Grade 9

We recognize that children at this age experience many physical, mental, emotional, and social changes.

Characteristics of students in this age group include:

– Facing high expectations and lack of confidence.
– Easily influenced by peer groups.
– Feeling stress from challenging school work.

On the bright side, children in this age group have more ability for complex thought and are also better able to express feelings verbally.
Our teachers not only act as their tutors but also as their mentors and counsellors. 5 Steps Academy adopts different teaching methods to cater to students’ character and personality. We provide a balanced education program within a happy and comfortable environment so that each child can learn and grow to their greatest potential.

Courses

The Secondary School Program in 5 Steps Academy is designed for students aged 11-17

The secondary School Program provided by 5 Steps Academy includes:

1. English
2. Mathematics
3. Biology
4. Chemistry
5. Physics
6. Economics
7. World Literature
8. Modern History
9. World History
10. Art History
11. Geography
12. Foreign Languages (Chinese, Spanish, French, Russian, Japanese, Hindy, Tamil)

How are students assessed?

Each student’s achievements are continually assessed. Teachers use a variety of assessment techniques including testing for knowledge and skills, observations, portfolios of student’s work and analysis of projects. Attitude, learning skills, social relationships, and effort are considered equally important when looking at the overall development of the child.
In 5 Steps Academy, teachers and parents work together closely through face to face conversation and text messages to discuss each student’s social and academic progress.

Examinations are conducted at the end of the year with detailed reports on the child’s development.

Students who passed their Grade 10 End of Year Examinations will Graduate with a Certificate of Completion and can sit for the exams provided by the examination board of their choice, e.g. IGCSE, SAT etc.

Course Outline

Compulsory Subjects

  • Outline for English
    1. Reading
    Understand increasingly challenging texts through:
    – making inferences of meaning of new vocabularies with the help of the text
    – making inferences and referring to evidence in the text

    2. Writing
    Write accurately, fluently, effectively and at length for pleasure and information by writing for a wide range of purposes and audiences, including:
    – well-structured formal expository and narrative essays
    – stories, scripts, poetry and other imaginative writing
    – notes and polished scripts for talks and presentations
    – a range of other narrative and non-narrative texts, including arguments, and personal and formal letters

    3. Grammar and vocabulary
    Pupils should be able to consolidate and build on their knowledge of grammar and vocabulary through:
    – drawing on new vocabulary and grammatical constructions from their reading and listening, and using these consciously in their writing and speech to achieve particular effects
    – analysing some of the differences between Standard English and other varieties of English

  • Outline for Math
    1. Probability
    – apply the property that the probabilities of an exhaustive set of mutually exclusive events sum to one
    – use a probability model to predict the outcomes of future experiments; understand that empirical unbiased samples tend towards theoretical probability distributions, with increasing sample size
    – calculate the probability of independent and dependent combined events, including using tree diagrams and other representations, and know the underlying assumptions
    – calculate and interpret conditional probabilities through representation using expected frequencies with two-way tables, tree diagrams and Venn diagrams 
  • Outline for Science

    1. Physics
    (i) Motions and forces
    Describing motion: 
    – speed and the quantitative relationship between average speed, distance and time
    – the representation of a journey on a distance-time graph

     Forces
    – forces as pushes or pulls, arising from the interaction between two objects
    – using force arrows in diagrams
    – balanced and unbalanced forces
    – moment as the turning effect of a force
    – friction between surfaces, resistance to motion of air and water
    – forces measured in Newton
    – Non-contact forces: gravity forces and static electricity

     Pressure
    – atmospheric pressure, decreases with increase of height as weight of air above decreases with height
    – atmospheric pressure, decreases with increase of height as weight of air above decreases with height
    – Pressure measured by ratio of force over area – acting normal to any surface
    – Balanced forces
    – opposing forces and equilibrium
    – forces and motion 
    – forces being needed to cause objects to stop or start moving, or to change their speed or direction of motion (qualitative only
    – Change depending on direction of force and its size

    (ii) Matter
    Physical changes
    – conservation of material and of mass, and reversibility, in melting, freezing, evaporation, sublimation, condensation, dissolving
    – similarities and differences, including density differences, between solids, liquids and gases
    – Brownian motion in gases
    – diffusion in liquids and gases driven by differences in concentration
    – The difference between chemical and physical changes

    Particle Model
    – the differences in arrangements, in motion and in closeness of particles explaining changes of state, shape and density, the anomaly of ice-water transition
    – Atoms and molecules as particles

    Energy in matter
    – changes with temperature in motion and spacing of particles

    (v) Waves
    Observed waves
    – waves on water as undulations which travel through water with transverse motion

    Sound waves
    – frequencies of sound waves, measured in hertz (Hz); echoes, reflection and absorption of sound
    – sound needs a medium to travel, the speed of sound in air, in water, in solids
    – sound produced by vibrations of objects, in loud speakers, detected by their effects on microphone diaphragm and the ear drum; sound waves are longitudinal
    – Auditory range of humans and animals

    Light waves
    – the similarities and differences between light waves and waves in matter
    – light waves travelling through a vacuum; speed of light
    – the transmission of light through materials: absorption, diffuse scattering and specula reflection at a surface
    – use of ray model to explain imaging in mirrors, the pinhole camera, the refraction of light and action of convex lens in focusing (qualitative); the human eye
    – light and prisms (qualitative only); differential colour effects in absorption and diffuse reflection
    – colours and the different frequencies of light, white light and prisms (qualitative only); differential colour effects in
    absorption and diffuse reflection

    (vi) Electricity and electromagnetism 
    Current electricity 
    – electric current, measured in amperes, in circuits, series and parallel circuits, currents add where branches meet and current as flow of charge
    – potential difference, measured in volts, battery and bulb ratings; resistance, measured in ohms, as the ratio of potential difference (p.d.) to current
    – differences in resistance between conducting and insulating components (quantitative).

    Static electricity
    – separation of positive or negative charges when objects are rubbed together: transfer of electrons, forces between charged objects
    – the idea of electric field, forces acting across the space between objects not in contact

    Magnetism
    –  magnetic poles, attraction and repulsion
    – magnetic fields by plotting with compass, representation by field lines
    – Earth’s magnetism, compass and navigation
    – the magnetic effect of a current, electromagnets, D.C. motors

    (vii) Energy, work, power 
    Calculation of fuel uses and costs in the domestic context
    – power ratings of appliances in watts (W, kW)
    – amounts of energy transferred (J, kJ, kW hour)
    – Fuels and energy resources

    Energy changes and transfer
    – work done is the product of force and displacement
    – heating and thermal equilibrium: temperature difference between two objects leading to energy transfer from the hotter to the cooler one, through contact (conduction) or radiation; such transfers tending to reduce the temperature difference: use of insulators
    – other processes that involve energy transfer: changing motion, dropping an object, completing an electrical circuit, stretching a spring, metabolism of food, burning fuels

    Changes in systems: 
    – energy as a quantity that can be quantified and calculated; the total energy has the same value before and after a change
    – comparing the starting with the final conditions of a system and describing increases and decreases in the amounts of energy associated with movements, temperatures, changes in positions in a field, in elastic distortions and in chemical compositions
    – using physical processes and mechanisms, rather than energy, to explain the intermediate steps that bring about such changes.

    Experimental skills and investigations: 
    – ask questions and develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience
    – make predictions using scientific knowledge and understanding
    – select, plan and carry out the most appropriate types of scientific enquiries to test predictions, including identifying independent, dependent and control variables, where appropriate
    – use appropriate techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safety 
    – make and record observations and measurements using a range of methods for different investigations; and evaluate the reliability of methods and suggest possible improvements
    – apply sampling techniques

  • Outline for Literature  

    1. World Literature
    Encourage and develop student’s ability to: 
    – enjoy the experience of reading world literature
    – understand and respond to literary texts in different forms and from different countries and cultures
    – communicate an informed personal response appropriately and effectively
    – appreciate different ways in which writers achieve their effects
    – experience literature’s contribution to aesthetic, imaginative and intellectual growth
    – explore the contribution of literature to an understanding of areas of human concern

    Students should be able to: 
    – obtain detailed knowledge of the content and form of literary texts drawn from different countries and cultures
    – recognize and appreciate how writers create and shape meanings and effects
    – recognize and appreciate how writers create and shape meanings and effects
    – sustain a perceptive and convincing response with well-chosen detail of narrative and situation
    – demonstrate clear critical/analytical understanding of the authors’ intentions and the texts’ deeper implications and the attitudes it displays
    – make much well-selected reference to the texts
    – respond sensitively and in detail to the way language works in the texts
    – communicate a considered and reflective personal response to the texts

  • Outline for Chinese

    1. Reading – Students should be able to:

    – show a more precise understanding of extended texts
    – recognise the relationship of ideas
    – evaluate effectiveness, draw inferences, compare, analyse, synthesise

    2. Writing 
    Students should be able to: 
    – show a wider and more varied sense of different styles to interest, inform or convince the reader
    – show a clear sense of audience
    – demonstrate a sophisticated use of vocabulary and structures
    – demonstrate accuracy in punctuation and spelling

Optional Subject

  • Foreign Languages
  • Co-Curricular Activities

Scope of Study

5 Steps Grade 9 Syllabus

Delivery Mode

Face to Face lessons

Commencement Date/Intakes

Ongoing

Course Fees

Click to see the course fees in Schedules B and C.

Payment Mode

For more information on Payment Mode, please click here.
For more information on Fee Protection Scheme (FPS), please click here.
For further details, please call or text the School Admin Officer at 85234957 or email info@5steps.academy.

Duration

12 months 
*Maximum allowed period for a student to complete the course is 24 months

Opportunities for Further Education/Career Pathway

This course provides excellent preparations for learners who wish to progress further and finally join the 5 Steps Academy High School. Upon successful completion of High School courses students will be eligible to sit for Cambridge International General Certificate of Secondary Education (IGCSE), Cambridge International Advanced Subsidiary Level and Advanced Level (AS/A Level), or SAT and AP tests. 

Age: at least 13 years old

Academic Level: not applicable. 

Assessment Methods

Quarterly Tests and Year-End Examinations for all subjects. 

Assessment Grading Criteria

Internal: Quarterly Tests, Year-End Examinations and Quarterly Assignments are marked according to 5 Steps Academy’s standard grading criteria

Expected Examination Results Release Date

Not more than 1 week (3 months) after the final assessment.

Qualification Award

Certificate of Completion for Grade 9

Graduation Requirements

Pass the year-end examinations of the respective year to proceed to the following academic year

Note 1:International Student must achieve at least 90% attendance rate (ICA Requirement).
Note 2:International Student must not be absent for more than 7 consecutive days without valid reason (ICA Requirement).
Note 3:Students who do not require ICA’s student’s pass must achieve at least 80% attendance rate. Our school only accept medical certificates as proof for absenteeism. Any other documents should only be accepted on a case-by-case basis with full justification and be acceptable by ICA.