The Aga Khan Academy, Hyderabad

Grade 9 : Subject Syllabus for MYP Term End Exam

Subject - Individuals & Societies
Unit Name Sub Topics Objective/Criteria Specific Information that
students should know .
Equality: Contemporary development challenges in India and or A. Knowing and Students will be assessed on the
What South Africa Understanding following skills:
Equality?
Areas of inequality C. Communicating Analysis of data tables
 Economic
 Social D. Thinking Critically Interpretation of infographics

Analysis of primary sources to

The struggle for equity in contemporary India and or establish various perspectives
South Africa.
Paragraph-writing to produce
Tracing the History of Global Inequality essays of 300-400 words.
 Historical events that have led to social and
economic disparities around the world today Framing a Research Question.
 How imperialism and colonial conquests shaped
the world we live in Justifying the research question.

Formulating an action plan.
Equality is not Enough!
 Differentiating between equality and equity Reflecting on the research
 Explore the changing definitions of rights and process..
development over time
 How the enactment of laws affects the rights
different social groups are entitled to.

Contemporary Perspectives on Development

 Analysing primary and secondary data and
sources to provide explanations for how historic
wealth inequalities help explain those that exist
today
  Identify and explain different kinds of inequality
(economic, gender, social) across time, place,
and space
 Government schemes that aim to alleviate a
specific (or many) disparities.

Urbanizatio The characteristics of urban areas A. Knowing and

n and Understanding
sustainable Urban land use
managemen  Identifying patterns of land use in urban areas.
t of urban  Examining how land use changes as cities grow B. Investigating
systems
Urbanization C. Communicating
The and impacts of causes of urbanization – social,
economic, political, environmental D. Thinking Critically

Urban stress - The causes and impacts of:

 high population density;
 overcrowding;
 slums / shanty towns
 traffic congestion;
 social stress -

Sustainable urban management in terms of:

 Water
 Energy
 Transportation
 Health
 Materials/resources
 Food production
 Environment
 Economic systems
 Subject- Mathematics
Unit Name Sub Topics Objective/Criteria Specific Information that students should
know .
Trajectory  Linear equations(Revision) and its A,B,C,D Students should be able to:
application,  Identify and apply the concept of linear
 Application of simultaneous equations equations in real life contexts.
in real life context.  Identify and apply the concept of
 Solving Quadratic Equations with null simultaneous equations in real life
factor law, completing the square and contexts.
formula method.  Solve simultaneous equations using
 Quadratic Functions and its application o Elimination method
in find optimum value, o Substitution method and
 Graphs of quadratic and Linear o Graphical method
functions.  Identify quadratic forms and solve
 Domain and range of quadratic and quadratic equations using
linear functions. o Factorization
o Completing the square method
o Quadratic formula
 Identify and sketch the graph of a
quadratic.
 Know how to interpret and represent
the roots of a quadratic both
graphically and algebraically.

 Apply and solve quadratic equation in

real life contexts in both familiar and
unfamiliar.
 Know that the nature of roots of a
quadratic are decided by the
determinant of the quadratic.
 Find out the determinant of a quadratic
and decide on the nature of its roots.
 Understand that the concavity of the
quadratic is determined by the
 coefficient of the x2 term and use the
same in problems where necessary.
 Know how to find the axis of symmetry
of a parabola and express it in an
equation form.
 Express quadratic functions in vertex
form and applying it in real life
situations.
Unfolding the A,B, C, D Students should be able to:
Co-ordinate Geometry
unknown!  Identify and use the slope, distance and
 Slope, distance and mid-point mid-point formulae in simple and
formula complex contexts; familiar and
 Equation of a line (Different forms: unfamiliar situations.
point slope, two points and general  Identify and work out the equation of a
formula) line by using
o Point-slope form
o Slope intercept form
o Two-point form and
o Standard form
Students should be able to
Similar Triangles:  Proving triangles similar,
Proving triangles similar, real life  real life problems,
 problems solving on Pythagoras
problems, problems solving on
theorem
Pythagoras theorem

 Identify Trigonometric ratios

Trigonometry: Using scale diagrams
 Finding Area of a non-right angled
Trigonometric problem solving Area of a
triangle
triangle using sine Problem solving with  solving real life problem with the sine
the sine and cosine rules and cosine rules

Shapes Mensuration (2D and 3D): A,B,C,D Student should be able to:
 Area of regular and irregular 2D  Work out the area of regular 2D figures
shapes.
  Surface area and volume of 3D  Work out the area of irregular 2D
(including combined solids) figures by diving them into regular
 Area of shaded region. figures.
 Find the area of a shaded region in a
given figure.
 Find the surface area and volume of 3D.
 Apply their knowledge of area, surface
area and volume in a real life situation.

Choices Statistics: A,B,C,D Student should be able to:

 Calculate the measures of central
 Measure of centre of grouped data, tendency grouped data.
 Range and interquartile range,  Find measures of spread.
 cumulative frequency curve,  Draw cumulative frequency curve &
 box and whisker plot. Box whisker plot
 Interpret the cumulative frequency
curve & Box whisker plot.

Subject- Languages

Unit Name Sub Topics Objective/Criteri Specific Information that students should
a know.

MYP-4

Hindi- Novel – Sone ka kila A–Analysing Short questions

Unseen passage B–Organising Analytical questions based on novel. (SOI)
Text type – letter – formal / informal, C–Producing text Unseen passage (prose or poetry for
Diary entry, blog, speech / debate D–Using language interpretation
Lover level students – neeli chhtree Text type
novel
Dari- A Students will read text/ listen/watch audio/video
Short stories Task 1: Aural comprehension task and answer the questions based on it.
and Poetry Deliver 4 - 5mins speech

1. Students will write their response based

Task 2: Written comprehension task
Novel Reading B, C & D written and visual text
Task 3 & 4: Writing task
2. Story writing based on SOI
3. Analytical questions based on SOI.
& 4. Conceptual question
5. Paragraph, essay and letter witting
Short stories
and Poetry

Telugu- B, C, D 1.Analytical questions based on SOI.

5 సంసక ృత శ్లోకాలు. పాఠం యొక్క 2. Students will write answers based on written
చదువు ఉద్దశ
ే ం మరియు ప్రప్ియ యొక్క and visual text.
వివరాు.
1. Grammar part of the unit.
రద్యా ు మరియు వాటి యొక్క 2. Conceptual questions
శతక మధురిమ C, D
భావాు
వీటిి సంబంధంచిన ప్రశన జవాబుు.
1.Students will read text/ listen/watch audio/video
10 చరణాు. పాఠం యొక్క ఉద్దశ
ే ం and answer the questions.
A, D 2. Essay Writing
బాలకారిి క వ్య వ్స్థ మరియు ప్రప్ియ యొక్క వివరాు.
(పల్లటూ
ె రి పిలెగాడా)
Bangla- B, C, D Criteria-A will be done later.
Units
Sanskriti o Criteria-B will be based on unknown story.
Meghchor,
Bigyan(Culture Potolbabufilmstar, Exam time duration will be 2hrs.
and Science) Kar dour koto dur

Ki kore bujhbo,
Bondhuttho o Adhbhut athitheyota.
athitheyota
(Friendship
and hospitality)
Habur bipod,
Fanki,
Amader Ek bhuture kando
charpasher
prithivi
(The world
around us) Informal letter writing,
Paragraph writing.
Grammar

French Task 1: Comprehending spoken and visual text Students will engage with and respond to the
1 or 2 audio-visual texts, maximum total length: 5 spoken and visual text by identifying ideas,
minutes. opinions and attitudes. They will show
Questions will assess the spoken and visual aspects of understanding of messages, main ideas and
the text(s) and supporting details presented in the texts and
cover all strands of Criterion A. will recognize basic conventions.
Task 2: Comprehending written and visual text Students will engage with and respond to the
1 or 2 written-visual texts, maximum total length: 400-500 written and visual text by identifying ideas,
words opinions and attitudes. They will identify
Questions will assess the written and visual aspects of basic facts, main ideas and supporting details,
the text(s) and including aspects of format, style and the
cover all strands of Criterion B. author’s purpose for writing.
Task 3: Interactive Oral Students will engage in an unrehearsed
Students will engage in a conversation with their teacher conversation with their teacher in response
in response to to one of the stimuli provided. They will
one of the following written, visual or written-visual stimuli. communicate ideas, feelings and information
The using a basic range of vocabulary,
student must speak for 2-3 minutes and the whole grammatical structures and conventions.
recording must not Students will use clear pronunciation and
last more than 5 minutes. intonation and use language to suit the
Preparation time: 10 minutes. context. Students will organize basic
C: Communicating in response to spoken and/or written information and ideas and use a range of
and/or visual basic cohesive devices.
text
 D: Using language in spoken and/or written form

Capable Task 1: Comprehending spoken and visual text
La langue, 1 or 2 audio-visual texts, maximum total length: 7
l’empathie et minutes.
les liens Questions will assess the spoken and visual aspects of
the text(s) and
cover all strands of criterion A.
Task 2: Comprehending written and visual text
Based on the unit and the global context for the session.
1 or 2 written-visual texts, maximum total length: 800-900
words
Questions will assess the written and visual aspects of
the text(s) and
cover all strands of criterion B.
Students will engage with and respond to the
spoken and visual text by identifying ideas,
opinions and attitudes and by making a
response to the text based on personal
experiences and opinions. They will construct
meaning and draw conclusions from
information, main ideas and supporting
details and interpret conventions.
Students will engage with and respond to the
written and visual text by identifying ideas,
opinions and attitudes and by making a
response to the text based on personal
experiences and opinions. They will construct
meaning by identifying stated and implied
information, main ideas and supporting
details, including aspects of format, style and
the author’s purpose for writing.

Task 3: Interactive Oral Students will engage in an unrehearsed

Students will engage in a conversation with their teacher conversation with their teacher in response
in response to to one of the stimuli provided. They will share
one of the following written, visual or written-visual stimuli. ideas and express opinions and feelings using
The a range of vocabulary, grammatical structures
student must speak for 3-4 minutes and the whole and conventions. Students will use clear
recording must not pronunciation, intonation and language to
last more than 6 minutes. suit the context. Students will organize
Preparation time: 10 minutes. information and ideas and use a wide range
C: Communicating in response to spoken and/or written of cohesive devices.
and/or visual Students will respond in written form to one
text of the stimuli provided. They will write using
D: Using language in spoken and/or written form a range of vocabulary, grammatical structures
Task 4: Writing Task and conventions. They will organize
Students will respond to written, visual or written-visual information and ideas and use a wide range
stimuli. of cohesive devices. Students will express
Students must write 200-250 words their ideas and feelings and communicate
C: Communicating in response to spoken and/or written with a sense of audience and purpose
and/or visual appropriate to the text type specified.
 text
D: Using language in spoken and/or written form

Russian- Topic Empathy A–Analysing 1. Students will read the text and answer
Short story “The cure from boredom”. B–Organising conceptual and analytical questions based
C–Producing text on it.
D–Using 2. Paragraph and Essay writing
language 3. Grammar of the Unit

Subject- English Language and Literature

Unit Sub Topics Objective/Criteri Specific Information that students should

Name a know.

Poetry Compare and Contrast Analysis Criteria A: Students will be assessed on identifying the
(unseen poem) Analysis poetry elements in unseen poems and examine a
 imagery visual text and answer short questions on the Big
 figures of speech 5 elements to analyse of the texts using the PEEL
 structure/form Criteria D: method. Use of correct terminology and correct
 content/theme Using Language sentence structure with spellings will also be
 Audience/purpose assessed.
 Tone/mood

Analysing a visual text:

Visual Feature-
 Colour
 Contrast
 Salience
 Symbolism
 Layout
 Fonts
 Body language/Gaze
 Framing
  Gaze

Verbal Features-
 Font
 Rhetorical question
 Repetition
 Minor sentence
 Dialogue
 Tone
 Song lyrics.

Non- Persuasive writing (Speech) Criteria B: Students will be required to create a persuasive
fiction  Structure (Attention-getting Organisation text using the persuasive devices effectively. They
Introductions, Logical Presentation, are expected to write in connection to the given
Smart Pacing, Stirring Conclusion) Criteria C: prompt.
 Ethos, Pathos, Logos and persuasive Creating Text
devices
Criteria D:
Using Language

Creative Criteria B: Students will be required to write a descriptive text

Writing Descriptive Writing Organisation based on a prompt using the sensory details
 Vivid sensory details effectively.
 Figurative language Criteria C:
 Precise language (adjectives, verbs, Creating Text
adverbs, nouns)
 Organisation (Time, Space, Action)
 Subject- Integrated Sciences

Unit Name Sub Topics Objective/Criteria

Understanding Ions around us

our existence
Structure of an atom, Concept of nucleus, nucleons, electrons and electronic
arrangement, isotopes, isobars, isoelectronic configuration.
Writing and drawing the electronic configuration. A,B,C & D
Formation of ions (cations and anions)
Uses of negative and positive ions.
Structure of monoatomic compounds ( eg NaCl) , diatomic molecules ( ex
Cl2) and polyatomic ions ( ex SO42-, PO43-,etc)
Concept of radicals
Plant biology
Structure of plants
Monocot and dicots
Xylem phloem structure
Transpiration
Transportation of food and water
Plant reproduction- asexual and sexual

Energy Conservation and transformation

Human Organisms: (habitat, ecosystems, interdependency, unity and diversity in

Environment life forms; energy transfer and cycles [including nutrient, carbon, nitrogen];
Interaction Human interactions with environments (human influences, habitat change or
destruction,
pollution/conservation; overexploitation, mitigation of adverse effects)

The atmosphere (characteristics of gases; atmospheric composition, testing

and treatment; extraction, emission and environmental implications) Could
relate to combustion of fuels
System Acids and bases
Connections Acid, Alkali and neutral substances
Properties of acid, bases, and examples of each kind
Introduction to H+ and OH –
Basic reactions of acids and bases
How to measure acidity/basicity using various methods, qualitatively and
quantitatively (pH)

Genetics
Inheritance
Variation- Cont. and discount.
Inheritance laws- Dominance, segregation and independent assortment
Monohybrid and dihybrid crosses
Genetic disorders
Solving problems using punette’s grid

Measurement/Motion