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Understanding the curriculum
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Understanding the curriculum

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  • 2. Why teach science at level one?
    • To optimise the cognitive development in children.
    • To nurture an early interest in science.
    • To introduce basic science process skills at an early age.
    • To ensure continuity of science curriculum.
    • To improve achievement in science.
  • 3. GOAL To develop interest in science and creativity as well as the acquisition of scientific skills, thinking skills, linguistic skills, basic science knowledge and the practice of noble values and scientific attitudes.
    • To gain experiences which develop their interest and stimulate their curiosity in science.
    • To acquire basic scientific skills, thinking skills and linguistic skills.
    • To acquire basic science knowledge.
    • To develop noble values and scientific attitudes.
  • 5. Emphases
    • Basic science process skills/thinking skills cum English linguistic skills
    • Basic science knowledge
    • Noble values and scientific attitudes
  • 6. CURRICULUM ORGANISATION Part Learning Area Learning Objectives(LO) Suggested Learning Activities(SLA) Learning Outcomes (LOTS) Learning Area Vocabulary
  • 7. CURRICULUM ORGANISATION Part A: Learning about Living Things LEARNING OBJECTIVES SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES NOTES VOCABULARY Pupils should learn Pupils say the name of each part of their body. Pupils label external parts of the body. Pupils head, body, arm(s), leg(s) eye(s), ear(s), nose, mouth hair, neck hands, foot/feet, fingers, toe(s)
    •     identify parts of the body.
    1.1 the names of different parts of the body. 1.0 Ourselves
    • There are two part s in Year 1 Science:
      • Part A : Learning about Living Things
      • Part B : Learning about the World Around Us
  • 9. Each part is organised into learning areas CURRICULUM ORGANISATION
    • The first part has three learning areas :
    • Ourselves
    • Animals
    • Plants
    • The second part has three learning areas:
    • Using our senses.
    • Finding out about things that float and sink.
    • Finding out about light and dark.
  • 10. Task 1 Study the Year One Science(Y1S) curriculum. Based on your understanding of Y1S curriculum draw a concept map of curriculum.
    • Observing
    • Classifying
    • Measuring and using numbers
    • Inferring
    • Predicting.
    • Communicating.
  • 12. BASIC SCIENCE PROCESS SKILLS Science process skills are introduced implicitly through questions and activities. Observing Identify parts of the body (pg.1) SCIENCE PROCESS SKILL Learning Outcomes
  • 13. Classifying Recognise the similarities and differences between objects and group them accordingly (pg.10) SCIENCE PROCESS SKILL Learning Outcomes BASIC SCIENCE PROCESS SKILLS
  • 14. Measuring and using numbers Measuring the height of a plant using a strip of paper. Counting the number of leaves on a plant (pg.6). SCIENCE PROCESS SKILL Learning Outcomes BASIC SCIENCE PROCESS SKILLS
  • 15. Inferring SCIENCE PROCESS SKILL Learning Outcomes BASIC SCIENCE PROCESS SKILLS State that plants need water to grow (pg. 6)
  • 16. Predicting Identify things that float or sink (Pg. 14) SCIENCE PROCESS SKILL Learning Outcomes BASIC SCIENCE PROCESS SKILLS
  • 17. Communicating Communicate observations through drawing. (Pg. 6) Describe sounds (Pg. 11) SCIENCE PROCESS SKILL Learning Outcomes BASIC SCIENCE PROCESS SKILLS
  • 18. NOBLE VALUES AND SCIENTIFIC ATTITUDES Noble values and scientific attitudes can be inculcated through the learning of science. Through science activities children will develop an interest and curiosity about their surroundings. They will learn to be objective and systematic in carrying out investigations. Children also learn to be honest and accurate in record data. They develop concern for living things and an awareness of their responsibility towards the environment.
  • 19. ASSESSMENT Continuous assessment through observation and questions. Teachers may observe pupils during activities to assess students understanding as well as the development of skills and values. Students work products such as drawings, records and models can also be used as an indicator. Teachers may also question individual students to assess their understanding.
  • 20. Task 2
    • In your own group study and discuss deeply the LO, SLA, LOTS and VOCAB.
    • In the new group explain the LO, SLA, LOTS and VOCAB that you have discussed.
  • 21.  
  • 22.