This document outlines the Junior Certificate Home Economics syllabus in Ireland. It includes sections on the rationale, aims, course objectives, syllabus structure, content, and assessment. The syllabus covers five core areas of study: Food Studies/Culinary Skills, Consumer Studies, Social and Health Studies, Resource Management and Home Studies, and Textiles. It also includes one optional study that relates to one of the core areas. The document provides learning objectives and content for each area of study to equip students with life skills and knowledge for personal and family management.
The document provides guidelines for teaching Home Economics at Junior Certificate level in Ireland. It outlines the aims of the Junior Certificate program and principles of the curriculum. The guidelines then discuss each area of the Home Economics syllabus in detail, providing the content expected to be covered, the expected knowledge and understanding, and suggested teaching activities. The areas covered include Food Studies, Consumer Studies, Social and Health Studies, and Textile Studies.
Home economics is the study of managing resources and tasks within the home. It includes topics like consumer education, home management, interior design, cooking, nutrition, child development, and more. It aims to teach skills for a healthy and happy life using all available resources. Contrary to common misconceptions, home economics involves more than just cooking and sewing - it integrates disciplines like science, technology, psychology and social sciences. It is a process-oriented field focused on more than just outputs, and is relevant for all people regardless of gender.
This document outlines the objectives of teaching home economics at different ages from 7 to 16 years old. The objectives are organized into three main categories: home and family, nutrition and food, and textiles. For each age group, the document lists the key understandings students should have in each of the three categories by the end of that age. The objectives focus on preparing students for everyday living, family responsibilities, health, hygiene, consumer skills, and careers related to home economics.
Home Science involves the scientific study of developing family and home life. It covers topics like hygiene, community living, food, clothing, and home management. As Home Science has wide applications in industries like food preservation and textiles, more colleges are offering degrees in this field. It provides career opportunities in areas like food production, research, sales, teaching, and technical roles in industries.
The document discusses the scope of teacher education at the pre-primary level. It outlines three main skills for teacher education: teaching skills, pedagogical skills, and professional skills. For teaching skills, it discusses programs for infants/toddlers and preschoolers, emphasizing the importance of forming close relationships and meeting physical/emotional needs. For pedagogical skills, it discusses center-based programs for toddlers and kindergartens, noting challenges of more academic focus. For professional skills, it discusses child care programs and programs for children with special needs.
Ncf 2005 and social science position paperKarnatakaOER
The National Curriculum Framework 2005 aimed to shift the focus of the Indian education system from access and attendance to addressing quality and equal education for all. It was written in post-independence India to reform problems with high-stakes examinations and curriculum overload. The framework's goals included nurturing democratic values in children, being sensitive to the environment, accepting different cultures, and participating in productive work. It advocated for learning without fear or burden, developing critical thinking and creativity, and gaining knowledge through life experiences and work skills rather than indoctrination.
National Education Policy 2010 Woman Education & Arts Educationarshadlalmoni
The document discusses strategies for women's education and fine arts and crafts education according to the National Education Policy 2010. For women's education, the goals are to foster empowerment and gender equality through skills acquisition, self-employment, and involvement in development programs. Strategies include allocating funds for education, vocational/non-formal programs, and encouraging the study of science. For fine arts and crafts, the aims are to develop students' minds and teach cultural traditions. Strategies involve teaching various art forms, recruiting qualified teachers, and providing proper facilities and training opportunities. Both sections aim to motivate students but could expand their approaches.
The Mudaliar Commission (1952-53) was appointed by the Government of India to examine and reform secondary education in India after independence. It recommended making secondary education 7 years, diversifying courses, emphasizing vocational education, and focusing on developing students' character. Key recommendations included reorganizing curriculum, emphasizing teaching methods beyond memorization, providing guidance counseling, and improving teacher training. The commission helped modernize India's secondary education system.
The document provides guidelines for teaching Home Economics at Junior Certificate level in Ireland. It outlines the aims of the Junior Certificate program and principles of the curriculum. The guidelines then discuss each area of the Home Economics syllabus in detail, providing the content expected to be covered, the expected knowledge and understanding, and suggested teaching activities. The areas covered include Food Studies, Consumer Studies, Social and Health Studies, and Textile Studies.
Home economics is the study of managing resources and tasks within the home. It includes topics like consumer education, home management, interior design, cooking, nutrition, child development, and more. It aims to teach skills for a healthy and happy life using all available resources. Contrary to common misconceptions, home economics involves more than just cooking and sewing - it integrates disciplines like science, technology, psychology and social sciences. It is a process-oriented field focused on more than just outputs, and is relevant for all people regardless of gender.
This document outlines the objectives of teaching home economics at different ages from 7 to 16 years old. The objectives are organized into three main categories: home and family, nutrition and food, and textiles. For each age group, the document lists the key understandings students should have in each of the three categories by the end of that age. The objectives focus on preparing students for everyday living, family responsibilities, health, hygiene, consumer skills, and careers related to home economics.
Home Science involves the scientific study of developing family and home life. It covers topics like hygiene, community living, food, clothing, and home management. As Home Science has wide applications in industries like food preservation and textiles, more colleges are offering degrees in this field. It provides career opportunities in areas like food production, research, sales, teaching, and technical roles in industries.
The document discusses the scope of teacher education at the pre-primary level. It outlines three main skills for teacher education: teaching skills, pedagogical skills, and professional skills. For teaching skills, it discusses programs for infants/toddlers and preschoolers, emphasizing the importance of forming close relationships and meeting physical/emotional needs. For pedagogical skills, it discusses center-based programs for toddlers and kindergartens, noting challenges of more academic focus. For professional skills, it discusses child care programs and programs for children with special needs.
Ncf 2005 and social science position paperKarnatakaOER
The National Curriculum Framework 2005 aimed to shift the focus of the Indian education system from access and attendance to addressing quality and equal education for all. It was written in post-independence India to reform problems with high-stakes examinations and curriculum overload. The framework's goals included nurturing democratic values in children, being sensitive to the environment, accepting different cultures, and participating in productive work. It advocated for learning without fear or burden, developing critical thinking and creativity, and gaining knowledge through life experiences and work skills rather than indoctrination.
National Education Policy 2010 Woman Education & Arts Educationarshadlalmoni
The document discusses strategies for women's education and fine arts and crafts education according to the National Education Policy 2010. For women's education, the goals are to foster empowerment and gender equality through skills acquisition, self-employment, and involvement in development programs. Strategies include allocating funds for education, vocational/non-formal programs, and encouraging the study of science. For fine arts and crafts, the aims are to develop students' minds and teach cultural traditions. Strategies involve teaching various art forms, recruiting qualified teachers, and providing proper facilities and training opportunities. Both sections aim to motivate students but could expand their approaches.
The Mudaliar Commission (1952-53) was appointed by the Government of India to examine and reform secondary education in India after independence. It recommended making secondary education 7 years, diversifying courses, emphasizing vocational education, and focusing on developing students' character. Key recommendations included reorganizing curriculum, emphasizing teaching methods beyond memorization, providing guidance counseling, and improving teacher training. The commission helped modernize India's secondary education system.
The document discusses curriculum and the hidden curriculum. It provides definitions of curriculum from various sources that describe curriculum as comprising all planned learning experiences in and outside of school. It outlines principles of curriculum construction such as being child-centered, community-centered, balanced, needed-based, useful, creative, and contemporary. It notes major defects in current curriculums such as being exam-oriented, theory-focused, and not developing the whole personality. It defines hidden curriculum as unintended lessons learned from social environments and norms conveyed in school. It concludes that the current curriculum needs reorganization to align with curriculum principles and that hidden curriculums will always be present in schools to some degree.
The document discusses pedagogical approaches for teaching environmental studies (EVS) at the primary stage. It outlines the learning objectives, curricular expectations, and learning outcomes for EVS. The document emphasizes using experiential and hands-on learning strategies like projects, discussions, experiments, surveys, role-playing, and sharing experiences to help children construct knowledge about their surroundings. It stresses facilitating learning through problem-solving rather than direct instruction and allowing children to explore, ask questions, and develop observation and critical thinking skills.
The document discusses the aims and objectives of teacher education at different levels - pre-primary, primary, secondary, higher secondary, and higher education. At each level, the aims include developing the relevant knowledge, skills, and competencies needed to teach students of that particular age group effectively. For example, at the pre-primary level the aims are holistic child development and nurturing life skills, while at the secondary level they include adopting disciplinary teaching approaches and orienting students on issues like life skills and health education. The overarching aims across all levels are to prepare highly-qualified teachers and ensure the balanced development of students.
ASPECTS, SIGNIFICANCE AND OBJECTIVES OF SECONDARY EDUCATION-8624EqraBaig
Secondary education provides middle-level workers for a country's economy, acts as a feeder for further education, and its quality affects higher education. It is a crucial stage where students enter adolescence. The objectives of secondary education are to develop students' abilities, encourage inquiry, provide satisfaction and identity, enable productivity for society, and understand values including faith in Allah. Secondary education plays a transitional role between basic and further education, and is a sensitive stage requiring guidance and counseling.
The document discusses key aspects of the legal foundation of education in the Philippines including:
1) Laws governing admission to public and private schools, colleges and universities which state that education from elementary to high school should be free and compulsory.
2) Requirements for admission to elementary and secondary levels.
3) The K-12 education system which aims to provide students with 12 years of basic education to better prepare them for employment or higher education.
4) Outcome-based education which focuses on measuring what students know and can do rather than inputs like time spent in class.
The document discusses considerations for developing curriculum for students with special needs. It defines curriculum and describes the explicit, hidden, and absent curriculums. The document also discusses comprehensive curriculum, universal design for learning, differentiated instruction, standard-based education, and various program orientations including the general education curriculum with and without supports/accommodations as well as more specialized curriculums.
The document discusses the National Curriculum Framework (NCF) of India from 2005. It provides the framework for developing syllabi, textbooks, and teaching practices in school education. The NCF 2005 draws from previous government reports and focus group discussions. It aims to reform science education to develop scientific temperament, engage scientific processes, and address issues like equity and creativity. It outlines the curriculum framework at different school stages and criticisms of the prevailing approach. The Kerala curriculum framework from 2007 was informed by NCF 2005 and aims for activity-based, process-oriented learning.
This document contains the biology syllabus for primary schools in Malaysia. It outlines the aims of developing students' knowledge and skills in biology based on the national education philosophy of producing well-rounded citizens. The syllabus is organized into themes and learning areas to help students understand natural phenomena, apply scientific skills, and appreciate the contributions of science to society and environmental conservation. It aims to nurture students with scientific literacy and attitudes to support Malaysia's development as a progressive, knowledge-based society.
Problems and issues in curriculum developmentNaeem Ashraf
This document discusses problems and issues in curriculum development. It notes that both problems and issues cause debate and conflict, with problems typically having clear solutions and issues dividing people. Developing an effective curriculum involves hard work and consideration of philosophical, psychological, social, and economic factors. Curriculum planning is further complicated in dynamic societies by disagreements over goals and approaches. Societal changes and ideological dilemmas also indirectly impact the curriculum development process. The document then outlines specific factors that affect curriculum development in Pakistan, including a lack of coordination, economic challenges, political interference, inadequate evaluation, societal disapproval, an overly urbanized focus, shortages of teaching materials and training, and teacher reluctance to change.
Secondary Education Commission (1952-53)/ Mudaliar commission, An important question for the students of B.Ed. First Year (Paper-2,Contemporary India and Education)
The recomendations of ncf 2005 and 2009jakeerhusain1
This document discusses the National Curriculum Frameworks (NCF) of 2005 and 2009 in India. It provides a brief history of NCFs since 1975. The NCF of 2005 recommended softening subject boundaries, incorporating local knowledge into textbooks, and creating a stimulating school environment. The NCF of 2009 emphasized changing trainee teachers' negative approaches, moving beyond an examination-focused curriculum, and providing flexible training for in-service teachers. The conclusion states that NCFs aim to help teachers play a significant role in national development, as envisioned by the Education Commission.
The National Curriculum Framework (NCF) provides guidelines for Indian schools and teachers to develop educational experiences for students. It addresses educational purposes, experiences, organization of experiences, and student assessment. NCF was introduced in 1975, 1988, 2000, and 2005 to make the school system more flexible and holistic. It aims to shift the focus from rote learning to developing students' creativity and overall personality. The 2005 NCF emphasizes child-centered and participatory learning through discussions, experiments, and connecting knowledge to real-life. It also promotes multilingual education, integrating subjects, inclusive classrooms, and assessing students in a continuous and flexible manner.
This document provides an overview of the National Curriculum Framework (NCF) 2005 and the Kerala Curriculum Framework 2007. It discusses the key features and perspectives of the NCF 2005, including focusing on holistic student development, making learning enjoyable, and strengthening national identity. It also covers aspects of the curriculum like language, mathematics, computers, and incorporating work-related education. The document then briefly discusses the higher secondary applications and notes that the existing Kerala syllabus is based on the 2007 Framework, which emphasizes activity-based learning and a student-centric approach.
Education process by Susan Bastable
susan bastable, education process, health education, educ20, assessment, planning, implementation, evaluation, assure model, apie model, patient education, staff education
Child development refers to the biological, psychological, and emotional changes that occur in humans from birth through adolescence. It involves progressing from dependency to increasing autonomy through predictable stages, though each child's development is unique. There are five major domains of development - cognitive, social/emotional, speech/language, motor skills, and physical. Child development theorists generally fall into three perspectives: maturationism views development as biologically programmed stages; environmentalism/behaviorism sees development shaped by experiences over time; and constructivism views children as active participants in learning through interactions.
The document is a biology syllabus for primary schools in Malaysia. It outlines the aims of developing well-rounded students through biology education and the objectives of acquiring biological knowledge and scientific skills. The content is organized into themes including cells, physiology, heredity, and relationships between living things and the environment. Scientific skills, thinking skills, attitudes, and knowledge are integrated into the curriculum.
The National Curriculum Framework 2005 aimed to reform India's education system. It was developed by the National Council of Educational Research and Training under the leadership of Prof. Yash Pal with input from various committees and public consultations. The framework sought to shift away from rote learning and make education more flexible, learner-centered, and connected to the outside world. It recommended reforms across various subjects, focusing on developing critical thinking, using local knowledge and experiences, and evaluating students in a comprehensive manner. It also emphasized the need to improve school infrastructure, resources, and the overall learning environment to be more inclusive, participatory, and supportive of democratic values.
The document outlines the goals and conceptual framework of the K to 12 Health Curriculum in the Philippines. It aims to help learners achieve, sustain, and promote lifelong wellness. Some of the core values that the curriculum focuses on include holistic health, cleanliness, physical fitness, reverence for life, and environmental care.
This document provides course descriptions and learning objectives for culinary arts courses offered at Staples High School. The culinary arts program focuses on developing skills relevant to food service careers such as safety, sanitation, recipe preparation, and teamwork. Course levels include Culinary Arts I for beginners, Culinary Arts II to further skills with international menus, and Advanced Culinary Arts adding business concepts and leadership. The goal is to prepare students for food service jobs or further education with competencies in critical thinking, resource management, technology, and cultural understanding related to food.
The document provides guidelines for developing a test blueprint for the national exit examination for Bachelor of Science in Comprehensive Nursing students in Ethiopia. It outlines the objectives of test blueprint preparation, the expected competencies of graduates including knowledge, skills, and attitudes. It also lists the themes, courses, and their credit hours, and provides tables outlining the share and distribution of themes, courses, and competencies that should be covered in the exam. The test blueprint will help ensure the exit exam appropriately assesses students' competencies and that all relevant course content is represented in the exam questions.
The document discusses curriculum and the hidden curriculum. It provides definitions of curriculum from various sources that describe curriculum as comprising all planned learning experiences in and outside of school. It outlines principles of curriculum construction such as being child-centered, community-centered, balanced, needed-based, useful, creative, and contemporary. It notes major defects in current curriculums such as being exam-oriented, theory-focused, and not developing the whole personality. It defines hidden curriculum as unintended lessons learned from social environments and norms conveyed in school. It concludes that the current curriculum needs reorganization to align with curriculum principles and that hidden curriculums will always be present in schools to some degree.
The document discusses pedagogical approaches for teaching environmental studies (EVS) at the primary stage. It outlines the learning objectives, curricular expectations, and learning outcomes for EVS. The document emphasizes using experiential and hands-on learning strategies like projects, discussions, experiments, surveys, role-playing, and sharing experiences to help children construct knowledge about their surroundings. It stresses facilitating learning through problem-solving rather than direct instruction and allowing children to explore, ask questions, and develop observation and critical thinking skills.
The document discusses the aims and objectives of teacher education at different levels - pre-primary, primary, secondary, higher secondary, and higher education. At each level, the aims include developing the relevant knowledge, skills, and competencies needed to teach students of that particular age group effectively. For example, at the pre-primary level the aims are holistic child development and nurturing life skills, while at the secondary level they include adopting disciplinary teaching approaches and orienting students on issues like life skills and health education. The overarching aims across all levels are to prepare highly-qualified teachers and ensure the balanced development of students.
ASPECTS, SIGNIFICANCE AND OBJECTIVES OF SECONDARY EDUCATION-8624EqraBaig
Secondary education provides middle-level workers for a country's economy, acts as a feeder for further education, and its quality affects higher education. It is a crucial stage where students enter adolescence. The objectives of secondary education are to develop students' abilities, encourage inquiry, provide satisfaction and identity, enable productivity for society, and understand values including faith in Allah. Secondary education plays a transitional role between basic and further education, and is a sensitive stage requiring guidance and counseling.
The document discusses key aspects of the legal foundation of education in the Philippines including:
1) Laws governing admission to public and private schools, colleges and universities which state that education from elementary to high school should be free and compulsory.
2) Requirements for admission to elementary and secondary levels.
3) The K-12 education system which aims to provide students with 12 years of basic education to better prepare them for employment or higher education.
4) Outcome-based education which focuses on measuring what students know and can do rather than inputs like time spent in class.
The document discusses considerations for developing curriculum for students with special needs. It defines curriculum and describes the explicit, hidden, and absent curriculums. The document also discusses comprehensive curriculum, universal design for learning, differentiated instruction, standard-based education, and various program orientations including the general education curriculum with and without supports/accommodations as well as more specialized curriculums.
The document discusses the National Curriculum Framework (NCF) of India from 2005. It provides the framework for developing syllabi, textbooks, and teaching practices in school education. The NCF 2005 draws from previous government reports and focus group discussions. It aims to reform science education to develop scientific temperament, engage scientific processes, and address issues like equity and creativity. It outlines the curriculum framework at different school stages and criticisms of the prevailing approach. The Kerala curriculum framework from 2007 was informed by NCF 2005 and aims for activity-based, process-oriented learning.
This document contains the biology syllabus for primary schools in Malaysia. It outlines the aims of developing students' knowledge and skills in biology based on the national education philosophy of producing well-rounded citizens. The syllabus is organized into themes and learning areas to help students understand natural phenomena, apply scientific skills, and appreciate the contributions of science to society and environmental conservation. It aims to nurture students with scientific literacy and attitudes to support Malaysia's development as a progressive, knowledge-based society.
Problems and issues in curriculum developmentNaeem Ashraf
This document discusses problems and issues in curriculum development. It notes that both problems and issues cause debate and conflict, with problems typically having clear solutions and issues dividing people. Developing an effective curriculum involves hard work and consideration of philosophical, psychological, social, and economic factors. Curriculum planning is further complicated in dynamic societies by disagreements over goals and approaches. Societal changes and ideological dilemmas also indirectly impact the curriculum development process. The document then outlines specific factors that affect curriculum development in Pakistan, including a lack of coordination, economic challenges, political interference, inadequate evaluation, societal disapproval, an overly urbanized focus, shortages of teaching materials and training, and teacher reluctance to change.
Secondary Education Commission (1952-53)/ Mudaliar commission, An important question for the students of B.Ed. First Year (Paper-2,Contemporary India and Education)
The recomendations of ncf 2005 and 2009jakeerhusain1
This document discusses the National Curriculum Frameworks (NCF) of 2005 and 2009 in India. It provides a brief history of NCFs since 1975. The NCF of 2005 recommended softening subject boundaries, incorporating local knowledge into textbooks, and creating a stimulating school environment. The NCF of 2009 emphasized changing trainee teachers' negative approaches, moving beyond an examination-focused curriculum, and providing flexible training for in-service teachers. The conclusion states that NCFs aim to help teachers play a significant role in national development, as envisioned by the Education Commission.
The National Curriculum Framework (NCF) provides guidelines for Indian schools and teachers to develop educational experiences for students. It addresses educational purposes, experiences, organization of experiences, and student assessment. NCF was introduced in 1975, 1988, 2000, and 2005 to make the school system more flexible and holistic. It aims to shift the focus from rote learning to developing students' creativity and overall personality. The 2005 NCF emphasizes child-centered and participatory learning through discussions, experiments, and connecting knowledge to real-life. It also promotes multilingual education, integrating subjects, inclusive classrooms, and assessing students in a continuous and flexible manner.
This document provides an overview of the National Curriculum Framework (NCF) 2005 and the Kerala Curriculum Framework 2007. It discusses the key features and perspectives of the NCF 2005, including focusing on holistic student development, making learning enjoyable, and strengthening national identity. It also covers aspects of the curriculum like language, mathematics, computers, and incorporating work-related education. The document then briefly discusses the higher secondary applications and notes that the existing Kerala syllabus is based on the 2007 Framework, which emphasizes activity-based learning and a student-centric approach.
Education process by Susan Bastable
susan bastable, education process, health education, educ20, assessment, planning, implementation, evaluation, assure model, apie model, patient education, staff education
Child development refers to the biological, psychological, and emotional changes that occur in humans from birth through adolescence. It involves progressing from dependency to increasing autonomy through predictable stages, though each child's development is unique. There are five major domains of development - cognitive, social/emotional, speech/language, motor skills, and physical. Child development theorists generally fall into three perspectives: maturationism views development as biologically programmed stages; environmentalism/behaviorism sees development shaped by experiences over time; and constructivism views children as active participants in learning through interactions.
The document is a biology syllabus for primary schools in Malaysia. It outlines the aims of developing well-rounded students through biology education and the objectives of acquiring biological knowledge and scientific skills. The content is organized into themes including cells, physiology, heredity, and relationships between living things and the environment. Scientific skills, thinking skills, attitudes, and knowledge are integrated into the curriculum.
The National Curriculum Framework 2005 aimed to reform India's education system. It was developed by the National Council of Educational Research and Training under the leadership of Prof. Yash Pal with input from various committees and public consultations. The framework sought to shift away from rote learning and make education more flexible, learner-centered, and connected to the outside world. It recommended reforms across various subjects, focusing on developing critical thinking, using local knowledge and experiences, and evaluating students in a comprehensive manner. It also emphasized the need to improve school infrastructure, resources, and the overall learning environment to be more inclusive, participatory, and supportive of democratic values.
The document outlines the goals and conceptual framework of the K to 12 Health Curriculum in the Philippines. It aims to help learners achieve, sustain, and promote lifelong wellness. Some of the core values that the curriculum focuses on include holistic health, cleanliness, physical fitness, reverence for life, and environmental care.
This document provides course descriptions and learning objectives for culinary arts courses offered at Staples High School. The culinary arts program focuses on developing skills relevant to food service careers such as safety, sanitation, recipe preparation, and teamwork. Course levels include Culinary Arts I for beginners, Culinary Arts II to further skills with international menus, and Advanced Culinary Arts adding business concepts and leadership. The goal is to prepare students for food service jobs or further education with competencies in critical thinking, resource management, technology, and cultural understanding related to food.
The document provides guidelines for developing a test blueprint for the national exit examination for Bachelor of Science in Comprehensive Nursing students in Ethiopia. It outlines the objectives of test blueprint preparation, the expected competencies of graduates including knowledge, skills, and attitudes. It also lists the themes, courses, and their credit hours, and provides tables outlining the share and distribution of themes, courses, and competencies that should be covered in the exam. The test blueprint will help ensure the exit exam appropriately assesses students' competencies and that all relevant course content is represented in the exam questions.
The document provides guidelines for the Life Orientation subject for the National Certificate (Vocational) at NQF Level 4. It outlines the aims, assessment requirements, topics, and learning outcomes for the course. The course is designed to equip students with personal, social, and work-readiness skills through topics like personal development, healthy living, research skills, and problem solving. Assessment includes both internal and external evaluation, with the external exam accounting for 75% of the final mark. The course aims to develop students' ability to adapt to changing environments and prepare them for good citizenship.
The document outlines the program outcomes and course outcomes for several semesters of a Bachelor of Arts in Home Economics. The program aims to provide students with knowledge of resources, food and nutrition, human development, interior design, and decision making skills. Specific course outcomes include understanding principles of food and nutrition, planning diets and meals, developing skills in food preparation and decoration, and learning about child development and parenting.
This document provides information and instructions for students regarding their culminating activity portfolio for Humanities and Social Sciences. It defines what a portfolio is, describes the different types of portfolios and their purposes. It explains that students will create a showcase portfolio combined with a standards-based portfolio to demonstrate their learning and best work in subjects under the HUMSS track. The document outlines the parts and requirements of the portfolio, including a cover page, table of contents, preface, selected works, reflections, and personal goals. Students are asked to plan, create, compile, and reflect on their portfolio to integrate their learning in humanities and social sciences.
This document provides information and instructions for students regarding their culminating activity portfolio for the Humanities and Social Sciences subject. It defines what a portfolio is and discusses the different types of portfolios. It explains that for this activity, students will combine elements of a showcase portfolio and standards-based portfolio to showcase their best work reflecting the learning goals and subjects in HUMSS. The document outlines the parts the portfolio should include, such as a cover page, table of contents, selected work samples, and a personal vision statement. It provides guidance on how to present and describe the selected work samples. Overall, the document aims to guide students in creating an organized portfolio that demonstrates their learning and achievements in the HUMSS subject area.
Diagnosis of Need in Curriculum Development.pptxDanteCara1
This document discusses key aspects of curriculum development, including defining a curriculum and the process of curriculum development. It outlines six areas that should be diagnosed when developing a curriculum: 1) learners, 2) social needs, 3) achievement, 4) values, 5) school facilities and resources, and 6) curriculum problems. Diagnosing these areas helps ensure the curriculum is tailored to the learners and addresses their needs and interests as well as the needs of society. The document also discusses the importance of establishing educational aims, goals, and objectives to guide curriculum development and provide focus and direction for students.
The document provides information on field study courses for teacher education students. It includes the following key points:
1. Field study courses provide practical learning experiences aligned with professional education courses to allow students to observe, verify, and reflect on concepts and strategies from their courses.
2. There are 6 field study courses that support different professional subject areas like human growth and development, principles of teaching, and assessment.
3. Sample syllabi and activities are provided for the field study courses to give students opportunities to experience teaching methods, develop instructional materials, and reflect on learning theories.
4. Guidelines help students successfully complete at least 17 hours of activities for each field study course to earn credit while demonstrating proper conduct
This document contains a course syllabus for Cookery, a 3-unit course offered at the Republic of the Philippines Pambayang Kolehiyo ng Mauban in Quezon for the 2nd semester of the 2019-2020 academic year. The syllabus outlines the course description, objectives, topics to be covered over 18 weeks, teaching methods such as lectures and demonstrations, and assessment tasks including exams, presentations and participation. The course aims to teach students to prepare a variety of dishes including appetizers, salads, sandwiches and desserts, and properly store cooked foods.
The document discusses the refinement of the Philippines secondary education curriculum. It outlines a 3-stage process used to design the curriculum based on the Understanding by Design model. Stage 1 identifies desired learning outcomes through content and performance standards. Stage 2 focuses on assessment of student learning. Stage 3 details instructional activities to achieve the standards. Feedback from curriculum trials was used to further refine the standards and curriculum elements. The resulting curriculum focuses on essential understandings, sets high expectations, and allows for personalized learning while integrating special programs.
The document discusses program outcomes and student learning outcomes in education. It outlines the shift from content-focused to outcomes-focused education, requiring teachers to envision ideal graduates years after completion. The Commission on Higher Education in the Philippines requires all higher education institutions to ensure graduates can communicate effectively, work in teams, act professionally and ethically, and promote Filipino culture. Program outcomes vary by institution type, such as demonstrating service, employment, or research, with additional requirements for state universities to support development plans. The document also outlines program outcomes for teacher education and levels of a new taxonomy of learning.
The document outlines a curriculum for a Home Economics course on foods and food service. It covers topics on personal entrepreneurial competencies, analyzing the environment and market, and the production of processed meats and poultry. Learners will develop an action plan based on their competencies, formulate a business idea after analyzing consumer needs, and produce marketable meat and poultry products applying basic processing concepts and principles. The course aims to provide understanding of skills needed for entrepreneurship in food production and processing.
This document contains a daily lesson log for a 9th grade agricultural crop production class. The lesson objectives are to develop students' personal entrepreneurial competencies and skills needed for agricultural businesses. Over the course of the week, students will assess their own competencies, analyze local entrepreneurs, and create business plans for hypothetical agricultural companies. Formative assessments include rubric-graded business plans, self-reflections, and entrepreneur competency analyses. The teacher reflects on students' progress and identifies strategies that worked well and challenges that require assistance.
The document provides information on the Master of Arts in Nursing major in Medical Surgical Nursing program at the University of Bohol, including its vision, mission, goals, objectives and core values. Specifically, it outlines the course syllabus for the Nursing Theories course, including course details like credit units, hours, pre-requisites, description, learning outcomes, content, timeframes, teaching methods, and assessment resources. The course aims to enable students to apply different nursing theories through case study presentations and analyses in various healthcare settings.
Syllabus in Swine National Certificate (NCII) New Format.docxJhonmarMontuno
Swine Production and Management is a comprehensive course designed to provide students with a deep understanding of the principles, practices, and technologies involved in the production and management of swine. Topics covered include swine genetics, nutrition, reproduction, health management, housing, environmental control, marketing, and industry trends.
Course Objectives:
To familiarize students with the anatomy, physiology, and behavior of swine.
To provide students with knowledge of different swine breeds, their characteristics, and selection criteria.
To understand principles of swine nutrition and formulate balanced diets for various production stages.
To learn about reproductive physiology and management techniques to optimize breeding efficiency.
To introduce students to common swine diseases, prevention strategies, and health management practices.
To explore housing systems, environmental control, and welfare considerations in swine production.
To understand the economics of swine production, including cost analysis and marketing strategies.
To stay updated on current industry trends, innovations, and emerging technologies in swine production.
Course Outline:
Module 1: Introduction to Swine Production
Overview of the swine industry
Historical perspectives and industry trends
Swine anatomy, physiology, and behavior
Roles and responsibilities in swine production
Module 2: Swine Breeds and Selection
Classification of swine breeds
Breed characteristics and performance traits
Breeding stock selection criteria
Genetic improvement techniques
Module 3: Swine Nutrition
Nutrient requirements of swine
Feed ingredients and their nutritional value
Feed formulation principles
Feeding strategies for different production stages
Module 4: Reproduction and Breeding Management
Reproductive anatomy and physiology of swine
Estrus synchronization techniques
Artificial insemination (AI) and natural mating methods
Pregnancy diagnosis and management
Module 5: Swine Health Management
Common swine diseases and pathogens
Disease prevention and biosecurity measures
Vaccination programs and disease control strategies
Treatment protocols and veterinary care
Module 6: Swine Housing and Environment
Housing systems for swine production
Environmental control and ventilation
Bedding materials and waste management
Welfare considerations and animal behavior
Module 7: Swine Economics and Marketing
Economic principles in swine production
Cost analysis and budgeting
Pricing strategies and market channels
Risk management and financial planning
Module 8: Industry Trends and Innovations
Emerging technologies in swine production
Sustainable practices and environmental stewardship
Global market dynamics and trade policies
Future prospects and career opportunities in the swine industry
Teaching Methodology:
Lectures: Classroom sessions covering theoretical concepts and principles.
Practical Demonstrations: Hands-on activities in farms or laboratories to reinforce learning.
Case Stu
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1. Junior Certificate Home Economics
AN ROINN OIDEACHAIS AGUS EOLAÍOCHTA
THE JUNIOR CERTIFICATE
HOME ECONOMICS SYLLABUS
2. CONTENTS
1. RATIONALE...............................................................................................................................3
2. Aims ...........................................................................................................................................3
3. Course Objectives......................................................................................................................4
4. Syllabus Structure......................................................................................................................6
5. Level Differentiation ...................................................................................................................7
6. Syllabus Content........................................................................................................................7
6.1 Food Studies/ Culinary Skills .............................................................................................7
6.2 Consumer Studies..............................................................................................................9
6.3 Social and Health Studies................................................................................................10
6.4 Resource Management and Home Studies.....................................................................12
6.5 Textiles.............................................................................................................................14
7. Assessment Objectives and Weighting ...................................................................................16
7. 1. Assessment Objectives ...........................................................................................16
7.2 Mark Weightings...............................................................................................................16
7.3 Techniques of Assessment..............................................................................................16
2
3. Table of Contents
1. RATIONALE
Home Economics has a direct relevance to the present and future life of every young
person.
Its purpose is to equip young people in certain important skills for living as individuals and
of establishing and developing a stable environment for their families. It encompasses
studies of many of the processes which are necessary for day to day living, particularly
within the household.
The main areas focus on the basic human needs for food, clothing, shelter and personal
relationships. The disciplined study of the interrelationships of these areas is one of the
major contributions of the subject to the curriculum.
Home Economics builds on the pupils' knowledge of different forms of home life and on
their immediate experience of making choices in relation to the organisation of their own
lives.
Emphasis througout the course is on management, creativity and living skills. This is to
ensure that the young person taking the course will be equipped for personal independence
and be able to take shared responsibility in the household and community in which he or
she lives.
2. Aims
The aims of Junior Certificate Home Economics are
- to provide pupils with knowledge and practical skills for application in the
process of everyday life within the home and community.
- to ensure that pupils will be capable of wise decision-making in areas
related to the management of their personal resources.
- to develop in pupils competence in making wise consumer decisions.
- to develop interest in the vocational aspects of the subject.
3
4. 3. Course Objectives
By Course Objectives is meant the concepts, knowledge, skills and
attitudes which pupils should acquire and develop through this Home
Economics course.
3.1 Concepts
Pupils will develop understanding of the key concepts on which the syllabus is based.
• Personal Management - in order to develop understanding and
knowledge of organisation and decision-making processes.
• Consumer Competence - in order that pupils may become discerning
consumers.
3.2 Knowledge
Pupils should acquire information and develop understanding of resource management
processes in relation to the home. They should be able to
- demonstrate knowledge of relevant principles, terminology,
facts and theories relating to Home Economics;
- understand how resource management affects the quality of life;
- identify priorities within a set of constraints;
- evaluate the effectiveness of a course of action;
- be aware of social, economic and technological aspects of home
economics and their application to everyday life;
- understand the inter-relationship with other disciplines;
- develop the potential of the individual through creative and practical experiences.
The items of knowledge should be selected carefully to ensure suitability for all pupils from
the varying social and economic background. Similarly the items will be capable of being
taught in schools throughout the country where conditions and circumstances vary
considerably. Practical application of the knowledge is preferable where suitable, e.g.
Designing, Preparing and Presenting food for different people, needs and occasions.
4
5. 3.3 Skills
Pupils should be able –
(i) to use a variety of methods to develop cognitive skills such as investigative
method, discovery-learning and problem-solving.
(ii) to demonstrate the following practical skills:
• manipulative skills and manual dexterity
• the use of a range of tools and equipment
• the ability to weigh and measure accurately
• procedural skills, e.g. the ability to understand and follow instructions on
worksheets and assignments (to carry out a range of processes)
• evaluation of practical work
{iii) to obtain and retrieve information from various sources. (independent
study, including project work and practical investigation).
(iv) to use certain affective skills including creativity, imagination, curiosity,
intuition, improvisation, sensitivity and resourcefulness.
(v) to record information accurately.
(vi) to interpret data and to translate information from one form to another, e.g.
use of symbols, etc.
3.4 Attitudes
Pupils should be encouraged
(i) to develop positive attitudes towards themselves, their home and their community.
(ii) to develop a sense of safety and hygiene in the workroom/classroom, at home and
in the community.
(iii) to develop discernment and judgement in consumer matters.
(iv) to develop an awareness of and sensitivity to differences between family units.
(v) to develop a sense of accuracy and attention to detail.
(vi) to develop a sense of co-operation, flexibility, improvisation, responsibility and
tolerance.
5
6. 4. Syllabus Structure
4.1 The syllabus structure consists of two sections -
- a common course of FIVE areas of study
- ONE optional study, from a choice of three
4.2 The five areas of study in the common course are listed below, together with the
recommended proportion of time to be allocated:
Area Time
(i) Food Studies and Culinary Skills 40%
(ii) Consumer Studies 15%
(iii) Social & Health Studies 10%
(iv) Resource Management and Home Studies 10%
(v) Textile Studies 10%
4.3 One optional study will be chosen from the following three -
- Childcare }
- Design and Craftwork } 15%
Textile Skills }
4.4 The options are structured so that pupils can undertake a more detailed study of one
area of the common course. Thus, childcare is related to Social and Health Studies,
Design and Craftwork to Resource Management and Home Studies, and Textile skills to
Textile Studies.
In the presentation of this syllabus, therefore, each option is appended to its related
area of study in the common course.
6
7. 5. Level Differentiation
5. 1 The syllabus is offered at two levels, Ordinary and Higher.
5.2 The syllabus framework is common to both levels. At Higher level students will be required
to demonstrate a greater degree of proficiency in all the skills and a greater understanding
of concepts and issues.
6. Syllabus Content
6.1 Food Studies/ Culinary Skills
Food Studies should enable pupils to understand food in relation to health. The purpose of
the Culinary Skills component is to ensure that each student is capable of completing a
range of skills necessary to be self-sufficient in the planning, preparation, cooking and
presentation of food for individuals and family groups.
Culinary Skills will also help develop and highlight particular aptitudes in the culinary areas
and may help to develop their interest in the vocational aspects of the food industry.
Food Studies and Culinary Skills is concerned with:
- the part diet plays in health - a study of the nutritional requirements of different
needs.
- factors affecting eating habits.
- awareness of current dietary advice and issues.
- the digestion and absorption of food.
- presentation of food.
- food costs in relation to total budget.
7
8. Content
- Food in relation to healthy eating.
- Diet and eating habits/nutrition.
- Food hygiene - safe and clean practices in the kitchen.
- Food choices - choosing food for particular needs e.g. nutritional needs, dietary
needs and budget.
- Food storage - simple preservation and freezing.
- Food Preparation: interpretation of recipes, weighing and measuring of ingredients,
effective organization of work, basic food preparation skills, methods of
presentation.
- Planning, preparing and cooking dishes for different meals and needs to include all
food groups.
- Methods of cooking.
- Equipment: correct use, maintenance of appliances and equipment found
commonly in the kitchen with reference to efficiency, energy efficiency and safety.
- Good safety and hygiene practices.
- Management principles in relation to food.
- Cooking principles in relation to food.
- Equipment and utensils.
- Terminology and measurements.
- Meal planning.
- Consumer decisions related to food purchasing.
- Food preparation.
- Food presentation.
- Upon completion the pupils should know the following:
- Why good health depends on eating a variety of foods.
- Why there is a range of dietary needs among people.
- Why current dietary advice should be considered.
- Why hygiene in relation to handling of food and personal wellbeing
is important.
- Why safe and clean practices in the use of resources and procedure are important.
- How the management of personal expenditure on food depends on
individual priorities.
8
9. - Why individuals have different priorities about values and living patterns in relation
to food.
- How food is processed and preserved.
- How to plan, prepare, cook and present food in order to meet the above needs.
6.2 Consumer Studies
Consumers use materials, products and services. Individuals' needs and wants vary so it is
important to understand the factors that influence decisions when buying goods or services
related to the home. Consumer competence is a key concept within Home Economics,
consequently consumer studies permeates the course.
This section is concerned with
- Consumer awareness and procedures in relation to rights and responsibilities.
- Budgeting; decision-making related to purchase of food, furnishing, equipment,
appliances and personal items; money as a resource.
- Principles and methods used in advertising; their effects on the consumer.
- An understanding and appreciation of Quality in consumer products and services.
- Awareness of contemporary consumer issues related to the home.
Consumer Studies: Content
- The consumer: rights and responsibilities
- Money Management: planning a budget
• Case studies of personal and household budgets
- Quality control –
• Standards
• care labels
• packaging
• labelling
• date marking
• guarantees
- Advertising –
• the method used
• the message intended
• the overall effect on the consumer
- Case studies of different media used, (TV, radio, print, billboard) for various
personal items, household products and household services.
- Lodging a consumer complaint -
• Case studies
- Contemporary consumer issues related to the home and to the environment.
9
10. Upon completion students should be able to:
• Evaluate consumer products and services in terms of Quality.
• Prepare case studies of personal and household budgets.
• Understand the principle of budgeting including savings.
• Demonstrate knowledge of consumer rights and responsibilities.
• Present oral and written complaint.
• Carry out simple research into household consumer products.
6.3 Social and Health Studies
This section of the course deals with issues which influence the lifestyles and expectations
of young people. It should increase their understanding of themselves and the world in
which they are growing up. It complements each of the other sections.
This section is concerned with
• The family: - roles within the family, including the role of parenthood
- changing relationships within the family
• being an adolescent in contemporary society
• the effects that external influences have on young people
• the concept of healthy living
• the importance of hygiene
• health hazards in our society and the problems they create
• sex education
Content of Social and Health Studies
- Stages of development prior to adolescence
- Adolesence - the developmental stage of growing up (physical,
emotional, social and moral dimensions).
- Changing role of the adolescent within the home - relationships
with parents, siblings, extended family and peers.
- Roles/Stereotypes/Equality - within the home, school, community
and employment.
- Health education - Care of the body
- Hygiene
- Health hazards - smoking, alcohol and
10
11. other substance abuse
- Sex education: (See Department of
Education Guidelines)
- Leisure - use of leisure time - sport, exercise and other leisure pursuits
- Social skills - norms of behaviour
Upon completion the students should have a good understanding of:
• individual roles within the family
• the role of the adolescent in society
• use of leisure time/social skills
• the developmental stages of growing up: physical, emotional,
• social and moral dimensions~
• factors which promote or inhibit healthy living
• relationships between family members - children and parents.
Optional Study - Childcare
The main study of this option is child development. It is concerned with the basic physical,
mental and emotional development of the child in the family in its formative years.
The purpose is to help pupils develop a knowledge of themselves and to develop inter-
personal skills and caring skills. This should be a help in their own family situation and for
later life.
Objective: To make pupils aware of the relationship between the environment and
child development.
Content of Childcare Skills
- the beginning of human life
- basic understanding of conception, birth and the first years
- physical health - basic understanding of the physical development of the
child
- mental health - basic understanding of development of the mind
of the child
- emotional health - basic understanding of development of the feelings of
the child
- children with special needs:
handicap and disability
congenital disability
11
12. - changes in family life:
The structure of the family.
Simple family law – outline instructions and societies
involved
Family breakdown – where to go for help
Upon completion students should be able to:
• Know the stages of child development
• Understand and relate to younger children
• Contribute to a nurturing environment
• Identify developmental needs
6.4 Resource Management and Home Studies
This section provides a basic introduction to the concept of management and to the
concept of shelter that a 'home' provides.
Management has a fundamental role in helping families meet the increasing complexities
with which they are faced. It involves the ability to make choices and decisions using
particular knowledge and skills. It is important as it provides a framework through which
tasks are carried out. Through good management, goals are achieved.
Shelter is a basic need, relating to our physical need for protection. Human beings also
have psychological needs. What we call "home" provides us with these needs as it
provides security. Taste and decor within the home are to a large extent a matter of
personal choice.
This section deals with:
• the concept of management and how it applies to the home
• the application of management processes to everyday living
• making the best use of the resources of the household to complete household
tasks
• safety in the home
• the relationship between human activity and functional lay-out and design
• how to follow good design guidelines
• what makes shelter a home
• understanding how the major services to the house work
• how to carry out simple maintenance and repairs in the home
12
13. • the impact of technology on the home
• current environmental issues
• community services
Content of Resource Management
- Housing/Shelter: types of accommodation
- Management principles in relation to the home and everyday living
- The effect of good management on the home - case studies
- Hygiene in the home
- Equipment in the home - choice, use and c a r e
- Safety in the home - prevention of accidents, proper storage of chemicals
and medicines
- Basic first aid - treatment of burns/scalds/shock/poisoning/bleeding and
choking
- Design principles. Ergonomics - the relationship between : lay-out and design for
particular needs
- Influence of technology in the home
- Basic understanding of electricity and gas. heating, lighting and domestic
water supply
- Environmental issues related to the home, refuse, waste, use of chemicals
- Awareness of community services
Upon completion the students should
- understand the concept of management in relation to running the Home
- understand design in relation to housing and interior decor
- be familiar with community services
- understand and apply rules of hygiene and safety
- understand the basic services to the house
- be able to use, and understand the use of. technology in the home
- be able to evaluate chemicals and cleaning products and laboursaving devices in
the home
Optional Study - Design and Craftwork
The purpose of this option is to give pupils an appreciation of design and craftwork
past and present within their culture and an opportunity to research the making of
and to produce craft items.
13
14. People design objects in order to solve particular problems. Design involves
appearance, function and quality. A well-designed item looks attractive, fulfills its
function and gives value for money. Man's designs attempt to solve man's needs.
Objective: To develop their sensitivity towards the origins and development of the
various crafts and to highlight the aesthetic and economic values of the craft industry.
The functional aspects will also be acknowledged by the production of the various craft
items. The consideration of indigenous and contemporary crafts could be highlighted in this
section. With the revival of the craft industry the vocational aspects of this section should be
considered in order to develop their entrepreneurial skills.
Content of Design and Craftwork Skills
Using any textile as a base students should carry out a design brief to make any simple
craft item of choice. This item can be traditional or contemporary.
Upon completion students should
(1) appreciate the role of crafts within their culture;
(2) be able to carry out the design process;
(3) research and produce one craft item of choice.
6.5 Textiles
As clothing is a primary need this area of study is designed to give students an
opportunity to appreciate the culture, history and influence of fashion associated with
clothing and textiles.
It presents opportunities to develop creativity by studying ,design principles and applying
them to the construction and selection of clothing and textiles. It will also enable students to
understand how clothing influences impressions made by personal appearance.
It should also help students to be better consumers of clothing and textiles.
Textiles play an important and influential role in our lives. Therefore it is appropriate that
pupils acquire essential knowledge in the following areas:
• consumer competence in decision-making related to personal clothing and
household textile needs
• an understanding of the basic principles of design; application of design principles
to clothing
• fashion trends and how individuals are influenced a basic understanding of
science and technology in relation to fabrics and fibres
• using a sewing machine as a resource
• care and maintenance of textiles
Content of Textile Studies
14
15. - Use of textiles for clothing and household needs
- Fashion trends - how fashions are forecast
- Choice of textiles - economic and aesthetic considerations
- Fabric Composition - outline of natural and synthetic fibres.
Characteristics - scientific and practical
- Fabric Identification - two simple tests
Fabric Care - care labelling, detergents, equipment and stain removal
- Textile Skills - simple hand and machine sewing stitches and
processes
- How to use a sewing machine for simple construction and repairs
- Design - role of design in choice and suitability.
Upon completion of this component, the students should be able
- to understand that fabrics are used for a wide range of purposes, that colour
and appearance are usually important aesthetic considerations when
choosing fabrics and that scientific and practical factors should be taken into
account when making various choices (i.e. specific characteristics may be
required for different uses)
- to identify fabrics and the differences between natural and synthetic fabrics
and their uses
- to understand the construction of and the finishes used on fabrics
- to make up a simple item of clothing and a simple household
item. (This can be of student's choice in consultation with the teacher )
- to care for fabrics: choice and use of detergents, drying and pressing
equipment; stain removal
- to cultivate dress sense and to understand fashion trends
- to follow good design guidelines when choosing clothes and furnishings
Optional Study – Textile Skills
The purpose of the Textile Skills area is to ensure that students will acquire a range of skills
necessary to appreciate design and to use patterns and to complete basic items of clothing.
Objective:
1. To encourage the development of pupils in the following areas:
(a) manipulative skills
15
16. (b) design
(c) fashion
2. To create an awareness of the vocational aspects of the textile industry.
3. To promote creative leisure skills and pursuits.
Upon completion students should
• be competent in the use of patterns and equipment related to textiles.
have a broad range of manipulative skills.
• have an understanding of the principles of design and aesthetic
factors and be able to apply them to textiles and their use.
7. Assessment Objectives and Weighting
7. 1. Assessment Objectives
On completion of the course pupils will he required to demonstrate:
• a satisfactory knowledge of the principles, terminology, facts and theories
contained in the syllabus;
• practical skills, including the use of tools and equipment;
o procedural skills, including the ability to follow instructions given in written, oral or
graphic form;
• the ability to obtain, record and interpret data (including the ability to weigh
and measure accurately) and to translate data from one form to another;
• the ability to carry out, with appropriate guidance, a task from
conception to realisation involving any or all sections of the syllabus;
• the ability to carry out practical assignments in the area of culinary skills.
7.2 Mark Weightings
The course is offered at two levels, Ordinary and Higher.
The examination at each level will reflect the following weighting:
Food Studies and Culinary Skills 120 hrs 40%
Consumer Studies 45 hrs 15%
Social & Health Studies 30 hrs 10%
Resource Management and Home Studies 30 hrs 10%
Textiles 30 hrs 10%
Option 45 hrs 15%
7.3 Techniques of Assessment
The assessment of pupils will consist of both practical and written tests, at Ordinary
and at Higher levels.
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