Year 9 Curriculum Handbook

Year 9 Curriculum handbook 2014-15
Year 9
Curriculum Handbook
September 2014
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Year 9 Curriculum handbook 2014-15
Contents
Our Vision ....................................................................................................................................... 4
Our Mission..................................................................................................................................... 4
Core beliefs..................................................................................................................................... 4
Introduction ..................................................................................................................................... 5
Allocation of curriculum time in Year 9 ............................................................................................ 6
Personal, Social & Health education (PSHE) .................................................................................. 7
English Language ........................................................................................................................... 8
English Literature ............................................................................................................................ 9
Español......................................................................................................................................... 10
Humanities .................................................................................................................................... 11
Computer Science ........................................................................................................................ 12
Mathematics ................................................................................................................................. 13
Educación física ............................................................................................................................ 14
Science ......................................................................................................................................... 15
Visual arts ..................................................................................................................................... 16
Ciencias Naturales ........................................................................................................................ 17
Ciencias Sociales.......................................................................................................................... 18
Music ............................................................................................................................................ 19
Community Service ....................................................................................................................... 20
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Year 9 Curriculum handbook 2014-15
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Year 9 Curriculum handbook 2014-15
Our Vision
BSQ will be a leading centre of individual excellence, within
Latin America, providing the foundations for lifelong learning
and success within a global context.
Our Mission
We are a dynamic learning community that provides a
personalised and holistic education for both Ecuadorean
and International students, that is both British focused and
internationally
minded,
delivered
by
inspirational,
intercultural learning leaders.
Core beliefs
At BSQ we are roles models of our values and are
committed to being – Principled
This means being…..
• Honest
• Respectful
• Fair
• Concerned for others
• Values focused
Internationally Minded
This means being….
• Fosterers of cultural understanding
• Global citizens
• Celebrators of cultural diversity
• Innovators
• Critical thinkers
• Inclusive
Lifelong Learners Committed to Excellence
This means….
• Inquirers
• Risk takers
• Reflective
• Motivators
• Inspirers
• Achievers of personal excellence
• Engaged learners
• Creative thinkers
Focused on Personal and Emotional Wellbeing
This means….
• Balanced in our approach to life and learning
• Caring
• Creators of a positive difference in others´ lives
• Actively involved in Community, Action and
Service
• Self-confident
• Assertive
• Proactive
• Safe
• Understanding of the positive impact happiness
has on us and others
Team Players
This means being….
• Active listeners
• Open-minded
• Creators of positive resolutions
• Supportive
• Collaborative
• Inclusive
• Open communicators
Builders of a Sustainable Future
This means being….
• Careful users of resources
• Advocators for a safe world
• Committed to sustainability
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Year 9 Curriculum handbook 2014-15
Introduction
This handbook is designed for parents of Year 9 students. It contains important information about
the content, objectives and evaluation procedures which will be included in this year’s courses. The
handbook is intended to be a reference resource so that you may feel better informed about the
work that the students are doing in class. This will enable you to discuss your child’s work with
him/her and the teachers more knowledgeably. You will also be able to refer to this curriculum
booklet when you receive progress reports on your child’s achievements. The guide gives an
overview of the topics that will be studied during this year at school. Please read it through
carefully.
In Years 7, 8 & 9, the British School follows very closely the National Curriculum of England at Key
Stage 3. This is a challenging curriculum, which at the same time, provides opportunity for students
of all abilities.
Parent support is one of the most important factors influencing a child’s levels of attainment in
school. Good communication between home and school is of great importance to us here at the
British School. If you have any questions about your child’s attainment levels, home or class work,
or if you would like to discuss any aspect of the curriculum, please contact your child’s tutor.
Amy Sawchak
Tutor
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Year 9 Curriculum handbook 2014-15
Allocation of curriculum time in Year 9
Subject
Number of 40 minute
periods per week
Personal, Social & Health education (PSHE)
2
English Language
2
English Literature
3
Spanish
6
Computer Science
3
Humanities (Geography & History)
3
Science (Physics, Biology & Chemistry)
5
Mathematics
5
Visual Art
3
Music
2
Ciencias Naturales
2
Ciencias Sociales
3
Educación física
3
Community service
1
House activities
1
Total periods of instruction per week
45
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Year 9 Curriculum handbook 2014-15
Personal, Social & Health education (PSHE)
The importance of PSHE
PSHE (Personal, Social and Health Education) is a vital part of a student’s development and
formation. In PSHE the students will complete the PSHE course with their form tutor, the school
counsellor as well as the careers counsellor. Students will explore a number of diverse personal,
social and global issues. These topics are designed to challenge students and to make them
think about their place in the world. The programme will help prepare the students for their
social, emotional and vocational engagement with the wider community.
Objectives
Personal well-being helps young people embrace change, feel positive about who they are and
enjoy healthy, safe, responsible and fulfilled lives. Through active learning opportunities pupils
recognise and manage risk, take increasing responsibility for themselves, their choices and
behaviours and make positive contributions to their families, schools and communities.
As pupils learn to recognise, develop and communicate their qualities, skills and attitudes, they
build knowledge, confidence and self-esteem and make the most of their abilities. As they
explore similarities and differences between people and discuss social and moral dilemmas,
they learn to deal with challenges and accommodate diversity in all its forms. The world is full of
complex and sometimes conflicting values. Personal well-being helps pupils explore this
complexity and reflect on and clarify their own values and attitudes. They identify and articulate
feelings and emotions learn to manage new or difficult situations positively and form and
maintain effective relationships with a wide range of people. Personal wellbeing makes a major
contribution to the promotion of personal development and formation, the primary objective of
the PSHE subject.
Course outline
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The IB learner profile and how to use your individual learner profile to help with
progress
Progress reflection and target setting
Looking forward; careers and our place in the world
Team work
Self esteem
Values and decision making
Communication
Relationships
Human development
Ethics
Internationalism and citizenship
Personal health and awareness about consumption
Assessment
The school counsellor will assess students conduct and effort on the full year report. A comment
will also accompany the conduct and effort grades.
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Year 9 Curriculum handbook 2014-15
English Language
Ms Helen Johnson and Ms Jessica Karasek
The importance of English Language
Conventions are essential for reading, writing, and speaking. The student writes to make
connections with the larger world. A student’s ideas are more likely to be taken seriously when
the words are spelled accurately and the sentences are grammatically correct. Use of Standard
English conventions helps readers understand and follow the student’s meaning, while errors
can be distracting and confusing. Standard English conventions are the “good manners” of
writing and speaking that make communication fluid.
Objectives
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demonstrate understanding and control of the rules of the English language, realizing
that usage involves the appropriate application of conventions and grammar in both
written and spoken formats.
produce writing that establishes an appropriate organizational structure, sets a context
and engages the reader, maintains a coherent focus throughout, and provides a
satisfying closure.
demonstrate competence in a variety of genres.
produce technical writing (business correspondence: memoranda, emails, letters of
inquiry, letters of complaint, instructions and procedures, lab reports, slide presentations)
listen to and view various forms of text and media in order to gather and share
information, persuade others, and express and understand ideas. The student will select
and critically analyze messages using rubrics as assessment tools.
Course outline
We will be following the British Cambridge scheme for the first certificate exam (B2-FCE).
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Present tense usage vs. past tense usage vs. Future tense usage
Sentence and question formation
Articles, nouns, pronouns
Prepositions
Difference between make, do, have , get
Building sentences
Irregular verbs
Vocabulary
Extended writing which involves researching a topic and referencing work
Assessment
The course will be assessed through end of unit work, creative and/or analytical, speaking and
listening assessments, plus the end of year examinations.
 Recall, knowledge and understanding of key concepts and definitions
 Application of skills, knowledge and understanding
 Evaluation of evidence and drawing conclusions
 Research and communication of ideas and concepts
Summative topic and end of Quimestre tests will be based on the Cambridge FCE exam.
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Year 9 Curriculum handbook 2014-15
English Literature
Mr Jim Wild
The importance of English Literature
There is a great deal of flexibility in the topics chosen each half term. The topics we teach for
English Literature are fully integrated with, and often derive from, the class readers. These texts
change each term. They are chosen in order to expose students to a representative variety of
English Literature, taking into account the correct reading level for the age and competence in
English of a given group of Year 9 students. They will also give students a chance to discuss,
empathise, explore context and begin to analyse literature.
Teachers of English make use of differentiation so that each student can complete challenging
and stimulating work. In class and out of class support is given to English as a Second
Language students depending upon individual circumstances. New students are also integrated
into the class with their individual needs in English, taken into account.
Objectives
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provide the students with ample opportunities in which to communicate through written
and spoken English;
continue to develop analytical skills for the study of literature;
develop an ability to write in specific styles, formality and for specific purposes;
enable students to gain a functional use of the English Language;
enjoy and appreciate many forms of writing;
read with understanding and awareness of viewpoint and opinion;
develop students´ ability to write accurately;
Course outline
Poetry
An introduction to War Poetry
Drama
A Christmas Carol by Charles Dickens. Dramatic abridged text.
Class Readers
I am a Taxi by Deborah Ellis
The Curious Incident of the Dog in the Nighttime by Mark Haddon
Persuasive Speech and Debate
Analysis of famous speeches writing, research, rhetorical skills
Assessment
The course will be assessed through a range of different creative and analytical writing tasks,
speaking and listening assessments, unit tests as well as the mid and end of year examinations:
Students will be assessed on the following four key areas of the National Curriculum of England:
 Knowledge and Understanding
 Analysis of Stylistic and Literary Devices
 Language and Communication
 Organisation, Structure and use of Evidence
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Year 9 Curriculum handbook 2014-15
Español
Miss Ana Perugachi
La importancia del Español
La Lengua y la Literatura han tenido y tienen gran importancia en el sistema escolarizado de los
países hispanohablantes al igual que en Ecuador. La Lengua es una herramienta que posibilita la
interacción social. Sin embargo no sólo nos enfocamos en ese aspecto sino que abrimos la
posibilidad de usarla en situaciones de mayor complejidad. La Literatura se incorpora a la
enseñanza de la Lengua con sus propias características ayudando al estudiante al disfrute y el
placer de la lectura, así como a ayudarle a encontrar respuestas en el mundo que lo rodea.
Objetivos
Al finalizar el año 9 el estudiante estará capacitado para:
 Familiarizarse con los diferentes géneros y términos literarios.
 Escribir en variedad de géneros y estilos.
 Comprender, analizar y producir textos de divulgación científica e informes.
 Manejar estructuras gramaticales apropiadas para composiciones escritas.
 Obtener y utilizar información para realizar investigaciones.
 Desarrollar destrezas y estrategias de lectura para comprender y responder a una variedad de
textos.
 Desarrollar pensamiento crítico para poder evaluar y analizar textos literarios
 Desarrollar destrezas para escuchar y hablar en público.
Contenidos
Literatura
Novela de ciencia ficción, cuento y relato de ciencia ficción, texto dramático y romance.
Escritura
Noticia, textos de divulgación científica, informe, informe de un experimento, párrafos (causa –
efecto), párrafos descriptivos, resumen y bitácora,
Gramática
Oraciones subordinadas adjetivas y coordinadas, subordinadas sustantivas,
defectivos, conectores.
gerundio, verbos
Ortografía
Uso de mayúsculas, palabras terminadas en ancia y encia, uso de la J (decir y traer), acentuación
general, signos de puntuación.
Evaluaciones
Todas las tareas serán evaluadas según la siguiente rúbrica:
 Trabajos en clase
 Tareas
 Evaluaciones
 Proyectos
 Evaluación sumativa
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Year 9 Curriculum handbook 2014-15
Humanities
Ms. Alice Porter
The importance of Humanities
The study of Humanities stimulates an interest in and a sense of wonder about the world and its
history. It helps young people make sense of a dynamically changing world and develops their own
identities through an understanding of Humanities at different levels. It explains where places are,
how places and landscapes are formed, how people and their environment interact, and helps
them to ask and answer questions of the present by engaging with the past. It builds on pupils’ own
experiences to investigate places at all scales, from the personal to the global, finding out about
their community, Britain, Europe and the world. The study of Humanities encourages questioning,
investigation and critical thinking about issues affecting the world and people’s lives, in the past,
present and in the future. Pupils also evaluate evidence, identify and analyse different
interpretations and learn to substantiate any arguments and judgements they make. Humanities
inspire pupils to become global citizens by exploring their own place in the world, their values and
their responsibilities to other people, to the environment and to the sustainability of the planet. It
prepares pupils for the future, equipping them with knowledge and skills that are prized in adult life,
enhancing employability and developing an ability to take part in a democratic society.
Objectives
The KS3 Humanities course aims to:
1. To develop in students the skills and techniques required to analyse and interpret a range
of relevant information and communicate the results of this analysis in a variety of
appropriate ways.
2. To stimulate students to think critically and question the world they live in based on a
detailed knowledge and understanding of the way the world functions today, and the way it
functioned in the past.
3. To provide students with the freedom and confidence to conduct relevant enquiries and
investigation.
Course outline
Content
 Globalisation: Focus on the Fashion Industry
 Trade: Focus on Coffee
 The era of the world wars
Assessment
The course will be assessed in the following areas:
 Knowledge and Understanding
 Application of skills
 Interpretation and Analysis
 Evaluation
 Summative topic tests
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Year 9 Curriculum handbook 2014-15
Computer Science
Ms. Jessica Karasek
The importance of Computer Science
This programme equips pupils to understand and change the world through computational thinking.
It develops and requires logical thinking, precision and creativity: pupils apply underlying principles
to understand real world systems, and to create purposeful and usable pieces of work.
At the core of computing is computer science, in which pupils are taught how digital systems work,
how they are designed and programmed, and the fundamental principles of information and
computation. A computing education also ensures that pupils become digitally literate – able to
use, and express themselves through, information and communication technology – at a level
suitable for the future workplace and as active participants in a digital world.
Objectives
 Design, use and evaluate computational abstractions that model the state and behaviour
of real-world problems and physical systems.
 Understand at least two key algorithms for each of sorting and searching; use logical
reasoning to evaluate the performance trade-offs of using alternative algorithms to solve
the same problem
 Understand the hardware and software components that make up networked computer
systems, how they interact, and how they affect cost and performance; explain how
networks such as the internet work; understand how computers can monitor and control
physical systems.
 Explain how data of various types can be represented and manipulated in the form
of binary digits including numbers, text, sounds and pictures, and be able to carry
out some such manipulations by hand.
Course outline
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Networks
VideoPad/Imovie or movie maker
Presentation Mediums
Flash
 Storage Devices and Media
Assessment
The course will be assessed in five areas:
 Knowledge and Understanding
 Application of Skills
 Research and Communication of ideas
 Evaluation skills
 Summative assessments
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Year 9 Curriculum handbook 2014-15
Mathematics
Mr. Matthew Hubert
The importance of Mathematics
"The ability to think mathematically is very important for all members of a modern society: for its
use in the workplace; personal and family business; and to help one make rational decisions about
the many risks we face in our lives. To this end, we endeavour to make the topics studied at school
as relevant to real-life situations as possible. Mathematics is also fundamental to national
prosperity: it helps in the understanding of science, engineering, technology and finance – the key
ingredients of a successful modern economy. Mathematics equips pupils with uniquely powerful
ways to describe, analyse and to change the world for the better."
Objectives
To develop skills in:
 Number
 Algebra
 Shape, Space and Measures
 Data Handling
and to be able to apply these confidently in a range of contexts.
Course outline
Students at Key Stage 3 (Years 7, 8 and 9) follow a National Curriculum course incorporating the
Mathematics Framework from the Key Stage 3 Strategy. This is delivered through the Oxford
Maths Links scheme. Students follow a text book based course, supplemented by a range of
additional materials. Work is differentiated to meet the needs of each individual student. The text
book they work from depends upon prior attainment. This ensured that the work is both
manageable and challenging, providing both continuity and progression.
The text book used in Year 9 are:
Oxford Maths Links 9B (Consolidation of National Curriculum Level 6, some work at Level 7)
See the contents page of your child’s text book for more specific details of the topics covered.
Students are expected to have a Scientific calculator (not Graphic Display) such as one from the
Casio Natural Display range.
Assessment
Students are assessed throughout the year on a wide range of homework tasks. In addition to this
they are tested on each chapter of work from the text book. The final report is based on the
following criteria:
 Knowledge and Understanding
 Investigations
 Communication (use of mathematical language and forms of representation)
 Independent Reflection and Reflection
 Summative Tests
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Year 9 Curriculum handbook 2014-15
Educación física
MS Marie Farry and Mr Fernando Ruiz
La importancia de la Educación Física
La Educación Física es importante porque sin su presencia en el ámbito educativo no hay
desarrollo integral de las personas. Es a través del cuerpo y el movimiento como la persona se
relaciona con el entorno. Durante el proceso de aprendizaje, la correcta aplicación, de las distintas
ejercitaciones físicas y técnicas, permiten el constante, crecimiento de las habilidades y destrezas
tanto en el aspecto individual como colectivo. En este sentido la tolerancia a los esfuerzos va en
aumento de acuerdo a las diferentes exigencias, durante las clases y en las competencias
intercolegiales. No hay duda tampoco lo provechoso que es la inter-relación física-social-afectiva
que la actividad física promueve en el devenir educativo, interrelación que facilita la ejercitación de
cánones de comportamiento encausados dentro del correcto orden así la solidaridad, el respeto
mutuo, la amistad, el sentido de pertenencia a un equipo, se desarrollan de manera efectiva y
clara en el entorno de la Educación Física, permitiendo de esta manera la adquisición del máximo
estado de bienestar físico, mental y social factible en un entorno saludable.
Objetivos
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El desarrollo físico y técnico constante
Competencias Intercolegiales
Trabajo en equipo
Solidaridad, compromiso, espíritu deportivo
Respeto a los demás
Perfil del Curso
Los estudiantes, en la fase inicial durante las clases realizarán movimientos naturales como:
caminar, saltar, correr hacia delante y atrás, galope en diferentes direcciones y distancias,
elongaciones y ejercitaciones con el propio peso corporal, como abdominales, flexiones de brazos
y multi-saltos, además de diferentes salidas de velocidad con y sin obstáculos; complementando
con deportes tales como:
Vóley, Básquet, Fútbol, Hockey, Balonmano, Atletismo, Gimnasia, Natación y Tenis
De esta forma a través de trabajos individuales y grupales con los diferentes elementos,
reafirmaremos los aprendizajes de traslado, dominio, recepción, definición, táctica y conocimiento
de los reglamentos en estos deportes.
Evaluación
El curso será evaluado en las siguientes áreas:
 Progreso motor (coordinación )
 Rendimiento motor (resistencia general)
 Actitud y superación
 Flexibilidad
 Evaluación sumativa
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Year 9 Curriculum handbook 2014-15
Science
Miss Sarah Kucera
The importance of Science
The study of science fires pupils’ curiosity about phenomena in the world around them and offers
opportunities to find explanations. It engages learners at many levels, linking direct practical
experience with scientific ideas. Experimentation and modelling are used to develop and evaluate
explanations, encouraging critical and creative thought. Pupils learn how knowledge and
understanding in science are rooted in evidence. They discover how scientific ideas contribute to
technological change – affecting industry, business and medicine and improving quality of life.
They trace the development of science worldwide and recognise its cultural significance. They
learn to question and discuss issues that may affect their own lives, the directions of societies and
the future of the world.
Objectives
The BSQ key stage 3 science scheme of work offers opportunities for pupils to:
 build on their scientific knowledge and understanding from key stage 2 and make
connections between different areas of science;
 use scientific ideas and models to explain phenomena and events;
 understand a range of familiar applications of science;
 think about the advantages and drawbacks of scientific and technological developments for
the environment and in other contexts, considering the reasons for different opinions;
 carry out investigations of different types, on their own and in groups, making use of
reference sources and evaluating their work;
 communicate what they did and its significance;
 learn how scientists work and the importance of experimental evidence in supporting
scientific ideas.
Course outline
The following topics will be covered.
CHEMISTRY
Reactions of Metals and Metal Compounds
Patterns of Reactivity
BIOLOGY
Inheritance and Selection/ Food
Plants and Photosynthesis
PHYSICS
Pressure and Moments
Forces, Speed and Acceleration
PRACTICAL SKILLS
Assessment
The Attainment grade will be calculated from:
 Understanding and Application of Knowledge
 Data Transformation and Presentation
 Scientific Inquiry
 Scientific Communication
 Summative Assessment
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Year 9 Curriculum handbook 2014-15
Visual arts
Miss Amy Sawchak
The importance of Art
In Art students learn to appreciate and value images and artefacts across times and cultures, and
to understand the contexts in which they were made. In art, craft and design, pupils reflect critically
on their own and other people’s work, judging quality, value and meaning. They learn to think and
act as artists, craftspeople and designers, working creatively and intelligently. Students explore
visual, tactile and other sensory experiences to communicate ideas and meanings. They work with
traditional and new media, developing confidence, competence, imagination and creativity
Objectives
1. To encourage students to develop an understanding and application of the elements of art
and design, specifically line, shape, tone, colour, texture, space and form.
2. To encourage students to develop compositions based on personal experiences, and
portray it in 3D sculpture.
3. To study and understand the changes made throughout art history, with reference to
specific artists.
4. To develop an art based vocabulary to support the new skills and techniques that they are
learning.
5. To provide students with the freedom and confidence to discuss, present and critique art
work, individually and in group sessions.
6. To understand the need for, and how to use sketchbooks for developing ideas.
Course outline
Topic 1 The Human Condition. Collage work, sketchbook and discussion work about ways of
expressing emotion through Art. Investigation of The Human form in life drawing and sculpture.
Develop and refine individual responses in clay or other 3D media.
Topic 2 Change Your Style. Explore and present changing art styles from the early 20th century.
Examine contemporary decorative and applied art of different cultures and learn a variety of
applied art techniques: paper making, batik and printmaking. Design a piece of work to incorporate
all of the different techniques used.
Topic 3 Personal Project. Explore the work of a range of Artists and create a final personal 2D or
3D response based on a series of developmental stages and refinements. Discussion and
presentation of own work to class.
Assessment
The course will be assessed using the following criteria:
 Knowledge and understanding of the elements and principles of art and design
 Development of ideas and implementation of the artistic planning process
 Overall craftsmanship and technical skill
 Project presentations and critique
 Summative assessments
Assessment will be based on GCSE and MYP standards and mark bands.
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Year 9 Curriculum handbook 2014-15
Ciencias Naturales
Mr. Abraham Angulo
La importancia de las Ciencias Naturales
El estudio de las Ciencias naturales permite asumirse como ciudadanos y ciudadanas
conscientes, en un mundo interdependiente y globalizado, comprometidos consigo mismos y con
los demás; es decir, forma personas de mentalidad abierta, conocedoras de la condición que las
une como seres humanos, de la obligación compartida de velar por el planeta y de contribuir en la
creación de un entorno mejor y pacífico. Enmarcado todo esto en la ciencia como un constructo
científico que tiene carácter de provisionalidad e historicidad, es decir que los conocimientos no
son permanentes y que son relevantes como base para la construcción de nuevos conocimientos.
Objetivos
El currículo ecuatoriano de Ciencias Naturales para 9no de EGB busca:
 Analizar las teorías del origen del Universo: creacionismo y Big Bang.
 Analizar las teorías del origen de la vida: creacionista y evolucionista.
 Describir las características de las células y tejidos vegetales y animales.
 Reconocer el recurso hídrico como fuente de producción de energía y realizar un análisis
reflexivo del manejo sustentable del recurso hídrico – energético.
 Explicar el origen volcánico de las islas Galápagos, su relieve, flora y fauna endémicas.
 Interpretar y relacionar los procesos de respiración celular y fotosíntesis.
Perfil del curso
La Tierra un planeta con vida
La gran explosión
Tema 1
• ¿Por qué se cree que el universo se formó a partir de una explosión?
• El origen y evolución del universo
• Teoría de la Gran Explosión
Formación del Sistema Solar
El origen de la Tierra
Origen de la vida - Origen de las especies
La Teoría Actual o Síntesis Evolutiva
Experimenta: Construyamos un calendario cósmico
Tema 2
• ¿Qué influencia tienen las placas de Nazca, Cocos y del Pacífico en la formación y el relieve de
Galápagos?
• Influencia de las placas de Nazca, Cocos y del Pacífico en la formación y el relieve de
Galápagos
• El origen volcánico de las islas Galápagos y su relieve
Laboratorio Estudiemos la adaptación de los seres vivos
Proyecto Una escuela más limpia
Evaluación
La evaluación se realizará utilizando los siguientes criterios:
 Conocimiento y comprensión del tema, conceptos claves y sus definiciones
 Aplicación de destrezas y del conocimiento en diferentes escenarios
 Presentación de proyectos
 Investigación acerca de los temas dados
 Evaluaciones sumativas
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Year 9 Curriculum handbook 2014-15
Ciencias Sociales
Mr. Abraham Angulo
La importancia de los Ciencias Sociales
El conjunto de los Estudios Sociales en la Educación Básica tiene como objetivo ofrecer a los
estudiantes una visión general de la sociedad donde viven; su ubicación y desarrollo en el
espacio; su origen y evolución histórica; su papel en el marco de la Geografía y la Historia del
mundo, especialmente de América Latina. También se orienta a desarrollar destrezas que les
permitan enfrentar otros campos del aprendizaje, los desafíos de la producción y el
emprendimiento; así como su identificación con Ecuador, su país, o la comprensión y respeto al
país donde están creciendo y el reconocimiento de los valores de la democracia y la tolerancia.
Objetivos
El currículo ecuatoriano de estudios sociales para 9no año de EGB busca:
 Describir el proceso de desarrollo histórico de la humanidad desde sus inicios en el
continente africano hasta la modernidad, destacando la economía, la política y religión.
 Profundizar en el conocimiento de las culturas que se desarrollaron en América, a través
del estudio de sus aspectos político, económico y cultural, valorando su influencia actual.
 Analizar el impacto de la conquista europea en América, sus consecuencias en el plano
mundial y la formación de los imperios coloniales.
 Identificar los procesos de las independencias latinoamericanas, en un mundo de
acelerada transformación, concatenando hechos y procesos.
 Establecer los rasgos fundamentales de los recién formados estados/nación de nuestra
región mediante el análisis de la pro-independencia.
 Analizar el desarrollo de los estados nacionales latinoamericanos en el marco internacional
de consolidación del capitalismo como sistema mundial, desde sus inicios hasta el
presente, enfatizando en su identidad y la vigencia de la democracia.
Perfil del curso
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El viejo mundo
Grandes valores de la historia de la humanidad.
Orígenes de la humanidad
Primeros asentamientos humanos,
Importancia de la agricultura
Imperios antiguos: China e India
Imperios antiguos: Oriente Medio y Egipto
Culturas mediterráneas: Grecia - Roma
Surgimiento y expansión del cristianismo y el islam
Edad Media I
Edad Media II
El friso cronológico
Constitución y Buen Vivir -Sumak Kawsay : Derecho al agua
Evaluación
La evaluación se realizará utilizando los siguientes criterios:
 Conocimiento y comprensión del tema, conceptos claves y sus definiciones
 Aplicación de destrezas y del conocimiento en diferentes escenarios
 Presentación de proyectos
 Investigación acerca de los temas dados
 Evaluaciones sumativas
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Year 9 Curriculum handbook 2014-15
Music
Mr Miguel Angel Cruz
The Importance of Music
The value of music as an academic subject lies in its contribution to enjoyment and enrichment, for
its social benefits, for those who engage in music seriously as well as for fun. High quality music
education enables lifelong participation in, and enjoyment of, music, as well as underpinning
excellence and professionalism for those who choose not to pursue a career in music. Students
from all backgrounds should have the opportunity to learn a musical instrument; to make music
with others; to learn to sing; and to have the opportunity to progress to the next level of excellence.
Objectives
 Internalize rhythmic pulse, understand rhythmic patterns and their relation to music
notation, and perform complex rhythms based on music notation
 develop understanding of and skill in performing scale, interval, and pitch patterns, as
guided by music notation
 learn to play a variety of instruments using the chord approach, as well as classic notereading
 develop healthy vocal technique and ability to perform melodic phrases and simple
harmonies expressively, within ensembles and independently
 experience and develop appreciation for a variety of musical styles and multicultural
music
 develop musical creativity through collaboration in arranging and composing songs
Course outline
Understanding Harmony
Scales in the Circle of Fifths
Major and minor chords used in popular songs
Music Composition
Group collaboration to create a cappella arrangements
Musicianship and Expression
Understanding musical interpretation and expression in choral music
World Music
Cultural music from around the world
Assessment
The course will be assessed using the following criteria:
 Recall, knowledge and understanding of key concepts and definitions
 Application of skills, knowledge and understanding through ensemble rehearsal of pieces
in class
 Evidence of skill acquisition through summative performances
 Evaluation of concept understanding
 Summative assessments
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Year 9 Curriculum handbook 2014-15
Community Service
The importance of community service
The BSQ Community service curriculum provides students with an important opportunity to
participate in community lead projects. The projects range in focus from environmental
sustainability and care/service for disadvantaged and vulnerable groups to protection and
awareness for animals.
Community service will equip secondary students with the knowledge, skills and understanding to
play an effective role in making a difference within the wider community. By supporting and
assisting community projects the students will engage in a cultural exchange between who they
are and what they know with other peoples from different backgrounds within Quito society. They
will learn to take part in decision-making and different forms of participation within a community
project. Community service helps pupils to become aware, critical, active citizens who have the
confidence and conviction to work collaboratively, take action and try to make a difference in their
communities and the wider world.
Objectives
By completing the Community Service curriculum, students will better understand and appreciate
their own culture and will be more open to the perspectives, values and traditions of other
communities. Students will also display and develop empathy, compassion and respect towards
the needs and feelings of other people, who are different to themselves and much less privileged.
Students will develop a commitment, understanding and appreciation towards service and will act
to make a positive difference to the lives of other people, animals and to the environment.
Contents
The students will work in a mixed aged group with pupils from year seven up to year thirteen.
Older students in year twelve and thirteen will be given the opportunity to take on leadership and
facilitating roles within their groups. Working with pupils from different year groups will allow
students to forge new cross year relationships and therefore strengthen the togetherness of the
BSQ community in the secondary school.
After being introduced to the projects, students will work on a support and care plan for the project
that they have been assigned to for the term. Designing objectives, fundraising and activity
planning will be areas of focus as the students prepare to work on site with the projects in the
community. On two occasions per term the students will spend time at the projects putting into
practice their support and care plan. Afterwards the students will reflect on their experience and
begin a development process before returning to work within the community projects once again.
Each group will work with a different project each term. This will provide the students with a
diversity of experiences throughout the year.
Evaluation
Students will work in their groups and present their project to teachers and their peers in a range of
different modes including oral, digital, audio and video presentations.
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