy = mc∆T Describe experiments to demonstrate the properties of good and bad thermal

conductors Recognize convection as an important method of thermal transfer in fluids

203

Relate convection in fluids to density changes and describe experiments to illustrate convection

Identify infra-red radiation as part of the electromagnetic spectrum Recognize that thermal energy transfer by radiation does not require a medium Describe the effect of surface colour )black or white( and texture )dull or shiny(

on the emission, absorption and reflection of radiation

6( Waves and sounds:

Transverse and longitudinal waves, Wave effects, Sound waves, Speed of sound and, Echoes, Characteristics of sound waves, Ultrasound


Demonstrate understanding that waves transfer energy without transferring matter

Describe what is meant by wave motion as illustrated by vibration in ropes and springs and by experiments using water waves

Use the term wavefront Give the meaning of speed, frequency, wavelength and amplitude • Distinguish

between transverse and longitudinal waves and give suitable examples Describe how waves can undergo: – reflection at a plane surface – refraction due

to a change of speed – diffraction through a narrow gap Describe the use of water waves to demonstrate reflection, refraction and

diffraction Recall and use the equation v = f λ Describe how wavelength and gap size affects diffraction through a gap Describe how wavelength affects diffraction at an edge

7( Rays and waves: Light rays and waves, Reflection in plane, mirrors 1, Reflection in plane mirrors 2, Refraction of light, Total internal reflection, Refraction calculations, Lenses 1, Lenses 2, More lenses in action, Electromagnetic waves1, Electromagnetic waves2


Describe an experimental demonstration of the refraction of light

204

Use the terminology for the angle of incidence i and angle of refraction r and describe the passage of light through parallel-sided transparent material

Give the meaning of critical angle Describe internal and total internal reflection Recall and use the definition of refractive index n in terms of speed Recall and use the equation r i sin sin = n Recall and use n = sin c 1 Describe and explain the action of optical fibres particularly in medicine and

communications technology Describe the action of a thin converging lens on a beam of light Use the terms principal focus and focal length Draw ray diagrams for the formation of a real image by a single lens Describe the nature of an image using the terms enlarged/same size/diminished

and upright/inverted Give a qualitative account of the dispersion of light as shown by the action on

light of a glass prism including the seven colours of the spectrum in their correct order

8( Electricity:

Electricity charge 1, Electric charge 2, Electric fields, Current in a simple circuit, Potential difference, Resistance 1, Resistance 2, More about resistance factors, Series and parallel circuits1, Series and parallel circuits2, Electrical energy and power, Living with electricity.


State that charge is measured in coulombs State that the direction of an electric field at a point is the direction of the force on a positive charge at that point Describe an electric field as a region in which an electric charge experiences a force Describe simple field patterns, including the field around a point charge, the field around a charged conducting sphere and the field between two parallel plates )not including end effects( Give an account of charging by induction Distinguish between electrical conductors and insulators and give typical examples Recall and use a simple electron model to distinguish between conductors and insulators Show understanding that a current is a rate of flow of charge and recall and use the equation I = Q / t Distinguish between the direction of flow of electrons and conventional current Show understanding that e.m.f. is defined in terms of energy supplied by a source in driving charge round a complete circuit State that resistance = p.d./current and understand qualitatively how changes

205

in p.d. or resistance affect current Recall and use the equation R = V / I • Describe an experiment to determine resistance using a voltmeter and an ammeter • Relate )without calculation( the resistance of a wire to its length and to its diameter

Biology: Grade 10Life ScienceChapter 3: Development of organisms and the continuity of life

Reproduction Define reproduction and outline the significance and differences between sexual and

asexual reproduction. Describe the structure of flowers and sexual reproduction in plants. Explain germination and describe the factors that control germination. Describe the structure of the male and female reproductive organs in humans and their

respective gametes. Explain the different stages in the menstrual cycle. Explain how fertilization occurs in humans and the role of the uterus and placenta during

pregnancy. Describe methods of birth control and sexually transmitted diseases.

Variation and inheritance Define inheritance, chromosomes, genes, DNA and alleles and explain the relationship

between the terms. Describe the inheritance of sex in humans with reference to XX and XY chromosomes. Define and explain the differences between mitosis and meiosis. Outline their significance to

life Outline the difference between haploid and diploid cells. Explain the meaning of; homozygous, heterozygous, dominant and recessive. Explain how to interpret pedigrees and how to construct Punnett crosses to determine

phenotypic ratios in genetic crosses. Define variation as differences between individuals of the same species Distinguish between phenotypic variation and genetic variation State that continuous variation results in a range of phenotypes between two extremes, e.g.

height in humans. Define mutation as genetic change and state that mutation is the way in which new alleles

are formed.

Selection. Describe natural selection with reference to:

– variation within populations– production of many offspring– competition for resources– struggle for survival– reproduction by individuals that are better adapted to the environment than others

206

– passing on of their alleles to the next generation Describe selective breeding with reference to; selection by humans of individuals with.

desirable features, crossing these individuals to produce the next generation and selection of offspring showing the desirable.

Organisms and their environment

Energy flow Define a food chain and food web. Describe the transfer of energy in an ecosystem and stating the role of the sun as a principal

source of energy for life. Describe the role producers, consumers and decomposers in an ecosystem. Draw, describe and interpret pyramids of numbers.

Nutrient cycles Describe the carbon cycle, limited to photosynthesis, respiration, feeding,

decomposition, fossilisation and combustion. Describe the nitrogen cycle. Describe the water cycle, limited to evaporation, transpiration, condensation and

precipitation.

Population size Define population and identify and state the factors affecting the rate of population growth

for a population of an organism, limited to food supply, predation and disease. Discuss the increase in human population size over the past 250 years and its social and

environmental implications. Interpret graphs and diagrams of human population growth.

Biotechnology and genetic engineering State that bacteria are useful in biotechnology and genetic engineering due to their rapid

reproduction rate and their ability to make complex molecules. Describe the role of anaerobic respiration in biotechnology Investigate and describe the use of biological washing powders that contain enzymes. Define genetic engineering as changing the genetic material of an organism by removing,

changing or inserting individual genes and state examples of genetic engineering.

Pollution State the sources and effects of pollution of land and water, e.g. rivers, lakes and the sea,

by insecticides, herbicides and by nuclear fall-out. State the sources and effects of pollution of water )rivers, lakes and the sea( by chemical

waste, discarded rubbish, untreated sewage and fertilisers. State the sources and effects of pollution of the air by methane and carbon dioxide, limited

to the enhanced greenhouse effect and climate change.

Conservation Define a sustainable resource. Explain the need to conserve non-renewable resources, limited to fossil fuels, state that

some resources can be maintained, limited to forests and fish stocks. State that products can be reused or recycled, limited to paper, glass, plastic and metal.

207

Explain why organisms become endangered or extinct, limited to climate change, habitat destruction, hunting, pollution and introduced species.

Describe how endangered species can be conserved, limited to monitoring and protecting species and habitats, education, captive breeding programmes and seed banks.

Chemistry: Grade 10

7. Chemical reactions

7.1 Physical and chemical changes

• Identify physical and chemical changes, and understand the differences between them

7.2 Rate )speed( of reaction

• Describe and explain the effect of concentration, particle size, catalysts )including enzymes( and

temperature on the rate of reactions

• Describe the application of the above factors to the danger of explosive combustion with fine powders )e.g. flour mills( and gases )e.g. methane in mines(

• Demonstrate knowledge and understanding of a practical method for investigating the rate of a reaction involving gas evolution

• Interpret data obtained from experiments concerned with rate of reaction

Note: Candidates should be encouraged to use the term

rate rather than speed .

• Devise and evaluate a suitable method for investigating the effect of a given

variable on the rate of a reaction

• Describe and explain the role of light in photochemical reactions and the effect of light on the rate of these reactions )This should be linked to section 14.4.(

• Describe the use of silver salts in photography as a process of

reduction of silver ions to silver; and photosynthesis as the reaction

between carbon dioxide and water in the presence of chlorophyll and sunlight

)energy( to produce glucose and oxygen

7.3 Reversible reactions

208

• Understand that some chemical reactions can be reversed by changing the reaction conditions )Limited to the effects of heat and water on hydrated and anhydrous copper)II( sulfate and cobalt)II( chloride.( )Concept of equilibrium is not required.(

• Predict the effect of changing the conditions )concentration, temperature

and pressure( on other reversible reactions

• Demonstrate knowledge and understanding of the concept of equilibrium

• Predict the effect of changing the conditions )concentration, temperature

and pressure( on other reversible reactions

• Demonstrate knowledge and understanding of the concept of

equilibrium

7.4 Redox

• Define oxidation and reduction in terms of oxygen loss/gain. )Oxidation state limited to its use to name ions, e.g. iron)II (, iron)III (, copper)II ,manganate)VII (.

Define redox in terms of electron

transfer

• Identify redox reactions by changes in oxidation state and by the colour

changes involved when using acidified potassium manganate)VII (, and

potassium iodide. )Recall of equations involving KMnO4 is not required.(

• Define oxidising agent as a substance which oxidises another substance during a redox reaction. Define reducing agent as a substance which reduces another substance during a redox reaction.

• Identify oxidising agents and reducing agents from simple equations

Acid, bases and salt

8.1 The characteristic properties of acids and bases

• Describe the characteristic properties of acids as reactions with metals, bases, carbonates and effect on litmus and methyl orange

209

• Describe the characteristic properties of bases as reactions with acids and with ammonium salts and effect on litmus and methyl orange

• Describe neutrality and relative acidity and alkalinity in terms of pH measured using Universal Indicator paper )whole numbers only(

• Describe and explain the importance of controlling acidity in soil

Define acids and bases in terms of proton transfer, limited to aqueous

solutions

• Describe the meaning of weak and strong acids and bases

8.2 Types of oxides

• Classify oxides as either acidic or basic, related to metallic and non-metallic character

• Further classify other oxides as neutral or amphoteric

8.3 Preparation of salts

• Demonstrate knowledge and understanding of preparation, separation and purification of salts as examples of some of the techniques specified

in section 2.2.2 and the reactions specified in section 8.1

Demonstrating knowledge and understanding of the preparation of

insoluble salts by precipitation

• Suggest a method of making a given salt from a suitable starting material, given appropriate information

Identification of ions and gases

• Describe the following tests to identify:

aqueous cations: aluminium, ammonium, calcium, chromium)III (,

copper)II (, iron)II (, iron)III( and zinc )using aqueous sodium hydroxide and aqueous ammonia as appropriate( )Formulae of complex ions are not required.(

cations:

use of the flame test to identify lithium, sodium, potassium and copper)II(

anions:

210

carbonate )by reaction with dilute acid and then limewater(, chloride, bromide and iodide )by reaction

under acidic conditions with aqueous silver nitrate(, nitrate )by reduction with aluminium(, sulfate )by reaction under acidic conditions with aqueous barium

ions( and sulfite )by reaction with dilute acids and then aqueous potassium manganate)VII ( (

gases:

ammonia )using damp red litmus paper(, carbon dioxide )using limewater(, chlorine )using damp litmus paper(, hydrogen )using lighted splint(, oxygen )using a glowing splint(, and sulfur dioxide )using aqueous potassium manganate)VII ( (

9. The Periodic Table

• Describe the Periodic Table as a method of classifying elements and its use to predict properties of elements

9.2 Periodic trends• Describe the change from metallic to non-metallic character across a period • Describe and explain the relationship between Group number, number of outer shell electrons and metallic/nonmetallic character

9.3 Group properties• Describe lithium, sodium and potassium in Group I as a collection of relatively soft metals showing a trend in melting point, density and reaction with water• Predict the properties of other elements in Group I, given data, where appropriate• Describe the halogens, chlorine, bromine and iodine in Group VII, as a collection of diatomic non-metals showing a trend in colour and density and state their reaction with other halide ions• Predict the properties of other elements in Group VII, given data where appropriate• Identify trends in Groups, given information about the elements concerned

9.4 Transition elements• Describe the transition elements as a collection of metals having high densities, high melting points and forming coloured compounds, and which, as elements and compounds, often act as catalysts • Know that transition elements have variable oxidation states 9.5 Noble gases

• Describe the noble gases, in Group VIII or 0, as being unreactive, monoatomic gases and explain this in terms of electronic structure

211

• State the uses of the noble gases in providing an inert atmosphere, i.e. argon in lamps, helium for filling balloons

10 Metals

10.1 Properties of metals

• List the general physical properties of metals• Describe the general chemical properties of metals e.g. reaction with dilute acids and reaction with oxygen• Explain in terms of their properties why alloys are used instead of pure metals• Identify representations of alloys from diagrams of structure

10.2 Reactivity series• Place in order of reactivity: potassium, sodium, calcium, magnesium, zinc, iron, )hydrogen( and copper, by reference to the reactions, if any, of themetals with:– water or steam– dilute hydrochloric acidand the reduction of their oxides with carbon• Deduce an order of reactivity from a given set of experimental results

Describe the reactivity series as related to the tendency of a metal to form itspositive ion, illustrated by its reaction,if any, with:– the aqueous ions– the oxidesof the other listed metals• Describe and explain the action of heat on the hydroxides, carbonates andnitrates of the listed metals• Account for the apparent unreactivity of aluminium in terms of the oxide layer which adheres to the metal

10.3 Extraction of metals

• Describe the ease in obtaining metals from their ores by relating the elements to the reactivity series• Describe and state the essential reactions in the extraction of iron from hematite• Describe the conversion of iron into steel using basic oxides and oxygen• Know that aluminium is extracted from the ore bauxite

212

by electrolysis• Discuss the advantages and disadvantages of recycling metals, limited to iron/steel and aluminium• Describe in outline, the extraction of zinc from zinc blende• Describe in outline, the extraction of aluminium from bauxite including therole of cryolite and the reactions at the electrodes

10.4 Uses of metals

• Name the uses of aluminium:– in the manufacture of aircraft because of its strength and low density– in food containers because of its resistance to corrosion• Name the uses of copper related to its properties )electrical wiring and in cooking utensils(• Name the uses of mild steel )car bodies and machinery( and stainless steel )chemical plant and cutlery(

Describe the idea of changing the properties of iron by the controlled useof additives to form steel alloys

11 Air and water 11.1 Water• Describe chemical tests for water using cobalt)II( chloride and copper)II( sulfate• Describe, in outline, the treatment of the water supply in terms of filtration and chlorination• Name some of the uses of water in industry and in the home

• Discuss the implications of an inadequate supply of water, limited to safe water for drinking and water for irrigating crops

11.2 Air• State the composition of clean, dry air as being approximately 78% nitrogen, 21% oxygen and theremainder as being a mixture of noble gases and carbon dioxide• Name the common pollutants in the air as being carbon monoxide, sulfur dioxide, oxides of nitrogenand lead compounds• State the source of each of these pollutants:– carbon monoxide from the incomplete combustion of carbon-containing substances– sulfur dioxide from the combustion of fossil fuels which contain sulfur compounds )leading to ‘acid

213

rain’(– oxides of nitrogen from car engines– lead compounds from leaded petrol• State the adverse effect of these common pollutants on buildings and on health and discuss why thesepollutants are of global concern• State the conditions required for the rusting of iron• Describe and explain methods of rust prevention, specifically paint and other coatings to exclude oxygen

11.3 Nitrogen and fertilisers

• Describe the need for nitrogen-, phosphorus- and potassium-containing fertilisers• Describe the displacement of ammonia from its salts

•Describe and explain the essential conditions for the manufacture of ammonia by the Haber process including the sources of the hydrogen and nitrogen, i.e. hydrocarbons or steam and air

11.4 Carbon dioxide and methane• State that carbon dioxide and methane are greenhouse gases and explain how they maycontribute to climate change• State the formation of carbon dioxide:– as a product of complete combustion of carboncontainingsubstances– as a product of respiration– as a product of the reaction between an acid and acarbonate– from the thermal decomposition of a carbonate• State the sources of methane, including decomposition of vegetation and waste gases from digestion in animals

• Describe the carbon cycle, in simple terms, to include the processesof combustion, respiration and photosynthesis

Sulfur

• Name some sources of sulfur• Name the use of sulfur in the manufacture of sulfuric acid• State the uses of sulfur dioxide as a bleach in the manufacture of wood pulp for paper and as a food preservative )by killing bacteria( Describe the manufacture of sulfuric acid by the Contact process, includingessential conditions and reactions• Describe the properties and uses of dilute and concentrated sulfuric acid

Carbonates

214

Describe the manufacture of lime )calcium oxide( from calcium carbonate )limestone( in terms of thermal decomposition• Name some uses of lime and slaked lime such as in treating acidic soil and neutralising acidic industrial waste products, e.g. flue gas desulfurisation• Name the uses of calcium carbonate in the manufacture of iron and cement

14.1 Names of compounds• Name and draw the structures of methane, ethane, ethene, ethanol, ethanoic acid and the products of the reactions stated in sections 14.4–14.6• State the type of compound present, given a chemical name ending in -ane, -ene, -ol, or -oic acid or a molecular structure

Name and draw the structures of the unbranched alkanes, alkenes )not cistrans (, alcohols and acids containing up to four carbon atoms per molecule

• Name and draw the structural formulae of the esters which can be made from unbranched alcohols and carboxylic acids, each containing up to four carbon atoms

14.2 Fuels• Name the fuels: coal, natural gas and petroleum• Name methane as the main constituent of natural gas• Describe petroleum as a mixture of hydrocarbons and its separation into useful fractions by fractional distillation• Describe the properties of molecules within a fraction• Name the uses of the fractions as:– refinery gas for bottled gas for heating andcooking– gasoline fraction for fuel )petrol( in cars– naphtha fraction for making chemicals– kerosene/paraffin fraction for jet fuel– diesel oil/gas oil for fuel in diesel engines– fuel oil fraction for fuel for ships and home heatingsystems– lubricating fraction for lubricants, waxes andpolishes

– bitumen for making roads

14.3 Homologous series• Describe the concept of homologous series as a ‘family’ of similar compounds with similar chemical properties due to the presence of the same functional group

Describe the general characteristics of an homologous series

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• Recall that the compounds in a homologous series have the samegeneral formula• Describe and identify structural isomerism

14.4 AlkanesCore• Describe the properties of alkanes )exemplified by methane( as being generally unreactive, except in terms of burning• Describe the bonding in alkanes • Describe substitution reactions of alkanes with chlorine

14.5 Alkenes• Describe the manufacture of alkenes and of hydrogen by cracking• Distinguish between saturated and unsaturated hydrocarbons:– from molecular structures– by reaction with aqueous bromine• Describe the formation of poly)ethene( as an example of addition polymerisation of monomer units Describe the properties of alkenes in terms of addition reactions with bromine, hydrogen and steam

14.6 Alcohols• Describe the manufacture of ethanol by fermentation and by the catalytic addition of steam to ethene• Describe the properties of ethanol in terms of burning• Name the uses of ethanol as a solvent and as a fuel • Outline the advantages and disadvantages of these two methods of manufacturing ethanol

.7 Carboxylic acids• Describe the properties of aqueous ethanoic acid Describe the formation of ethanoicacid by the oxidation of ethanol by fermentation and with acidifiedpotassium manganate)VII (• Describe ethanoic acid as a typical weak acid• Describe the reaction of a carboxylic acid with an alcohol in the presence of a catalyst to give an ester

14.8.1 Polymers• Define polymers as large molecules built up from small units )monomers(

• Understand that different polymers have different units and/or different linkages

.8.2 Synthetic polymers• Name some typical uses of plastics and of man-made fibres such as nylon and

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Terylene• Describe the pollution problems caused by nonbiodegradable plastics

Explain the differences between condensation and additionpolymerisation• Deduce the structure of the polymer product from a given alkeneand vice versa• Describe the formation of nylon )a polyamide( and Terylene )a polyester( by condensation polymerisation, the structure ofnylon being represented as:

)Details of manufacture and mechanisms of thesepolymerisations are not require

ed.(

14.8.3 Natural polymers• Name proteins and carbohydrates as constituents of food Describe proteins as possessing the same )amide( linkages asnylon but with different units• Describe the structure of proteins as:

Describe the hydrolysis of proteins to amino acids )Structures and names are not required.(• Describe complex carbohydrates in terms of a large number of sugar units, considered as

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• Describe the hydrolysis of complex carbohydrates )e.g. starch(,by acids or enzymes to give simple sugars• Describe the fermentation of simple sugars to produce ethanol)and carbon dioxide( )Candidates will not be expected to give themolecular formulae of sugars.(• Describe, in outline, the usefulness of chromatography in separating and identifying the products of hydrolysis of carbohydrates and proteins.

Physics: Grade 10

1( Thermal Physics: Thermal effects

Moving particles, Temperature 1, Temperature 2, Expanding solids and , Liquids, Heating gases, Thermal conduction, Convection, Thermal radiation, Liquids and vapours, Specific heat capacity, Latent heat

Upon the completion of the topics, students should be able to:

Describe evaporation in terms of the escape of more-energetic molecules from the surface of a liquid Relate evaporation to the consequent cooling of the liquid Describe qualitatively, in terms of molecules, the effect on the pressure of a gas of: – a change of temperature at constant volume – a change of volume at constant temperature Recall and use the equation pV = constant for a fixed mass of gas at constant temperature Describe qualitatively the thermal expansion of solids, liquids, and gases at constant pressure Identify and explain some of the everyday applications and consequences of thermal expansion Appreciate how a physical property that varies with temperature may be used for the measurement of temperature, and state examples of such properties Recognise the need for and identify fixed points Describe and explain the structure and action of liquid-in-glass thermometers Relate a rise in the temperature of a body to an increase in its internal energy Show an understanding of what is meant by the thermal capacity of a body

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Describe an experiment to measure the specific heat capacity of a substance Recall and use the equation change in energy = mc∆T Describe experiments to demonstrate the properties of good and bad thermal conductors Recognize convection as an important method of thermal transfer in fluids Relate convection in fluids to density changes and describe experiments to illustrate convection Identify infra-red radiation as part of the electromagnetic spectrum Recognize that thermal energy transfer by radiation does not require a medium Describe the effect of surface colour )black or white( and texture )dull or shiny( on the emission, absorption and reflection of radiation

2( Waves and soundsTransverse and longitudinal waves, Wave effects, Sound waves, Speed of sound and Echoes, Characteristics of sound waves and ultrasound.


Demonstrate understanding that waves transfer energy without transferring matter Describe what is meant by wave motion as illustrated by vibration in ropes and springs and by experiments using water waves Use the term wavefront Give the meaning of speed, frequency, wavelength and amplitude • Distinguish between transverse and longitudinal waves and give suitable examples Describe how waves can undergo: – reflection at a plane surface – refraction due to a change of speed – diffraction through a narrow gap Describe the use of water waves to demonstrate reflection, refraction and diffraction Recall and use the equation v = f λ Describe how wavelength and gap size affects diffraction through a gap Describe how wavelength affects diffraction at an edge

3( Rays and wavesLight rays and waves, Reflection in plane, mirrors 1, Reflection in plane mirrors 2, Refraction of light, Total internal reflection, Refraction calculations, Lenses 1, Lenses 2, More lenses in action, Electromagnetic waves1, Electromagnetic waves2


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Describe an experimental demonstration of the refraction of light Use the terminology for the angle of incidence i and angle of refraction r and describe the passage of light through parallel-sided transparent material Give the meaning of critical angle Describe internal and total internal reflection Recall and use the definition of refractive index n in terms of speed Recall and use the equation r i sin sin = n Recall and use n = sin c 1 Describe and explain the action of optical fibres particularly in medicine and communications technology Describe the action of a thin converging lens on a beam of light Use the terms principal focus and focal length Draw ray diagrams for the formation of a real image by a single lens Describe the nature of an image using the terms enlarged/same size/ diminished and upright/inverted Give a qualitative account of the dispersion of light as shown by the action on light of a glass prism including the seven colours of the spectrum in their correct order

4( Electricity Electricity charge 1, Electric charge 2, Electric fields, Current in a simple circuit, Potential difference, Resistance 1, Resistance 2, More about resistance factors, Series and parallel circuits1,Series and parallel circuits2, Electrical energy and power, Living with electricity.


State that charge is measured in coulombs • State that the direction of an electric field at a point is the direction of the force on a positive charge at that point Describe an electric field as a region in which an electric charge experiences a force Describe simple field patterns, including the field around a point charge, the field around a charged conducting sphere and the field between two parallel plates )not including end effects( Give an account of charging by induction Distinguish between electrical conductors and insulators and give typical examples Recall and use a simple electron model to distinguish between conductors and insulators Show understanding that a current is a rate of flow of charge and recall and use the equation I = Q / t Distinguish between the direction of flow of electrons and conventional current

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Show understanding that e.m.f. is defined in terms of energy supplied by a source in driving charge round a complete circuit State that resistance = p.d./current and understand qualitatively how changes in p.d. or resistance affect current Recall and use the equation R = V / I • Describe an experiment to determine resistance using a voltmeter and an ammeter Relate )without calculation( the resistance of a wire to its length and to its diameter

Science Grade 11

Standard 1: SCIENTIFIC INQUIRY: Students understand the nature of scientific knowledge and enterprise, and apply the process of scientific inquiry.

Identify questions and concepts that guide science investigationsOUTCOME: the student should be able to :

formulate a focused problem/research question identify the relevant variables.

Design and conduct scientific investigationsOUTCOME: the student should be able to :

design a method for the effective control of the variables. develop a method that allows for the collection of sufficient

relevant data. follow instructions accurately, adapting to new circumstances

)seeking assistance when required(. use of a range of techniques and equipment. pay attention to safety issues. collaborate and communicate in a group situation and integrate

the views of others.

Collect and process the data in a scientific investigation and communicate the conclusions

OUTCOME: the student should be able to : record appropriate quantitative and associated qualitative raw

data, including units and uncertainties where relevant. process the quantitative raw data correctly. present processed data appropriately and, where relevant,

includes errors and uncertainties. state a conclusion, with justification, based on a reasonable

interpretation of the data. evaluate weaknesses and limitations.

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suggest realistic improvements in respect of identified weaknesses and limitations.

Understand the interdependence of science and societyOUTCOME: the student should be able to :

raise awareness of the moral, ethical, social, economic and environmental implications of using science and technology

develop an appreciation of the possibilities and limitations associated with science and scientists

encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method.

Communicate and defend a scientific argumentOUTCOME: the student should be able to :

uses scientific language correctly. communicate ideas and findings in science. acknowledge the work of others and the sources of information

used by documenting them using a recognized referencing system.

Standard 2: LIFE SCIENCE – Students know and understand the characteristics, structure, and function of organisms and their systems; the processes of life, and how organisms interact with each other and their environment.

Understand and demonstrate the knowledge of Statistical analysisOUTCOME: the student should be able to:

State that error bars are a graphical representation of the variability of data.

Calculate the mean and standard deviation of a set of values. State that the term standard deviation is used to summarize the

spread of values around the mean, and that 68% of the values fall within one standard deviation of the mean.

Explain how the standard deviation is useful for comparing the means and the spread of data between two or more samples.

Deduce the significance of the difference between two sets of data using calculated values for t and the appropriate tables.

Explain that the existence of a correlation does not establish that there is a causal relationship between two variables.

Understand and demonstrate the knowledge of CellsOUTCOME: the student should be able to:

Outline the cell theory.

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Discuss the evidence for the cell theory. State that unicellular organisms carry out all the functions of life. Compare the relative sizes of molecules, cell membrane

thickness, viruses, bacteria, organelles and cells, using the appropriate SI unit.

Calculate the linear magnification of drawings and the actual size of specimens in images of known magnification.

Explain the importance of the surface area to volume ratio as a factor limiting cell size.

State that multicellular organisms show emergent properties. Explain that cells in multicellular organisms differentiate to carry

out specialized functions by expressing some of their genes but not others.

State that stem cells retain the capacity to divide and have the ability to differentiate along different pathways.

Outline one therapeutic use of stem cells Draw and label a diagram of the ultrastructure of Escherichia

coli )E. coli( as an example of a prokaryote. Annotate the diagram from 2.2.1 with the functions of each

named structure. Identify structures from 2.2.1 in electron micrographs of E. coli. State that prokaryotic cells divide by binary fission Draw and label a diagram of the ultrastructure of a liver cell as

an example of an animal cell. Annotate the diagram from 2.3.1 with the functions of each

named structure. Identify structures from 2.3.1 in electron micrographs of liver

cells. Compare prokaryotic and eukaryotic cells. State three differences between plant and animal cells. Outline two roles of extracellular components. Draw and label a diagram to show the structure of membranes. Explain how the hydrophobic and hydrophilic properties of

phospholipids help to maintain the structure of cell membranes. List the functions of membrane proteins. Define diffusion and osmosis. Explain passive transport across membranes by simple diffusion

and facilitated diffusion. Explain the role of protein pumps and ATP in active transport

across membranes. Explain how vesicles are used to transport materials within a

cell between the rough endoplasmic reticulum, Golgi apparatus and plasma membrane.

Describe how the fluidity of the membrane allows it to change shape, break and re-form during endocytosis and exocytosis.

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Outline the stages in the cell cycle, including interphase )G1, S, G2(, mitosis and cytokinesis.

State that tumours )cancers( are the result of uncontrolled cell division and that these can occur in any organ or tissue.

State that interphase is an active period in the life of a cell when many metabolic reactions occur, including protein synthesis, DNA replication and an increase in the number of mitochondria and/or chloroplasts.

Describe the events that occur in the four phases of mitosis )prophase, metaphase, anaphase and telophase(.

Explain how mitosis produces two genetically identical nuclei. State that growth, embryonic development, tissue repair and

asexual reproduction involve mitosis.

Understand and demonstrate the knowledge of the chemistry of lifeOUTCOME: the student should be able to:

State that the most frequently occurring chemical elements in living things are carbon, hydrogen, oxygen and nitrogen.

State that a variety of other elements are needed by living organisms, including sulfur, calcium, phosphorus, iron and sodium.

State one role for each of the elements mentioned in 3.1.2. Draw and label a diagram showing the structure of water

molecules to show their polarity and hydrogen bond formation. Outline the thermal, cohesive and solvent properties of water. Explain the relationship between the properties of water and its

uses in living organisms as a coolant, medium for metabolic reactions and transport medium.

Distinguish between organic and inorganic compounds. Identify amino acids, glucose, ribose and fatty acids from

diagrams showing their structure. List three examples each of monosaccharides, disaccharides

and polysaccharides. State one function of glucose, lactose and glycogen in animals,

and of fructose, sucrose and cellulose in plants. Outline the role of condensation and hydrolysis in the

relationships between monosaccharides, disaccharides and polysaccharides; between fatty acids, glycerol and triglycerides; and between amino acids and polypeptides.

State three functions of lipids. Compare the use of carbohydrates and lipids in energy storage. Outline DNA nucleotide structure in terms of sugar

)deoxyribose(, base and phosphate. State the names of the four bases in DNA.

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Outline how DNA nucleotides are linked together by covalent bonds into a single strand.

Explain how a DNA double helix is formed using complementary base pairing and hydrogen bonds.

Draw and label a simple diagram of the molecular structure of DNA.

Explain DNA replication in terms of unwinding the double helix and separation of the strands by helicase, followed by formation of the new complementary strands by DNA polymerase.

Explain the significance of complementary base pairing in the conservation of the base sequence of DNA.

State that DNA replication is semi-conservative. Compare the structure of RNA and DNA. Outline DNA transcription in terms of the formation of an RNA

strand complementary to the DNA strand by RNA polymerase. Describe the genetic code in terms of codons composed of

triplets of bases. Explain the process of translation, leading to polypeptide

formation. Discuss the relationship between one gene and one

polypeptide. Define enzyme and active site. Explain enzyme–substrate specificity. Explain the effects of temperature, pH and substrate

concentration on enzyme activity. Define denaturation. Explain the use of lactase in the production of lactose-free milk. Define cell respiration. State that, in cell respiration, glucose in the cytoplasm is broken

down by glycolysis into pyruvate, with a small yield of ATP. Explain that, during anaerobic cell respiration, pyruvate can be

converted in the cytoplasm into lactate, or ethanol and carbon dioxide, with no further yield of ATP.

Explain that, during aerobic cell respiration, pyruvate can be broken down in the mitochondrion into carbon dioxide and water with a large yield of ATP.

State that photosynthesis involves the conversion of light energy into chemical energy.

State that light from the Sun is composed of a range of wavelengths )colours(.

State that chlorophyll is the main photosynthetic pigment. Outline the differences in absorption of red, blue and green light

by chlorophyll. State that light energy is used to produce ATP, and to split

water molecules )photolysis( to form oxygen and hydrogen.

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State that ATP and hydrogen )derived from the photolysis of water( are used to fix carbon dioxide to make organic molecules.

Explain that the rate of photosynthesis can be measured directly by the production of oxygen or the uptake of carbon dioxide, or indirectly by an increase in biomass.

Outline the effects of temperature, light intensity and carbon dioxide concentration on the rate of photosynthesis.

Understand and demonstrate the knowledge of geneticsOUTCOME: the student should be able to:

State that eukaryote chromosomes are made of DNA and proteins.

Define gene, allele and genome. Define gene mutation. Explain the consequence of a base substitution mutation in

relation to the processes of transcription and translation, using the example of sickle-cell anemia.

State that meiosis is a reduction division of a diploid nucleus to form haploid nuclei.

Define homologous chromosomes. Outline the process of meiosis, including pairing of homologous

chromosomes and crossing over, followed by two divisions, which results in four haploid cells.

Explain that non-disjunction can lead to changes in chromosome number, illustrated by reference to Down syndrome )trisomy 21(.

State that, in karyotyping, chromosomes are arranged in pairs according to their size and structure.

State that karyotyping is performed using cells collected by chorionic villus sampling or amniocentesis, for pre-natal diagnosis of chromosome abnormalities.

Analyse a human karyotype to determine gender and whether non-disjunction has occurred.

Define genotype, phenotype, dominant allele, recessive allele, codominant alleles, locus, homozygous, heterozygous, carrier and test cross.

Determine the genotypes and phenotypes of the offspring of a monohybrid cross using a Punnett grid.

State that some genes have more than two alleles )multiple alleles(.

Describe ABO blood groups as an example of codominance and multiple alleles.

Explain how the sex chromosomes control gender by referring to the inheritance of X and Y chromosomes in humans.

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State that some genes are present on the X chromosome and absent from the shorter Y chromosome in humans.

Define sex linkage. Describe the inheritance of colour blindness and hemophilia as

examples of sex linkage. State that a human female can be homozygous or heterozygous

with respect to sex-linked genes. Explain that female carriers are heterozygous for X-linked

recessive alleles. Predict the genotypic and phenotypic ratios of offspring of

monohybrid crosses involving any of the above patterns of inheritance.

Deduce the genotypes and phenotypes of individuals in pedigree charts.

Outline the use of polymerase chain reaction )PCR( to copy and amplify minute quantities of DNA.

State that, in gel electrophoresis, fragments of DNA move in an electric field and are separated according to their size.

State that gel electrophoresis of DNA is used in DNA profiling. Describe the application of DNA profiling to determine paternity

and also in forensic investigations. Analyse DNA profiles to draw conclusions about paternity or

forensic investigations. Outline three outcomes of the sequencing of the complete

human genome. State that, when genes are transferred between species, the

amino acid sequence of polypeptides translated from them is unchanged because the genetic code is universal.

Outline a basic technique used for gene transfer involving plasmids, a host cell )bacterium, yeast or other cell(, restriction enzymes )endonucleases( and DNA ligase.

State two examples of the current uses of genetically modified crops or animals.

Discuss the potential benefits and possible harmful effects of one example of genetic modification.

Define clone. Outline a technique for cloning using differentiated animal cells. Discuss the ethical issues of therapeutic cloning in humans.

Understand and demonstrate the knowledge of human health and physiologyOUTCOME: the student should be able to:

Explain why digestion of large food molecules is essential. Explain the need for enzymes in digestion. State the source, substrate, products and optimum pH

conditions for one amylase, one protease and one lipase.

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Draw and label a diagram of the digestive system. Outline the function of the stomach, small intestine and large

intestine. Distinguish between absorption and assimilation. Explain how the structure of the villus is related to its role in

absorption and transport of the products of digestion. Draw and label a diagram of the heart showing the four

chambers, associated blood vessels, valves and the route of blood through the heart.

State that the coronary arteries supply heart muscle with oxygen and nutrients.

Explain the action of the heart in terms of collecting blood, pumping blood, and opening and closing of valves.

Outline the control of the heartbeat in terms of myogenic muscle contraction, the role of the pacemaker, nerves, the medulla of the brain and epinephrine )adrenaline(.

Explain the relationship between the structure and function of arteries, capillaries and veins.

State that blood is composed of plasma, erythrocytes, leucocytes )phagocytes and lymphocytes( and platelets.

State that the following are transported by the blood: nutrients, oxygen, carbon dioxide, hormones, antibodies, urea and heat.

Define pathogen. Explain why antibiotics are effective against bacteria but not

against viruses. Outline the role of skin and mucous membranes in defence

against pathogens. Outline how phagocytic leucocytes ingest pathogens in the

blood and in body tissues. Distinguish between antigens and antibodies. Explain antibody production. Outline the effects of HIV on the immune system. Discuss the cause, transmission and social implications of

AIDS. Distinguish between ventilation, gas exchange and cell

respiration. Explain the need for a ventilation system. Describe the features of alveoli that adapt them to gas

exchange. Draw and label a diagram of the ventilation system, including

trachea, lungs, bronchi, bronchioles and alveoli. Explain the mechanism of ventilation of the lungs in terms of

volume and pressure changes caused by the internal and external intercostal muscles, the diaphragm and abdominal muscles.

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State that the nervous system consists of the central nervous system )CNS( and peripheral nerves, and is composed of cells called neurons that can carry rapid electrical impulses.

Draw and label a diagram of the structure of a motor neuron. State that nerve impulses are conducted from receptors to the

CNS by sensory neurons, within the CNS by relay neurons, and from the CNS to effectors by motor neurons.

Define resting potential and action potential )depolarization and repolarization(.

Explain how a nerve impulse passes along a non-myelinated neuron.

Explain the principles of synaptic transmission. State that the endocrine system consists of glands that release

hormones that are transported in the blood. State that homeostasis involves maintaining the internal

environment between limits, including blood pH, carbon dioxide concentration, blood glucose concentration, body temperature and water balance.

Explain that homeostasis involves monitoring levels of variables and correcting changes in levels by negative feedback mechanisms.

Explain the control of body temperature, including the transfer of heat in blood, and the roles of the hypothalamus, sweat glands, skin arterioles and shivering.

Explain the control of blood glucose concentration, including the roles of glucagon, insulin and α and β cells in the pancreatic islets.

Distinguish between type I and type II diabetes. Draw and label diagrams of the adult male and female

reproductive systems. Outline the role of hormones in the menstrual cycle, including

FSH )follicle stimulating hormone(, LH )luteinizing hormone(, estrogen and progesterone.

Annotate a graph showing hormone levels in the menstrual cycle, illustrating the relationship between changes in hormone levels and ovulation, menstruation and thickening of the endometrium.

List three roles of testosterone in males. Outline the process of in vitro fertilization )IVF(. Discuss the ethical issues associated with IVF.

Standard 3: PHYSICAL SCIENCE: Students demonstrate an understanding of the composition of physical systems and the concepts and principles that describe and predict physical interactions and events in the natural world

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Understand and demonstrate the knowledge of physical measurementOUTCOME: the student should be able to :

State and compare quantities to the nearest order of magnitude.

State the ranges of magnitude of distances, masses and times that occur in the universe, from smallest to greatest.

State ratios of quantities as differences of orders of magnitude. Estimate approximate values of everyday quantities to one or

two significant figures and/or to the nearest order of magnitude. State the fundamental units in the SI system. Distinguish between fundamental and derived units and give

examples of derived units. Convert between different units of quantities. State units in the accepted SI format. State values in scientific notation and in multiples of units with

appropriate prefixes. Describe and give examples of random and systematic errors. Distinguish between precision and accuracy. Explain how the effects of random errors may be reduced. Calculate quantities and results of calculations to the

appropriate number of significant figures. State uncertainties as absolute, fractional and percentage

uncertainties. Determine the uncertainties in results. Identify uncertainties as error bars in graphs. State random uncertainty as an uncertainty range )±( and

represent it graphically as an “error bar”. Determine the uncertainties in the gradient and intercepts of a

straight-line graph. Distinguish between vector and scalar quantities, and give

examples of each. Determine the sum or difference of two vectors by a graphical

method. Resolve vectors into perpendicular components along chosen

axes.

Understand and demonstrate the knowledge of KinematicsOUTCOME: the student should be able to :

Define displacement, velocity, speed and acceleration. Explain the difference between instantaneous and average

values of speed, velocity and acceleration. Outline the conditions under which the equations for uniformly

accelerated motion may be applied. Identify the acceleration of a body falling in a vacuum near the

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Earth’s surface with the acceleration g of free fall. Solve problems involving the equations of uniformly

accelerated motion. Describe the effects of air resistance on falling objects. Draw and analyse distance–time graphs, displacement–time

graphs, velocity–time graphs and acceleration–time graphs.

Understand and demonstrate the knowledge of forces and motionOUTCOME: the student should be able to :

Calculate the weight of a body using the expression W = mg. Identify the forces acting on an object and draw free-body

diagrams representing the forces acting. Determine the resultant force in different situations. State Newton’s first law of motion. Describe examples of Newton’s first law. State the condition for translational equilibrium. Solve problems involving translational equilibrium. State Newton’s second law of motion. Solve problems involving Newton’s second law. Define linear momentum and impulse. Determine the impulse due to a time-varying force by

interpreting a force–time graph. State the law of conservation of linear momentum. Solve problems involving momentum and impulse. State Newton’s third law of motion. Discuss examples of Newton’s third law. Draw a vector diagram to illustrate that the acceleration of a

particle moving with constant speed in a circle is directed towards the centre of the circle.

Apply the expression for centripetal acceleration. Identify the force producing circular motion in various situations. Solve problems involving circular motion. State Newton’s universal law of gravitation. Define gravitational field strength. Determine the gravitational field due to one or more point

masses. Derive an expression for gravitational field strength at the

surface of a planet, assuming that all its mass is concentrated at its centre.

Solve problems involving gravitational forces and fields.

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Understand and demonstrate the knowledge of energy and energy transformationOUTCOME: the student should be able to :

Outline what is meant by work. Determine the work done by a non-constant force by

interpreting a force–displacement graph. Solve problems involving the work done by a force. Outline what is meant by kinetic energy. Outline what is meant by change in gravitational potential

energy. State the principle of conservation of energy. List different forms of energy and describe examples of the

transformation of energy from one form to another. Distinguish between elastic and inelastic collisions. Define power. Define and apply the concept of efficiency. Solve problems involving momentum, work, energy and power.

Understand and demonstrate the knowledge of thermal physicsOUTCOME: the student should be able to :

State that temperature determines the direction of thermal energy transfer between two objects.

State the relation between the Kelvin and Celsius scales of temperature.

State that the internal energy of a substance is the total potential energy and random kinetic energy of the molecules of the substance.

Explain and distinguish between the macroscopic concepts of temperature, internal energy and thermal energy )heat(.

Define the mole and molar mass. Define the Avogadro constant. Define specific heat capacity and thermal capacity. Solve problems involving specific heat capacities and thermal

capacities. Explain the physical differences between the solid, liquid and

gaseous phases in terms of molecular structure and particle motion.

Describe and explain the process of phase changes in terms of molecular behaviour.

Explain in terms of molecular behaviour why temperature does not change during a phase change.

Distinguish between evaporation and boiling. Define specific latent heat. Solve problems involving specific latent heats.

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Define pressure. State the assumptions of the kinetic model of an ideal gas. State that temperature is a measure of the average random

kinetic energy of the molecules of an ideal gas. Explain the macroscopic behaviour of an ideal gas in terms of

a molecular model.

Understand and demonstrate the knowledge of waves and waves propertiesOUTCOME: the student should be able to :

Describe examples of oscillations. Define the terms displacement, amplitude, frequency, period

and phase difference. Define simple harmonic motion )SHM( Solve problems using the defining equation for SHM. Apply the equations for SHM. Solve problems, both graphically and by calculation, for

acceleration, velocity and displacement during SHM. Describe the interchange between kinetic energy and potential

energy during SHM. Solve problems, both graphically and by calculation, involving

energy changes during SHM. State what is meant by damping. Describe graphically the variation with forced frequency of the

amplitude of vibration of an object close to its natural frequency of vibration.

State what is meant by resonance. Describe examples of resonance where the effect is useful and

where it should be avoided. Describe a wave pulse and a continuous progressive

)travelling( wave. State that progressive )travelling( waves transfer energy. Describe and give examples of transverse and of longitudinal

waves. Describe waves in two dimensions, including the concepts of

wavefronts and of rays. Describe the terms crest, trough, compression and rarefaction. Define the terms displacement, amplitude, frequency, period,

wavelength, wave speed and intensity. Draw and explain displacement–time graphs and

displacement–position graphs for transverse and for longitudinal waves.

Derive and apply the relationship between wave speed, wavelength and frequency.

State that all electromagnetic waves travel with the same speed in free space, and recall the orders of magnitude of the wavelengths of the principal radiations in the electromagnetic

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spectrum. Describe the reflection and transmission of waves at a

boundary between two media. State and apply Snell’s law. Explain and discuss qualitatively the diffraction of waves at

apertures and obstacles. Describe examples of diffraction. State the principle of superposition and explain what is meant

by constructive interference and by destructive interference. State and apply the conditions for constructive and for

destructive interference in terms of path difference and phase difference.

Apply the principle of superposition to determine the resultant of two waves.

Describe the nature of standing )stationary( waves. Explain the formation of one-dimensional standing waves. Discuss the modes of vibration of strings and air in open and in

closed pipes. Compare standing waves and travelling waves. Solve problems involving standing waves. Describe what is meant by the Doppler effect. Explain the Doppler effect by reference to wavefront diagrams

for moving-detector and moving-source situations. Apply the Doppler effect equations for sound. Solve problems on the Doppler effect for sound. Solve problems on the Doppler effect for electromagnetic

waves Outline an example in which the Doppler effect is used to

measure speed. Sketch the variation with angle of diffraction of the relative

intensity of light diffracted at a single slit. Solve problems involving single-slit diffraction. Sketch the variation with angle of diffraction of the relative

intensity of light emitted by two point sources that has been diffracted at a single slit.

State the Rayleigh criterion for images of two sources to be just resolved.

Describe the significance of resolution in the development of devices such as CDs and DVDs, the electron microscope and radio telescopes.

Solve problems involving resolution. Describe what is meant by polarized light. Describe polarization by reflection. State and apply Brewster’s law. Explain the terms polarizer and analyser. Calculate the intensity of a transmitted beam of polarized light

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using Malus’ law. Describe what is meant by an optically active substance. Describe the use of polarization in the determination of the

concentration of certain solutions. Outline qualitatively how polarization may be used in stress

analysis. Outline qualitatively the action of liquid-crystal displays )LCDs(. Solve problems involving the polarization of light.

Understand and demonstrate the knowledge of energy degradation & power generationOUTCOME: the student should be able to :

State that thermal energy may be completely converted to work in a single process, but that continuous conversion of this energy into work requires a cyclical process and the transfer of some energy from the system.

Explain what is meant by degraded energy. Construct and analyse energy flow diagrams )Sankey

diagrams( and identify where the energy is degraded. Outline the principal mechanisms involved in the production of

electrical power. Identify different world energy sources. Outline and distinguish between renewable and non-renewable

energy sources. Define the energy density of a fuel. Discuss how choice of fuel is influenced by its energy density. State the relative proportions of world use of the different

energy sources that are available. Discuss the relative advantages and disadvantages of various

energy sources. Outline the historical and geographical reasons for the

widespread use of fossil fuels. Discuss the energy density of fossil fuels with respect to the

demands of power stations. Discuss the relative advantages and disadvantages associated

with the transportation and storage of fossil fuels. Describe the environmental problems associated with the

recovery of fossil fuels and their use in power stations. Describe how neutrons produced in a fission reaction may be

used to initiate further fission reactions )chain reaction(. Describe what is meant by fuel enrichment. Describe the main energy transformations that take place in a

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nuclear power station. Discuss the role of the moderator and the control rods in the

production of controlled fission in a thermal fission reactor. Discuss the role of the heat exchanger in a fission reactor. Describe how neutron capture by a nucleus of uranium-238

)238U( results in the production of a nucleus of plutonium-239 )239Pu(.

Discuss safety issues and risks associated with the production of nuclear power.

Outline the problems associated with producing nuclear power using nuclear fusion.

Solve problems on the production of nuclear power. Distinguish between a photovoltaic cell and a solar heating

panel. Outline reasons for seasonal and regional variations in the

solar power incident per unit area of the Earth’s surface. Solve problems involving specific applications of photovoltaic

cells and solar heating panels. Distinguish between different hydroelectric schemes. Describe the main energy transformations that take place in

hydroelectric schemes. Outline the basic features of a wind generator. Determine the power that may be delivered by a wind

generator, assuming that the wind kinetic energy is completely converted into mechanical kinetic energy, and explain why this is impossible.

Describe the principle of operation of an oscillating water column )OWC( ocean-wave energy converter.

Determine the power per unit length of a wavefront, assuming a rectangular profile for the wave.

Solve problems involving wave power.

Understand and demonstrate the knowledge of climate changeOUTCOME: the student should be able to :

Calculate the intensity of the Sun’s radiation incident on a planet.

Define albedo. State factors that determine a planet’s albedo. Describe the greenhouse effect. Identify the main greenhouse gases and their sources. Explain the molecular mechanisms by which greenhouse

gases absorb infrared radiation. Analyse absorption graphs to compare the relative effects of

different greenhouse gases. Outline the nature of black-body radiation. Draw and annotate a graph of the emission spectra of black

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bodies at different temperatures. State the Stefan–Boltzmann law and apply it to compare

emission rates from different surfaces. Apply the concept of emissivity to compare the emission rates

from the different surfaces. Define surface heat capacity Cs. Solve problems on the greenhouse effect and the heating of

planets using a simple energy balance climate model. Describe some possible models of global warming. State what is meant by the enhanced greenhouse effect. Identify the increased combustion of fossil fuels as the likely

major cause of the enhanced greenhouse effect. Describe the evidence that links global warming to increased

levels of greenhouse gases. Outline some of the mechanisms that may increase the rate of

global warming. Define coefficient of volume expansion. State that one possible effect of the enhanced greenhouse

effect is a rise in mean sea-level. Outline possible reasons for a predicted rise in mean sea-level. Identify climate change as an outcome of the enhanced

greenhouse effect. Solve problems related to the enhanced greenhouse effect. Identify some possible solutions to reduce the enhanced

greenhouse effect. Discuss international efforts to reduce the enhanced

greenhouse effect.

Standard 4: PHYSICAL SCIENCE: Students know and understand the Chemical interactions between, the changes in, and the properties of matter

Understand and demonstrate the knowledge of Quantitative chemistry OUTCOME: the student should be able to:

Apply the mole concept to substances. Determine the number of particles and the amount of substance

)in moles(. Define the terms relative atomic mass )Ar( and relative

molecular mass )Mr(. Calculate the mass of one mole of a species from its formula. Solve problems involving the relationship between the amounts

of substance in moles, mass and molar mass. Distinguish between the terms empirical formula and molecular

formula. Determine the empirical formula from the percentage

composition or from other experimental data.

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Determine the molecular formula when given both the empirical formula and experimental data.

Deduce chemical equations when all reactants and products are given.

Identify the mole ratio of any two species in a chemical equation.

Apply the state symbols )s(, )l(, )g( and )aq(. Calculate theoretical yields from chemical equations. Determine the limiting reactant and the reactant in excess when

quantities of reacting substances are given. Solve problems involving theoretical, experimental and

percentage yield. Apply Avogadro’s law to calculate reacting volumes of gases. Apply the concept of molar volume at standard temperature and

pressure in calculations. Solve problems involving the relationship between temperature,

pressure and volume for a fixed mass of an ideal gas. Solve problems using the ideal gas equation, PV = nRT Analyse graphs relating to the ideal gas equation. Distinguish between the terms solute, solvent, solution and

concentration )g dm–3, mol dm–3(. Solve problems involving concentration, amount of solute and

volume of solution.

Understand and demonstrate the knowledge of Atomic structureOUTCOME: the student should be able to:

State the position of protons, neutrons and electrons in the atom.

State the relative masses and relative charges of protons, neutrons and electrons.

Define the terms mass number )A(, atomic number )Z( and isotopes of an element.

Deduce the symbol for an isotope given its mass number and atomic number.

Calculate the number of protons, neutrons and electrons in atoms and ions from the mass number, atomic number and charge.

Compare the properties of the isotopes of an element. Discuss the uses of radioisotopes Describe and explain the operation of a mass spectrometer. Describe how the mass spectrometer may be used to determine

relative atomic mass using the 12C scale. Calculate non-integer relative atomic masses and abundance of

isotopes from given data. Describe the electromagnetic spectrum.

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Distinguish between a continuous spectrum and a line spectrum.

Explain how the lines in the emission spectrum of hydrogen are related to electron energy levels.

Deduce the electron arrangement for atoms and ions up to Z = 20.

Understand and demonstrate the knowledge of Periodicity OUTCOME: the student should be able to :

Describe the arrangement of elements in the periodic table in order of increasing atomic number.

Distinguish between the terms group and period. Apply the relationship between the electron arrangement of

elements & their position in the periodic table. Apply the relationship between the number of electrons in the

highest occupied energy level for an element and its position in the periodic table.

Define the terms first ionization energy and electronegativity. Describe and explain the trends in atomic radii, ionic radii, first

ionization energies, electronegativities and melting points for the alkali metals )Li → Cs( and the halogens )F →I(.

Describe and explain the trends in atomic radii, ionic radii, first ionization energies and electronegativities for elements across period 3.

Compare the relative electronegativity values of two or more elements based on their positions in the periodic table.

Discuss the similarities and differences in the chemical properties of elements in the same group.

Discuss the changes in nature, from ionic to covalent and from basic to acidic, of the oxides across period 3.

Understand and demonstrate the knowledge of Bonding OUTCOME: the student should be able to :

Describe the ionic bond as the electrostatic attraction between oppositely charged ions.

Describe how ions can be formed as a result of electron transfer.

Deduce which ions will be formed when elements in groups 1, 2 and 3 lose electrons.

Deduce which ions will be formed when elements in groups 5, 6 and 7 gain electrons.

State those transition elements can form more than one ion. Predict whether a compound of two elements would be ionic

from the position of the elements in the periodic table or from their electronegativity values.

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State the formula of common polyatomic ions formed by nonmetals in periods 2 and 3.

Describe the lattice structure of ionic compounds. Describe the covalent bond as the electrostatic attraction

between a pair of electrons and positively charged nuclei. Deduce the Lewis )electron dot( structures of molecules and

ions for up to four electron pairs on each atom. State and explain the relationship between the number of

bonds, bond length and bond strength. Predict whether a compound of two elements would be covalent

from the position of the elements in the periodic table or from their electronegativity values.

Predict the relative polarity of bonds from electronegativity values

Predict the shape and bond angles for species with four, three and two negative charge centres on the central atom using the valence shell electron pair repulsion theory )VSEPR(.

Predict whether or not a molecule is polar from its molecular shape and bond polarities.

Describe the structure of and bonding in silicon and silicon dioxide.

Describe the types of intermolecular forces )attractions between molecules that have temporary dipoles, permanent dipoles or hydrogen bonding( and explain how they arise from the structural features of molecules.

Describe and explain how intermolecular forces affect the boiling points of substances.

Describe the metallic bond as the electrostatic attraction between a lattice of positive ions and delocalized electrons.

Explain the electrical conductivity and malleability of metals. Compare and explain the properties of substances resulting

from different types of bonding.

Understand and demonstrate the knowledge of Energetics OUTCOME: the student should be able to :

Define the terms exothermic reaction, endothermic reaction and standard enthalpy change of reaction )∆H Ö(.

State that combustion and neutralization are exothermic processes.

Apply the relationship between temperature change, enthalpy change and the classification of a reaction as endothermic or exothermic.

Deduce, from an enthalpy level diagram, the relative stabilities of reactants and products, and the sign of the enthalpy change for the reaction.

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Calculate the heat energy change when the temperature of a pure substance is changed.

Design suitable experimental procedures for measuring the heat energy changes of reactions.

Calculate the enthalpy change for a reaction using experimental data on temperature changes, quantities of reactants and mass of water.

Evaluate the results of experiments to determine enthalpy changes.

Determine the enthalpy change of a reaction that is the sum of two or three reactions with known enthalpy changes.

Define the term average bond enthalpy. Explain, in terms of average bond enthalpies, why some

reactions are exothermic and others are endothermic.

Understand and demonstrate the knowledge of Kinetics OUTCOME: the student should be able to :

Define the term rate of reaction. Describe suitable experimental procedures for measuring rates

of reactions. Analyse data from rate experiments. Describe the kinetic theory in terms of the movement of particles

whose average energy is proportional to temperature in kelvins. Define the term activation energy, Ea. Describe the collision theory. Predict and explain, using the collision theory, the qualitative

effects of particle size, temperature, concentration and pressure on the rate of a reaction.

Sketch and explain qualitatively the Maxwell–Boltzmann energy distribution curve for a fixed amount of gas at different temperatures and its consequences for changes in reaction rate.

Describe the effect of a catalyst on a chemical reaction. Sketch and explain Maxwell– Boltzmann curves for reactions

with and without catalysts.

Understand and demonstrate the knowledge of Equilibrium OUTCOME: the student should be able to :

Outline the characteristics of chemical and physical systems in a state of equilibrium.

Deduce the equilibrium constant expression )Kc( from the equation for a homogeneous reaction.

Deduce the extent of a reaction from the magnitude of the equilibrium constant.

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Apply Le Chatelier’s principle to predict the qualitative effects of changes of temperature, pressure and concentration on the position of equilibrium and on the value of the equilibrium constant.

State and explain the effect of a catalyst on an equilibrium reaction.

Apply the concepts of kinetics and equilibrium to industrial processes.

Understand and demonstrate the knowledge of Acids and Bases OUTCOME: the student should be able to :

Define acids and bases according to the Brønsted–Lowry and Lewis theories.

Deduce whether or not a species could act as a Brønsted–Lowry and/or a Lewis acid or base.

Deduce the formula of the conjugate acid )or base( of any Brønsted–Lowry base )or acid(.

Outline the characteristic properties of acids and bases in aqueous solution.

Distinguish between strong and weak acids and bases in terms of the extent of dissociation, reaction with water and electrical conductivity.

State whether a given acid or base is strong or weak. Distinguish between strong and weak acids and bases, and

determine the relative strengths of acids and bases, using experimental data.

Distinguish between aqueous solutions that are acidic, neutral or alkaline using the pH scale.

Identify which of two or more aqueous solutions is more acidic or alkaline using pH values.

State that each change of one pH unit represents a 10-fold change in the hydrogen ion concentration [H+)aq(].

Deduce changes in [H+)aq(] when the pH of a solution changes by more than one pH unit.

Standard 5: EARTH and SPACE SCIENCE: Students will understand the structures and changes of the earth and universe.

Understand and demonstrate the knowledge of Systems and models OUTCOME: the student should be able to:

Outline the concept and characteristics of systems. Apply the systems concept on a range of scales.

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Define the terms open system, closed system and isolated system.

Describe how the first and second laws of thermodynamics are relevant to environmental systems.

Explain the nature of equilibria. Define and explain the principles of positive feedback and

negative feedback. Describe transfer and transformation processes. Distinguish between flows )inputs and outputs( and storages

)stock( in relation to systems. Construct and analyse quantitative models involving flows and

storages in a system. Evaluate the strengths and limitations of models.

Understand and demonstrate the knowledge of the ecosystem OUTCOME: the student should be able to:

Distinguish between biotic and abiotic )physical( components of an ecosystem.

Define the term trophic level. Identify and explain trophic levels in food chains and food webs

selected from the local environment. Explain the principles of pyramids of numbers, pyramids of

biomass, and pyramids of productivity, and construct such pyramids from given data.

Discuss how the pyramid structure affects the functioning of an ecosystem.

Define the terms species, population, habitat, niche, community and ecosystem with reference to local examples.

Describe and explain population interactions using examples of named species.

List the significant abiotic )physical( factors of an ecosystem. Describe and evaluate methods for measuring at least three

abiotic )physical( factors within an ecosystem. Construct simple keys and use published keys for the

identification of organisms. Describe and evaluate methods for estimating abundance of

organisms. Describe and evaluate methods for estimating the biomass of

trophic levels in a community. Define the term diversity. Apply Simpson’s diversity index and outline its significance. Define the term biome. Explain the distribution, structure and relative productivity of

tropical rainforests, deserts, tundra and any other biome.

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Explain the role of producers, consumers and decomposers in the ecosystem.

Describe photosynthesis and respiration in terms of inputs, outputs and energy transformations.

Describe and explain the transfer and transformation of energy as it flows through an ecosystem.

Describe and explain the transfer and transformation of materials as they cycle within an ecosystem.

Define the terms gross productivity, net productivity, primary productivity and secondary productivity.

Define the terms and calculate the values of both gross primary productivity )GPP( and net primary productivity )NPP( from given data.

Define the terms and calculate the values of both gross secondary productivity )GSP( and net secondary productivity )NSP( from given data.

Explain the concepts of limiting factors and carrying capacity in the context of population growth.

Describe and explain S and J population curves. Describe the role of density-dependent and density-independent

factors, and internal and external factors, in the regulation of populations.

Describe the principles associated with survivorship curves including, K- and r-strategists.

Describe the concept and processes of succession in a named habitat.

Explain the changes in energy flow, gross and net productivity, diversity and mineral cycling in different stages of succession.

Describe factors affecting the nature of climax communities. Describe and evaluate methods for measuring changes in

abiotic and biotic components of an ecosystem along an environmental gradient.

Describe and evaluate methods for measuring changes in abiotic and biotic components of an ecosystem due to a specific human activity.

Describe and evaluate the use of environmental impact assessments )EIAs(.

Understand and demonstrate the knowledge of Human population, carrying capacity & resource use OUTCOME: the student should be able to :

Describe the nature and explain the implications of exponential growth in human populations.

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Calculate and explain, from given data, the values of crude birth rate, crude death rate, fertility, doubling time and natural increase rate.

Analyse age/sex pyramids and diagrams showing demographic transition models.

Discuss the use of models in predicting the growth of human populations.

Explain the concept of resources in terms of natural income. Define the terms renewable, replenishable and non-renewable

natural capital. Explain the dynamic nature of the concept of a resource. Discuss the view that the environment can have its own intrinsic

value. Explain the concept of sustainability in terms of natural capital

and natural income. Discuss the concept of sustainable development. Calculate and explain sustainable yield from given data. Outline the range of energy resources available to society. Evaluate the advantages and disadvantages of two contrasting

energy sources. Discuss the factors that affect the choice of energy sources

adopted by different societies. Outline how soil systems integrate aspects of living systems. Compare and contrast the structure and properties of sand, clay

and loam soils, including their effect on primary productivity. Outline the processes and consequences of soil degradation. Outline soil conservation measures. Evaluate soil management strategies in a named commercial

farming system and in a named subsistence farming system. Outline the issues involved in the imbalance in global food

supply. Compare and contrast the efficiency of terrestrial and aquatic

food production systems. Compare and contrast the inputs and outputs of materials and

energy )energy efficiency(, the system characteristics, and evaluate the relative environmental impacts for two named food production systems.

Discuss the links that exist between social systems and food production systems.

Describe the Earth’s water budget. Describe and evaluate the sustainability of freshwater resource

usage with reference to a case study. Explain the difficulties in applying the concept of carrying

capacity to local human populations. Explain how absolute reductions in energy and material use,

reuse and recycling can affect human carrying capacity.

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Explain the concept of an ecological footprint as a model for assessing the demands that human populations make on their environment.

Calculate from appropriate data the ecological footprint of a given population, stating the approximations and assumptions involved.

Describe and explain the differences between the ecological footprints of two human populations, one from an LEDC and one from an MEDC.

Discuss how national and international development policies and cultural influences can affect human population dynamics and growth.

Describe and explain the relationship between population, resource consumption and technological development, and their influence on carrying capacity and material economic growth.

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Science Grade 12

Standard 1: SCIENTIFIC INQUIRY: Students understand the nature of scientific knowledge and enterprise, and apply the process of scientific inquiry.

Identify questions and concepts that guide science investigationsOUTCOME: the student should be able to :

formulate a focused problem/research question identify the relevant variables.

Design and conduct scientific investigationsOUTCOME: the student should be able to :

design a method for the effective control of the variables. develop a method that allows for the collection of sufficient

relevant data. follow instructions accurately, adapting to new circumstances

)seeking assistance when required(. use of a range of techniques and equipment. pay attention to safety issues. collaborate and communicate in a group situation and integrate

the views of others.

Collect and process the data in a scientific investigation and communicate the conclusions

OUTCOME: the student should be able to : record appropriate quantitative and associated qualitative raw

data, including units and uncertainties where relevant. process the quantitative raw data correctly. present processed data appropriately and, where relevant,

includes errors and uncertainties. state a conclusion, with justification, based on a reasonable

interpretation of the data. evaluate weaknesses and limitations. suggest realistic improvements in respect of identified

weaknesses and limitations.

Understand the interdependence of science and societyOUTCOME: the student should be able to :

raise awareness of the moral, ethical, social, economic and environmental implications of using science and technology

develop an appreciation of the possibilities and limitations associated with science and scientists

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encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method.

Communicate and defend a scientific argumentOUTCOME: the student should be able to :

uses scientific language correctly. communicate ideas and findings in science. acknowledge the work of others and the sources of information

used by documenting them using a recognized referencing system.

Learning outcomes and/or Benchmarks which end with a star () are for higher level only.

Standard 2: LIFE SCIENCE – Students know and understand the characteristics, structure, and function of organisms and their systems; the processes of life, and how organisms interact with each other and their environment.

Understand and demonstrate the knowledge of Ecology and evolutionOUTCOME: the student should be able to:

Define species, habitat, population, community, ecosystem and ecology.

Distinguish between autotroph and heterotroph. Distinguish between consumers, detritivores and saprotrophs. Describe what is meant by a food chain, giving three examples,

each with at least three linkages. Describe what is meant by a food web. Define trophic level. Deduce the trophic level of organisms in a food chain and a

food web. Construct a food web containing up to 10 organisms, using

appropriate information. State that light is the initial energy source for almost all

communities. Explain the energy flow in a food chain. State that energy transformations are never 100% efficient. Explain reasons for the shape of pyramids of energy. Explain that energy enters and leaves ecosystems, but nutrients

must be recycled. State that saprotrophic bacteria and fungi )decomposers(

recycle nutrients.

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Draw and label a diagram of the carbon cycle to show the processes involved.

Analyse the changes in concentration of atmospheric carbon dioxide using historical records.

Explain the relationship between rises in concentrations of atmospheric carbon dioxide, methane and oxides of nitrogen and the enhanced greenhouse effect.

Outline the precautionary principle. Evaluate the precautionary principle as a justification for strong

action in response to the threats posed by the enhanced greenhouse effect.

Outline the consequences of a global temperature rise on arctic ecosystems.

Outline how population size is affected by natality, immigration, mortality and emigration.

Draw and label a graph showing a sigmoid )S-shaped( population growth curve.

Explain the reasons for the exponential growth phase, the plateau phase and the transitional phase between these two phases.

List three factors that set limits to population increase. Define evolution. Outline the evidence for evolution provided by the fossil record,

selective breeding of domesticated animals and homologous structures.

State that populations tend to produce more offspring than the environment can support.

Explain that the consequence of the potential overproduction of offspring is a struggle for survival.

State that the members of a species show variation. Explain how sexual reproduction promotes variation in a

species. Explain how natural selection leads to evolution. Outline the binomial system of nomenclature. Distinguish between the following phyla of plants, using simple

external recognition features: bryophyta, filicinophyta, coniferophyta and angiospermophyta.

Distinguish between the following phyla of animals, using simple external recognition features: porifera, cnidaria, platyhelminthes, annelida, mollusca and arthropoda.

Apply and design a key for a group of up to eight organisms. Benchmark 2: Understand and demonstrate the knowledge of

microbes and biotechnology Learning Outcomes: the student should be able to: Outline the classification of living organisms into three domains.

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Explain the reasons for the reclassification of living organisms into three domains.

Distinguish between the characteristics of the three domains. Outline the wide diversity of habitat in the Archae, as

exemplified by methanogens, thermophiles and halophiles. Outline the diversity of Eubacteria, including shape and cell wall

structure. State, with one example, that some bacteria form aggregates

that show characteristics not seen in individual bacteria. Compare the structure of the cell walls of Gram-positive and

Gram-negative Eubacteria. Outline the diversity of structure in viruses including: naked

capsid versus enveloped capsid; DNA versus RNA; and single stranded versus double stranded DNA or RNA.

Outline the diversity of microscopic eukaryotes, as illustrated by Saccharomyces, Amoeba, Plasmodium, Paramecium, Euglena and Chlorella.

List the roles of microbes in ecosystems, including producers, nitrogen fixers and decomposers.

Draw and label a diagram of the nitrogen cycle. State the roles of Rhizobium, Azotobacter, Nitrosomonas,

Nitrobacter and Pseudomonas denitrificans in the nitrogen cycle.

Outline the conditions that favour denitrification and nitrification. Explain the consequences of releasing raw sewage and nitrate

fertilizer into rivers. Outline the role of saprotrophic bacteria in the treatment of

sewage using trickling filter beds and reed bed systems. State that biomass can be used as raw material for the

production of fuels such as methane and ethanol. Explain the principles involved in the generation of methane

from biomass, including the conditions needed, organisms involved and the basic chemical reactions that occur.

State that reverse transcriptase catalyses the production of DNA from RNA.

Explain how reverse transcriptase is used in molecular biology. Distinguish between somatic and germ line therapy. Outline the use of viral vectors in gene therapy. Discuss the risks of gene therapy. Explain the use of Saccharomyces in the production of beer,

wine and bread. Outline the production of soy sauce using Aspergillus oryzae. Explain the use of acids and high salt or sugar concentrations in

food preservation. Outline the symptoms, method of transmission and treatment of

one named example of food poisoning.

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Define the terms photoautotroph, photoheterotroph, chemoautotroph & chemoheterotroph.

State one example of a photoautotroph, photoheterotroph, chemoautotroph and chemoheterotroph.

Compare photoautotrophs with photoheterotrophs in terms of energy sources and carbon sources.

Compare chemoautotrophs with chemoheterotrophs in terms of energy sources and carbon sources.

Draw and label a diagram of a filamentous cyanobacterium. Explain the use of bacteria in the bioremediation of soil and

water. List six methods by which pathogens are transmitted and gain

entry to the body. Distinguish between intracellular and extracellular bacterial

infection using Chlamydia and Streptococcus as examples. Distinguish between endotoxins and exotoxins. Evaluate methods of controlling microbial growth by irradiation,

pasteurization, antiseptics & disinfectants. Outline the mechanism of the action of antibiotics, including

inhibition of synthesis of cell walls, proteins and nucleic acids. Outline the lytic life cycle of the influenza virus. Define epidemiology. Discuss the origin and epidemiology of one example of a

pandemic. Describe the cause, transmission and effects of malaria, as an

example of disease caused by a protozoan. Discuss the prion hypothesis for the cause of spongiform

encephalopathies.

Understand and demonstrate the knowledge of ecology and conservation.OUTCOME: the student should be able to:

Outline the factors that affect the distribution of plant species, including temperature, water, light, soil pH, salinity and mineral nutrients.

Explain the factors that affect the distribution of animal species, including temperature, water, breeding sites, food supply and territory.

Describe one method of random sampling, based on quadrat methods, that is used to compare the population size of two plant or two animal species.

Outline the use of a transect to correlate the distribution of plant or animal species with an abiotic variable.

Explain what is meant by the niche concept, including an organism’s spatial habitat, its feeding activities and its interactions with other species.

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Outline the following interactions between species, giving two examples of each: competition, herbivory, predation, parasitism and mutualism.

Explain the principle of competitive exclusion. Distinguish between fundamental and realized niches. Define biomass. Describe one method for the measurement of biomass of

different trophic levels in an ecosystem. Define gross production, net production and biomass. Calculate values for gross production and net production using

the equation: gross production – respiration = net production. Discuss the difficulties of classifying organisms into trophic

levels. Explain the small biomass and low numbers of organisms in

higher trophic levels. Construct a pyramid of energy, given appropriate information. Distinguish between primary and secondary succession, using

an example of each. Outline the changes in species diversity and production during

primary succession. Explain the effects of living organisms on the abiotic

environment, with reference to the changes occurring during primary succession.

Distinguish between biome and biosphere. Explain how rainfall and temperature affect the distribution of

biomes. Outline the characteristics of six major biomes. Calculate the Simpson diversity index for two local communities. Analyse the biodiversity of the two local communities using the

Simpson index. Discuss reasons for the conservation of biodiversity using

rainforests as an example. List three examples of the introduction of alien species that have

had significant impacts on ecosystems. Discuss the impacts of alien species on ecosystems. Outline one example of biological control of invasive species. Define biomagnification. Explain the cause and consequences of biomagnification, using

a named example. Outline the effects of ultraviolet )UV( radiation on living tissues

and biological productivity. Outline the effect of chlorofluorocarbons )CFCs( on the ozone

layer. State that ozone in the stratosphere absorbs UV radiation. Explain the use of biotic indices and indicator species in

monitoring environmental change.

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Outline the factors that contributed to the extinction of one named animal species.

Outline the biogeographical features of nature reserves that promote the conservation of diversity.

Discuss the role of active management techniques in conservation.

Discuss the advantages of in situ conservation of endangered species )terrestrial and aquatic nature reserves(.

Outline the use of ex situ conservation measures, including captive breeding of animals, botanic gardens and seed banks.

Distinguish between r-strategies and K-strategies. Discuss the environmental conditions that favour either r-

strategies or K-strategies. Describe one technique used to estimate the population size of

an animal species based on a capture–mark–release–recapture method.

Describe the methods used to estimate the size of commercial fish stocks.

Outline the concept of maximum sustainable yield in the conservation of fish stocks.

Discuss international measures that would promote the conservation of fish.

Understand and demonstrate the knowledge of Nucleic acids and proteins OUTCOME: the student should be able to:

Describe the structure of DNA, including the antiparallel strands, 3’5’ linkages and hydrogen bonding between purines and pyrimidines.

Outline the structure of nucleosomes. State that nucleosomes help to supercoil chromosomes and

help to regulate transcription. Distinguish between unique or single-copy genes and highly

repetitive sequences in nuclear DNA. State that eukaryotic genes can contain exons and introns. State that DNA replication occurs in a 5’ 3’ direction. Explain the process of DNA replication in prokaryotes, including

the role of enzymes )helicase, DNA polymerase, RNA primase and DNA ligase(, Okazaki fragments and deoxynucleoside triphosphates.

State that DNA replication is initiated at many points in eukaryotic chromosomes.

State that transcription is carried out in a 5’ 3’ direction. Distinguish between the sense and antisense strands of DNA.

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Explain the process of transcription in prokaryotes, including the role of the promoter region, RNA polymerase, nucleoside triphosphates and the terminator.

State that eukaryotic RNA needs the removal of introns to form mature mRNA.

Explain that each tRNA molecule is recognized by a tRNA-activating enzyme that binds a specific amino acid to the tRNA, using ATP for energy.

Outline the structure of ribosomes, including protein and RNA composition, large and small subunits, three tRNA binding sites and mRNA binding sites.

State that translation consists of initiation, elongation, translocation and termination.

State that translation occurs in a 5’ 3’ direction. Draw and label a diagram showing the structure of a peptide

bond between two amino acids. Explain the process of translation, including ribosomes,

polysomes, start codons and stop codons. State that free ribosomes synthesize proteins for use primarily

within the cell, and that bound ribosomes synthesize proteins primarily for secretion or for lysosomes.

Explain the four levels of protein structure, indicating the significance of each level.

Outline the difference between fibrous and globular proteins, with reference to two examples of each protein type.

Explain the significance of polar and non-polar amino acids. State four functions of proteins, giving a named example of

each. State that metabolic pathways consist of chains and cycles of

enzyme-catalysed reactions. Describe the induced-fit model. Explain that enzymes lower the activation energy of the

chemical reactions that they catalyse. Explain the difference between competitive and non-competitive

inhibition, with reference to one example of each. Explain the control of metabolic pathways by end-product

inhibition, including the role of allosteric sites.

Understand and demonstrate the knowledge of Cell respiration and photosynthesis OUTCOME: the student should be able to:

State that oxidation involves the loss of electrons from an element, whereas reduction involves a gain of electrons; and that oxidation frequently involves gaining oxygen or losing

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hydrogen, whereas reduction frequently involves losing oxygen or gaining hydrogen.

Outline the process of glycolysis, including phosphorylation, lysis, oxidation & ATP formation.

Draw and label a diagram showing the structure of a mitochondrion as seen in electron micrographs.

Explain aerobic respiration, including the link reaction, the Krebs cycle, the role of NADH + H+, the electron transport chain and the role of oxygen.

Explain oxidative phosphorylation in terms of chemiosmosis. Explain the relationship between the structure of the

mitochondrion and its function. Draw and label a diagram showing the structure of a chloroplast

as seen in electron micrographs. State that photosynthesis consists of light-dependent and light-

independent reactions. Explain the light-dependent reactions. Explain photophosphorylation in terms of chemiosmosis. Explain the light-independent reactions. Explain the relationship between the structure of the chloroplast

and its function. Explain the relationship between the action spectrum and the

absorption spectrum of photosynthetic pigments in green plants. Explain the concept of limiting factors in photosynthesis, with

reference to light intensity, temperature and concentration of carbon dioxide.

Understand and demonstrate the knowledge of plant science OUTCOME: the student should be able to:

Draw and label plan diagrams to show the distribution of tissues in the stem and leaf of a dicotyledonous plant.

Outline three differences between the structures of dicotyledonous and monocotyledonous plants.

Explain the relationship between the distribution of tissues in the leaf and the functions of these tissues.

Identify modifications of roots, stems and leaves for different functions: bulbs, stem tubers, storage roots and tendrils.

State that dicotyledonous plants have apical and lateral meristems.

Compare growth due to apical and lateral meristems in dicotyledonous plants.

Explain the role of auxin in phototropism as an example of the control of plant growth.

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Outline how the root system provides a large surface area for mineral ion and water uptake by means of branching and root hairs.

List ways in which mineral ions in the soil move to the root. Explain the process of mineral ion absorption from the soil into

roots by active transport. State that terrestrial plants support themselves by means of

thickened cellulose, cell turgor and lignified xylem. Define transpiration. Explain how water is carried by the transpiration stream,

including the structure of xylem vessels, transpiration pull, cohesion, adhesion and evaporation.

State that guard cells can regulate transpiration by opening and closing stomata.

State that the plant hormone abscisic acid causes the closing of stomata.

Explain how the abiotic factors light, temperature, wind and humidity, affect the rate of transpiration in a typical terrestrial plant.

Outline four adaptations of xerophytes that help to reduce transpiration.

Outline the role of phloem in active translocation of sugars )sucrose( and amino acids from source )photosynthetic tissue and storage organs( to sink )fruits, seeds, roots(.

Draw and label a diagram showing the structure of a dicotyledonous animal-pollinated flower.

Distinguish between pollination, fertilization and seed dispersal. Draw and label a diagram showing the external and internal

structure of a named dicotyledonous seed. Explain the conditions needed for the germination of a typical

seed. Outline the metabolic processes during germination of a starchy

seed. Explain how flowering is controlled in long-day and short-day

plants, including the role of phytochrome.

Understand and demonstrate the knowledge of genetics OUTCOME: the student should be able to:

Describe the behaviour of the chromosomes in the phases of meiosis.

Outline the formation of chiasmata in the process of crossing over.

Explain how meiosis results in an effectively infinite genetic variety in gametes through crossing over in prophase I and random orientation in metaphase I.

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State Mendel’s law of independent assortment. Explain the relationship between Mendel’s law of independent

assortment and meiosis. Calculate and predict the genotypic and phenotypic ratio of

offspring of dihybrid crosses involving unlinked autosomal genes.

Distinguish between autosomes and sex chromosomes. Explain how crossing over between non-sister chromatids of a

homologous pair in prophase I can result in an exchange of alleles.

Define linkage group. Explain an example of a cross between two linked genes. Identify which of the offspring are recombinants in a dihybrid

cross involving linked genes. Define polygenic inheritance. Explain that polygenic inheritance can contribute to continuous

variation using two examples, one of which must be human skin colour.

Understand and demonstrate the knowledge of genetics OUTCOME: the student should be able to:

Describe the process of blood clotting. Outline the principle of challenge and response, clonal selection

and memory cells as the basis of immunity. Define active and passive immunity. Explain antibody production. Describe the production of monoclonal antibodies and their use

in diagnosis and in treatment. Explain the principle of vaccination. Discuss the benefits and dangers of vaccination. State the roles of bones, ligaments, muscles, tendons and

nerves in human movement. Label a diagram of the human elbow joint, including cartilage,

synovial fluid, joint capsule, named bones and antagonistic muscles )biceps and triceps(.

Outline the functions of the structures in the human elbow joint Compare the movements of the hip joint and the knee joint. Describe the structure of striated muscle fibres, including the

myofibrils with light and dark bands, mitochondria, the sarcoplasmic reticulum, nuclei and the sarcolemma.

Draw and label a diagram to show the structure of a sarcomere, including Z lines, actin filaments, myosin filaments with heads, and the resultant light and dark bands.

Explain how skeletal muscle contracts, including the release of calcium ions from the sarcoplasmic reticulum, the formation of

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cross-bridges, the sliding of actin and myosin filaments, and the use of ATP to break cross-bridges and re-set myosin heads.

Analyse electron micrographs to find the state of contraction of muscle fibres.

Define excretion. Draw and label a diagram of the kidney. Annotate a diagram of a glomerulus and associated nephron to

show the function of each part. Explain the process of ultrafiltration, including blood pressure,

fenestrated blood capillaries and basement membrane. Define osmoregulation. Explain the reabsorption of glucose, water and salts in the

proximal convoluted tubule, including the roles of microvilli, osmosis and active transport.

Explain the roles of the loop of Henle, medulla, collecting duct and ADH )vasopressin( in maintaining the water balance of the blood.

Explain the differences in the concentration of proteins, glucose and urea between blood plasma, glomerular filtrate and urine.

Explain the presence of glucose in the urine of untreated diabetic patients.

Annotate a light micrograph of testis tissue to show the location and function of interstitial cells )Leydig cells(, germinal epithelium cells, developing spermatozoa and Sertoli cells.

Outline the processes involved in spermatogenesis within the testis, including mitosis, cell growth, the two divisions of meiosis and cell differentiation.

State the role of LH, testosterone and FSH in spermatogenesis. Annotate a diagram of the ovary to show the location and

function of germinal epithelium, primary follicles, mature follicle and secondary oocyte.

Outline the processes involved in oogenesis within the ovary, including mitosis, cell growth, the two divisions of meiosis, the unequal division of cytoplasm and the degeneration of polar body.

Draw and label a diagram of a mature sperm and egg. Outline the role of the epididymis, seminal vesicle and prostate

gland in the production of semen. Compare the processes of spermatogenesis and oogenesis,

including the number of gametes and the timing of the formation and release of gametes.

Describe the process of fertilization, including the acrosome reaction, penetration of the egg membrane by a sperm and the cortical reaction.

Outline the role of HCG in early pregnancy.

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Outline early embryo development up to the implantation of the blastocyst.

Explain how the structure and functions of the placenta, including its hormonal role in secretion of estrogen and progesterone, maintain pregnancy.

State that the fetus is supported and protected by the amniotic sac and amniotic fluid.

State that materials are exchanged between the maternal and fetal blood in the placenta.

Outline the process of birth and its hormonal control, including the changes in progesterone and oxytocin levels and positive feedback.

Standard 3: PHYSICAL SCIENCE: Students demonstrate an understanding of the composition of physical systems and the concepts and principles that describe and predict physical interactions and events in the natural world

Understand and demonstrate the knowledge of KinematicsOUTCOME: the student should be able to :

State the independence of the vertical and the horizontal components of velocity for a projectile in a uniform field.

Describe and sketch the trajectory of projectile motion as parabolic in the absence of air resistance.

Describe qualitatively the effect of air resistance on the trajectory of a projectile.

Solve problems on projectile motion.

Understand and demonstrate the knowledge of forces and motionOUTCOME: the student should be able to :

Define gravitational potential and gravitational potential energy.

State and apply the expression for gravitational potential due to a point mass.

State and apply the formula relating gravitational field strength to gravitational potential gradient.

Determine the potential due to one or more point masses. Describe and sketch the pattern of equipotential surfaces due to

one and two point masses. State the relation between equipotential surfaces and

gravitational field lines. Explain the concept of escape speed from a planet. Derive an expression for the escape speed of an object from the

surface of a planet. Solve problems involving gravitational potential energy and

gravitational potential.

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State that gravitation provides the centripetal force for circular orbital motion.

Derive Kepler’s third law. Discuss the concept of “weightlessness” in orbital motion, in free

fall and in deep space. Solve problems involving orbital motion.

Understand and demonstrate the knowledge of energy and energy transformationOUTCOME: the student should be able to :

Define gravitational potential and gravitational potential energy.

State and apply the expression for gravitational potential due to a point mass.

State and apply the formula relating gravitational field strength to gravitational potential gradient.

Determine the potential due to one or more point masses. Describe and sketch the pattern of equipotential surfaces due to

one and two point masses. State the relation between equipotential surfaces and

gravitational field lines. Explain the concept of escape speed from a planet. Derive an expression for the escape speed of an object from the

surface of a planet. Solve problems involving gravitational potential energy and

gravitational potential. Derive expressions for the kinetic energy, potential energy and

total energy of an orbiting satellite. Sketch graphs showing the variation with orbital radius of the

kinetic energy, gravitational potential energy and total energy of a satellite.

Understand and demonstrate the knowledge of thermal physicsOUTCOME: the student should be able to :

State the equation of state for an ideal gas. Describe the difference between an ideal gas and a real gas. Describe the concept of the absolute zero of temperature and

the Kelvin scale of temperature. Solve problems using the equation of state of an ideal gas. Deduce an expression for the work involved in a volume change

of a gas at constant pressure. State the first law of thermodynamics. Identify the first law of thermodynamics as a statement of the

principle of energy conservation. Describe the isochoric )isovolumetric(, isobaric, isothermal and

adiabatic changes of state of an ideal gas.

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Draw and annotate thermodynamic processes and cycles on P–V diagrams.

Calculate from a P–V diagram the work done in a thermodynamic cycle.

Solve problems involving state changes of a gas. State that the second law of thermodynamics implies that

thermal energy cannot spontaneously transfer from a region of low temperature to a region of high temperature.

State that entropy is a system property that expresses the degree of disorder in the system.

State the second law of thermodynamics in terms of entropy changes.

Discuss examples of natural processes in terms of entropy changes.

Understand and demonstrate the knowledge of electricity and magnetismOUTCOME: the student should be able to :

Define electric potential difference. Determine the change in potential energy when a charge moves

between two points at different potentials. Define the electronvolt. Solve problems involving electric potential difference. Define electric current and resistance. State Ohm’s law. Compare ohmic and non-ohmic behaviour. Derive and apply expressions for electrical power dissipation in

resistors. Solve problems involving potential difference, current and

resistance. Define electromotive force )emf (. Describe the concept of internal resistance. Apply the equations for resistors in series and in parallel. Draw circuit diagrams. Describe the use of ideal ammeters and ideal voltmeters. Describe a potential divider. Explain the use of sensors in potential divider circuits. Solve problems involving electric circuits. State that there are two types of electric charge. State and apply the law of conservation of charge. Describe and explain the difference in the electrical properties of

conductors and insulators. State Coulomb’s law. Define electric field strength. Determine the electric field strength due to one or more point

charges. Draw the electric field patterns for different charge

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configurations. Solve problems involving electric charges, forces and fields. State that moving charges give rise to magnetic fields. Draw magnetic field patterns due to currents. Determine the direction of the force on a current-carrying

conductor in a magnetic field. Determine the direction of the force on a charge moving in a

magnetic field. Define the magnitude and direction of a magnetic field. Solve problems involving magnetic forces, fields and currents. Define electric potential and electric potential energy. State and apply the expression for electric potential due to a

point charge. State and apply the formula relating electric field strength to

electric potential gradient. Determine the potential due to one or more point charges. Describe and sketch the pattern of equipotential surfaces due to

one and two point charges. State the relation between equipotential surfaces and electric

field lines. Solve problems involving electric potential energy and electric

potential. Describe the inducing of an emf by relative motion between a

conductor and a magnetic field. Derive the formula for the emf induced in a straight conductor

moving in a magnetic field. Define magnetic flux and magnetic flux linkage. Describe the production of an induced emf by a time-changing

magnetic flux. State Faraday’s law and Lenz’s law. Solve electromagnetic induction problems. Describe the emf induced in a coil rotating within a uniform

magnetic field. Explain the operation of a basic alternating current )ac(

generator. Describe the effect on the induced emf of changing the

generator frequency. Discuss what is meant by the root mean squared )rms( value of

an alternating current or voltage. State the relation between peak and rms values for sinusoidal

currents and voltages. Solve problems using peak and rms values. Solve ac circuit problems for ohmic resistors. Describe the operation of an ideal transformer. Solve problems on the operation of ideal transformers. Outline the reasons for power losses in transmission lines and

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real transformers Explain the use of high-voltage step-up & step-down

transformers in the transmission of electrical power. Solve problems on the operation of real transformers and power

transmission. Suggest how extra-low-frequency electromagnetic fields, such

as those created by electrical appliances and power lines, induce currents within a human body.

Discuss some of the possible risks involved in living and working near high-voltage power lines.

Understand and demonstrate the knowledge of atomic and nuclear physicsOUTCOME: the student should be able to :

Describe a model of the atom that features a small nucleus surrounded by electrons.

Outline the evidence that supports a nuclear model of the atom. Outline one limitation of the simple model of the nuclear atom. Outline evidence for the existence of atomic energy levels. Explain the terms nuclide, isotope and nucleon. Define nucleon number A, proton number Z and neutron

number N. Describe the interactions in a nucleus. Describe the phenomenon of natural radioactive decay. Describe the properties of alpha )α( and beta )β( particles and

gamma )γ( radiation. Describe the ionizing properties of alpha )α( and beta )β(

particles and gamma )γ( radiation. Outline the biological effects of ionizing radiation. Explain why some nuclei are stable while others are unstable. State that radioactive decay is a random and spontaneous

process and that the rate of decay decreases exponentially with time.

Define the term radioactive half- life. Determine the half-life of a nuclide from a decay curve. Solve radioactive decay problems involving integral numbers of

half-lives. Describe and give an example of an artificial )induced(

transmutation. Construct and complete nuclear equations. Apply the Einstein mass–energy equivalence relationship. Define the concepts of mass defect, binding energy and binding

energy per nucleon. Draw and annotate a graph showing the variation with nucleon

number of the binding energy per nucleon. Solve problems involving mass defect and binding energy. Describe the processes of nuclear fission and nuclear fusion.

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Describe the photoelectric effect. Describe the concept of the photon, and use it to explain the

photoelectric effect. Describe and explain an experiment to test the Einstein model.

Solve problems involving the photoelectric effect. Describe the de Broglie hypothesis and the concept of matter

waves. Outline an experiment to verify the de Broglie hypothesis. Solve problems involving matter waves. Outline a laboratory procedure for producing and observing

atomic spectra. Explain how atomic spectra provide evidence for the

quantization of energy in atoms. Calculate wavelengths of spectral lines from energy level

differences and vice versa. Explain the origin of atomic energy levels in terms of the

“electron in a box” model. Outline the Schrödinger model of the hydrogen atom. Outline the Heisenberg uncertainty principle with regard to

position–momentum and time–energy.

Understand and demonstrate the knowledge of digital technology and electronicsOUTCOME: the student should be able to :

Solve problems involving the conversion between binary numbers and decimal numbers.

Describe different means of storage of information in both analogue and digital forms.

Explain how interference of light is used to recover information stored on a CD.

Calculate an appropriate depth for a pit from the wavelength of the laser light.

Solve problems on CDs and DVDs related to data storage capacity.

Discuss the advantage of the storage of information in digital rather than analogue form.

Discuss the implications for society of ever-increasing capability of data storage.

Define capacitance. Describe the structure of a charge-coupled device )CCD(. Explain how incident light causes charge to build up within a

pixel. Outline how the image on a CCD is digitized. Define quantum efficiency of a pixel. Define magnification.

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State that two points on an object may be just resolved on a CCD if the images of the points are at least two pixels apart.

Discuss the effects of quantum efficiency, magnification & resolution on the quality of the processed image.

Describe a range of practical uses of a CCD, and list some advantages compared with the use of film.

Outline how the image stored in a CCD is retrieved. Solve problems involving the use of CCDs.

Understand and demonstrate the knowledge of communication systemsOUTCOME: the student should be able to :

Describe what is meant by the modulation of a wave. Distinguish between a carrier wave and a signal wave. Describe the nature of amplitude modulation )AM( and

frequency modulation )FM(. Solve problems based on the modulation of the carrier wave in

order to determine the frequency and amplitude of the information signal.

Sketch and analyse graphs of the power spectrum of a carrier wave that is amplitude-modulated by a single-frequency signal.

Define what is meant by sideband frequencies and bandwidth. Solve problems involving sideband frequencies and bandwidth. Describe the relative advantages and disadvantages of AM and

FM for radio transmission and reception. Describe, by means of a block diagram, an AM radio receiver. Solve problems involving the conversion between binary

numbers and decimal numbers. Distinguish between analogue and digital signals. State the advantages of the digital transmission, as compared to

the analogue transmission, of information. Describe, using block diagrams, the principles of the

transmission and reception of digital signals. Explain the significance of the number of bits and the bit-rate on

the reproduction of a transmitted signal. Describe what is meant by time-division multiplexing. Solve problems involving analogue-to-digital conversion. Describe the consequences of digital communication and

multiplexing on worldwide communications. Discuss the moral, ethical, economic and environmental issues

arising from access to the Internet. Explain what is meant by critical angle and total internal

reflection. Solve problems involving refractive index and critical angle. Apply the concept of total internal reflection to the transmission

of light along an optic fibre.

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Describe the effects of material dispersion and modal dispersion.

Explain what is meant by attenuation and solve problems involving attenuation measured in decibels )dB(.

Describe the variation with wavelength of the attenuation of radiation in the core of a monomode fibre.

State what is meant by noise in an optic fibre. Describe the role of amplifiers and reshapers in optic fibre

transmission. Solve problems involving optic fibres.

Understand and demonstrate the knowledge of medical physics and imagingOUTCOME: the student should be able to :

Describe the basic structure of the human ear. State and explain how sound pressure variations in air are

changed into larger pressure variations in the cochlear fluid. State the range of audible frequencies experienced by a person

with normal hearing. State and explain that a change in observed loudness is the

response of the ear to a change in intensity. State and explain that there is a logarithmic response of the ear

to intensity. Define intensity and also intensity level )IL(. State the approximate magnitude of the intensity level at which

discomfort is experienced by a person with normal hearing. Solve problems involving intensity levels. Describe the effects on hearing of short-term and long-term

exposure to noise. Analyse and give a simple interpretation of graphs where IL is

plotted against the logarithm of frequency for normal and for defective hearing.

Define the terms attenuation coefficient and half-value thickness.

Derive the relation between attenuation coefficient and half-value thickness.

Describe X-ray detection, recording and display techniques. Explain standard X-ray imaging techniques used in medicine. Outline the principles of computed tomography )CT(. Describe the principles of the generation and the detection of

ultrasound using piezoelectric crystals. Define acoustic impedance as the product of the density of a

substance and the speed of sound in that substance. Solve problems involving acoustic impedance. Outline the differences between A-scans and B-scans. Identify factors that affect the choice of diagnostic frequency. Outline the basic principles of nuclear magnetic resonance

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)NMR( imaging. Describe examples of the use of lasers in clinical diagnosis and

therapy. State the meanings of the terms exposure, absorbed dose,

quality factor )relative biological effectiveness( and dose equivalent as used in radiation dosimetry.

Discuss the precautions taken in situations involving different types of radiation.

Discuss the concept of balanced risk. Distinguish between physical half-life, biological half-life and

effective half-life. Solve problems involving radiation dosimetry. Outline the basis of radiation therapy for cancer. Solve problems involving the choice of radio-isotope suitable for

a particular diagnostic or therapeutic application. Solve problems involving particular diagnostic applications.

Standard 4: PHYSICAL SCIENCE: Students know and understand the Chemical interactions between, the changes in, and the properties of matter

Understand and demonstrate the knowledge of Oxidation and Reduction OUTCOME: the student should be able to:

Define oxidation and reduction in terms of electron loss and gain.

Deduce the oxidation number of an element in a compound. State the names of compounds using oxidation numbers. Deduce whether an element undergoes oxidation or reduction in

reactions using oxidation numbers. Deduce simple oxidation and reduction half-equations given the

species involved in a redox reaction. Deduce redox equations using half-equations. Define the terms oxidizing agent and reducing agent. Identify the oxidizing and reducing agents in redox equations. Deduce a reactivity series based on the chemical behaviour of a

group of oxidizing and reducing agents. Deduce the feasibility of a redox reaction from a given reactivity

series. Explain how a redox reaction is used to produce electricity in a

voltaic cell. State that oxidation occurs at the negative electrode )anode(

and reduction occurs at the positive electrode. Describe, using a diagram, the essential components of an

electrolytic cell.

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State that oxidation occurs at the positive electrode and reduction occurs at the negative electrode.

Describe how current is conducted in an electrolytic cell. Deduce the products of the electrolysis of a molten salt.

Understand and demonstrate the knowledge of Organic Chemistry OUTCOME: the student should be able to:

Describe the features of a homologous series. Predict and explain the trends in boiling points of members of a

homologous series. Distinguish between empirical, molecular and structural

formulas. Describe structural isomers as compounds with the same

molecular formula but with different arrangements of atoms. Deduce structural formulas for the isomers of the non-cyclic

alkanes up to C6. Apply IUPAC rules for naming the isomers of the non-cyclic

alkanes up to C6. Deduce structural formulas for the isomers of the straight-chain

alkenes up to C6. Apply IUPAC rules for naming the isomers of the straight-chain

alkenes up to C6. Deduce structural formulas for compounds containing up to six

carbon atoms with one of the following functional groups: alcohol, aldehyde, ketone, carboxylic acid and halide.

Apply IUPAC rules for naming compounds containing up to six carbon atoms with one of the following functional groups: alcohol, aldehyde, ketone, carboxylic acid and halide.

Identify the following functional groups when present in structural formulas: amino )NH2(, benzene ring and esters )RCOOR(.

Identify primary, secondary and tertiary carbon atoms in alcohols and halogenoalkanes.

Discuss the volatility and solubility in water of compounds containing the functional listed groups.

Explain the low reactivity of alkanes in terms of bond enthalpies and bond polarity.

Describe, using equations, the complete and incomplete combustion of alkanes.

Describe, using equations, the reactions of methane and ethane with chlorine and bromine.

Explain the reactions of methane and ethane with chlorine and bromine in terms of a free-radical mechanism.

Describe, using equations, the reactions of alkenes with hydrogen and halogens.

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Describe, using equations, the reactions of symmetrical alkenes with hydrogen halides and water.

Distinguish between alkanes and alkenes using bromine water. Outline the polymerization of alkenes. Outline the economic importance of the reactions of alkenes. Describe, using equations, the complete combustion of

alcohols. Describe, using equations, the oxidation reactions of alcohols. Determine the products formed by the oxidation of primary and

secondary alcohols. Describe, using equations, the substitution reactions of

halogenoalkanes with sodium hydroxide. Explain the substitution reactions of halogenoalkanes with

sodium hydroxide in terms of SN1 and SN2 mechanisms. Deduce reaction pathways given the starting materials and the

product.

Understand and demonstrate the knowledge of Measurement and Data processing OUTCOME: the student should be able to :

Describe and give examples of random uncertainties and systematic errors.

Distinguish between precision and accuracy. Describe how the effects of random uncertainties may be

reduced. State random uncertainty as an uncertainty range )±(. State the results of calculations to the appropriate number of

significant figures. State uncertainties as absolute and percentage uncertainties. Determine the uncertainties in results. Sketch graphs to represent dependences and interpret graph

behaviour. Construct graphs from experimental data. Draw best-fit lines through data points on a graph. Determine the values of physical quantities from graphs.

Understand and demonstrate the knowledge of Atomic Structure OUTCOME: the student should be able to :

Explain how evidence from first ionization energies across periods accounts for the existence of main energy levels and sub-levels in atoms.

Explain how successive ionization energy data is related to the electron configuration of an atom.

State the relative energies of s, p, d and f orbitals in a single energy level.

State the maximum number of orbitals in a given energy level.

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Draw the shape of an s orbital and the shapes of the px, py and pz orbitals.

Apply the Aufbau principle, Hund’s rule and the Pauli Exclusion Principle to write electron configurations for atoms and ions up to Z = 54.

Understand and demonstrate the knowledge of Bonding OUTCOME: the student should be able to :

Predict the shape and bond angles for species with five and six negative charge centres using the VSEPR theory.

Describe σ and π bonds. Explain hybridization in terms of the mixing of atomic orbitals to

form new orbitals for bonding. Identify and explain the relationships between Lewis structures,

molecular shapes and types of hybridization )sp, sp2 and sp3(. Describe the delocalization of π electrons and explain how this

can account for the structures of some species.

Understand and demonstrate the knowledge of Periodicity OUTCOME: the student should be able to :

Explain the physical states )under standard conditions( and electrical conductivity )in the molten state( of the chlorides and oxides of the elements in period 3 in terms of their bonding and structure.

Describe the reactions of chlorine and the chlorides referred to in 13.1.1 with water.

List the characteristic properties of transition elements. Explain why Sc and Zn are not considered to be transition

elements. Explain the existence of variable oxidation number in ions of

transition elements. Define the term ligand. Describe and explain the formation of complexes of d-block

elements. Explain why some complexes of d-block elements are coloured. State examples of the catalytic action of transition elements and

their compounds. Outline the economic significance of catalysts in the Contact

and Haber processes.

Understand and demonstrate the knowledge of Energetics OUTCOME: the student should be able to :

Define and apply the terms standard state, standard enthalpy change of formation (∆Hf Ö (and standard enthalpy change of combustion (∆Hc Ö (

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Determine the enthalpy change of a reaction using standard enthalpy changes of formation and combustion.

Define and apply the terms lattice enthalpy and electron affinity. Explain how the relative sizes and the charges of ions affect the

lattice enthalpies of different ionic compounds. Construct a Born–Haber cycle for group 1 and 2 oxides and

chlorides, and use it to calculate an enthalpy change. Discuss the difference between theoretical and experimental

lattice enthalpy values of ionic compounds in terms of their covalent character.

State and explain the factors that increase the entropy in a system.

Predict whether the entropy change )ΔS( for a given reaction or process is positive or negative.

Calculate the standard entropy change for a reaction )ΔS Ö( using standard entropy values )S Ö ( .

Predict whether a reaction or process will be spontaneous by using the sign of Δ GÖ .

Calculate ΔGÖ for a reaction using the Equation Δ GÖ=ΔHÖ−TΔS Ö and by using values of the standard free energy change of formation, ΔGf Ö .

Predict the effect of a change in temperature on the spontaneity of a reaction using standard entropy and enthalpy changes and the equation Δ GÖ=ΔHÖ−TΔS Ö .

Understand and demonstrate the knowledge of Equilibrium OUTCOME: the student should be able to :

Describe the equilibrium established between a liquid and its own vapour and how it is affected by temperature changes.

Sketch graphs showing the relationship between vapour pressure and temperature and explain them in terms of the kinetic theory.

State and explain the relationship between enthalpy of vaporization, boiling point and intermolecular forces.

Solve homogeneous equilibrium problems using the expression for Kc.

Understand and demonstrate the knowledge of Kinetics OUTCOME: the student should be able to :

Distinguish between the terms rate constant, overall order of reaction and order of reaction with respect to a particular reactant.

Deduce the rate expression for a reaction from experimental data.

Solve problems involving the rate expression.

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Sketch, identify and analyse graphical representations for zero-, first- and second-order reactions.

Explain that reactions can occur by more than one step and that the slowest step determines the rate of reaction )rate-determining step(.

Describe the relationship between reaction mechanism, order of reaction and rate-determining step.

Describe qualitatively the relationship between the rate constant )k( and temperature )T(.

Determine activation energy )Ea( values from the Arrhenius equation by a graphical method.

Understand and demonstrate the knowledge of Acids and Bases OUTCOME: the student should be able to :

State the expression for the ionic product constant of water )Kw(.

Deduce [H+)aq(] and [OH–)aq(] for water at different temperatures given Kw values.

Solve problems involving [H+)aq(], [OH–)aq(], pH and pOH. State the equation for the reaction of any weak acid or weak

base with water, and hence deduce the expressions for Ka and Kb.

Solve problems involving solutions of weak acids and bases using the expressions:

Ka × Kb = Kw pKa + pKb = pKw pH + pOH = pKw. Identify the relative strengths of acids and bases using values of

Ka, Kb, pKa and pKb. Describe the composition of a buffer solution and explain its

action. Solve problems involving the composition and pH of a specified

buffer system. Deduce whether salts form acidic, alkaline or neutral aqueous

solutions. Sketch the general shapes of graphs of pH against volume for

titrations involving strong and weak acids and bases, and explain their important features.

Describe qualitatively the action of an acid–base indicator. State and explain how the pH range of an acid–base indicator

relates to its pKa value. Identify an appropriate indicator for a titration, given the

equivalence point of the titration and the pH range of the indicator.

Understand and demonstrate the knowledge of Oxidation and Reduction

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OUTCOME: the student should be able to : Describe the standard hydrogen electrode. Define the term standard electrode potential )E Ö ( . Calculate cell potentials using standard electrode potentials. Predict whether a reaction will be spontaneous using standard

electrode potential values. Predict and explain the products of electrolysis of aqueous

solutions. Determine the relative amounts of the products formed during

electrolysis. Describe the use of electrolysis in electroplating.

Understand and demonstrate the knowledge of Organic Chemistry OUTCOME: the student should be able to :

Deduce structural formulas for compounds containing up to six carbon atoms with one of the following functional groups: amine, amide, ester and nitrile.

Apply IUPAC rules for naming compounds containing up to six carbon atoms with one of the following functional groups: amine, amide, ester and nitrile.

Explain why the hydroxide ion is a better nucleophile than water. Describe and explain how the rate of nucleophilic substitution in

halogenoalkanes by the hydroxide ion depends on the identity of the halogen.

Describe and explain how the rate of nucleophilic substitution in halogenoalkanes by the hydroxide ion depends on whether the halogenoalkane is primary, secondary or tertiary.

Describe, using equations, the substitution reactions of halogenoalkanes with ammonia and potassium cyanide.

Explain the reactions of primary halogenoalkanes with ammonia and potassium cyanide in terms of the SN2 mechanism.

Describe, using equations, the reduction of nitriles using hydrogen and a nickel catalyst.

Describe, using equations, the elimination of HBr from bromoalkanes.

Describe and explain the mechanism for the elimination of HBr from bromoalkanes.

Describe, using equations, the reactions of alcohols with carboxylic acids to form esters, and state the uses of esters.

Describe, using equations, the reactions of amines with carboxylic acids.

Deduce the structures of the polymers formed in the reactions of alcohols with carboxylic acids.

Deduce the structures of the polymers formed in the reactions of amines with carboxylic acids

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Outline the economic importance of condensation reactions. Deduce reaction pathways given the starting materials and the

product. Describe stereoisomers as compounds with the same

structural formula but with different arrangements of atoms in space.

Describe and explain geometrical isomerism in non-cyclic alkenes.

Describe and explain geometrical isomerism in C3 and C4 cycloalkanes.

Explain the difference in the physical and chemical properties of geometrical isomers.

Describe and explain optical isomerism in simple organic molecules.

Outline the use of a polarimeter in distinguishing between optical isomers.

Compare the physical and chemical properties of enantiomers.

Understand and demonstrate the knowledge of Analytical Chemistry OUTCOME: the student should be able to :

State the reasons for using analytical techniques. State that the structure of a compound can be determined by

using information from a variety of analytical techniques singularly or in combination.

Describe the electromagnetic spectrum. Distinguish between absorption and emission spectra and how

each is produced. Describe the atomic and molecular processes in which

absorption of energy takes place. Describe the operating principles of a double-beam IR

spectrometer. Describe how information from an IR spectrum can be used to

identify bonds. Explain what occurs at a molecular level during the absorption

of IR radiation by molecules. Analyse IR spectra of organic compounds. Determine the molecular mass of a compound from the

molecular ion peak. Analyse fragmentation patterns in a mass spectrum to find the

structure of a compound. Deduce the structure of a compound given information from its

1H NMR spectrum. Outline how NMR is used in body scanners. State the uses of AA spectroscopy. Describe the principles of atomic absorption.

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Describe the use of each of the following components of the AA spectrophotometer: fuel, atomizer, monochromatic light source, monochromatic detector and readout.

Determine the concentration of a solution from a calibration curve.

State the reasons for using chromatography. Explain that all chromatographic techniques involve adsorption

on a stationary phase and partition between a stationary phase and a mobile phase.

Outline the use of paper chromatography, thin-layer chromatography )TLC( and column chromatography.

Describe the effect of different ligands on the splitting of the d orbitals in transition metal complexes.

Describe the factors that affect the colour of transition metal complexes.

State that organic molecules containing a double bond absorb UV radiation.

Describe the effect of the conjugation of double bonds in organic molecules on the wavelength of the absorbed light.

Predict whether or not a particular molecule will absorb UV or visible radiation.

Determine the concentration of a solution from a calibration curve using the Beer–Lambert law.

Explain the use of tetramethylsilane )TMS( as the reference standard.

Analyse 1H NMR spectra. Describe the techniques of gas–liquid chromatography )GLC(

and highperformance liquid chromatography )HPLC(. Deduce which chromatographic technique is most appropriate

for separating the components in a particular mixture.

Understand and demonstrate the knowledge of Environmental Chemistry OUTCOME: the student should be able to :

Describe the main sources of carbon monoxide )CO(, oxides of nitrogen )NOx(, oxides of sulfur )SOx(, particulates and volatile organic compounds )VOCs( in the atmosphere.

Evaluate current methods for the reduction of air pollution. State what is meant by the term acid deposition and outline its

origins. Discuss the environmental effects of acid deposition and

possible methods to counteract them. Describe the greenhouse effect. List the main greenhouse gases and their sources, and discuss

their relative effects. Discuss the influence of increasing amounts of greenhouse

gases on the atmosphere.

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Describe the formation and depletion of ozone in the stratosphere by natural processes.

List the ozone-depleting pollutants and their sources. Discuss the alternatives to CFCs in terms of their properties. Outline biochemical oxygen demand )BOD( as a measure of

oxygendemanding wastes in water. Distinguish between aerobic and anaerobic decomposition of

organic material in water. Describe the process of eutrophication and its effects. Describe the source and effects of thermal pollution in water. List the primary pollutants found in waste water and identify

their sources. Outline the primary, secondary and tertiary stages of waste

water treatment, and state the substance that is removed during each stage.

Evaluate the process to obtain fresh water from sea water using multistage distillation and reverse osmosis.

Discuss salinization, nutrient depletion and soil pollution as causes of soil degradation.

Describe the relevance of the soil organic matter )SOM( in preventing soil degradation, and outline its physical and biological functions.

List common organic soil pollutants and their sources. Outline and compare the various methods for waste disposal. Describe the recycling of metal, glass, plastic and paper

products, and outline its benefits. Describe the characteristics and sources of different types of

radioactive waste. Compare the storage and disposal methods for different types

of radioactive waste. Explain the dependence of O2 and O3 dissociation on the

wavelength of light. Describe the mechanism in the catalysis of O3 depletion by

CFCs and NOx. Outline the reasons for greater ozone depletion in Polar

Regions. State the source of primary pollutants and the conditions

necessary for the formation of photochemical smog. Outline the formation of secondary pollutants in photochemical

smog. Describe the mechanism of acid deposition caused by the

oxides of nitrogen and oxides of sulfur. Explain the role of ammonia in acid deposition. Solve problems relating to the removal of heavy-metal ions,

phosphates and nitrates from water by chemical precipitation.

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State what is meant by the term cation-exchange capacity )CEC( and outline its importance.

Discuss the effects of soil pH on cation-exchange capacity and availability of nutrients.

Describe the chemical functions of soil organic matter )SOM(.

Standard 5: EARTH and SPACE SCIENCE: Students will understand the structures and changes of the earth and universe.

Understand and demonstrate the knowledge of Conversation and Biodiversity OUTCOME: the student should be able to:

Define the terms biodiversity, genetic diversity, species diversity and habitat diversity.

Outline the mechanism of natural selection as a possible driving force for speciation.

State that isolation can lead to different species being produced that are unable to interbreed to yield fertile offspring.

Explain how plate activity has influenced evolution and biodiversity.

Explain the relationships among ecosystem stability, diversity, succession and habitat.

Identify factors that lead to loss of diversity. Discuss the perceived vulnerability of tropical rainforests and

their relative value in contributing to global biodiversity. Discuss current estimates of numbers of species and past and

present rates of species extinction. Describe and explain the factors that may make species more

or less prone to extinction. Outline the factors used to determine a species’ Red List

conservation status. Describe the case histories of three different species: one that

has become extinct, another that is critically endangered, and a third species whose conservation status has been improved by intervention.

Describe the case history of a natural area of biological significance that is threatened by human activities.

State the arguments for preserving species and habitats. Compare and contrast the role and activities of

intergovernmental and non-governmental organizations in preserving and restoring ecosystems and biodiversity.

State and explain the criteria used to design protected areas. Evaluate the success of a named protected area. Discuss and evaluate the strengths and weaknesses of the

species-based approach to conservation.

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Understand and demonstrate the knowledge of pollution management OUTCOME: the student should be able to:

Define the term pollution. Distinguish between the terms point source pollution and

nonpoint source pollution, and outline the challenges they present for management.

State the major sources of pollutants. Describe two direct methods of monitoring pollution. Define the term biochemical oxygen demand )BOD( and

explain how this indirect method is used to assess pollution levels in water.

Describe and explain an indirect method of measuring pollution levels using a biotic index.

Outline approaches to pollution management. Discuss the human factors that affect the approaches to

pollution management. Evaluate the costs and benefits to society of the World Health

Organization’s ban on the use of the pesticide DDT. Outline the processes of eutrophication. Evaluate the impacts of eutrophication. Describe and evaluate pollution management strategies with

respect to eutrophication. Outline the types of solid domestic waste. Describe and evaluate pollution management strategies for

solid domestic )municipal( waste. Outline the overall structure and composition of the

atmosphere. Describe the role of ozone in the absorption of ultraviolet

radiation. Explain the interaction between ozone and halogenated

organic gases. State the effects of ultraviolet radiation on living tissues and

biological productivity. Describe three methods of reducing the manufacture and

release of ozone-depleting substances. Describe and evaluate the role of national and international

organizations in reducing the emissions of ozone-depleting substances.

State the source and outline the effect of tropospheric ozone. Outline the formation of photochemical smog. Describe and evaluate pollution management strategies for

urban air pollution. Outline the chemistry leading to the formation of acidified

precipitations.

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Describe three possible effects of acid deposition on soil, water and living organisms.

Explain why the effect of acid deposition is regional rather than global.

Describe and evaluate pollution management strategies for acid deposition.

Understand and demonstrate the knowledge of the issue of global warming OUTCOME: the student should be able to :

Describe the role of greenhouse gases in maintaining mean global temperature.

Describe how human activities add to greenhouse gases. Discuss qualitatively the potential effects of increased mean

global temperature. Discuss the feedback mechanisms that would be associated

with an increase in mean global temperature. Describe and evaluate pollution management strategies to

address the issue of global warming. Outline the arguments surrounding global warming. Evaluate contrasting human perceptions of the issue of global

warming.

Understand and demonstrate the knowledge of Environmental value systems OUTCOME: the student should be able to :

State what is meant by an environmental value system. Outline the range of environmental philosophies. Discuss how these philosophies influence the decision-making

process with respect to environmental issues covered in this course.

Outline key historical influences on the development of the modern

environmental movement. Compare and contrast the environmental value systems of two

named societies. Justify your personal viewpoint on environmental issues.

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Computer scienceStandards and Benchmarks

Grade 1Benchmark 1: Understand the use of input and output devices.Learning outcomes

Identifies uses of technology at home and at schoo. Do’s and don’ts in the lab. Understanding the basic computer icons and pull down menus. Education and interactive games. Use input devices ( mouse, keyboard,,) and output (monitor printers) Use verity of media and technology recourses for directed and

independent learning activities. Use left and right mouse functions. Identifies the computer and its parts mouse, monitor, keyboard, CD

ROM, floppy disk driver, cursor.

Benchmark 2: Understanding the Paint Brush program.Learning Outcomes

Uses selection tools in a paint program to move, copy, spray and edit. Uses a paint program to modify and add detail to a drawing.

Benchmark 3: keyboarding Learning Outcomes

Basic understanding to Notepad. Basic keyboarding – escape; tab key, basic letters, numbers, arrow,

shift. Introduction to Formal keyboarding ( hand placement and home keys).

Grade 2Benchmark 1: use keyboard, speakers and other computer input and output devices including adaptive devices when necessary efficiently and effectively.Learning outcomes

Communicate about technology using appropriate and accurate terminology.

Use mouse correctly ( left, right, drag) plus computer hardware – scanners, CD, DVD.

Keyboarding – enter, spacebar, escape, tab key, basic letters, numbers, backspace/ delete arrow keys, shift, capitals.

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Formal keyboarding ( hand placement and home keys). Exit software application power up/power down computer. Print with assistance/independently – MS PAINT. Microsoft word |

Working with fontsWord artInserting techniquesInteractive and educational games

Grade 3Benchmark: 1 Learning outcomes

Use keyboard and other computer input and output devices including adaptive devices when necessary efficiently and effectively.

Keyboarding Type one sentence independently. Type basic paragraph (several sentences). Microsoft word || Edit fonts Backgrounds.

Benchmark 2 Discuss common uses of technology in daily life and advantage and disadvantages those uses provide.Learning outcomes

Windows operating system. Recognize and understand the different between the soft and hard

ware. Practice saving, opening, and deleting files. Interactive and education games.

Grade 4Benchmark 1: use keyboard and other computer input and output devices including adaptive devices when necessary efficiently and effectively.Learning outcomes

Computer hardware MSW LOGO Type and complete letter, report, book, etc. Experience a variety of peripherals –scanner, digital camera. Locate and insert graphics ( clipart. Digital picture, scanned image). Microsoft word ||| Creating and formatting tables. Adding voice to texts. Finding and replacing.

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Groovy pictures. Creating selecting and editing.

Benchmark 2 Discuss common uses of technology in daily life and advantage and disadvantages those uses provide.Learning outcomes

Power point Operating system Internet Understand the screen parts and functions Develop teachers’ basic template Internet application

Grade 5Benchmark 1: understanding of Microsoft office programs and techniquesLearning outcomes

Creating a model using MS Excel. MSW LOGO Picture editing using PICASA.

Benchmark 2: Discuss common uses of technology in daily life and advantage and disadvantages those uses provide.Learning outcomes

Network devices and connection Operating system

Grade 6Basic Computer Operations and ConceptsBenchmark 1: apply strategies for identifying and solving routine software problems that occurs during everyday use.Learning outcomes

Identify the internal components of a computer such as CPU, hard drive, power supply, floppy/ CD/DVD drive, RAM/ROM, CD-R/CD-RW.

Input and output devices. DVD-R/DVD-RW, digital video camera. Identify and use devices such as scanner, digital cameras. Communicate about technology using current appropriate and

accurate terminology. Computer network.

Benchmark 2: Demonstrate an understanding of concepts underlying software and connectivity and practical applications to learning and problem solving.

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Learning outcomes Demonstrate functional keyboarding skills. Use file management tools to create, locate, rename, and save files

and folders from local, network and peripheral drives. Discuss common uses of technology in daily life. Demonstrate projects using: MS Excel. MS Powerpoint. MSW Logo MS Word Windows movie maker. ROBOTICS.

Grade 7Benchmark 1 Find and present information

Learning Outcomes

Assess whether information is valid and up-to-date. Choose which search engine to use. Understand how search engines work. Create an interactive presentation. Plan and write a script for report. Presenting information using a slide show and audio.

Benchmark 2 Web design and creation

Learning Outcomes

Review and assess web page design. Use HTML to create simple web page. Use specialist software for creating web pages. Design website with a clear structure. Create easy to navigate website.

Benchmark 3 Create model using MS-Access

Learning Outcomes

Creating a spreadsheet model. Developing a model to improve results accuracy. Understand how to create and insert graphs in MS-Access.

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Using graphs to model data. Use simulation to predict what will happen in real life. Understand the rules of simulation. Create a simulation using MS-Access.

Benchmark 4 Creating database to handle data

Learning Outcomes

Setting up a database. Creating forms using MS-Access. Using queries to carry out a search. Create reports to present information.

Benchmark 5 Creating sets of instructions to control events

Learning Outcomes

Write efficient instructions to control events. Create flowchart from scratch. Create control systems cope with real-life situations. Making efficient control instructions. Monitoring and control systems.

Benchmark 6 Understand wider aspects of ICT

Learning Outcomes

Understand how personal data might be misused. Understand laws protect your personal data. Health and safety issues. Plagiarism and copyright. Impact of ICT on society.

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Grade 8Benchmark 1 Podcasting

Learning Outcomes

Research a topic. Plan and write an appropriate script for a podcasting. Record and edit a podcast that is suitable for a particular audience. Review other people's podcasts and provide feedback. Make changes to your own podcast based on feedback.

Benchmark 2 Develop a computer game

Learning Outcomes

Evaluate a computer game and suggest how it could be improved. Create design for computer game. Develop a computer game. Test and maintenance the computer game. Create a user guide for a computer game.

Benchmark 3 Shape recognition

Learning Outcomes

Use a programming language to create shapes. Illustrate the syntax and meaning of commands in a programming

language. Write precise and efficient programming instructions. Use a spreadsheet model designed to help young children recognize

shapes. Make changes to an existing model or create your own.

Benchmark 4 Creating a social networking website

Learning Outcomes

Plan the layout and content of web pages. Decide what software to use to create web pages. Develop web pages.

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Create a suitable structure for a series of web pages. Consider aspects of safety and security of the web pages.

Benchmark 5 Crime solving

Learning Outcomes

Search and sort a database. Interrogate data to find the solution to a problem. Use and adapt a spreadsheet model to simulate real-life events. Create a presentation for a specific audience. Make decisions and provide evidence to back them up.

Benchmark 6 Working with graphics

Learning Outcomes

Understand the use of graphics in ICT. Consider how graphics can be used to inform, persuade and entertain.. Illustrate different methods of creating graphics. Design and create graphics. Show the use of graphics.

Benchmark 7 Creating a wiki

Learning Outcomes

Analysis and evaluate information. Consider plausibility, accuracy and bias of information. Collect and gather information. Develop an effective wiki. Evaluate and make changes to a wiki based on your own and other

people's observations.

Benchmark 8 Security system

Learning Outcomes

Create sequences of instruction or flowchart to control events. Test a flowchart to make sure they are precise and efficient. Create a complete security system. Use spreadsheet simulation to test a security system.

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Grade 9Benchmark 1 Binary systems

Learning Outcomes

• Recognize the use of binary numbers in computer systems

• Convert denary numbers into binary and binary numbers into denary

• Show understanding of the concept of a byte and how the byte is used to measure memory size

• Use binary in computer registers for a given application (such as in robotics, digital instruments and counting systems)

Benchmark 2 Hexadecimal

Learning Outcomes

• Represent integers as hexadecimal numbers

• Show understanding of the reasons for choosing hexadecimal to represent numbers

• Convert positive hexadecimal integers to and from denary

• Convert positive hexadecimal integers to and from binary

• Represent numbers stored in registers and main memory as hexadecimal

• Identify current uses of hexadecimal numbers in computing, such as defining colors in Hypertext Markup Language (HTML), Media Access Control (MAC) addresses, assembly languages and machine code, debugging

Benchmark 3 Data storage

Learning Outcomes

• Show understanding that sound (music), pictures, video, text and numbers are stored in different formats

• Identify and describe methods of error detection and correction, such as parity checks, check digits, checksums and Automatic Repeat reQuests (ARQ)

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• Show understanding of the concept of Musical Instrument Digital Interface (MIDI) files, jpeg files, MP3 and MP4 files

• Show understanding of the principles of data compression (lossless and lossy compression algorithms) applied to music/video, photos and text files

Benchmark 4 Serial and parallel data transmission

Learning Outcomes

• Show understanding of what is meant by transmission of data

• Distinguish between serial and parallel data transmission

• Show understanding of the reasons for choosing serial or parallel data transmission

• Show understanding of the need to check for errors

• Explain how parity bits are used for error detection

• Identify current uses of serial and parallel data transmission, such as Integrated Circuits (IC) and Universal Serial Bus (USB)

Benchmark 5 Security aspects

Learning Outcomes

• Show understanding of the security aspects of using the Internet and understand what methods are available to help minimize the risks

• Show understanding of the Internet risks associated with malware, including viruses, spyware and hacking

• Explain how anti-virus and other protection software helps to protect the user from security risks

Benchmark 6 Internet principles of operation

Learning Outcomes

• Show understanding of the role of the browser and Internet server

• Show understanding of what is meant by hypertext transfer protocol (http) and HTML

• Distinguish between HTML structure and presentation

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• Show understanding of the concept of MAC address, Internet Protocol (IP) address and cookies

Benchmark 7 Logic gates

Learning Outcomes

• Use logic gates to create electronic circuits

• Understand and define the functions of NOT, AND, OR, NAND, NOR and XOR (EOR) gates, including the binary output produced from all the possible binary inputs (all gates, except the NOT gate, will have 2 inputs only)

• Draw truth tables and recognize a logic gate from its truth table

• Produce a logic circuit to solve a given problem or to implement a given written logic statement, such as IF (switch A is NOT on) OR (switch B is on AND switch C is NOT on) then alarm, X, sounds

Benchmark 8 Computer architecture and the fetch-execute cycle

Learning Outcomes

• Show understanding of the basic Von Neumann model for a computer system and the stored program concept (program instructions and data are stored in main memory and instructions are fetched and executed one after another)

• Describe the stages of the fetch-execute cycle

Benchmark 9 Input devices

Learning Outcomes

• Describe the principles of operation (how each device works) of a range of input devices including 2D and 3D scanners, barcode readers, digital cameras, keyboards, mice, touch screens, microphones

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• Describe how these principles are applied to real-life scenarios, for example: scanning of passports at airports, barcode readers at supermarket checkouts, and touch screens on mobile devices

• Describe how a range of sensors can be used to input data into a computer system, including light, temperature, magnetic field, gas, pressure, moisture, humidity, pH/acidity/alkalinity and motion/infra-red

• Describe how these sensors are used in real-life scenarios, for example: street lights, security devices, pollution control, games, and household and industrial applications

Benchmark 10 Output devices

Learning Outcomes

• Describe the principles of operation of a range of output devices, including: inkjet, laser and 3D printers; 2D and 3D cutters; speakers and headphones; actuators; flat-panel display screens, including Liquid Crystal Display (LCD) and Light-Emitting Diodes (LED); and LCD projectors and Digital Light Projectors (DLP)

• Describe how these principles are applied to real-life scenarios for example: printing single items on demand or in large volumes; banks of digital displays; use of small screens on mobile devices; smart boards

Benchmark 11 Memory, storage devices and media

Learning Outcomes

• Show understanding of the difference between: primary, secondary and off-line storage and provide examples of each, such as, primary: Read Only Memory (ROM), Random Access Memory (RAM) and DVD-RAM; secondary: hard disk drive (HDD) and Solid State Drives (SSDs); off-line: Digital Versatile Disks (DVDs), Compact Disks (CDs), Blu-ray, USB flash memory and removable disks

• Describe the principles of operation of a range of types of storage devices and media including magnetic, optical and solid state

• Describe how these principles are applied to currently available storage solutions, such as SSDs, hard disk drives, USB flash memory, DVDs, CDs and Blu-ray

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• Calculate the storage requirement of a file

Benchmark 12 Operating systems

Learning Outcomes

• Describe the purpose of an operating system

• Show understanding of the need for interrupts

Benchmark 13 High- and low-level languages and their translators

Learning Outcomes

• Show understanding of the need for both high-level and low-level languages

• Show understanding of the need for compilers when translating programs written in a high-level language

• Show understanding of the use of interpreters with high-level language programs

• Show understanding of the need for assemblers when translating programs written in assembly Language

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Grade 10Benchmark 1 Security

Learning Outcomes

• Show understanding of the need to keep data safe from accidental damage, including corruption and human errors

• Show understanding of the need to keep data safe from malicious actions, including unauthorized viewing, deleting, copying and corruption

• Show understanding of how data are kept safe when stored and transmitted

• Show understanding of the need to keep online systems safe from attacks including denial of service attacks, phishing, pharming

Benchmark 2 Ethics

Learning Outcomes

• Show understanding of computer ethics, including copyright issues and plagiarism

• Distinguish between free software, freeware and shareware

• Show understanding of the ethical issues raised by the spread of electronic communication and computer systems, including hacking, cracking and production of malware

Benchmark 3 Problem-solving and design

Learning Outcomes

• Show understanding that every computer system is made up of sub-systems, which in turn are made up of further sub-systems

• Use top-down design, structure diagrams, flowcharts, Pseudocode, library routines and subroutines

• Work out the purpose of a given algorithm

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• Explain standard methods of solution

• Suggest and apply suitable test data

• Understand the need for validation and verification checks to be made on input data (validation could include range checks, length checks, type checks and check digits)

• Use trace tables to find the value of variables at each step in an algorithm

• Identify errors in given algorithms and suggest ways of removing these errors

• Produce an algorithm for a given problem (either in the form of Pseudocode or flowchart)

• Comment on the effectiveness of a given solution

Benchmark 4 Programming concepts

Learning Outcomes

• Declare and use variables and constants

• Understand and use basic data types: Integer, Real, Char, String and Boolean

• Understand and use the concepts of sequence, selection, repetition, totaling and counting

• Use predefined procedures/ functions

Benchmark 5 Data structures; arraysLearning Outcomes

• Declare the size of one-dimensional arrays, for example: A[1:n]• Show understanding of the use of a variable as an index in an array• Read values into an array using a FOR … TO … NEXT loopBenchmark 6 DatabaseLearning Outcomes

• Define a single-table database from given data storage requirements• Choose a suitable primary key for a database table

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• Perform a query-by-example from given search criteria

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COMPUTER SCIENCE IB

STANDARDS and BENCHMARKS

Grade: 11Benchmark1: To The extent and limitations of a new system should be appreciated. Organizational issues related to the installation of new systems such as user roles, underlying technologies.

Learning Outcomes:

Identify the context for which a new system is planned. Students should understand there are a number of factors that need to

be managed to ensure change is successful. Outline compatibility issues resulting from situations including legacy

systems or business mergers. Compare the implementation of systems using a client’s hardware with

hosting systems remotely. Evaluate alternative installation processes. Suggest various types of testing. Describe the importance of user documentation. Evaluate different methods of delivering user training.

Benchmark2: Understand the need of a system backup

Learning outcomes:

Identify a range of causes of data loss. Outline the consequences of data loss in a specified situation. Describe a range of methods that can be used to prevent data loss. Benchmark3: Students should be aware of a variety of ways in which

updates and patches are made available and deployed Learning outcomes: Describe strategies for managing releases and updates.

Benchmark 3:An understanding on algorithm and flowcharts, logical thinking on add, store and retrieve data , Show an understanding of the usefulness of reusable code and program organization for the individual programmer, team members and future maintenance.

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Learning outcomes:

Basic programming concepts using java Define the terms: variable, constant, operator, object. Define the operators =, ≠, <=, >, >=, mod, div. Analyse the use of variables, constants and operators in algorithms. Construct algorithms using loops, branching. Describe the characteristics of standard algorithms on comparison,

linear arrays: sequential search, binary search, bubble sort, selection sort.

Discuss an algorithm to solve a specific problem Describe the characteristics and applications of a collection. Construct algorithms using the access methods of a collection. Discuss the need for sub-programmes and collections within

programmed solutions. Construct algorithms using predefined sub-programmes, one

dimensional arrays and/or collections. Deduce the efficiency of an algorithm in the context of its use.

Benchmark 5: An understanding on the nature of programming languages

Learning outcomes:

Explain the essential features of a computer language. Explain the need for higher level languages. Outline the need for a translation process from a higher level language

to machine executable code.

Benchmark 6: An understanding about the basic concepts of a database, to add, modify, delete and append data in a database.

Learning outcomes:

Outline the differences between data and information. Outline the differences between an information system and a

database. Discuss the need for databases. Describe the use of transactions, states and updates to maintain data

consistency (and integrity) Define the term database transaction. Explain concurrency in a data sharing situation.

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Explain the importance of the ACID properties of a database transaction. ACID refers to: • atomicity • consistency • isolation • durability.

Describe the functions databases require to be performed on them.- Query functions and update functions.

Explain the role of data validation and data verification. Define the terms: database management system (DBMS) and relational

database management system (RDBMS). Outline the functions and tools of a DBMS. -A range of management

functions and tools should be appreciated focusing on the creation, manipulation and interrogation of a database.

Describe how a DBMS can be used to promote data security.- Features involving data validation, access rights and data locking.

Define the term schema. Identify the characteristics of the three levels of the schema: conceptual, logical, physical.

Outline the nature of the data dictionary. Explain the importance of a data definition language in implementing a

data model. Explain the importance of data modelling in the design of a database. Define the following database terms: table, record, field, primary key,

secondary key, foreign key, candidate key, composite primary key, join.

Identify the different types of relationships within databases: one-to-one, one-to-many, many-to-many.

Outline the issues caused by redundant data and the Issues relating to the integrity and reliability of data.

Outline the importance of referential integrity in a normalized database.

Describe the differences between 1st Normal Form (1NF), 2nd Normal Form (2NF) and 3rd Normal Form (3NF).

Describe the characteristics of a normalized database. Evaluate the appropriateness of the different data types. Construct an entity-relationship diagram (ERD) for a given scenario. Construct a relational database to 3NF using objects such as tables,

queries, forms, reports and macros. Explain how a query can provide a view of a database. Describe the difference between a simple and complex query. Outline the different methods that can be used to construct a query.

298

COMPUTER SCIENCE IBSTANDARDS and BENCHMARKS

Grade: 12

Benchmark 1: To The extent and limitations of a new system should be appreciated. Organizational issues related to the installation of new systems such as user roles, underlying technologies.

Learning Outcomes:

Identify the context for which a new system is planned. Students should understand there are a number of factors that need to

be managed to ensure change is successful. Outline compatibility issues resulting from situations including legacy

systems or business mergers. Compare the implementation of systems using a client’s hardware with

hosting systems remotely. Evaluate alternative installation processes. Suggest various types of testing. Describe the importance of user documentation. Evaluate different methods of delivering user training.

Benchmark 2: Show an understanding on the components of CPU, memory, input and output devices

Learning Outcomes:

Outline the architecture of the central processing unit (CPU) and the functions of the arithmetic logic unit (ALU) and the control unit (CU) and the registers within the CPU.

Students should be able to reproduce a block diagram showing the relationship between the elements of the CPU, input and output and storage.

Describe primary memory, Distinguish between random access memory (RAM) and read-only memory (ROM), and their use in primary memory.

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Explain the use of cache memory. Students should be able to explain the effect of cache memory in speeding up the system as well as being able to explain how it is used.

Explain the machine instruction cycle, includes the role of data bus and address bus.

Secondary memory- Identify the need for persistent storage. Describe the main functions of an operating system. Outline the use of a range of application software include word

processors, spreadsheets, database management systems, email, web browsers, compute raided design (CAD) and graphic processing software.

Binary representation-Define the terms: bit, byte, binary, denary/decimal, hexadecimal.

Outline the way in which data is represented in the computer.

Benchmark 3: To get the concept of logical thinking

Learning outcome:

Define the Boolean operators: AND, OR, NOT, NAND, NOR and XOR Construct truth tables using the above Construct a logic diagram using AND, OR, NOT, NAND, NOR and XOR

gates.

Benchmark 4: To show and understanding of types of networks

Learning outcome:

Identify different types of networks, include local area network (LAN), virtual local area network (VLAN), wide area network (WAN), storage area network (SAN), wireless local area network (WLAN), internet, extranet, virtual private network (VPN), personal area network (PAN), peer-to-peer (P2P).

Outline the importance of standards in the construction of networks Describe how communication over networks is broken down into

different layers. Identify the technologies required to provide a VPN. Evaluate the use of a VPN and the use of a VPN has led to changes in

working patterns. Define the terms: protocol, data packet. Explain why protocols are necessary, Including data integrity, flow

control, deadlock, congestion, error checking.

300

Explain why the speed of data transmission across a network can vary. Explain why compression of data is often necessary when transmitting

across a network Outline the characteristics of different transmission media

Characteristics include: speed, reliability, cost and security. Transmission media include: metal conductor, fibre optic, wireless.

Explain how data is transmitted by packet switching.

Benchmark 5: An understanding of Wireless networking

Learning Outcome:

Outline the advantages and disadvantages of wireless networks. How wireless networks have led to changes in working patterns, social activities and raised health issues.

Describe the hardware and software components of a wireless network.

Describe the characteristics of wireless networks. Describe the different methods of network security, which Includes

encryption types, userID, trusted media access control (MAC) addresses.

Evaluate the advantages and disadvantages of each method of network security.

301

Business Management

Grade 11

Academic Year 2015-2016

Benchmark 1: Introduction to business management

OUTCOME At the end of the course students should

demonstrate knowledge and understanding of business terminology, concepts, principles and theories

Benchmark 2: Types of organisation


demonstrate knowledge and understanding of private and public enterprises, profit and non-profit orgnaisations

Benchmark 3 Organisational objectives


demonstrate knowledge and understanding of vision and mission statemnets, ethical objectives and SWOT Analysis

Benchmark 4: Stakeholder


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demonstrate knowledge and understanding of the possible areas of mutual benefit and conflict between stakeholders’ interest

Benchmark 5 External environment


be able to analyse the consequences of a change in any of the STEEPLE factors for a business’s objectives and strategy

Benchmark 6 growth and evolution


analyse the role and impact of globalisation on the growth and evolution of businesses

Content 2 Human Resource Management

Benchmark 2.1 functions and evolution of human resource management


demonstrate an understanding of human resource planning calculate labour turnover demonstrate an understanding of the steps of recruitement, training and

redundancyBenchmark 2.2 organisational structure


demonstrate an understanding of different types of organizational structure

analyse the changes in organizational structureBenchmark 2.3 leadership and management


demonstrate an understanding of key functions of management compare the functions of management and leadership identify the leadership styles

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Benchmark 2.4 Motivation


demonstrate an understanding of motivation theories differentiate between financial and non-financial rewards

3 Finance

Benchmark 3.1 Sources of finance


demonstrate an understanding of the role of finance for business identify the internal and external sources of finance

Benchmark 3.2 Cost and revenues


demonstrate an understanding of different types of cost and revenue

Benchmark 3.3 Break-even analysis


calculate contribution and break-even point analyse the changes in break-even

Benchmark 3.4 Final accounts


demonstrate an understanding of the purpose of final accounts prepare financial statements

Benchmark 3.5 Profitability and liquidity ratio analysis


demonstrate an understanding of ratio analysis, purpose of ratio analysis

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calculate profitability and liquidity ratios

Benchmark 3.7 Cash flow


demonstrate an understanding of the differences between cash and profit

prepare cash flow forecasts

Benchmark 3.8 Investment appraisal


demonstrate an understanding of payback period and ARR method

Grade 12Business Management

Academic Year 2015-2016

Content 4 Marketing

Benchmark 4.1 The role of marketing


demonstrate an understanding of the nature of marketing differentiate between commercial and social marketing differentiate between market and product orientation

Benchmark 4.2 Marketing planning


demonstrate an understanding of key elements of marketing, 4 P’s of marketing, the marketing mix and objectives

305

Benchmark 4.4 Market research


demonstrate an understanding of the role of market research, methods of primary and secondary research

differentiate between qualitative and quantitative market research identify the methods of sampling

Benchmark 4.5 The four Ps


demonstrate an understanding of the 4 Ps of marketing – Product, Price, Promotion and Place

Benchmark 4.8 E-commerce


demonstrate an understanding of key features of e-commerce and types of e-commerce

Benchmark 5.1 Operations management

The role of operations management


demonstrate an understanding of the funtcions and strategies of operations management

Benchmark 5.2 Production methods


demonstrate an understanding of various methods of production and the appropriateness of different methods

Benchmark 5.4 Location

306


demonstrate an understanding of the factors affecting location decisions

307

IB ECONOMICS G11

Standard 1: Foundations of economics

Benchmark 1 Explain that economics is a social science


Explain that scarcity exists because factors of production are finite and wants are infinite. Explain that economics studies the ways in which resources are located to meet needs and wants. Explain that the three basic economic questions that must be answered by any economic system

Benchmark 2 Competitive markets: demand and supply


Outline the meaning of the term market. Explain the negative causal relationship btw price and quantity demanded. Describe the relationship btw an individual consumers’ demand and supply Draw a demand curve Linear demand function (HL)

Benchmark 3 Market equilibrium and efficiency

IA and EE reminders


Equilibrium Market equilibrium and linear equations Role of price in resources allocation

308

Market efficiency Market equilibrium and linear equations (HL)

Additional Outcome: At the end of the course students should

Standard 2: CONCEPTS ACROSS ELASTICITIES

Benchmark 1 Students Examine the role of PED for firms in making decision regarding price changes and their effect on total revenue


Explain the concept of price elasticity of demand, understanding that it involves responsiveness of quantity demanded.

Benchmark 2 Students should understand and explain why PED for many primary commodities is relatively low and the PED for manufactured product is relatively high


Calculate PED using the following equation Explain why PED varies along a straight line demand curve and is no represented by

the slope of the demand curve.

Benchmark 3 Students understand Government intervention


Explain why governments impose indirect taxes

309

Distinguish btw specific and ad volorem taxes Draw diagrams to show specific and ad volorem taxes, and analyze their impact impacts on market outcomes

Benchmark 4 Students understand Market failure


Analyze the concept of market failure of the market to achieve allocative efficiency Describe the concepts of marginal private benefit (MPB) Describe the meaning of externities as the failure of the market to achieve a social optimum where

MSB=MSC

Benchmark 5 Concept of Cost , revenues and profit (HL only).


Explain the meaning of economic cost as the opportunity cost of all resources employed by the firm (including entrepreneurship)

Distinguish btw explicit costs and implicit costs as the two components economic costs

Additional Outcome: At the end of the course students should be able to

Standard 3:Perfect competition (unit 1.5 HL only)

Benchmark 1 Perfect competition (unit 1.5 HL only)

.


Distinguish btw the short run shut down price and thee break even price Explain using a diagram, when a loss making firm would shut down in the run short run Explain , using a diagram, when a loss making firm would shut down and exist

Benchmark 2 The critical look at Monopoly (unit 1.5 HL only)

.


demonstrate the ability to select and interpret data

310

show the ability to collect, describe and analyse data used in studies of society, to test hypotheses and interpret complex data and source material

Benchmark 3 Describe using examples, the assumed characteristics of a monopoly: Monopoly (unit 1.5 HL only)


Explain that the average revenue curve for a monopolist is the market demand curve, which will be downloaded

Explain, using a diagram, the relationship btw demand, average revenue and marginal revenue in a monopoly

Benchmark 4 Monopolistic competition and oligopoly, describe using examples, the assumed characteristics of monopolistic competition a large number of firms, differentiated products, absence of barriers to entry and exits

OUTCOME At the end of the course students should be able to

Explain using diagrams, why in the long run a firm in monopoly

Benchmark 5 Measuring national economic performance: Describe , using a diagram, the circular flow of income btw household and the firms in a closed economy with no government

.


Identify the four factors of production and their respective payments Outline that the income flow is numerically equivalent to the expenditure flow and the value of output flow.

Additional Outcome: At the end of the course students should be able to

. understanding the circular flow model

Standard 4: • Aggregate demand and Aggregate supply

Benchmark 1 • Aggregate demand.


311

Distinguish btw the macroeconomic concept of demand for a product Construct an aggregate demand curve

Benchmark 2 The use of variety of The component of AD


Construct an aggregate demand curve

Benchmark 3 Determinants of AD or shift in the Ad curveOUTCOME At the end of the course students should be able to

Explain why the AD curve has a negative slope.

Standard 5: • Macroeconomic objective:

Benchmark 1 • unemployment


Define the term unemployment Explain how the unemployment rate is calculated HL only) calculate the unemployment from the set of data

Benchmark 2 Macroeconomic objective: low inflation


Distinguish btw inflation, disinflation and deflation Explain the different income earners may experience a different rate of inflation when their pattern of

consumption is not accurately reflected by the cpi

Benchmark 3 Macro economic objective: economic growthOUTCOME At the end of the course students should be able to

312

Define economic growth as an increase in real gdp Describe using a production possibility curve Describe using ppc diagram

Standard 6: • Macro economic objective:

Benchmark 1 • Equity in income distribution


Explain the difference btw equity in the distribution of income Explain that due to unequal ownership of factors of production, the market system may not result in an

equitable distribution.

Benchmark 2 Fiscal policy


Explain that the government earns revenue primarily from taxes Explain that government spending can be classified into current expenditure, capital expenditure Distinguish a budget deficit, a budget surplus and a balance budget

Benchmark 3 Monetary policyOUTCOME At the end of the course students should be able to

Describe the role of central banks as regulators of commercial banks and bankers to government Explain that central banks are usually made responsible for interest rates and exchange rates in order

Standard 7: • Supply side policies

Benchmark 1 • Supply side policies


Explain the difference btw equity in the distribution of income Explain that supply side policies aim at positively affecting the production State that supply side policies may be market based or interventionist, and that in either case they aim to shift

Benchmark 2 International trade


313

Explain that gains from trade include lower prices for consumers, greater choice for consumers, the liability of producers to benefit from economies of scale

Benchmark 3 ProtectionistOUTCOME At the end of the course students should be able to

Discuss the arguments in favour of trade protection, including the protection of domestic jobs, national security

Benchmark 4 • Exchange rate


Explain that the value of an exchange rate in a floating system is determined by the demand for and supply of a currency

Distinguish btw a depreciation of the currency and an appreciation of the currency Draw a diagram to show determination of exchange rates in floating exchange rate system

IB ECONOMICS GRADE 12

Standard 1: The balance of payment

Benchmark 1 Outline the role of the balance of payment


Distinguish between debit items and credit items in the balance of payment

Benchmark 2 Economics Integration OUTCOME At the end of the course students should

Distinguish between bilateral and multilateral )WTO( trade agreement

314

Explain that preferential trade agreement give preferential access to certain products from certain countries

Benchmark 3 TERM OF TRADE )HL ONLY(


Explain the meaning of term of trade Explain how term of trade are measured

Additional Outcome: At the end of the course students should

Calculate the term of trade using the equation: index of average export prices Distinguish between an improvement and a deterioration in the terms of trade

Standard 2: Introduction to economic growth and development

Benchmark 1 Students be able to distinguish between the economic growth and development


Explain multidimensional nature of economic development in terms of reducing widespread poverty rasing living standard

Benchmark 2 Students should understand domestic and international factors and economic development

315


Examine how the following factors contribute to economic development

Education and health The use of appropriate technology for industry and agriculture. Banking, credit and micro-credit

Benchmark 3 Students understand Foreign investment, aid, trade and debt


Describe the nature of foreign direct investment )FDI( and multinational corporations )MNCs(

Benchmark 4 Students understand the balance between markets and intervention

OUTCOME • Discuss the positive outcomes of market- oriented ) such as liberalized trade and capital flows, privatization and deregulation

At the end of the course students should

• Discuss the negative outcome of market oriented strategies, including market failure, the development of a dual economy and income inequalities

PHYSICAL EDUCATION COURSE CONTENT

316

PURPOSE: The purpose of this course is to develop the individual to the up most of her physical potential and to understand the importance of Physical activity as an integral part of daily life.

DEFINITION: “Physical Education, an integral part of the total education process, is a field of endeavor that has as its aim the development of physically mentally, emotionally, and socially fit citizens through the median of physical activities that have been selected with a view to realizing these outcomes.”

*Ensure healthy lives and promote well-being for all at all ages*

FUNDAMENTAL SKILLS

Grade 1-3

Locomotor and non- locomotor skills Fundamental movements using correct techniques Spatial Awareness Body Awareness Manipulative skills Qualities of Movement Direction of movement Proficiency in locomotor skills Emerging proficiency in manipulative skills Simple combinations of fundamental motor skills Simple games using fundamental motor skills Health related fitness Basic gymnastics Games safety and basic first aid Basic sports skills and activities

317

SPECIFIC SKILLS

Grade 1-3

Artistic, rhythmic activities Hurdle relay activities Ring relay activities Small ball skills Health related activities Competitive, co-operative , striking fielding games Basic athletics Different kind of ball games Gymnastic light apparatus

FUNDAMENTAL SKILLS

Grade 4-6

Locomotor and non- locomotor skills Emerging proficiency in manipulative skills Health related fitness Hurdle relay Games safety and basic first aid Basic sports skills and activities Basic games and skills Co-operation games and skills Athletics activities Body control Expressive movement and movement as a means of

communication Gymnastics floor skills

Basic football, basketball and handball skills

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SPECIFIC SKILLS

Grade 4-6

Artistic, rhythmic activities Physical fitness tess Hurdle relay activities Games, invasion , striking and fielding, relay, net Gymnastics/stunts/ tumbling and using of light

apparatus Health related activities Invasion game skills Individual skills Coordination skills Safety procedure Challenge activities Beanbag challenge Passing of baton

FUNDAMENTAL SKILLS

Grade 7-12

Athletic activities Physical fitness test Body control and movement Body combat Expressive movement Health related exercise Immediate effects of exercise Positive effect of exercise Increased responsibility and safety awareness Basic stunts Baton relay

319

SPECIFIC SKILLS

Grade 7-12

Health related fitness Individual skills Coordination skills Strength training Balance stunts and tumbling Kicking ball, control and dribbling Kicking and aiming a targets Football skills ) understanding the space( Football skills )understanding pathways( Football skills )overhead pass and catch( Jumping and Landing Individual Ropes Partner Ropes ) cooperative activities( Health related fitness ) peers, group( Basketball skills ) dribbling( Basketball skills ) Chest pass and catch( Basketball skills ) shooting( Throwing and catching ) overheard throw( Frisbee throwing and catching Tumbling and rolling ) Flexibility and balance( Track and field ) relay( Track and field ) Throwing( Track and field ) running with baton( Badminton skills ) kind of strokes( Volleyball skills ) serve and receive(

LEARNING OUTCOMES

GRADE 1-3

Proficiency and application of locomotor skills to games and sports

320

Proficiency and application of manipulative skills to sports and games Application of sport specific skills to games and sports Demonstrates a sense of balance )stands on one foot, with the arms and the legs. They can do hop, skip, run and jump with some proficiency Demonstrate coordinated movements in kicking, ball catching and throwing Understand the importance of practice learning skills Uses a combination of movement skills demonstrating competency in hand eye

coordination involving throwing, catching , rolling and aiming skills Develop some skills in body control Demonstrate with some ability the concepts weight, space, time and flow in various

activities Follow movement direction Define an understanding of safety with regards to moving in a general space Demonstrate a rolling skills, forward and backward roll, handstand and headstand, lead-

up activity Understand the basic fitness and health principles with a focus on the heart and muscles Define basic safety procedures with regards to moving in a general space and playing

with a variety of different objects Demonstrate some talent in skipping rope individually, turning the rope, and jumping

with other To develop movement skills and improve motor skills, which improve the healthy development

of the body, to give an opportunity to develop sport culture and improve sport performance, to arouse and maintain the interest towards active and regular training and doing sports.

preparing the body for training through general and specific warm-up exercises, accelerating the processes of the learning of movements, reducing the risks of accidents and injuries, speeding up the regeneration of the body, contributing to the perfection of rehabilitation, accelerating the foundation of the skills of beginners, accelerating the rhythm of development of the skills of serious amateur

sportsmen, helping to maintain the skills of professional sportsmen, contributing to the expansion of an individual’s basic sport It also has an important role in keeping health, and in developing mental and

moral qualities.

Develop knowledge and skills of axial movements and basic locomotor steps.

• Perform basic axial sequences demonstrating dynamic alignment and dynamic balance; articulation of the spine, integration of the spine with the periphery, articulation of peripheral body parts promoting mobility, and stability and use of breathe to integrate movement patterns.

321

• Perform the five basic locomotor steps )walk, run, hop, jump, and leap( and the basic locomotor combinations )skip, gallop, and slide(

The student will maneuver safely in general space as evidenced through teacher observation.

The student will demonstrate knowledge of locomotor and non- locomotor skills as evidenced through teacher observation.

The student will refine their knowledge of locomotor and non-locomotor skills by completing the required skills.

The student will able to describe the different locomotor and non-locomotor skills.

The student will be able to perform the conditioning skills as evidenced by teacher observation

GRADE 4-6

Uses a variety of basic locomotor and non- locomotor skills Uses of variety of object control skills Use control in balance activities on a variety of body parts Students will explain the benefits of exercise to their physical, mental, and social health.

)Comprehension( Students will label and describe the components of physical fitness. )Knowledge,

comprehension( Students will explain and apply the benefits of exercise to one’s physical, mental, and

social health. )Comprehension, application( Demonstrate and distinguish the difference between anaerobic and aerobic exercises.

)Application, analysis( Identify basic principles of exercise. )Comprehension( Discuss the importance of setting realistic fitness goals. )Comprehension( Practice and create realistic fitness program. )Application, synthesis( Describe the six basic measures of skills-related fitness. )Comprehension( Assess their abilities at each of the skills. )Evaluation(

322

Differentiate lifestyle and sports activities. )Analysis( Describe most common injuries that occur during exercise. )Comprehension( Demonstrate and practice ways to avoid risk and injury during exercise. )Application( Practice treating minor injuries. )Application( Define the function of the skeletal system. )Knowledge( Describe the structure and function of bones. )Knowledge, comprehension( Compare the various types of joints. )Evaluation( Identify, choose, and arrange ways to care for the skeletal system. )Knowledge,

comprehension, synthesis( Describe problems of the joints and bones. )Knowledge, comprehension( Demonstrate a sense of balance ) stands on one foot, balances arms and legs( Demonstrate the different positions covered in class )i.e. front support( at any time the skill is asked of them Demonstrate proficiency in landing safely, as to teacher satisfaction before moving on to more complex skills Perform each landing properly within the confines of a group routine emphasizing Perform a balance at any time within the context of a routine )with a spotter if

needed( Perform each rotational skill to a desired level of proficiency Perform a support in a group setting Perform a transfer of support within the context of a routine Demonstrate a variety of safe bridges Demonstrate basic showing take off, shape, good landing Demonstrate a variety of turns, twits, pivot Demonstrate coordinated movements in kicking, ball catching and throwing Uses of combination of movement skills demonstrating competency in hand, eye

coordination involving throwing, catching, rolling and aiming skills Demonstrate in run, jump, hop, skip and gallop with some proficiency Bend , rock and sway, swing, turn, twist, stretch, push and pull with some skills/talent Follow movement direction Sustain concentration and a level of activity over period of time in different activities Practice, improve and perform movement patterns in response to set tasks Demonstrate more skillful handling of balls, beanbags, hoops, pads bats, hand boards Demonstrate carrying , dribbling and travelling skills using appropriate balls in a variety

of situation Skip using a jump rope Student demonstrates competent skills in a variety of Physical activities and sports. Demonstrate and recognize components of a physically Active lifestyle. Demonstrate responsible personal and social behaviors necessary to participate in

physical activity. Identify and acknowledge the rules, risks, and safety factors associated with participation

in physical activity. Demonstrate and recognize movement skills necessary in a variety of physical activities. Demonstrate use of movement skills necessary in a variety of physical activities and

sports. Demonstrate participation in a variety of recreational, individual, and team sports.

323

Participate in physical fitness through recreational activities and individual and team sports

Develop and demonstrate basic understanding of the six parts of motor skill-related fitness and apply to activities and games.

Develop and demonstrate a basic understanding of the five parts of health-related fitness as it applies to personal fitness

Demonstrate responsible personal and social behaviors necessary to participate in physical activity.

Identify and acknowledge the rules, risks, and safety factors associated with participation in physical activity

Apply responsible personal and social behaviors necessary to participate in physical activity.

Apply and acknowledge the rules, risks, and safety factors associated with participation in physical activity.

Demonstrate and apply the basic knowledge and skills of a variety of activities in drills and games.

Sustain concentration and level of activity over period of time in different activities Appreciate that co-operation is a prerequisite of competition Demonstrate an understanding of simple rules and objectives within a variety of

simplified games Demonstrate a basic understanding of attack, defense and directional play Demonstrate the ability of pass, receive and control a variety of balls bothj individual and

with another person Determine the ability to work with a partner and an opponent Determine some anticipation and decision making in different games

GRADE 7-12

Use control in balance activities on a variety of body parts Students will explain the benefits of exercise to their physical, mental, and social health.

)Comprehension( Students will label and describe the components of physical fitness. )Knowledge,

comprehension( Students will explain and apply the benefits of exercise to one’s physical, mental, and

social health. )Comprehension, application( Demonstrate and distinguish the difference between anaerobic and aerobic exercises.

)Application, analysis( Identify basic principles of exercise. )Comprehension(

324

Discuss the importance of setting realistic fitness goals. )Comprehension( Practice and create realistic fitness program. )Application, synthesis( Describe the six basic measures of skills-related fitness. )Comprehension( Assess their abilities at each of the skills. )Evaluation( Differentiate lifestyle and sports activities. )Analysis( Describe most common injuries that occur during exercise. )Comprehension( Demonstrate and practice ways to avoid risk and injury during exercise. )Application( Practice treating minor injuries. )Application( Define the function of the skeletal system. )Knowledge( Describe the structure and function of bones. )Knowledge, comprehension( Compare the various types of joints. )Evaluation( Identify, choose, and arrange ways to care for the skeletal system. )Knowledge,

comprehension, synthesis( Describe problems of the joints and bones. )Knowledge, comprehension( Demonstrate a sense of balance ) stands on one foot, balances arms and legs( Demonstrate a sense of balance ) stands on one foot, balances arms and legs( Demonstrate the different positions covered in class )i.e. front support( at any time the skill is asked of them Demonstrate proficiency in landing safely, as to teacher satisfaction before moving on to more complex skills Perform each landing properly within the confines of a group routine emphasizing Perform a balance at any time within the context of a routine )with a spotter if

needed( Perform each rotational skill to a desired level of proficiency Perform a support in a group setting Perform a transfer of support within the context of a routine Develop a positive self-image by being comfortable in their level of performance Develop a trusting and caring attitude towards classmates through group and partner work Work comfortably as part of a team or pair Demonstrate coordinated movements in kicking, ball catching and throwing Uses of combination of movement skills demonstrating competency in hand, eye

coordination involving throwing, catching, rolling and aiming skills Demonstrate responsible personal and social behaviors necessary to participate in

physical activity. Identify and acknowledge the rules, risks, and safety factors associated with participation

in physical activity Apply responsible personal and social behaviors necessary to participate in physical

activity. Apply and acknowledge the rules, risks, and safety factors associated with participation

in physical activity. Demonstrate and apply the basic knowledge and skills of a variety of activities in drills

and games. Sustain concentration and level of activity over period of time in different activities Appreciate that co-operation is a prerequisite of competition

325

Demonstrate an understanding of simple rules and objectives within a variety of simplified games

Demonstrate a basic understanding of attack, defense and directional play Demonstrate the ability of pass, receive and control a variety of balls both individual and

with another person Determine the ability to work with a partner and an opponent Determine some anticipation and decision making in different games Demonstrate high jump, broad jumps, long jump using one and two feet appropriately Determine good use of arms when running and jumping Demonstrate the proper arm in running with an emphasis on accuracy and distance

Physical and health education structured

physical and health-related knowledge, such as components of fitness, training methods, training principles, nutrition, lifestyle, exercise issues in sport and first aid

aesthetic movement, such as gymnastics, aerobics, martial arts, jump rope, yoga , zumba aero

team sports, such as football, basketball, handball, volleyball individual sports, such as athletics, swimming, badminton

326

االبتدائي - األول للصف اإلسالمية التربية

):1الكفاية (

. سليمة تالوة المقررة القرآنية السور يتلو

مكوناتها:

. الكريم القرآن تالوة آداب من تعلمه ما يطبق . سليما نطقا السورة في الواردة الكلمات ينطق. اآليات في الواردة للكلمات نطقه في التشكيل يراعي. المعطى النموذج من إليه استمع ما تالوة يعيد

: التعلم مخرجات

. الكريم بالقرآن التلميذ صلة توثيق. الشكل حيث من صحيحة تالوة القرآنية السور يتلو

):2الكفاية (

. المقررة الدينية للنصوص اإلجمالي المعنى بلغته يوضح

مكوناتها:

الشريفة النبوية واألحاديث القرآنية للسور اإلجمالي المعنى عن شفاهة يعبرالمقررة.

النبوية واألحاديث السور في الواردة الصعبة المفردات معاني يستنتجالمقررة.

. المقررة النبوية واألحاديث القرآنية السور من المستفادة األمور يستخلص. المأثورة األدعية فيها يردد التي المواقف يحدد


. المقررة القرآنية السور في الجديدة المفردات معاني عن بلغته يعبر. تفصيالت دون المقررة للسور اإلجمالي المعنى يفسر. صحيحة قراءة الشريفة النبوية األحاديث يقرأ. المقررة لألحاديث العام اإلجمالي بالمعنى يلم

):3الكفاية (

. سليما حفظا المقررة الدينية النصوص يحفظ

327

مكوناتها:

.سليما حفظا المقررة القرآنية السور يحفظ .سليما حفظا المقررة الشريفة النبوية األحاديث يحفظ .سليما حفظا المقررة األدعية يحفظ


. المقررة القرآنية السور يحفظ . المقررة الشريفة النبوية األحاديث يحفظ

):4الكفاية (

. اليومية حياته مواقف في المقررة العبادات أحكام يوظف

مكوناتها:

. المحلية البيئة من العبادات عن المعلومات بعض يجمع. بالطهارة اإلسالم عناية يوضح. والمكان والثوب الجسم بنظافة المقصود يبين. النجاسات من التخلص أساليب يحدد. نجسة وغير نجسة إلى المواد يصنف


وآداب بالطهارة، المتعلقة الشرعية األحكام من مناسب بقدر التلميذ تزويد. الحاجة قضاء

):5الكفاية (

. الطبيعة مظاهر من تعالى الله صفات يستنتج

مكوناتها:

. الله خلق في واالبداع الجمال مظاهر عن بلغته يعبر. خلقه مظاهر من الله صفات يبين. نعمه على الله شكر أساليب يحدد

328

. الله نعم بعض يعدد. سليما لفظا الشهادتين يلفظ

التعلم : مخرجات

وصفاته أسمائه من عدد ومعرفة التلميذ، نفس في تعالى بالله اإليمان تعميق. وتعالى سبحانه

)6الكفاية (

.( وسلم ( عليه الله صلى الرسول سيرة من القدوة مواطن يستخلص

مكوناتها:

. وبيئته وسلم عليه الله صلى الرسول نسب يتعرف. وسلم عليه الله صلى الرسول سيرة من مواقف يتعرف. وسلم عليه الله صلى الرسول لها بعث التي األمم يحدد. وسلم عليه الله صلى الرسول سيرة من الحسنة األخالق مواطن يحدد


من جوانب معرفة خالل من وتوقيره وسلم عليه الله صلى الرسول حب تنمية. الطيبة صفاته بعض معرفة خالل ومن وشبابه، طفولته في حياته،

النبوية األحاديث بفهم وذلك وسلم عليه الله صلى النبي بسنة الصلة تقوية. وحفظها المقررة

. بها والتأسي وسلم عليه الله صلى بالرسول القدوة مواطن يستنتج

)7الكفاية (

. المقررة اإلسالمية واآلداب باألخالق االلتزام أثر شفاهة يبين

مكوناتها:

. والشراب الطعام آداب الطالب يستنتج. المقررة اإلسالمية األخالق من خلق كل مدلول يبين. ونقيضه المقررة اإلسالمية األخالق من خلق كل أثر بين يقارن


329

الوالدين وطاعة كالصدق الحميدة اإلسالمية األخالق ببعض التلميذ تعريف. والنظافة النعمة وشكر

التلميذ حياة في اإليجابية اإلسالمية والسلوكيات اآلداب من عدد ممارسة. الحاجة قضاء وآداب الطعام، آداب مثل والعامة الخاصة

االبتدائي - الثاني للصف اإلسالمية التربية)1الكفاية- (

سليمة- . تالوة المقررة القرآنية السور يتلو

مكوناتها- :. الكريم القرآن تالوة آداب من تعلمه ما يطبق. سليما نطقا السور في الواردة الكلمات ينطق. اآليات في الواردة للكلمات نطقه في التشكيل يراعي. المعطى النموذج من إليه استمع ما تالوة يعيد

التعلم- : مخرجات. الشكل حيث من صحيحة تالوة المقررة القرآنية السور يتلو أن

. المقررة القرآنية السور يحفظ أن

)2الكفاية- (

المقررة- . الدينية للنصوص اإلجمالي المعنى بلغته يوضح

مكوناتها- : المقررة الشريفة النبوية واألحاديث القرآنية للسور اإلجمالي المعنى عن شفاهة . يعبر

. المقررة النبوية واألحاديث السور في الواردة الصعبة المفرادات معاني يستنتج

. المقررة النبوية واألحاديث القرآنية السور من المستفادة األمور يستخلص

. المأثورة األدعية فيها يردد التي المواقف يحدد

330

: التعلم- مخرجات

واألحاديث القرآنية السور في الجديدة المفرادات معنى عن بلغته يعبر أنالمقررة.

. تفصيالت دون المقررة واألحاديث للسور اإلجمالي المعنى يفسر أن)3الكفاية- (

. - سليما حفظا المقررة الدينية النصوص يحفظ

مكوناتها- :. سليما حفظا المقررة القرآنية السور يحفظ

. سليما حفظا المقررة الشريفة النبوية األحاديث يحفظ

. سليما حفظا المقررة األدعية يحفظ

. اإلبراهيمية والصالة والتشهد واالقامة األذان يحفظ


. صحيحة قراءة الشريفة النبوية واألحاديث السور يقرأ أن. المقررة الشريفة النبوية لألحاديث اإلجمالي بالمعنى يلم أن. اإلبراهيمية والصالة التشهد ونص واإلقامة األذان عبارات يذكر أن

)4الكفاية- (

المقررة- العبادات أفعال .يؤدي

مكوناتها- :. بإتقان الوضوء أفعال يؤدي. بإتقان الصالة أفعال يؤدي. منها كل ركعات ويحدد والليلة اليوم في المكتوبة الصلوات يعدد. المسجد ،والنوم،ودخول الحاجة قضاء آداب يبين

التعلم- : مخرجات

. وسنن فرائض إلى ويصنفها ، مرتبة الوضوء أعمال يسمي أن

331

. الشرعي الوجه على مرتبة الوضوء أعمال يؤدي أن. الصالة صحة ،وشروط الخمس الصلوات وركعات مواقيت يتعرف أن. الشرعية بهيئاتها الصالة يؤدي أن

)5الكفاية- (

الطبيعة .- مظاهر خالل من تعالى الله صفات يستنتج

مكوناتها- :. الله خلق في واإلبداع الجمال مظاهر عن بلغته يعبر . خلقه مظاهر خالل من الله صفات يبين . نعمه على الله شكر أساليب يحدد. الله نعم بعض يعدد

: التعلم- مخرجات. تطبيقها وكيفية المقررة اإلسالمية واألخالق اآلداب من عددا يتعرف أن

) 6الكفاية- (

وسلم- . عليه الله صلى الرسول سيرة من القدوة مواطن يستخلص

مكوناتها- :. وسلم عليه الله صلى الرسول سيرة من مواقف يتعرف

. وسلم عليه الله صلى الرسول سيرة من الحسنة األخالق مواطن يحدد

: التعلم- مخرجات. به للتأسي وسلم عليه الله صلى بالرسول القدوة مواطن يستنتج أن

. المقررة اإليمانية الشخصيات بعض حياة من جوانب يتعرف أن

)7الكفاية- (

المقررة- . اإلسالمية واآلداب باألخالق االلتزام أثر سهلة بلغة يبين

مكوناتها- :

332

. والشراب الطعام آداب يستنتج . المقررة اإلسالمية األخالق من خلق كل مدلول يبين. ونقيضه المقررة اإلسالمية األخالق من خلق كل أثر بين يقارن


. اتباعها الواجب الطعام آداب يعدد أن . المقررة اإلسالمية لألخالق وفقا اتباعها الواجب اآلداب يذكر أن

االبتدائي- الثالث للصف اإلسالمية التربية: القرآنية- السور

)1الكفاية (

الشكل- .1 حيث من صحيحة تالوة المقررة القرآنية السور يتلو

مكوناتها- :

. الكريم القرآن تالوة آداب من تعلمه ما يطبق. سليما نطقا السور في الواردة الكلمات ينطق. اآليات في الواردة للكلمات نطقه في التشكيل يراعي. المعطى النموذج من إليه استمع ما تالوة يعيد


. والموعظة التفكر لغاية الكريم القرآن قراءة من يكثر أن. الكريم القرآن كلمات معاني يستشعر أن

333

)2الكفاية (

2. المقررة- الدينية للنصوص اإلجمالي المعنى بلغته يوضح

مكوناتها- :

. القرآنية للسور اإلجمالي المعنى عن شفاهة يعبر. المقررة السور في الواردة الصعبة المفردات معاني يستنتج. القرآنية السور من المستفادة األمور يستخلص


. تعلمها التي القرآنية لآليات فهمه يعمق أن. معانيه واستشعار القرآن قراءة في الرغبة لديه تنمو أن

)3الكفاية- (

3. - سليما حفظا المقررة الدينية النصوص يحفظ

مكوناتها- :

. سليما حفظا القرآنية السور يحفظ: التعلم- مخرجات

. الكريم القرآن لقراءة مالزما يكون أن. وآياته القرآن قصص من يفيد أن

: الشريفة – النبوية األحاديث ب

)1الكفاية- (

334

. صحيحة قراءة الشريفة النبوية األحاديث يقرأ

مكوناتها- :

. الشريفة النبوية لألحاديث اإلجمالي المعنى عن شفاهة يعبر


. الشريفة النبوية األحاديث وغايات بمعاني التفكر على قدرته تنمو أن. الشريف النبوي بالحديث ارتباطه يزداد أن. الشريف للحديث وتقديره حبه عاطفة تنمو أن. الشريفة النبوية باألحاديث القدوة يتمثل أن

)2الكفاية- (

. صف كل في المقررة الشريفة النبوية األحاديث يحفظ

مكوناتها- :

. سليما حفظا المقررة الشريفة النبوية األحاديث يحفظ


. بها والتأسي الشريفة النبوية باألحاديث الطالب صلة توثيق

العبادات- ج

) 1الكفاية (

. المقررة العبادات أفعال يؤدي

مكوناتها- :

. الصالة أركان من ركن كل مدلول يبين. سننه من الوضوء فرائض يميز. بها إال التطهر يجوز ال التي المياه أنواع يحدد. الصالة أركان يعدد

335

. منها كل ومدلول الصالة شروط يبين: التعلم- مخرجات

. الصالة أداء على قادرا يكون أن

العقائد- د

):1الكفاية (

. الطبيعة مظاهر خالل من تعالى الله صفات يستنتج

مكوناتها- :

. الله خلق في واإلبداع الجمال مظاهر عن بلغته يعبر. خلقه مظاهر من الله صفات يبين. الله نعم بعض يعدد. األنبياء من عليهم نزلت بمن السماوية الكتب يربط


. سبحانه مخلوقاته عظمة ويدرك الله خلق في يتفكر أن. تعالى بوجوده يقينه ويزداد الله يعظم أن لله والتعظيم العبادة وهو الدنيا في وجوده لسبب يطمئن أن

تعالى.

. الشريفة- النبوية السيرة ه

) :1الكفاية (

- عليه الله صلى الرسول سيرة من القدوة مواطن يستخلصوسلم-.

مكوناتها :

. - وسلم – عليه الله صلى الرسول سيرة من مواقف يتعرف. - وسلم – عليه الله صلى الرسول سيرة من الحسنة األخالق مواطن يحدد

336

التعلم- :مخرجات

- على – بالمداومة ،وذلك وسلم عليه الله صلى النبي بسيرة الصلة تقوية. منها والدروس العبر واستخالص قراءتها

التهذيب- . و

)1الكفاية- (

. المقررة واآلداب باألخالق االلتزام أثر سهلة بلغة يبين

مكوناتها :

. المقررة اإلسالمية اآلداب من واحد كل مدلول يبين. المقررة باآلداب فيها يلتزم التي المواقف يعين. ونقيضها المقررة اإلسالمية اآلداب من كل أثر بين يقارن


. الحميدة اإلسالمية األخالق ببعض التالميذ تعريف التلميذ حياة في اإليجابية اإلسالمية واآلداب السلوكيات من عدد ممارسة

والعامة . الخاصة

اإلسالمية - االبتدائي التربية الرابع للصفالكريم- : القرآن

)1الكفاية- (

بلغته ويفسر ، ويحفظها ، صحيحة تالوة المقررة القرآنية السور يتلولآليات . اإلجمالي المعنى

مكوناتها- :

. اللفظ حيث من صحيحة تالوة السور يتلو : الشمسية أل ، الساكنة الميم ، الجاللة لفظ الم التالية التجويد أحكام يطبق

والقمرية .التعلم- : مخرجات

337

. والموعظة التفكر لغاية الكريم القرآن قراءة من يكثر أن. الكريم القرآن كلمات معاني يستشعر أن. اآليات من المستفادة الدروس يستخلص أن

الشريف : - الحديث

) 1الكفاية(

اإلجمالي . معناها بلغته ويشرح المقررة الشريفة األحاديث يحفظ

مكوناتها- :

. صحيحة قراءة المقررة الشريفة األحاديث يقرأ . الشريفة لألحاديث اإلجمالي المعنى بلغته يشرح . سليما حفظا الشريفة األحاديث يحفظ


. الشريفة النبوية األحاديث وغايات بمعاني التفكر على قدرته تنمو أن. الشريف النبوي بالحديث ارتباطه يزداد أن. الشريف للحديث وتقديره حبه عاطفة تنمو أن. الشريفة النبوية باألحاديث يعتز أن

: اإلسالمية العقيدة

)1الكفاية- (

المقررة . العقدية والمفاهيم المصطلحات معاني يوضح

: مكوناتها-

. اإليمان أركان من ركن كل مدلول يحدد . اإلسالم وأركان اإليمان أركان بين يفرق


. : واإليمان اإلسالم كلمتي معنى يفسر أن

338

. اإلسالم أركان يعدد أن . اإليمان أركان على يتعرف أن

الفقه- :

)1الكفاية- (

ويطبقها . المقررة للعبادات الشرعية األحكام ببعض يلم

مكوناتها- :

. والعيدين الجمعة صالة أداء كيفية يتعرف . ومبطالته الصوم شروط يتعرف


. العيدين وصالة الجمعة صالة بين الفرق يوضح أن. بالعيد المسلمين احتفال كيفية يوضح أن . الصوم فوائد يعرف أن

النبوية– : السيرة

)1الكفاية- (

به . للتأسي وسلم عليه الله صلى بالرسول القدوة مواطن يستنتج

مكوناتها- :

: ، العقيدة على الثبات مثل وسلم عليه الله صلى النبي صفات بعض يستخلصالوفاء . ، الصبرالتعلم- : مخرجات

- على – بالمداومة وذلك ، وسلم عليه الله صلى النبي بسيرة الصلة تقوية. منها والدروس العبر واستخالص قراءتها

)2الكفاية- (

المقررة . اإليمانية الشخصيات بعض حياة من جوانب يتعرف

مكوناتها- :

339

. قومه مع السالم عليه إبراهيم سيدنا قصة وقائع يتعرف. عنه الله رضي بكر أبي شخصية من جوانب يتعرف


الله رضوان والصحابة والسالم الصالة عليهم األنبياء بعض بسيرة الصلة تقوية. منها والدروس العبر واستخالص قراءتها على بالمداومة وذلك ، عيهم

والتهذيب- : األخالق


العامة الحياة في تطبيقها وكيفية ، اإلسالمية واألخالق اآلداب يتعرفوالخاصة .

مكوناتها- :

: اللسان وحفظ ، السر وحفظ ، األمانة التالية اإلسالمية األخالق مدلول يتعرفالعامة . الممتلكات على والمحافظة والمسامحة والعفو ،


. الحميدة اإلسالمية األخالق بعض يعرف أن التلميذ حياة في اإليجابية اإلسالمية واآلداب السلوكيات من عددا ممارسة

والعامة . الخاصةالتربية اإلسالمية للصف الخامس االبتدائي-

الكريم (1) الكفاية القرآن

بلغته ويفسر ويحفظها صحيحة تالوة المقررة القرآنية السور يتلولآليات . اإلجمالي المعنى

المكونات- :

. اللفظ حيث من صحيحة تالوة السور يتلو.) القلقلة : ) ،اإلظهار، اإلدغام التالية التجويد أحكام يطبق. سليما حفظا المقررة السور يحفظ

340

. المقررة للسور اإلجمالي المعنى بلغته يفسرالتعلم- : مخرجات

. وحفظه الكريم القرآن قراءة في الرغبة لديه تنمو أن. وتجويده القرآن تالوة بتذوق إحساسه يتعمق أن. القرآنية اآليات لمعاني والفهم التفسير مهارات لديه تتعمق أن

الشريف (2الكفاية ) الحديث

. اإلجمالي معناها بلغته ويشرح المقررة الشريفة األحاديث يحفظ

المكونات- :

. صحيحة قراءة المقررة الشريفة األحاديث يقرأ. الشريفة لألحاديث اإلجمالي المعنى بلغته يشرح. سليما حفظا الشريفة األحاديث يحفظ


. وحفظها قراءة في الرغبة لديه تنمو أن. الشريفة األحاديث لمعاني والفهم الشرح مهارات لديه تتعمق أن . للحياة منهجا الشريفة األحاديث معاني يتمثل أن

اإلسالمية (3الكفاية ) العقيدة


المكونات- :

( : ، البعث ، الكرامة ، المعجزة التالية المفاهيم من مفهوم كل مدلول يحدد.) الحساب ، الحشر


. والعقاب بالثواب اإلحساس لديه يتعمق أن. العقيدة مفاهيم لديه تتعمق أن . للحياة منهجا العقيدة مفاهيم معاني يتمثل أن. الذاتية بالرقابة اإلحساس لديه ينمو أن

341


. ويطبقها المقررة للعبادات الشرعية األحكام ببعض يلم

المكونات- :

. أدائها وكيفية التراويح صالة حكم يتعرف. مشروعيتها وحكمة الزكاة مفهوم يتعرف


. بالعبادات الله إلى التقرب في الرغبة لديه تنمو أن. بالفقراء اإلحساس لديه ينمو أن للعبادات الشرعية األحكام تطبيق على القدرة لديه تنمو أن

النبوية ( 5الكفاية ) السيرة

بالرسول القدوة مواطن .يستنتج به للتأسي

المكونات- :

( : ، أحد ، بدر المقررة الغزوات في اإليمانية المواقف بعض في رأيه يبدياألحزاب ( .


. اإلسالمية الغزوات قراءة في الرغبة لديه تنمو أن. اإلسالمية للغزوات اإليمانية بالمواقف إحساسه يتعمق أن. دالالتها وفهم الغزوات تحليل في رأيه إبداء على قادرا يكون أن

التراجم( 6الكفاية )

. المقررة اإليمانية الشخصيات بعض حياة من جوانب يتعرف

المكونات- :

342

. قومه مع السالم عليه موسى سيدنا قصة وقائع يتعرف. عنه الله رضي الخطاب بن عمر شخصية من جوانب يتعرف


. اإلسالمية الشخصيات وقائع قراءة في الرغبة لديه تنمو أن. اإلسالمية للشخصيات اإليمانية بالمواقف إحساسه يتعمق أن. اإليمانية دالالتها وفهم شخصياتهم تحليل في رأيه إبداء على قادرا يكون أن

والتهذيب (7الكفاية ) األخالق

العامة الحياة في تطبيقها وكيفية اإلسالمية واألخالق اآلداب يتعرفوالخاصة .

المكونات- :

: التالية اإلسالمية األخالق مدلول يتعرفاإلسهام) ، بالجميل االعتراف ، ،التواضع اإليثار ، التعاون ، األخيار صحبة

. ) العائلية الواجبات في: التعلم- مخرجات

. اإلسالمية واألخالق باآلداب اإلحساس لديه يتعمق أن. اإلسالمية األخالق مفاهيم لديه تتعمق أن . للحياة منهجا اإلسالمية األخالق مفاهيم معاني يتمثل أن المجتمع في االيجابي بالتفاعل اإلحساس لديه ينمو أن

- التربية اإلسالمية المستوى السادس االبتدائي

الكريم (1) الكفاية القرآن

بلغته ويفسر ويحفظها صحيحة تالوة المقررة القرآنية السور يتلولآليات . اإلجمالي المعنى

المكونات- :

. اللفظ حيث من صحيحة تالوة السور يتلو ( : المد ، الطبيعي المد ،اإلخفاء، اإلقالب التالية التجويد أحكام يطبق

.) والمنفصل ، المتصل

343

. سليما حفظا المقررة السور يحفظ. المقررة للسور اإلجمالي المعنى بلغته يفسر


. وحفظه الكريم القرآن قراءة في الرغبة لديه تنمو أن. وتجويده القرآن تالوة بتذوق إحساسه يتعمق أن. القرآنية اآليات لمعاني والفهم التفسير مهارات لديه تتعمق أن

الشريف (2الكفاية ) الحديث

. اإلجمالي معناها بلغته ويشرح المقررة الشريفة األحاديث يحفظ

:مكوناتها-

. صحيحة قراءة المقررة الشريفة األحاديث يقرأ. الشريفة لألحاديث اإلجمالي المعنى بلغته يشرح. سليما حفظا الشريفة األحاديث يحفظ


. وحفظها األحاديث قراءة في الرغبة لديه تنمو أن. الشريفة األحاديث لمعاني والفهم الشرح مهارات لديه تتعمق أن . للحياة منهجا الشريفة األحاديث معاني يتمثل أن



:مكوناتها-

( : الثبات ، العبادة ، اإليمان التالية المفاهيم من مفهوم كل مدلول يحدد.) السماوية األديان وحدة ، العمل ، العقيدة على


. واإليمان والعبادة العمل بين العالقة ادراك لديه يتعمق أن . للحياة منهجا العقيدة مفاهيم معاني يتمثل أن. األديان بوحدة اإلحساس لديه ينمو أن

344


. ويطبقها المقررة للعبادات الشرعية األحكام ببعض يلم

:مكوناتها-

الخفين على والمسح الجبيرة، على والمسح التيمم حكم يتعرفعمليا ). ويطبقها ،

. مشروعيتها وحكمة األضحية حكم يتعرف


. بالعبادات الله إلى التقرب في الرغبة لديه تنمو أن تطبيق في سهولته و اإلسالمي الدين بيسر اإلحساس لديه ينمو أن

األحكام. . مشروعيتها مبررات لديه يتعمق أن. للعبادات الشرعية األحكام تطبيق على القدرة لديه تنمو أن

النبوية ( 5الكفاية ) السيرة

. به للتأسي وسلم عليه الله صلى بالرسول القدوة مواطن يستنتج

:مكوناتها-

( : صلح المقررة الغزوات في اإليمانية المواقف بعض في رأيه يبدي. ) الوداع حجة ، مكة فتح ، الحديبية


. اإلسالمية الغزوات قراءة في الرغبة لديه تنمو أن. اإلسالمية للغزوات اإليمانية بالمواقف إحساسه يتعمق أن. دالالتها وفهم الغزوات تحليل في رأيه إبداء على قادرا يكون أن

التراجم( 6الكفاية )

. المقررة اإليمانية الشخصيات بعض حياة من جوانب يتعرف

:مكوناتها-

. قومه مع السالم عليه عيسى سيدنا قصة وقائع يتعرف. عنهما الله رضي وعلي عثمان شخصيتي من جوانب يتعرف

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. إيمانية لشخصيات الحياتية السيرة قراءة في الرغبة لديه تنمو أن. اإلسالمية للشخصيات اإليمانية بالمواقف إحساسه يتعمق أن وفهم اإليمانية الشخصيات تحليل في رأيه إبداء على قادرا يكون أن

دالالتها.والتهذيب (7الكفاية ) األخالق

العامة الحياة في تطبيقها وكيفية اإلسالمية واألخالق اآلداب يتعرفوالخاصة .

:مكوناتها-

: التالية اإلسالمية األخالق مدلول يتعرفمع) الفرد ،عالقة وإتقانه العمل تقدير ، والزينة االحتشام ، الوالدين بر

. ) ومجتمعه أسرته: التعلم- مخرجات

. اإلسالمية واألخالق واآلداب بالمفاهيم اإلحساس لديه يتعمق أن . للحياة منهجا اإلسالمية األخالق معاني يتمثل أن. ورضاهما برهما وأهمية الوالدين بدور اإلحساس لديه ينمو أن ديننا تعليم مع يتعارض ال باحتشام المظهر بحسن التمثل لديه يتعمق أن

وقيمنا.. المتقن للعمل تقديره يزداد أن. المجتمع في االيجابي بالتفاعل اإلساس لديه ينمو أن

اإلسالمية التربية منهاج

السابع - . الصف األساسية اإلسالمية التربية كفايات==============================================

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الكريم : . القرآن مجال أوالتالوة ) : 1 ( الكفاية المقررة القرآنية واآليات السور يتلو

صحيحة.

صحيحا - 1مكوناتها : نطقا والكلمات الحروف ينطق .

بالشكل -2 الكلمات أواخر ضبط .يراعي

المقررة -3 التجويد أحكام .يطبق

وتالوة اآلياتالكريم ،يحسن االستماع إلى القرآن - 4.المقررة تالوة مرتلة

التعلم الثروة اللغوية القدرة تنمية - 1 : مخرجات وزيادة. الطالب لدى اللفظية

التالوة .يعرف أحكام التجويد التي تعين على حسن - 2تالوة - 3 في الطالب أداء مستوى . الكريم القرآن رفع

أحكام - 4 لقراءة التجويد تطبيق الترتيل القرآنوحسن. الصحيحة بالكيفية

حفظا : ) 2 الكفاية ( المقررة القرآنية واآليات السور يحفظسليما.

صحيحة - 1مكوناتها : قراءة المقررة القرآنية اآليات يقرأ .

. األخطاء من خاليا حفظا المقررة القرآنية اآليات يحفظ2-

http://forum.nooor.com/t44895.html








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التعلم الطالب - 1 : مخرجات لسرعة القرآن لحفظ إتقان ، . به واالستدالل استظهاره وقوة استرجاعه،

الطالب- 2 وتأهيل بإتقان الكريم القرآن لقراءة إعدادإلى - 3 التقرب وحفظ الله غرس للحصولالقرآن بتالوة

. والثواب األجر عظيم على

) : ) 3 الكفاية واآليات للسور اإلجمالي المعنى عن كتابة يعبر المقررة.

الصعبة - 1مكوناتها : المفردات معنى يبين .

لآليات -2 اإلجمالي المعنى .يوضح

من -3 المستفادة الشرعية واألحكام اآلداب يستنتج.اآليات

التعلم بتعليمه -1 : مخرجات الشرعي بالعلم الطالب ربط.القرآن والتفسير وعلومه

يعرف قدرا مناسبا من علوم القرآن الكريم. - 2 عالمية الدعوة اإلسالمية و يعرف مكانةمفهوم - يستوعب 3

القرآن الكريم .

الكريم : ) 4 الكفاية ( القرآن علوم بعض على .يتعرف

المقررة - 1مكوناتها : الكريم القرآن بعلوم المقصود يبين .

درسها -2 التي القرآن علوم فوائد .يستنتج









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: التعلم ويسعىرسالته ،يعتز باإلسالم وعالمية - 1 مخرجاتإلى تحقيق مبادئه.

ويقبل على تالوته ، ويعملويعظمه ، القرآن الكريم يحب - 2.بما جاء فيه

وربط - 3 بالقرآن للعمل الطالب لدى الذاتي الدافع تقويةبالعمل .العلم

الشريف : : الحديث مجال ثانيا. ) 1 الكفاية ( سليما : حفظا المقررة الشريفة األحاديث يحفظ

.1مكوناتها : صحيحة- قراءة المقررة الشريفة األحاديث يقرأمن- 2 خاليا حفظا المقررة الشريفة األحاديث يحفظاألخطاء.

التعلم : تشجيع الطالب على اكتساب المعرفة - 1مخرجات.وتحصيل العلم

التقرب إلى الله ورسوله واالنصياع ألوامر الشرع. - 2

لألحاديث : ) 2 الكفاية ( اإلجمالي المعنى عن كتابة يعبر. المقررة الشريفة

.1مكوناتها : الصعبة- المفردات معنى يبين 2. لألحاديث- اإلجمالي المعنى يوضح

من -3 المستفادة الشرعية واألحكام اآلداب يستنتجاألحاديث.

التعلم تربية الوازع الدينى.-1 : مخرجات

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- موازنة دقيقة بين الحقوق والواجبات فهي تتضمن في2 محتوياتها تنشئة وتكوين اإلنسان المؤمن الصالح العابد لربه

العارف بنفسه. - يتعرفوا على شؤون دينهم وإرساء القيم الدينية والخلقية3

فى نفوسهم ليشبوا على طاعة الله والعمل الصالح الذىينفعهم وينفع مجتمعهم .

العقيدة : . مجال ثالثاالمقررة ) : .1الكفاية ( اإلسالمية العقيدة بأحكام يتعرف

العقدية- 1مكوناتها : والمصطلحات المفاهيم معنى يحددالمقررة.

2. بها- المتعلقة الشرعية األحكام يوضح 3. حياته- في بها االلتزام أثر يستنتج

التعلم االجتماعية يفهم الظواهر -1 : مخرجات والباطلة.الصحيحة - يميز بين المعتقدات 2 - ينبذ كل ما يتعارض مع العقيدة اإلسالمية من بدع3

وخرافات. - تنمية اإليمان وتقوية العالقة بين اإلنسان وخالقه.4

العبادات : . مجال رابعاالمقررة : . ) 1 الكفاية ( العبادات أحكام يتعرف

الفقهية- .1مكوناتها : والمصطلحات المفاهيم معنى يحدد 2. المقررة- للعبادات الشرعية األحكام يوضح

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3. العبادات- هذه تطبيق كيفية يبينالتعلم يعرف بعض أحكام العبادات.- 1 : مخرجات

يستنتج اآلثار التربوية للعبادات والتشريعات- 2 اإلسالمية.

يحب العبادات، ويواظب عليها.- 3 اللهألمريلتزم بأداء العبادات المفروضة استجابة -4

تعالى، وطلبا لمرضاته.

والشخصيات : . السيرة مجال خامساالرسول : ) 1 الكفاية ( سيرة من القدوة مواطن يستخلص

والصحابة .الرسول- 1مكوناتها : سيرة من المقررة المواقف يلخصوالصحابة .

خالل- 2 من والصحابة الرسول صفات أبرز يستنتج. المقررة الموضوعات

والصحابة- .3 الرسول حياة من والعبر الدروس يستنبطالتعلم وسيرةالنبوية ،يعرف جوانب من السيرة - 1 : مخرجات

الصحابة الكرام.النبي.يهتم بسنة - 2

أن يتعلم ويعي مسؤوليته اتجاه اآلخرين ليتطابق -3 ما تعلمه مع فعله الواقعي وتعامله مع فعله الواقعي وتعامله .مع أفراد مجتمعه

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الخلق وإعالء الدوافع واالرتقاءتهذيب- 4 بالسلوك اإلنساني.

والتهذيب : . األخالق مجال سادساالمقررة : . ) 1 الكفاية ( اإلسالمية واآلداب األخالق يتعرف

والمصطلحات- .1مكوناتها : المفاهيم معاني يحددبها- .2 المتعلقة الشرعية األحكام يبينحياته- .3 في بها االلتزام أثر يستنتج

التعلم يفهم قيم اإلسالم وآدابه النفسية- 1 : مخرجات وقيمه ذات الطابع العالمي.واالجتماعية ،

يعرف التحديات واألمراض االجتماعية- 2 المعاصرة وموقف اإلسالم منها.

يقوم األنماط السلوكية والعادات المعاصرة - 3 في ضوء قيم اإلسالم الخالدة.

الفاضلة.والصفاتيتحلى باألخالق الحميدة، - 4 آداب السلوك االجتماعي المنبثق عن اإلسالم.يكتسبو

. الثامن - الصف األساسية اإلسالمية التربية كفايات==============================================

الكريم : . القرآن مجال أوالتالوة ) : 1الكفاية ( المقررة القرآنية واآليات السور يتلو

صحيحة.

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بالشكل -2 الكلمات أواخر ضبط .يراعيالمقررة -3 التجويد أحكام .يطبق

التعلم : .1 مخرجات واعية- تجويد قراءة يقرأاآليات 2. السليمة- التالوة آداب مراعيا اآليات يتلو

3. اإلمكان- قدر سليم بشكل الكلمات أواخر يشكلحفظا) : 2الكفاية ( المقررة القرآنية واآليات السور يحفظ

سليما.صحيحة - 1مكوناتها : قراءة المقررة القرآنية اآليات يقرأ .

. األخطاء من خاليا حفظا المقررة القرآنية اآليات 2يحفظ -

التعلم : ) 1مخرجات -، لقارئ شريط القدوة للقراءة بإمعان يصغيالتجويد ( أحكام مجيد معلمة،طالب

اآللية- 2 بنفس بشفتيه ثم بعينيه اآليات قراءة يرددالمسموعة.

) واآليات ) : 3الكفاية للسور اإلجماالي المعنى عن كتابة يعبر المقررة.


لآليات -2 اإلجمالي المعنى .يوضحاآليات -3 من المستفادة الشرعية واألحكام اآلداب .يستنتج

التعلم : تفسير- 1مخرجات من الصعبة المفردات معاني ويوضح يفسرالقرآن.

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2. بأسلوبه- القرآنية اآليات بشرح المضمون يحدد 3 . حياته- في الشرعية واألحكام اآلداب يطبق

الكريم) : 4الكفاية ( القرآن علوم بعض على .يتعرف


درسها -2 التي القرآن علوم فوائد .يستنتجالشريف : : الحديث مجال ثانيا

.1الكفاية ( سليما ) : حفظا المقررة الشريفة األحاديث يحفظ

.1مكوناتها : صحيحة- قراءة المقررة الشريفة األحاديث يقرأ 2. األخطاء- من خاليا حفظا المقررة الشريفة األحاديث يحفظ

التعلم : األحهم- 1مخرجات توضيح في النبوي الحديث يقدرأهمية أنالشرعية.

من- 2 خاليا ومرتب واضح بخط الشريفة األحاديث يكتب أناألخطاء.

الشريفة ) : 2الكفاية ( لألحاديث اإلجمالي المعنى عن كتابة يعبرالمقررة.


3-. األحاديث من المستفادة الشرعية واألحكام اآلداب يستنتجالتعلم : .1مخرجات الحديث- نص في الواردة الكلمات يفسرمعاني

محفوظا- 2 وأنموذجا نهجا النبوية األحاديث من يتخذ أن. حياته في عليه يسير

3. عليها- الحكم ويصدر ويناقش المطروحة القضايا يعين أن

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العقيدة : . مجال ثالثاالمقررة ) : .1الكفاية ( اإلسالمية العقيدة بأحكام يتعرف

.1مكوناتها : المقررة- العقيدية والمصطلحات المفاهيم معنى يحدد 2. بها- المتعلقة الشرعية األحكام يوضح 3. حياته- في بها االلتزام أثر يستنتج

التعلم : .1مخرجات المختلفة- والمصطلحات المفاهيم ويدرك يعرف أناألحكام- 2 في اإلسالم رأي إعطاء على القدرة لديه يكون أن

.

3. وسلوكاته- تصرفاته في وتطبيقها بها االلتزام يحاول أنالعبادات : . مجال رابعا

المقررة ) : .1الكفاية ( العبادات أحكام يتعرفالفقهية . -1مكوناتها : والمصطلحات المفاهيم معنى يحدد

2. المقررة- للعبادات الشرعية األحكام يوضح 3. العبادات- هذه تطبيق كيفية يبين

التعلم : للمصطلحات- 1مخرجات شرعا سليما تعريفا يعطي أنالجديدة.

يفسرها- 2 ويحدد للعبادات الشرعية األحكام يميز أن 3. العبادات- تلك اإلمكان قدر ويؤدي يطبق أن

-

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والشخصيات : . السيرة مجال خامساالرسول ) : 1الكفاية ( سيرة من القدوة مواطن يستخلص

والصحابة .والصحابة- .1مكوناتها : الرسول سيرة من المقررة المواقف يلخص

الموضوعات- 2 خالل من والصحابة الرسول صفات أبرز يستنتجالمقررة.والصحابة- .3 الرسول حياة من والعبر الدروس يستنبط

التعلم : اإلجمالي- 1مخرجات المضمون عن بأسلوبه يتحدث أن. المقررة للمواقف

بسيرة- 2 التزاما تصرفاته في والفعل بالقول يقتدي أنالنبي.

رسم- 3 في األخيار وصحبه وآله الرسول دور يقدر أن. حياتنا في السليم الطريق

وانتماءهألمة- 4 اإلسالم بدين االعتزاز شعور لديه ينمو أن) ص ) محمد

والتهذيب : . األخالق مجال سادساالمقررة ) : .1الكفاية ( اإلسالمية واآلداب األخالق يتعرف

والمصطلحات . -1مكوناتها : المفاهيم معاني يحددبها- .2 المتعلقة الشرعية األحكام يبينحياته- 3 في بها االلتزام أثر يستنتج

التعلم وأخرى- 1 :مخرجات محمودة أخالق على أمثلة يعطي أن. المقررة واآلداب األخالق مع وربطها واقعية مذمومة

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2 . عنها- واالبتعاد االمتثال وأضرار فوائد يذكر أنالمحمودة- 3 واألخالق باآلداب االلتزام في رأيه يبدي أن

. حياتنا في


التاسع - الصف األساسية اإلسالمية التربية كفايات==============================================


صحيحة.



التعلم : .1 مخرجات القراءة- أثناء اآليات معاني يتفكر أن 2. السليمة- التالوة آداب مراعيا اآليات يتلو أن

3. ومرتفع- واضح بصوت التالوة يتقن أنحفظا) : 2الكفاية ( المقررة القرآنية واآليات السور يحفظ

سليما.صحيحة - 1مكوناتها : قراءة المقررة القرآنية اآليات يقرأ .


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التعلم : ) 1مخرجات -، لقارئ شريط القدوة للقراءة بإمعان يصغي أنالتجويد ( أحكام مجيد معلمة،طالب

اآللية- 2 بنفس بشفتيه ثم بعينيه اآليات قراءة يردد أنالمسموعة.

) واآليات ) : 3الكفاية للسور اإلجماالي المعنى عن كتابة يعبر المقررة.



التعلم : .1مخرجات الصعبة- المفردات لمعاني الدقيق المعنى يورد أن 2 . اآليات- من المستفادة األحكام تفصيل في الدور يتقمص 3. حياته- في الشرعية واألحكام اآلداب يطبق

الكريم) : 4الكفاية ( القرآن علوم بعض على .يتعرف


درسها -2 التي القرآن علوم فوائد .يستنتج : التعلم السور- 1مخرجات تسمية سبب ويربط يعلل أن .

2- النزول وأسباب األحاديث رواة يعرف .أن

الشريف : : الحديث مجال ثانيا.1الكفاية ( سليما ) : حفظا المقررة الشريفة األحاديث يحفظ

.1مكوناتها : صحيحة- قراءة المقررة الشريفة األحاديث يقرأ

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2. األخطاء- من خاليا حفظا المقررة الشريفة األحاديث يحفظالتعلم : لألحاديث- 1مخرجات األخطاء من خالية قراءة في يرتقي أن

النبوية.من- 2 خاليا ومرتب واضح بخط الشريفة األحاديث يكتب أن

األخطاء.الشريفة ) : 2الكفاية ( لألحاديث اإلجمالي المعنى عن كتابة يعبرالمقررة.


3-. األحاديث من المستفادة الشرعية واألحكام اآلداب يستنتجالتعلم : الواردة- 1مخرجات الكلمات معاني إلى ويتوصل يكتشف أن

. الحديث نص فيالمضمون- 2 من المرجوة المرامي ويتبصر يتفكر أن

اإلجمالي.األحاديث- 3 تناولته لما اإلجمالي المعنى ويلخص فهمه يختبر أن

كتابة.العقيدة : . مجال ثالثا

المقررة ) : .1الكفاية ( اإلسالمية العقيدة بأحكام يتعرف.1مكوناتها : المقررة- العقيدية والمصطلحات المفاهيم معنى يحدد


التعلم : .1مخرجات المختلفة- والمصطلحات المفاهيم ويدرك يعرف أن 2. الشرعية- األحكام مع ويوازنه المجتمعي واقعه يربط أن

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3. وسلوكاته- تصرفاته في وتطبيقها فيها بااللتزام يهتم أنالعبادات : . مجال رابعا

المقررة ) : .1الكفاية ( العبادات أحكام يتعرفالفقهية . -1مكوناتها : والمصطلحات المفاهيم معنى يحدد

2. المقررة- للعبادات الشرعية األحكام يوضح 3. العبادات- هذه تطبيق كيفية يبين

التعلم : للمصطلحات- 1مخرجات شرعيا سليما فهما يبرز أنالجديدة.

للعبادات- 2 الشرعية باألحكام اإلسالم رأي يثبت أنبالبرهان.

3. العبادات- تلك اإلمكان قدر ويؤدي يطبق أن

-


والصحابة .والصحابة- .1مكوناتها : الرسول سيرة من المقررة المواقف يلخص

الموضوعات- 2 خالل من والصحابة الرسول صفات أبرز يستنتجالمقررة.والصحابة- .3 الرسول حياة من والعبر الدروس يستنبط

360

التعلم : للمواقف- 1مخرجات اإلجمالي المضمون في يتأمل أنالمقررةويعيها.

النبي- 2 بسيرة تصرفاته في والفعل بالقول يلتزم أن. حسنة كأسوة

فيه- .3 ويتفاعل به المحيطة المواقف يواجه أن4.) ص- ) محمد ألمة واالنتماء اإلسالم بدين االعتزاز شعور لديه ينمو أن

والتهذيب : . األخالق مجال سادساالمقررة ) : .1الكفاية ( اإلسالمية واآلداب األخالق يتعرف

والمصطلحات . -1مكوناتها : المفاهيم معاني يحددبها- .2 المتعلقة الشرعية األحكام يبينحياته- 3 في بها االلتزام أثر يستنتج

التعلم وأخرى- 1 :مخرجات محمودة أخالق على أمثلة يعطي أن. المقررة واآلداب األخالق مع وربطها واقعية مذمومة

واالبتعاد- 2 االمتثال وأضرار فوائد بين الفرق يميز أنعنها.

في- 3 المحمودة واألخالق باآلداب االلتزام في يسمو أنديننا.

الرذيلة- 4 منعطفات في االنزالق من نفسه يحصن أن. المجتمعات المعيبةوالمتبعةفي والسلوكات

361


. العاشر - الصف األساسية اإلسالمية التربية كفايات==============================================


صحيحة.



التعلم : مخرجاتالفصاحة .-1 ويجيد ، الحروف مخارج يعرفالتالوة .-2 أثناء النحوية معارفه يتمثلالتالوة . -3 أثناء ويتمثلها التجويد أحكام يعرف

حفظا) : 2الكفاية ( المقررة القرآنية واآليات السور يحفظسليما.



التعلم : مخرجاتبنجاح .-1 ويطبقها التجويد أحكام يعرفالحفظ .-2 خالل اآليات معاني يستحضر

362

) واآليات ) : 3الكفاية للسور اإلجمالي المعنى عن كتابة يعبر المقررة.



التعلم : مخرجاتالكريم .-1 القرآن شرح وحواشي كتب استعمال يجيدالتفسيرالمعتمدة -2 كتب على اعتمادا اإلجمالي المعنى يستنبط

الفقهاء . جمهور لدىاألخالقية -3 والقيم األحكام استنباط في الفقهاء طرائق يتمثل

الكريمة . اآليات منالكريم) : 4الكفاية ( القرآن علوم بعض على .يتعرف


2 . درسها- التي القرآن علوم فوائد يستنتجالتعلم : مخرجات

1-. مفاهيمها وفق الكريم القرآن علوم يصنفمنه . -2 والحكمة الشرعي الحكم بين يربط


.1مكوناتها : صحيحة- قراءة المقررة الشريفة األحاديث يقرأ 2. األخطاء- من خاليا حفظا المقررة الشريفة األحاديث يحفظ


363

واللغوية -1 الصوتية قواعدها وفق السليمة القراءة يتقنواإليقاعية.

العرض .-2 أثناء ويتمثلها االحاديث مقاصد يدركالشريفة ) : 2الكفاية ( لألحاديث اإلجمالي المعنى عن كتابة يعبرالمقررة.


9-. األحاديث من المستفادة الشرعية واألحكام اآلداب يستنتجالتعلم : مخرجات

المفردات -1 شرح في الحديث بتفسير الخاصة المصادر يستغلالمصادر.) مستغال الصعبة المفردات معاني إلى ينفذ الصعبة

الشريف ( . الحديث بتفسير الخاصةإلى -2 ليخلص الفقهاء عند وأشهرها التفاسير أصح إلى يرجع

الشريفة . النبوية لألحاديث اإلجمالي المعنىويتمثل -3 ، الحديث من الشرعية األحكام استنباط قواعد يطبق

الصالح . والسلف األكرم النبي سيرةالعقيدة : . مجال ثالثا

المقررة ) : .1الكفاية ( اإلسالمية العقيدة بأحكام يتعرف.1مكوناتها : المقررة- العقدية والمصطلحات المفاهيم معنى يحدد


التعلم : مخرجاتالعقدية -1 والمصطلحات المفاهيم تحديد في الفقه كتب يستغل

المقررة .

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الشرعية .-2 األحكام خالل من العقائد يقيمالعبادة .-3 من الحكمة يعرف

العبادات : . مجال رابعاالمقررة ) : .1الكفاية ( العبادات أحكام يتعرف

الفقهية . -1مكوناتها : والمصطلحات المفاهيم معنى يحدد 2. المقررة- للعبادات الشرعية األحكام يوضح

3. العبادات- هذه تطبيق كيفية يبين

التعلم مخرجاتعلى -1 اعتمادا الفقهية والمصطلحات المفاهيم بين يميز

المصنفات التأصيل . وكتب

يصنف .) -2 شرعية أحكام من العبادات يناسب ما يعرفاألحكام

الفقهاء ( عند المعلومة درجاتها إلى الشرعيةالنبوية- 3 السنة بينتها كما اليومية وعباداته طقوسه يقيم

الشريفة . من - ) 4 يستفيد الديانات مختلف في العبادات بين يقارن

في المؤلفاتاالديان ( مقارنة علم


والصحابة .

365

والصحابة- .1مكوناتها : الرسول سيرة من المقررة المواقف يلخصالموضوعات- 2 خالل من والصحابة الرسول صفات أبرز يستنتجالمقررة.والصحابة- .3 الرسول حياة من والعبر الدروس يستنبط

التعلم : مخرجاتاألبرار- .1 وصحابته الكريم الرسول بسيرة يحتذي

سيرهم- . 2 خالل من والصحابة الرسول صفات إلى يخلصالكريم- 3 الرسول حياة في منه والحكمة الفعل بين يربط

وصحايته. وعباداته- 4 عقيدته في الصالح والسلف الكريم بالرسول يقتدي

ومعامالته.والتهذيب : . األخالق مجال سادسا

المقررة ) : .1الكفاية ( اإلسالمية واآلداب األخالق يتعرفوالمصطلحات . -1مكوناتها : المفاهيم معاني يحدد

بها- .2 المتعلقة الشرعية األحكام يبينحياته- .3 في بها االلتزام أثر يستنتج

التعلم : مخرجاتالمفاهيم- 1 لتحديد عليها المجمع فقهية المصادر يستغل

والمصطلحات .لتقييمه- .2 الشرعية األحكام محك على السلوك يعرضخالل- 3 من الشرعية باألحكام اإللتزام قيمة على يستدل

حية مشاهد

366

الملتزم- . 4 المؤمن سعادة سر يعرف


. عشر - الحادي الصف األساسية اإلسالمية التربية كفايات==============================================

. وعلومه : الكريم القرآن مجال أوالالمقررة ) : 1الكفاية ( الكريمة والسور القرآنية اآليات يتلو

. صحيحة تالوة



وممنوعا -4 وجوازا وجوبا والوصل الوقف مواطن .يراعيالتعلم : الفصاحة- .1مخرجات ويجيد ، الحروف مخارج يعرف

التالوة- .2 أثناء النحوية معارفه يتمثلالتالوة- . 3 أثناء ويتمثلها التجويد أحكام يعرف 4. التجويد- أحكام بين يقارن

حفظا) : 2الكفاية ( المقررة القرآنية اآليات من جانبا يحفظسليما.


367

األخطاء- .2 من خاليا حفظا المقررة القرآنية اآليات يحفظ

التعلم : بنجاح- .1مخرجات ويطبقها التجويد أحكام يعرفالحفظ- .2 خالل اآليات معاني يستحضرباآليات- 3 به تمر التي والحياتية التعليمية المواقف يدعم

المناسبة حفظ . مما




ما -4 بمضمون به تمر التي والحياتية التعليمية المواقف يدعممن قرأ

الكريمة . اآلياتالتعلم : القرآن- 1مخرجات شرح وحواشي كتب استعمال يجيد

الكريم .كتب- 2 على اعتمادا اإلجمالي المعنى يستنبط

لدى التفسيرالمعتمدةالفقهاء . جمهور

والقيم- 3 األحكام استنباط في الفقهاء طرائق يتمثلمن األخالقية

368

الكريمة . اآلياتمصادرها- .4 إلى مشيرا الكريمة اآليات معاني بدقة يدون

محمد) : –4الكفاية ( سيدنا على نزل الكريم القرآن أن يؤمنوسلم - عليه الله صلى

الوحي . بوساطةالصلة- .1مكوناتها : ذات والمصطلحات المفاهيم يوضح

الوحي- .2 أنواع يذكرتعالى- .3 الله كالم الكريم القرآن أن يقينا يعتقد

التعلم : المفاهيم- . 1مخرجات ويدون ويحفظ يستنتجالوحي- .2 صور تعدد من الحكمة يدركالقرآنية- . 3 النصوص فهم في التفسير كتب يستخدم

النبوية : : السنة مجال ثانيا.1الكفاية ( سليما ) : حفظا المقررة الشريفة األحاديث يحفظ

.1مكوناتها : صحيحة- قراءة المقررة الشريفة األحاديث يقرأ 2. األخطاء- من خاليا حفظا المقررة الشريفة األحاديث يحفظ 3. معناها- متمثال حفظا المقررة الشريفة األحاديث يقرأ

التعلم : الصوتية- 1مخرجات قواعدها وفق السليمة القراءة يتقن. واإليقاعية واللغوية

العرض- .2 أثناء ويتمثلها األحاديث مقاصد يدركبمعانيها- 3 موحيا الشريفة األحاديث يقرأ

الشريفة ) :2الكفاية ( لألحاديث اإلجمالي المعنى عن كتابة يعبرالمقررة.

369


3-. األحاديث من المستفادة الشرعية واألحكام اآلداب يستنتجمن- 4 حفظ بما به تمر التي والتعليمية الحياتية المواقف يدعم

األحاديث . الشريفة التعلم : شرح- 1مخرجات في الحديث بتفسير الخاصة المصادر يستغل

المفردات (. مستغال الصعبة المفردات معاني إلى ينفذ الصعبة

المصادر الشريف ( . الحديث بتفسير الخاصة

ليخلص- 2 الفقهاء عند وأشهرها التفاسير أصح إلى يرجعإلى

الشريفة . النبوية لألحاديث اإلجمالي المعنى 3 -، الحديث من الشرعية األحكام استنباط قواعد يطبقسيرة ويتمثل

الصالح . والسلف األكرم النبيإلى- 4 مشيرا المقررة الشريف الحديث معاني بدقة يدون

مصادرها. المسلمين) : 3الكفاية ( حياة في النبوية السنة منزلة يبين

بها اهتمامهم ودوافعذلك . ومظاهر

الصلة- .1مكوناتها : ذات والمصطلحات المفاهيم يوضح

370

النبوية- .2 السنة بأنواع يلماألحاديث- .3 من غيره من القدسي الحديث يميز

النبوية .-4 بالسنة لالهتمام المسلمين دوافع يفسرالحديث . -5 في الوضع مخاطر يوضح

التعلم : الصلة- .1مخرجات ذات والمصطلحات المفاهيم ويحفظ يدون

النبوية- .2 السنة حفظ في والتابعين الصحابة جهود يقدرالشريف- . 3 الحديث في الستة الكتب يستخدمعليها- . 4 العلماء أجمع التي المصادر من المعلومات يجمعمصادرها- . 5 من المعلومات يوثق

والتهذيب : . األخالق مجال ثالثاالمقررة ) : .1الكفاية ( اإلسالمية واآلداب األخالق يتعرف

والمصطلحات . -1مكوناتها : المفاهيم معاني يحددبها- .2 المتعلقة الشرعية األحكام يبينحياته- .3 في بها االلتزام أثر يستنتجمصادر- 4 من المقررة اإلسالمية واآلداب األخالق أحكام يستنتج

التشريع . عليها المجتمع

التعلم : لتحديد- 1مخرجات عليها المجمع الفقهية المصادر ستغلالمفاهيم

والمصطلحات .لتقييمه- .2 الشرعية األحكام محك على السلوك يعرض

371

خالل- 3 من الشرعية باألحكام االلتزام قيمة على يستدلمشاهد

حية .الملتزم- . 4 المؤمن سعادة سر يعرفالسلف- 5 سيره من به أحاط بما الحياتية أموره يدعم

الصالح.


. عشر - الثاني الصف األساسية اإلسالمية التربية كفايات==============================================

الكريم : . القرآن مجال أوال.1الكفاية ( صحيحة ) : تالوة المقررة القرآنية اآليات يتلو



وممنوعا -4 وجوازا وجوبا والوصل الوقف مواطن .يراعيالتعلم : مخرجات

الفصاحة .-4 ويجيد ، الحروف مخارج يعرفالتالوة .-5 أثناء النحوية معارفه يتمثلالتالوة . -6 أثناء ويتمثلها التجويد أحكام يعرف7-. التجويد أحكام بين يقارن

372

حفظا) : 2الكفاية ( المقررة القرآنية اآليات من جانبا يحفظسليما.



التعلم : مخرجاتبنجاح .-3 ويطبقها التجويد أحكام يعرفالحفظ .-4 خالل اآليات معاني يستحضرباآليات -5 به تمر التي والحياتية التعليمية المواقف يدعم

حفظ . مما المناسبة




ما -6 بمضمون به تمر التي والحياتية التعليمية المواقف يدعمالكريمة . اآليات من قرأ

التعلم : مخرجاتالكريم .-4 القرآن شرح وحواشي كتب استعمال يجيدالتفسيرالمعتمدة -5 كتب على اعتمادا اإلجمالي المعنى يستنبط

الفقهاء . جمهور لدىاألخالقية -6 والقيم األحكام استنباط في الفقهاء طرائق يتمثل

الكريمة . اآليات منمصادرها .-7 إلى مشيرا الكريمة اآليات معاني بدقة يدون

373


.1مكوناتها : صحيحة- قراءة المقررة الشريفة األحاديث يقرأ 2. األخطاء- من خاليا حفظا المقررة الشريفة األحاديث يحفظ 3. معناها- متمثال حفظا المقررة الشريفة األحاديث يقرأ

التعلم : مخرجاتواللغوية -3 الصوتية قواعدها وفق السليمة القراءة يتقن

واإليقاعية.العرض .-4 أثناء ويتمثلها االحاديث مقاصد يدركبمعانيها -5 موحيا الشريفة األحاديث يقرأالشريفة ) : 2الكفاية ( لألحاديث اإلجمالي المعنى عن كتابة يعبرالمقررة.


10-. األحاديث من المستفادة الشرعية واألحكام اآلداب يستنتجمن -11 حفظ بما به تمر التي والتعليمية الحياتية المواقف يدعم

. الشريفة األحاديثالتعلم : مخرجات

شرح -4 في الحديث بتفسير الخاصة المصادر يستغل (. الصعبة المفردات معاني إلى ينفذ الصعبة المفردات

الشريف ( . الحديث بتفسير الخاصة المصادر مستغالإلى -5 ليخلص الفقهاء عند وأشهرها التفاسير أصح إلى يرجع

الشريفة . النبوية لألحاديث اإلجمالي المعنى6- ، الحديث من الشرعية األحكام استنباط قواعد يطبق

الصالح . والسلف األكرم النبي سيرة ويتمثل

374

إلى -7 مشيرا المقررة الشريف الحديث معاني بدقة يدونمصادرها.

العقيدة : . مجال ثالثاالمقررة: . اإلسالمية العقيدة بأحكام يلم الكفاية

.1مكوناتها : المقررة- العقدية والمصطلحات المفاهيم معنى يحدد 2. بها- المتعلقة الشرعية األحكام يوضح 3. حياته- في بها االلتزام أثر يستنتج 4. العقيدة- أحكام مصادر يحدد

التعلم : مخرجاتالعقدية -4 والمصطلحات المفاهيم تحديد في الفقه كتب يعتمد

المقررة .الشرعية .-5 األحكام خالل من العقائد يقيمالمقررة .-6 العقيدة أحكام من الحكمة يعرف7-. التشريع مصادر من العقيدة أحكام يستنتج

العبادات : . مجال رابعاالمقررة : . العبادات أحكام يتعرف الكفاية

الفقهية . -1مكوناتها : والمصطلحات المفاهيم معنى يحدد 2. المقررة- للعبادات الشرعية األحكام يوضح 3. العبادات- هذه تطبيق كيفية يبينالمقررة- 4 العبادات أحكام تشريع مصادر يحدد

التعلم مخرجات

375

على -3 اعتمادا الفقهية والمصطلحات المفاهيم بين يميزالمصنفات التأصيل . وكتب

يصنف .) -4 شرعية أحكام من العبادات يناسب ما يعرفاألحكام

الفقهاء ( عند المعلومة درجاتها إلى الشرعيةالنبوية- 3 السنة بينتها كما اليومية وعباداته طقوسه يقيم

الشريفة . من - ) 4 يستفيد الديانات مختلف في العبادات بين يقارن

في المؤلفاتاألديان ( مقارنة علم

8-. واألخيرة الدنيا الحياتين على العبادات تطبيق أهمية يستنتجوالشخصيات : . السيرة مجال خامسا

الرسول ) : 1الكفاية ( سيرة من القدوة مواطن يستخلصوالصحابة .والصحابة- .1مكوناتها : الرسول سيرة من المقررة المواقف يلخص

الموضوعات- 2 خالل من والصحابة الرسول صفات أبرز يستنتجالمقررة.والصحابة- .3 الرسول حياة من والعبر الدروس يستنبط 4. االستنباط- في يعتمدها التي المصادر يوثق

التعلم : مخرجاتاألبرار- .1 وصحابته الكريم الرسول بسيرة يحتذي

سيرهم- . 2 خالل من والصحابة الرسول صفات إلى يخلص

376

الكريم- 3 الرسول حياة في منه والحكمة الفعل بين يربطوصحايته.

وعباداته- 4 عقيدته في الصالح والسلف الكريم بالرسول يقتديومعامالته.

5. السيرة- في المعتمدة والمصادر المراجع يستخدموالتهذيب : . األخالق مجال سادسا

المقررة ) : .1الكفاية ( اإلسالمية واآلداب األخالق يتعرفوالمصطلحات . -1مكوناتها : المفاهيم معاني يحدد

بها- .2 المتعلقة الشرعية األحكام يبينحياته- .3 في بها االلتزام أثر يستنتجمصادر- 4 من المقررة اإلسالمية واآلداب األخالق أحكام يستنتج

التشريع . عليها المجتمع

التعلم : لتحديد- 1مخرجات عليها المجمع الفقهية المصادر ستغلالمفاهيم

والمصطلحات .لتقييمه- .2 الشرعية األحكام محك على السلوك يعرضخالل -5 من الشرعية باألحكام االلتزام قيمة على يستدل

حية مشاهدالملتزم . -6 المؤمن سعادة سر يعرفالسلف -7 سيره من به أحاط بما الحياتية أموره يدعم

الصالح.

377

العصر : : هذا في الناس حياة مستجدات مجال سابعاالقضايا : من ومواقفه اإلسالم بأحكام يأخذ األساسية الكفاية

المعاصرة . حياتهم- 1مكوناتها : في الناس حياة تطور راعى اإلسالم أن يسلم

الدنيوية .قيام- 2 إلى لعباده ارتضاه الذي الله دين اإلسالم أن يدركالساعة .

القضايا- 3 تحل ولن وال لم الوضعية القوانين أن يقينا يقرألنها المعاصرة

البشر وضع منفي- 4 التشريع مصادر إلى حياته في عليه تطرأ التي القضايا يرداإلسالم.الحكمة- 5 أدرك سواء المعاصرة القضايا في اإلسالم بأحكام يسلم

لم أم منها . يدركها

التعلم : . -1مخرجات المعاصرة القضايا ومصطلحات مفاهيم يبينهذا- 2 في الناس تشغل التي المعاصرة يذكرالقضايا

العصر.8-. المعاصرة للقضايا الشرعية األحكام يبينعلى -9 المعاصرة القضايا في اإلسالمية األحكام أهمية يبين

. ومستقبلهم حاضرهم الناس حياة10-. المعاصرة القضايا تجاه اإلسالم بأحكام يعتز

379

األول للصف االجتماعية االبتدائي المواد(1الكفاية )

. الوطنية وهويته الشخصية وقدراته ذاته يتعرفمكوناتها- :

. السكانية البطاقة في ورد كما اسمه يذكر. لرغباته تبعا هواياته يصنف. وطنه اسم يذكر. البحرين وطنه علم ألوان يميز . فيها يعيش التي المدينة يسمي

التعلم - :مخرجات

. به واالعتزاز تقديره و الوطن حب الطالب لدى ينمو أن. بنفسه الطالب يعرف أن. علمه لون يتعرف أن

) 2الكفاية (

. فيه يعيش الذي البيئي المحيط تشكل التي األشياء يكتشف

مكوناتها:-

. أفرادها بين والعالقات األسرة مفهوم يتعرف. األساسية حاجاته يعدد. مشاهداته من القريبة المختلفة المهن أنواع يصنف


. أفرادها بين العالقات ويميز العائلة حب الطالب لدى ينمو أن. األساسية جاجاته يذكر أن

380

. المهن أنواع يعرف أن

) 3الكفاية (

. صحيحة بصورة وتوظيفها ومكانية زمانية مفاهيم يتعرف

: مكوناتها-

. مرتبة األسبوع أيام يذكر- - - - - فوق : تحت خارج يسار يمين صحيحة بصورة المكانية المفاهيم يستخدم

. - - - - أعلى- وسط أسفل خلف داخل أمام. - - - شهر : سنة نهار ليل صحيحة بصورة الزمانية المفاهيم يستخدم


. مرتبة األسبوع أيام يحفظ أن المكان مفاهيم مبسطة بطريقة يتعرف أن. والزمان مفاهيم مبسطة بطريقة يتعرف أن

) 4الكفاية (

. منها والحقائق المعلومات الستنتاج واألشكال الصور يقرأ

مكوناتها:-

. منها المعلومات الستنتاج الصورة محتوى يصنف. المرورية العالمات مدلول يفسر

-: التعلم مخرجات

. منها المعلومات ويستنتج الصورة محتوى يصنف أن. المرورية اإلشارات يتعرف أن. المرورية العالمات مدلول يتعرف أن

) 5الكفاية (

. معين موقع إلى للوصول بسيطا مخططا يستخدم

381

-: مكوناتها

. المبسط المخطط لتفسير كمفاتيح واألشكال الرموز يستخدم. مبسط مخطط على الموقع يحدد . المخطط على معين موقع إلى الوصول كيفية يبين خطا يرسم


. المبسط المخطط لتفسير كمفاتيح الرموز يستخدم أن. مبسط مخطط على معين موقع يحدد أن. المخطط على معين موقع إلى للوصول خطا يرسم أن

)6الكفاية (

. زمنية تخطيطية ومصورات رسوم في األحداث بعض يصنف

: مكوناتها-

. زمني خط على أوبالعكس األكبر إلى األصغر من أسرته أفراد أسماء يرتب. أسبوع خالل بها قام التي األعمال بعض جدول في يرتب. الزمني تسلسله حسب اليوم خالل بها قام التي األعمال بعض يرتب

-: التعلم مخرجات

. النمو لمفهوم الواقعي التدرج يتعرف أن. بالعكس و األصغر إلى األكبر من أسرته أفراد يرتب أن. الزمني تسلسله حسب اليوم خالل بها قام التي األعمال بعض يرتب أن. أسبوع خالل بها قام التي األعمال بعض جدول في يرتب

الثاني للصف االجتماعية المواد)1الكفاية- (

مشاهداته- . من القريبة الطبيعية الظاهرات يفسر

382

مكوناتها- :. فيها تحدث التي والتغيرات السنة فصول يتعرف. والنهار الليل ظاهرتي بين يقارن

التعلم- : مخرجات. األربعة الفصول من فصل كل مميزات يذكر أن

. والطبيعة اإلنسان على األربعة الفصول تأثير يبين أن

)2الكفاية- (

له- . المجاورة والبلدان وطنه عن ومفاهيم معلومات يتعرف

مكوناتها- : الوطني النشيد . يحفظ

. خليفة آل نسب يتعرف

. وشهرتها البحرين وقرى مدن يتعرف

. العربية الدول بين المشتركة الروابط أهمية يبين


. للبحرين الوطني النشيد يردد أن. العهد ،وولي الوزراء ،ورئيس البحرين ملك اسم يذكر أن. وطنه في المتداولة العملة يتعرف ان. لوطنه المجاورة البلدان يتعرف أن

)3الكفاية- (

وكمية- . وزمانية مكانية معايير ضوء في والبيانات الظاهرات يصنف

مكوناتها- : . مرتبة الميالدية السنة أشهر يعدد

. مرتبة الهجرية األشهر يتعرف

383

. وتواريخها واألعياد المناسبات بين يربط

. منه المطلوب التاريخ تحديد في الروزنامة يستخدم


. مرتبة والهجرية الميالدية الشهور أسماء يذكر أن. السنوية والمناسبات االحتفاالت سبب يدرك أن. الروزنامة استعمال من الغرض يتعرف أن . والهجرية الميالدية للسنه الزمني الخط على االحتفاالت تواريخ يسجل أن

)4الكفاية- (

فيه- يعيش الذي البيئي المحيط تشكل التي المختلفة االجتماعية الظاهرات يتعرف.

مكوناتها- : , , رفاق اللعب األسرة إليها ينتمي التي الجماعات ويسمى الجماعة مفهوم يتعرف

المدرسة .. بينهم التعاون ومظاهر الجيران مفهوم يتعرف. الحديثة والصناعات القديمة الحرف بين يميز. ) ( المال ، العمل لحاجاته الفرد تأمين كيفية يبين. ) – – ( الشارع المدرسة المنزل حياته في ويمارسه النظام مفهوم يتعرف


. عديدة جماعات إلى ينتمي الفرد أن يعي أن. والجنس العمر حيث من يختلفون أفراد من تتألف الجماعات أن يتعرف أن. والمدينة القرية خصائص يدرك أن. الفرد حياة في النقود أهمية يبين أن

)5الكفاية- (

منها .- المعلومات الستخالص المبسطة واألشكال الصور يقرأ

مكوناتها- :. ) – ( المنظور الرسم من أعلى أمام من مختلفة زوايا من يميزالصورة

384

. الخريطة مفتاح خالل من الماء من اليابسة يميز . المجسم من الصورة يميز . األرض شكل يتعرف . البحرين ومدن قرى مواقع يحدد . للبحرين المجاورة الدول مواقع يحدد . الخريطة خالل من فيها تقع التي والدول العالم قارات أسماء يتعرف

: التعلم- مخرجات. المجسم مفهوم يتعرف أن

والبحار المحيطات منها تتألف والمياه القارات من تتألف اليابسه أن يتعلم أن

والخريطة الجوية الصورة بين يفرق أن

الخريطة على ما لمكان موقع تحديد يتعلم أن

. الرموز بمفاتيح مستعينا البحرين خريطة يقرأ أن


والخريطة- . المخطط وعلى الطبيعة في األساسية الجهات يحدد

مكوناتها- :. الشمس وغروب شروق خالل من األصلية الجهات على يستدل

. الطبيعة في األصلية الجهات يحدد

. األربع األصلية الجهات يبين توضيحيا شكال يرسم

. األصلية الجهات باستخدام المخطط على األماكن مواقع يحدد

. الخريطة على األصلية الجهات يحدد

: التعلم- مخرجات. معها تترافق التي والتغيرات والنهار الليل بين الفرق يتعرف أن

. األصلية والجهات والغروب الشروق مفهوم يعي أن

. األصلية بالجهات باالستعانة ما موقع يحدد أن

)7الكفاية- (

معين- . موقع إلى للوصول مبسطا مخططا يستخدم

مكوناتها- :

385

. المفتاح خالل من المبسط المخطط محتويات يفسر . محدد موقع إلى للوصول المبسط المخطط يستخدم ، صحي مركز ، مدرسة ، شجرة المخطط لتفسير كرموز الستخدامها مختلفة أشكاال يقترح

وقود . محطة ، مسجد


. الجانبية والصورة الفوقية الصورة بين يقارن أن. قراءته وكيفية المخطط معنى يذكر أن. , , , : الحجم المسافة االتجاه الموقع التالية المفرادات يتعرف أن

)8الكفاية- (

عليه- . والمناسبات األحداث لترتيب الزمني الخط يستخدم

مكوناتها- :. الزمني الخط معنى يفسر

. زمني خط إلى ويحولها أسبوع خالل وقعت التي األحداث بعض يرتب

. واألعياد السنوية المناسبات بعض عليه يحدد مبسطا زمنيا خطا يرسم


. الزمني المخطط معنى يتعرف أن . الزمني الخط على التواريخ تسجيل يتعلم أن

االبتدائي- الثالث للصف والمواطنة االجتماعيات

)1الكفاية (

. الطبيعة في والفرعية األصلية الجهات يحدد

مكوناتها- :

. الطبيعة في والفرعية األصلية الجهات يحدد. والفرعية األصلية الجهات يوضح شكال يرسم. والفرعية األصلية الجهات على للتعرف البوصلة يستخدم

386

األصلية الجهات باستخدام والخريطة المخطط على المواقع بعض يحددوالفرعية .

. األرضية والكرة الخريطة على والجنوبي الشمالي القطب موقع يحدد: التعلم مخرجات. الفرعية من األصلية الجهات يميز أن الجهات على للتعرف البوصلة يستخدم كيف يعرف .أن

)2الكفاية (

. والخريطة األرضية الكرة باستخدام المواقع يحدد

مكوناتها- :

. الخريطة على ومحيطاته العالم قارات يحدد. البحرين بالده موقع األرضية الكرة مجسم على يحدد. الخريطة خالل من العالم في البحار موقع يحدد وخريطة األرضية الكرة مجسم على األساسية العرض دوائر مواقع يحدد

العالم.: التعلم- مخرجات

. البحرين موقع الخريطة على يحدد أن. والمحيطات البحار إلى األرضية الكرة مجسم على يؤشر أن

) 3الكفاية(

. منها والمعلومات الحقائق الستخالص واألشكال الصور يقرأ

: مكوناتها-

. مبسط بشكل البيانات توضيح في العمودي البياني الرسم يستخدم. التوضيحي الشكل خالل من للمياه العامة الدورة يفسر. منها والتاريخية الجغرافية والمعلومات الحقائق بعض على ليتعرف الصور يقرأ


. البيانية الرسوم وفهم قراءة من يتمكن أن) 4الكفاية (

وطنه تاريخ عن ومفاهيم وحقائق معلومات .يستخلص

387

: مكوناتها-

. القديم التاريخ دراسة في وأهميتها اآلثار مفهوم يتعرف. البحرين في القديمة التاريخية المعالم يعدد. المحلي والتراث اآلثار حفظ في الوطني المتحف أهمية يبين


. البلد ترات على المحافظة في المتاحف أهمية يدرك أن. األثرية البحرين معالم أسماء يذكر أن

) 5الكفاية (

حاجاته لتأمين المختلفة الموارد استثمار في اإلنسان دور .يبين

: مكوناتها-

. وحديثا قديما الزراعة أدوات تطوير في اإلنسان دور يبين. والجوية والبحرية البرية النقل وسائل تطور مراحل يتعرف. لإلنسان وأهميتها والبحر البر موارد يعدد. والحيوانية الزراعية البحرين منتجات بعض يتعرف. اإلنسان حياة على وآثارها البيئة في التلوث مصادر يتعرف


. والحديثة القديمة النقل وسائل بين يقارن أن. البحر موارد من البر موارد يميز أن

)6الكفاية(

المحلية بيئته في الطبيعية الظاهرات .يرصد

:مكوناتها-

. األرض سطح أشكال يتعرف. المختلفة األرض سطح أشكال بين يميز. البحرين شواطئ يصف


388

. : والوادي، ،والهضبة والسهل ، الجبل األرض سطح أشكال بين التلميذ يميز أن : ، والجزيرة ، األرخبيل األرض سطح أشكال من شكل كل خصائص يبين أن

والرأس . اإلبتدائي- : الرابع للصف االجتماعية المواد


البحرين . لوطنه والبشرية الطبيعية الخصائص يتعرف

مكوناتها- :

. وحديثا قديما البحرين موقع أهمية يتعرف . البحرين لدولة الطبيعية الخصائص يتعرف . وحديثا قديما البحرين في المستخدمة المياه موارد بين يقارن . استغاللها وكيفية البحرين لدولة االقتصادية الموارد يتعرف . البحرين في السياحية المعالم يتعرف . وتوزيعهم البحرين في نموالسكان يفسر


. ) ( لها المجاورة والدول ، دلمون البحرين موقع الخريطة على يحدد أن. البحرين في والمناخ الجغرافي الموقع بين بين العالقة يبين أن. البحرين في والغاز للنفط اإلقتصادي الدور يبين أن. البحرين في السياحية المعالم بعض يذكر أن. البحرين شهدتها التي السكانية الزيادة أسباب يفسر أن

الكفاية ( ) 2ـ

وخصائصها . األرض عن ومفاهيم وحقائق معلومات يتعرف

مكوناتها- :

. كرويتها على واألدلة األرض شكل يتعرف . استخدامها واهمية العرض ودوائر الطول خطوط مفهوم يتعرف . األربعة والفصول والنهار الليل ظاهرتي حدوث يفسر . الخريطة على توزيعها خالل من الكبرى الحرارية المناطق خصائص يستنتج

389


. والصورة المجسم خالل من األرض كروية يالحظ أن. الطول وخطوط العرض دوائر وظيفة يحدد أن. األربعة والفصول والنهار، الليل تعاقب سبب يعلل أن. حرارية منطقة كل خصائص يعرف أن


المختلفة . العصور عبر وطنه تاريخ يتعرف

مكوناتها- :

. القديم البحرين تاريخ على الدالة التاريخية الشواهد يتعرف . المختلفة مراحلها في البحرين في اإلسالمية الدعوة تطور يتتبع . ونتائجه للبحرين البرتغالي الغزو أسباب يتعرف . البحرين في الحديثة الدولة بناء في ودورهم خليفة آل نسب يتعرف الوطن ودول العربية الخليج ودول البحرين بين المشتركة الروابط أهم يستنتج

العالم . في العربي: التعلم- مخرجات

. بلدهم تاريخ معرفة في اآلثار أهمية يفهم أن. الزمني تسلسلها وفق األحداث يرتب أن. البحرين في اإلسالم بها انتشر التي الطريقة على يطلع أن. العربي الوطن ودول ، التعاون مجلس دول بين المشتركة السمات يعرف أن

)4الكفاية- (

المختلفة . المجاالت في وتقدمها الحديثة البحرين نهضة مظاهر يتعرف

مكوناتها- :

. وطنه في المائية الثروة على المحافظة في المواطن دور يبين . واالجتماعية االقتصادية التنمية مجال في الدولة جهود يبين . البحرين في مكوناته وأهم الخدمات قطاع يتعرف


. استعمالها في والترشيد المياه قيمة تثمين. الخدمات تأمين في الدولة دور تثمين

390


الخليج : ، البحرين مبسط بشكل والتاريخية الجغرافية الخرائط يرسمالعربي . الوطن ، العربي

: مكوناتها-

العربي والوطن العربية الجزيرة شبه خريطة على البحرين دولة موقع يحددوالعالم .

. الجغرافية الظواهر بعض عليها ويوزع مبسط بشكل البحرين خريطة يرسم . البحرين خريطة على والسياحية األثرية المعالم أشهر يحدد العربية القبائل بعض هجرات سير خط العربية الجزيرة شبه خريطة على يحدد

استقرارها ومناطقالتعلم- : مخرجات

. خريطة مفتاح يمأل أن... مختلفة بلدان ومواقع واأللوان باألسماء صماء خريطة يمأل أن


والمعلومات الحقائق الستخالص والتاريخية الجغرافية الخرائط يقرأمنها .

مكوناتها- :

. والمعلومات الحقائق الستخالص المخطط يقرأ . والخريطة الجوية الصورة بين يميز . والخريطة المخطط بين يميز الحقائق الستخالص اإلسالمية الدولة امتداد لمراحل تاريخية خريطة يقرأ

منها . والمعلوماتالتعلم- : مخرجات

. والخريطة المخطط رسم يتقن أن. والمخطط الخريطة وبين الحقيقية الصورة بين يميز أن

391


األحداث . ترتيب في الزمني الخط يوظف

مكوناتها- :

. زمني خط على تاريخية أحداثا يرتب . الزمني الخط على تسلسلها بحسب األربعة الفصول يرتب . حياته سيرة عليه مرتبا زمنيا خطا يرسم . الهجري والتقويم الميالدي التقويم بين يميز


. األحداث ترتيب فيه مراعيا زمنيا خطا يمأل. والهجري الميالدي التقويمين استعمال عن واضحة فكرة يكتسب أن

االبتدائي الخامس للصف االجتماعية المواد (1) الكفاية

التي األخطار ضد وصمودها اإلسالمية الدولة نشأة تطور يتعرفاإلنسانية . الحضارة في دورها مبررا واجهتها

مكوناتها- :

. اإلسالم قبل العربية الجزيرة شبه في العرب أحوال يتعرف الدولة تأسيس في وجهاده وسلم عليه الله صلى الرسول سيرة يتعرف

اإلسالمية . تنظيم في ودورهم الراشدين الخلفاء عهد في اإلسالمية الفتوحات يتتبع

والمجتمع . الدولة. منها لكل الحضارية الجوانب وأبرز والعباسية األموية الدولتين قيام يفسر. اإلسالمية الدولة في االقتصادية الموارد يتعرف

392

التصدي في المسلمين ودور اإلسالمية الدولة واجهت التي األخطار يتعرفلها .


. اإلسالمية الدولة تاريخ قراءة في الرغبة لديه تنمو أن. اإلنسانية الحضارة في اإلسالمية الدولة بدور إحساسه يتعمق أن. النبوية السيرة قراءة في الرغبة لديه تنمو أن األموية للدولتين الحضارية الجوانب وتحليل تفسير على قادرا يكون أن

والعباسية. (2الكفاية )

في تسهم التي المشتركة والروابط الجغرافية األسس يستخلصالعربية . الوحدة تحقيق

مكوناتها- :

. العربية الوحدة مقومات يتعرف. وأهدافها العربية الجامعة نشأة إلى أدت التي الظروف يتعرف. العربية الخليج دول بين المشتركة الروابط أهم يستنتج


. العربية الوحدة تحقيق في إحساسه يتعمق أن. العربية الخليج لدول باالنتماء االعتزاز لديه ينمو أن الوحدة في العربية الجامعة دور نحو ايجابية اتجاهات لديه ينمي أن

العربية . (3الكفاية )

مظاهر مدركا العربي للوطن والبشرية الطبيعية الخصائص يتعرفبينهما . التفاعل

مكوناتها- :

. ومميزاته العربي الوطن موقع أهمية يتعرف. وخصائصه العربي الوطن في السطح أشكال يتعرف. لخصائصها تبعا العربي الوطن في المناخية األقاليم يصنف. العربي الوطن قي الطبيعية والحيوانية النباتية الحياة تنوع يفسر

393

. تواجهها التي المشكالت و العربي الوطن في المياه مصادر يتعرف. العربي الوطن في وتوزيعهم السكان نمو يفسر. لخصائصها تبعا العربي الوطن في المختلفة األقاليم يصنف. العربي الوطن أقاليم في الطبيعية الثروات يتعرف أقاليم في االقتصادية النشاطات بين والتشابه االختالف أوجه يفسر

. العربي الوطن: التعلم- مخرجات

للوطن والبشرية الطبيعية الخصائص دراسة في الرغبة لديه تنمو أنالعربي .

للثروات امتالكه و العربي الوطن موارد بتنوع إحساسه يتعمق أنالطبيعية.

أقاليم في االقتصادية النشاطات وتحليل تفسير على قادرا يكون أن. العربي الوطن

(4الكفاية )

منها . والمعلومات الحقائق الستخالص الخرائط يقرأ

مكوناتها- :

. مفتاحها باستخدام الخريطة رموز يقرأ. والمعلومات الحقائق الستخالص اإلسالمية الدولة خريطة يقرأ. اإلسالمية الحمالت سير خطوط الخريطة على يحدد


. الخرائط من والمعلومات الحقائق استخالص على قدرته تنمو أن الحمالت وتحليل تفسير في الخرائط توظيف على القدرة لديه تزداد أن

اإلسالمية .( 5الكفاية )

والتوضيحية . البيانية واألشكال الخرائط يرسم

مكوناتها- :

. ويعبئها العربي الوطن خريطة ينسخ. العربي الوطن خريطة يرسم

394

. الرسول غزوات مواقع فيه يوضح تخطيطيا شكال يرسم. والعباسيين األمويين نسب شجرة فيه يوضح تخطيطيا شكال يرسم.) – ( األعمار هرم المناخية البيانية األشكال يرسم


. العربي الوطن خريطة رسم على قدرته تنمو أن. والبيانية التخطيطية األشكال رسم على قادرا يكون أن والبيانية التخطيطية واألشكال الخرائط رسم بأهمية إحساسه يتعمق أن

المعلومات ودعم الحقائق إثبات .في

(6الكفاية )

اإلحصائية . والجداول البيانية والرسوم واألشكال الصور يقرأ

مكوناتها- :

. والمعلومات الحقائق الستخالص األعمار هرم يقرأ. والمعلومات الحقائق الستخالص الصور يقرأ ( لوالية الزمني الخط التاريخية األحداث تسلسل ليتعرف الزمني الخط يقرأ

.) الراشدين الخلفاء: التعلم- مخرجات

والجداول البيانية والرسوم واألشكال الصور قراءة على قادرا يكون أناإلحصائية .

. والمعلومات الحقائق استخالص على القدرة لديه تنمو أن . زمنيا التاريخية األحداث تسلسل قادرا يكون أن البيانية والرسوم واألشكال الصور قراءة بأهمية إحساسه يتعمق أن

. والمعلومات الحقائق استخالص في اإلحصائية والجداول

االبتدائي السادس المستوى االجتماعيات (1) الكفاية

395

الوطن في القديمة الحضارات قدمتها التي اإلسهامات يستنتجاإلنسانية . الحضارة إلى العربي

:مكوناتها-

. وخصائصها الحضارة مفهوم يتعرف. وعصور أزمنة إلى التاريخ تقسيم أسس يحدد. والحديث القديم الحجري العصر إنسان حضارات بين يقارن الرافدين بالد حضارات عليها اعتمدت التي األساسية المقومات يستخلص

. النيل ووادي. النيل ووادي الرافدين بالد لحضارات والعلمية األدبية المنجزات يتعرف شعبا يمارسها التي االقتصادية النشاطات بين واالختالف التشابه أوجه يبين

. النيل ووادي الرافدين. البحرين في دلمون حضارة قيام أسباب يتعرف. ومميزاتها البحرين في دلمون لحضارة األساسية المعالم يستنتج. واليونان الرومان حضارتي ومميزات مالمح أهم يتعرف. القديم الشرق حضارات بين والتأثر والتأثير التفاعل مجاالت يحدد


. العربي الوطن في القديمة الحضارات قراءة في الرغبة لديه تنمو أن الوطن في القديمة الحضارات إسهامات بأهمية إحساسه يتعمق أن

العربي. . البحرين في دلمون حضارة إلسهامات األساسية للمعالم إدراكه يتعمق أن . المختلفة الحضارات بين للتفاعل فهمه يتعمق أن القديمة الحضارات إسهامات ومقارنة وتحليل تفسير على قادرا يكون أن

. العربي الوطن في( 2الكفاية )

والكون . البيئة عن جغرافية ومفاهيم وحقائق معلومات يتعرف

:مكوناتها-

– – – – ( سوق خدمات سلع حاجات االقتصادية المفاهيم بعض يفسرالخ ... ( نقود

والفلكية الطبيعية الظواهر يفسر

396

قياسه وكيفية العالم مناطق بين التوقيت اختالف يفسر بالكون المرتبطة األساسية والمفاهيم الحقائق يتعرف والمناخ الطقس تحديد في وأثرها وعناصره الجوي الغالف مكونات يتعرف األرض سطح على المناخية األقاليم اختالف يفسر العالم في وتوزيعهم السكان كثافة اختالف يفسر


البيئة عن جغرافية والمفاهيم والحقائق للمعلومات إدراكه يتعمق أنوالكون.

. االقتصادية المفاهيم لبعض إدراكه يتعمق أن الجغرافية للظواهر والمقارنة والتحليل التفسير على قادرا يكون أن

. والكونية والطبيعية والبيئية( 3الكفاية )

ودور المختلفة للبيئات والبشرية الطبيعية الخصائص بين يميز. فيها اإلنسان

:مكوناتها-

. لخصائصها تبعا العالم في المناخية البيئات يصنف. السكان حياة تنظيم في البيئية الخصائص دور يستنتج. لخصائصها تبعا والمواصالت االتصاالت وسائل تصنيف


. المختلفة البيئات في وتأثيره اإلنسان دور دراسة في الرغبة لديه تنمو أن. السكان حياة في البيئية الخصائص بدور إحساسه يتعمق أن تبعا والمواصالت االتصاالت وسائل تصنيف على القدرة لديه تنمو أن

لخصائصها. (4الكفاية )

. وفهمها والمعلومات الحقائق الستخالص الخرائط يقرأ

:مكوناتها-

والخريطة الجوية الصور بين يميز

397

( خريطة منها والمعلومات الحقائق الستخالص التاريخية الخرائط يقرأالخ .. ( الفينيقية المدن ، النيل وادي

منها والمعلومات الحقائق الستخالص العالم خرائط يقرأ. ) العالم ) – في السكان العالم في البحرية التيارات


الخرائط من والمعلومات الحقائق استخالص على القدرة لديه تنمو أنالعالم . وخرائط التاريخية

. المختلفة بأنواعها الخرائط بين التمييز على القدرة لديه تنمو أن الجغرافية الظواهر تفسير في الخرائط توظيف على القدرة لديه تزداد أن

والبيئية.( 5الكفاية )

. والتوضيحية البيانية واألشكال الخرائط يرسم

:مكوناتها-

) .. – ( الخ األرضية الكرة الشمسي النظام التوضيحية األشكال. العربي الوطن خريطة يرسم) .. الخ والرافدين النيل وادي لحضارات زمنية خطوطا يرسم الخريطة على والمساحات المسافات لحساب الرسم مقياس يستخدم

مبسط بشكل البحرين خريطة يرسم


. الزمنية والخطوط التوضيحية األشكال رسم على قدرته تنمو أن . زمنيا التاريخية األحداث تسلسل على قادرا يكون أن على والحسابات بالمسافات وعالقته الرسم لمقياس إدراكه يتعمق أن

الخرائط.. البحرين خارطة رسم على قدرته تنمو أن

(6الكفاية )

اإلحصائية والجداول البيانية والرسوم واألشكال الصور يقرأمنها . والمعلومات الحقائق الستخالص

:مكوناتها-

398

الزمن حساب في والميالدي الهجري التقويم يستخدم. والمعلومات الحقائق الستخالص األعمار هرم يقرأ. المناخي البياني الرسم يقرأ. مضمونها لتحليل الصور يقرأ


والجداول البيانية والرسوم واألشكال الصور قراءة على قادرا يكون أناإلحصائية .

الصور من والمعلومات الحقائق استخالص على القدرة لديه تنمو أن. اإلحصائية والجداول البيانية والرسوم واألشكال

البيانية والرسوم واألشكال الصور قراءة بأهمية إحساسه يتعمق أن. والمعلومات الحقائق استخالص في اإلحصائية والجداول

السابع - . الصف للمواطنة والتربية االجتماعيات كفايات==============================================

والتوظيف : . المعرفة مجال أوال. ) : 1الكفاية ( دقيقا فهما المعروضة المادة مضمون يفهم

األساسية - 1مكوناتها : الفكرة يستخرج .

والمصطلحات -2 المفاهيم .يشرح

399

ويناقشها- 3 العلمية المادة .يفهم

ويقيمها -4 المختلفة القوانين منظومات .يقارناإلنتاج -5 عمليات مستوى . يعلل


1. الدرس – مضامين يوضحشرح- 2 في المختصة المعرفية والدوائر المعاجم يستعمل

المفاهيم والمصطلحات .

موضوعي- .3 بإسلوب العلمية المادة مع يتعاملوالمنظومة- 4 القانونية المنظومة يشمل جدوال يصممفي الحقوقية

البحرين . مملكةاإلنتاج- . 5 بعمليات الحقوق عالقة يبين

نقدا ) : 2الكفاية ( المعروضة المادة مبنيا ينقد على علمياموضوعية . شواهد

للمواطنة .-1مكوناتها : الصحيح المفهوم يبينوظائفها .-2 وفق الثقافية النشاطات يصنف

السلوكية -3 القواعد وفق اإلنسان لدى الحقوق أشكال يقيمالسليمة .

التعلم : بين- – - 1مخرجات ومعيشة واقعية أمثلة خالل من يقارنالسلبي المفهوم

للمواطنة . اإليجابي والمفهوم

400

بها- 2 المنوطة المهمات وفق الثقافية النشاطات يجدولالترفيه) –

الهوية – – - - .....( الصحة التعليم التربيةالسلوكية- 3 المظاهر مختلف من ومواقف أحكاما يصدر

بعد األخالقية . المنظومة على عرضها

: والمقارنة : البحث مهارة مجال ثانياتوظيفا ) : 1الكفاية ( ويوظفه دقيقا علميا زادا يكتسب

موضوعيا .مختلفة- . 1مكوناتها : مصادر من المعلومة عن يبحث

ومتسلسال- . 2 منظما علميا عرضا أفكاره يعرضبحثه- . 3 لموضوع مناسبة ومفاهيم مصطلحات يستخدمالجغرافية- . 4 خصائصها وفق البيئات مختلف يصنف

التعلم : متنوعة- .1مخرجات علمية معرفية مصادر يستعملواضحة- . 2 بأدلة يدعمها ومقاالت بيانية جداول ينجزالمصطلحات- 3 حيث من مناسبة علمية لغة لعمله يختار

والمفاهيم. األسلوب ودقة

خصائصها- . 4 بحسب الطبيعية والبيئات األقاليم يلون

المجتمع .) : 2الكفاية ( في الفرد تدمج التي واألعراف القوانين يتمثل

401

معتدلة- .1مكوناتها : وأخالقية دينية منظومة على يحتكممحل -2 المنظومة بحسب المجتمع في االندماج مستوى يقيم

واالتفاق . التواضعللمنظومة -3 الفرد استجابة على اعتمادا العالقات مختلف يعلل

عليها المتفقمتوازنة . -4 موضوعية أحكاما ينشئ

التعلم : والعرف- .1مخرجات للقانون تستجيب سلوكية منظومة يتمثل

على- 2 الحكم في والقانونية األخالقية المعايير يوظفاآلخرين .

عليه- 3 مااتفق إلى استنادا المجتمع في التفاعل شبكة يقيممن

واألخالق . القوانينموضوعي- . 4 وماهو ذاتي ماهو بين أحكامه في يميز

والعرض : التنظيم مجال ثالثامقنع ) : . 1الكفاية ( موضوعي بشكل علمية مادة يعرض

مناسبة- . 1مكوناتها : علمية لغة يستعملالعلمي- . 2 الخطاب مقتضيات يراعيوأدواته- . 3 العرض أساليب في ينوعوالحال- . 4 المقال بين يوفق

التعلم : العرض- .1مخرجات تخدم التي والمفاهيم المصطلحات ينتقيبين- 2 ويراوح واقعية وشواهد علمية بدواعم عرضه يثري

النظرية والواقع .

402

المناسبة- .3 والبصرية السمعية الوسائل يستعملالخطاب- 4 وزمن المخاطب نوعية مراعيا بحثه يعرض

ومالبساته .

الثامن - . الصف للمواطنة والتربية االجتماعيات كفايات==============================================


األساسية - 1مكوناتها : الفكرة يستخرج .

والمصطلحات -2 المفاهيم .يشرحويناقشها- 3 العلمية المادة .يفهم

ويقيمها -4 المختلفة القوانين منظومات .يقارناإلنتاج -5 عمليات مستوى . يعلل


1. الدرس – مضامين يوضحشرح- 2 في المختصة المعرفية والدوائر المعاجم يستعمل

المفاهيم والمصطلحات .

موضوعي- .3 بإسلوب العلمية المادة مع يتعامل

403

والمنظومة- 4 القانونية المنظومة يشمل جدوال يصممفي الحقوقية

البحرين . مملكةاإلنتاج- . 5 بعمليات الحقوق عالقة يبين


للمواطنة .-1مكوناتها : الصحيح المفهوم يبينوظائفها .-2 وفق الثقافية النشاطات يصنف

السلوكية -3 القواعد وفق الشباب لدى الحوار أشكال يقيمالسليمة .

التعلم : بين- – - 1مخرجات ومعيشة واقعية أمثلة خالل من يقارنالسلبي المفهوم

للمواطنة . اإليجابي والمفهومبها- 2 المنوطة المهمات وفق الثقافية النشاطات يجدول

الترفيه) – الهوية – – - - .....( الصحة التعليم التربية

السلوكية- 3 المظاهر مختلف من ومواقف أحكاما يصدربعد

األخالقية . المنظومة على عرضها

: والمقارنة : البحث مهارة مجال ثانياتوظيفا ) : 1الكفاية ( ويوظفه دقيقا علميا زادا يكتسب

موضوعيا .

404

مختلفة- . 1مكوناتها : مصادر من المعلومة عن يبحثومتسلسال- . 2 منظما علميا عرضا أفكاره يعرضبحثه- . 3 لموضوع مناسبة ومفاهيم مصطلحات يستخدمالجغرافية- . 4 خصائصها وفق البيئات مختلف يصنف

التعلم : متنوعة- .1مخرجات علمية معرفية مصادر يستعملواضحة- . 2 بأدلة يدعمها ومقاالت بيانية جداول ينجزالمصطلحات- 3 حيث من مناسبة علمية لغة لعمله يختار

والمفاهيم. األسلوب ودقة

خصائصها- . 4 بحسب الطبيعية والبيئات األقاليم يلون

المجتمع .) : 2الكفاية ( في الفرد تدمج التي واألعراف القوانين يتمثلمعتدلة- .1مكوناتها : وأخالقية دينية منظومة على يحتكم

محل -2 المنظومة بحسب المجتمع في االندماج مستوى يقيمواالتفاق . التواضع

للمنظومة -3 الفرد استجابة على اعتمادا العالقات مختلف يعللعليها المتفق

متوازنة . -4 موضوعية أحكاما ينشئالتعلم : والعرف- .1مخرجات للقانون تستجيب سلوكية منظومة يتمثل

على- 2 الحكم في والقانونية األخالقية المعايير يوظفاآلخرين .

عليه- 3 مااتفق إلى استنادا المجتمع في التفاعل شبكة يقيممن

405

واألخالق . القوانينموضوعي- . 4 وماهو ذاتي ماهو بين أحكامه في يميز

والعرض : التنظيم مجال ثالثامقنع ) : . 1الكفاية ( موضوعي بشكل علمية مادة يعرض

مناسبة- . 1مكوناتها : علمية لغة يستعملالعلمي- . 2 الخطاب مقتضيات يراعيوأدواته- . 3 العرض أساليب في ينوعوالحال- . 4 المقال بين يوفق





التاسع - الصف للمواطنة والتربية االجتماعيات كفايات==============================================

والتوظيف : . المعرفة مجال أوال

406

. ) : 1الكفاية ( دقيقا فهما المعروضة المادة مضمون يفهم

مكوناتها : األساسية ..1 الفكرة يستخلصوتقدير .2 الوطن لتنمية كأساس العمل أهمية على التعرف

المجتمع في المواطن . دور

3.. الوطني والوعي الوطن بمفاهيم التعريففي .4 ودورها وأسسها الوطنية الوحدة بمعنى التعريف

التنمية .على .5 االنفتاح تستوجب الفاعلة المواطنة أن إدراك

المحلي . المحيط


بالمحتوى ..1 العنوان عالقة يبينشرح .2 في المختصة المعرفية والمصادر المعاجم يستعمل

والمصطلحات . المفاهيم3.. تحليلي بأسلوب العلمية المادة يدرساألنظمة .4 أساسيات ماهية بين ويقارن ويفهم يتعرف أن

وغيرها . والمعاهد المنظمات إدارة في والنماذجعملية .5 على األساسية الحريات إطالق انعكاس يرصد

اإلنتاج .اختصاصاتها .6 ويذكر البحرين في الخدمات يسمي

ومهامها .

407


مكوناتها : الحق ..1 المواطنة مفهوم يبينأهميتها ..2 وفق الحكومية والدوائر الخدمات يصنفمحددة .3 معايير وفق السلوكية المظاهر يقيم

التعلم : مخرجاتالمفهوم - .1 بين ومعيشة واقعية أمثلة خالل من يقارن

للمواطنة . اإليجابي والمفهوم السلبيوظائفها ..2 من انطالقا وغيرها السيادية الخدمات بين يميزبعد .3 السلوكية المظاهر مختلف من ومواقف أحكاما يصدر

والحقوق . القانون منظومتي على عرضها

: والمقارنة : البحث مهارة مجال ثانيا

408

توظيفا ) : 1الكفاية ( ويوظفه دقيقا علميا فهما يكتسبموضوعيا .

الوثيق- .1مكوناتها : مصدرها في المعلومة عن يبحثومتسلسال- . 2 منظما علميا عرضا أفكاره يعرضبحثه- . 3 لموضوع مناسبة لغوية منظومة يستخدمللمعايير- 4 استجابتها وفق الدولية المنظمات يصنف

عليها . المتفق

التعلم : موثوقة .- 1مخرجات علمية معرفية مصادر يستعملالمنطق- 2 إلى فيها يحتكم موضوعية مقاالت يكتب

ويبتعد ، والدليلوالتعصب .. واالنحياز العواطف عن فيها

مناسبة- - - 3 علمية لغة العلمي إنتاجه في يستعملحيث من

. األسلوب ودقة والمفاهيم المصطلحاتعلى- 4 الحكم في العلمية المعايير إلى يرجعالسياسية .المؤسسات

العالقات) : 2الكفاية ( تنظم التي واألعراف القوانين يتمثلالمجتمع . في

متماسكة- .1مكوناتها : معرفية منظومة يمتلكمحلية -5 معادالت من يوجهها ما وفق العالقات يحلل

. وعالمية وإقليميةالتاريخي -6 سياقها في واألحداث األنظمة ينزل

الصحيح .

409

التعلم : تناغما- 1مخرجات العلمية المواد أكثر لنفسه ينتخبوموضوعية . 2 - - -، السياسية المعادالت دقيق بشكل يوظف

القوى وموازينالساحة في القرار صنع ودوائر ، الفاعلة

السياسية. 3. -، تاريخية قراءة األحداث ويأتي يقرأ ويصف

المستمر . للتغير المسببة لألساسيات بأمثلةعلمي- 4 منهج على تقوم تحليلية مقاالت ينشئ

موضوعي.والعرض : التنظيم مجال ثالثا

مقنع ) : . 1الكفاية ( موضوعي بشكل علمية مادة يعرض

مناسبة . - 1مكوناتها : علمية لغة يستعملالعلمي- . 2 الحديث مقتضيات يراعيوأدواته- . 3 العرض أساليب في ينوعوالحال- . 4 المقال بين يوفق

التعلم : تخدم - 1مخرجات التي والمفاهيم المصطلحات ينتقيالعرض .

410

واقعية- 2 وشواهد علمية بدواعم عرضه يثريالنظرية بين ويراوح

والواقع .المناسبة- .3 والبصرية السمعية الوسائل يستعملوزمن- 4 المتحدث نوعية مراعيا بحثه يعرض

الحديث .

العاشر - . الصف للمواطنة والتربية االجتماعيات كفايات==============================================


األساسية - 1مكوناتها : الفكرة يستخلص .

دقيقا -2 تحديدا والمصطلحات المفاهيم .يحددويناقشها- 3 العلمية المادة .يحلل

ويقيمها -4 المختلفة اإلنسان حقوق منظومات .يقارنبمختلف -5 التنمية في اإلنسان حقوق مجال تأثير يدرك

.أشكالهاووظائفها -6 البحرين في الوزارات أهم على . يتعرف

التعلم : بالمحتوى- .1 مخرجات العنوان عالقة يبينشرح- 2 في المختصة المعرفية والدوائر المعاجم يستعمل

المفاهيم

411

والمصطلحات .نقدي- .3 بأسلوب العلمية المادة يدرساإلنسان- 4 حقوق منظومات مختلف لمقارنة جدوال يصمم

. العالم فيعملية- 5 على األساسية الحريات إطالق انعكاس يرصد

اإلنتاج .ومهامها- 6 اختصاصاتها ويذكر البحرين في الوزارات يسمي

.


الحق .-1مكوناتها : المواطنة مفهوم يبينأهميتها .-2 وفق الحكومية والدوائر الوزارات يصنف

محددة -3 معايير وفق السلوكية المظاهر يقيمالتعلم : بين- – - 1مخرجات ومعيشة واقعية أمثلة خالل من يقارن

السلبي المفهومللمواطنة . اإليجابي والمفهوم

من- 2 انطالقا وغيرها السيادية الوزارات بين يميزوظائفها .

السلوكية- 3 المظاهر مختلف من ومواقف أحكاما يصدربعد

والحقوق . القانون منظومتي على عرضها

: والمقارنة : البحث مهارة مجال ثانيا

412

توظيفا ) : 1الكفاية ( ويوظفه دقيقا علميا زادا يكتسبموضوعيا .

الوثيق- .1مكوناتها : مصدرها في المعلومة عن يبحثومتسلسال- . 2 منظما علميا عرضا أفكاره يعرضبحثه- . 3 لموضوع مناسبة لغوية منظومة يستخدمعليها- . 4 المتفق للمعايير استجابتها وفق الحكم أنظمة يصنف

التعلم : موثوقة- .1مخرجات علمية معرفية مصادر يستعملالمنطق- 2 إلى فيها يحتكم موضوعية مقاالت يكتب

ويبتعد ، والدليلوالتعصب .. واالنحياز العواطف عن فيها

من- - - 3 مناسبة علمية لغة العلمي إنتاجه في يستعملحيث

. األسلوب ودقة والمفاهيم المصطلحاتالمؤسسات- 4 على الحكم في العلمية المعايير إلى يرجع

السياسية.في ) : 2الكفاية ( العالقات تنظم التي واألعراف القوانين يتمثلالمجتمع .

متماسكة- .1مكوناتها : معرفية منظومة يمتلكوإقليمية -2 محلية معادالت من يوجهها ما وفق العالقات يحلل

وعالمية.

الصحيح . -3 التاريخي سياقها في واألحداث األنظمة ينزلومتوازنا . -4 موضوعيا علميا خطابا يؤسس

413

التعلم : تناغما- 1مخرجات العلمية المواد أكثر لنفسه ينتخبوموضوعية .

وموازين- - - 2 ، السياسية المعادالت دقيق بشكل يوظفالقوى

. السياسية الساحة في القرار صنع ودوائر ، الفاعلةقيام- 3 ظاهرة ويدرس ، تاريخية قراءة األحداث يقرأ

الحكومات التاريخية . العلية منطق خالل من وسقوطها

4. موضوعي- علمي منهج على تقوم تحليلية مقاالت ينشئوالعرض : التنظيم مجال ثالثا

مقنع ) : . 1الكفاية ( موضوعي بشكل علمية مادة يعرضمناسبة- . 1مكوناتها : علمية لغة يستعمل

العلمي- . 2 الخطاب مقتضيات يراعيوأدواته- . 3 العرض أساليب في ينوعوالحال- . 4 المقال بين يوفق





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