Science Common Core Programme (CCP) Curriculum for B7/JHS1 - B9/JHS3 PDF
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2020
NATIONAL COUNCIL FOR CURRICULUM & ASSESSMENT
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This document is a science curriculum for Basic 7 to Basic 9 (Junior High School 1 to 3) in Ghana. It emphasizes the acquisition of the 4Rs (Reading, Writing, Arithmetic, and Creativity) and core competencies to enable students to apply knowledge innovatively. It also integrates personal and community projects.
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NATIONAL COUNCIL FOR CURRICULUM & ASSESSMENT (MINISTRY OF EDUCATION) SCIENCE COMMON CORE PROGRAMME (CCP) CURRICULUM FOR B7/JHS1 - B9/JHS3 SEPTEMBER, 2020 MINISTRY OF EDUCATION REPUBLIC OF GHANA Science Curriculum...
NATIONAL COUNCIL FOR CURRICULUM & ASSESSMENT (MINISTRY OF EDUCATION) SCIENCE COMMON CORE PROGRAMME (CCP) CURRICULUM FOR B7/JHS1 - B9/JHS3 SEPTEMBER, 2020 MINISTRY OF EDUCATION REPUBLIC OF GHANA Science Curriculum for B7/JHS1- B9/JHS3 Enquiries and comments on this Curriculum should be addressed to: The Director-General National Council for Curriculum and Assessment (NaCCA) Ministry of Education P. O. Box CT PMB 77Cantonments Accra Telephone: 0302909071, 0302909862 Email: [email protected] Website: www.nacca.gov.gh ©2020 National Council for Curriculum and Assessment (NaCCA). This publication is not for sale. All rights reserved. No part of thispublication may be reproduced without prior written permission from the Ministry of Education, Ghana. Ministry of Education © NaCCA, Ministry of Education 2021 ii FOREWORD The Ministry of Education, acting through the National Council for Curriculum and Assessment (NaCCA) has, in recent times, been working on curriculum and assessment reforms to improve the quality and relevance of learning experiences in pre-tertiary schools in Ghana. This curriculum, known as the Common Core Programme (CCP), is a sequel to the Kindergarten-Primary standards-based school curriculum, the implementation of which commenced with the 2019/2020 academic year. The CCP is carefully designed for learners in JHS 1 – JHS 3 as part of a holistic learning experience that prepares them for post-secondary education, the world of work or both. The curriculum focuses on building character and nurturing values, in addition to ensuring a seamless progression for all learners from JHS to SHS and creates clear pathways for academic and career-related programmes from JHS 1 – JHS 3 In the twenty-first century, memorisation of facts and figures is no longer a sufficient learner attribute. Therefore, the CCP focuses on the acquisition of the 4Rs (Reading, wRiting, aRithmetic and cReativity) and core competencies to afford learners the ability to apply knowledge innovatively to solve every- day problems. Personal projects, community projects and community service have been integrated into the CCP as part of a comprehensive assessment programme, including assessment of knowledge, skills, attitudes and values that mainly emphasise what learners can do. It is hoped that the content of this curriculum will promote better high school education that meets the varied learning needs of the young people in the country and addresses the shortfalls in the current school curriculum in relation to learning and assessment. The Ministry of Education is committed to ensuring that our schools develop globally competitive high school graduates who have the requisite employable skills and workplace ethos. The CCP curriculum will, therefore, play an important role in this regard. The Ministry will support the effective implementation of the CCP to include capacity development of all teachers to ensure improved learning experiences and outcomes for our young people. Dr. Matthew Opoku Prempeh (MP) The Honourable Minister of Education © NaCCA, Ministry of Education 2021 iii ACKNOWLEDGEMENTS This Common Core Programme (CCP) curriculum was developed together with the National Pre-tertiary Learning Assessment Framework (NPLAF) and Teacher’s and Learner’s Resource Packs. All these documents were developed by the National Council for Curriculum and Assessment (NaCCA), under the oversight and strategic direction of the Ministry of Education (MoE) with support from some agencies of the MoE and other relevant stakeholders. NaCCA, acting on behalf of the Ministry of Education (MoE), would like to express its sincere gratitude to all its partners who participated in the professional conversations and discussions during the course of the development of the CCP curriculum. NaCCA also extends special commendations to the leadership of the Ghana Education Service (GES), National School Inspectorate Authority (NaSIA), National Teaching Council (NTC), Commission for Technical and Vocational Education and Training (Commission for TVET) and other agencies of the MoE. Additionally, NaCCA acknowledges the contributions of staff from various Universities and Colleges of Education as well as teachers and learners within the Ghana Education Service. Special thanks go to those who also contributed to shaping this curriculum content through the consultation process, including the national stakeholder engagement conducted in Accra in February, 2020. © NaCCA, Ministry of Education 2021 iv CONTENTS FOREWORD................................................................................................................................................................................................................................................................................ iii ACKNOWLEDGEMENTS......................................................................................................................................................................................................................................................... iv INTRODUCTION....................................................................................................................................................................................................................................................................... x RATIONALE.............................................................................................................................................................................................................................................................................. xiii PHILOSOPHY............................................................................................................................................................................................................................................................................ xiv GOAL AND AIMS..................................................................................................................................................................................................................................................................... xv PROCESS SKILLS...................................................................................................................................................................................................................................................................... xix ASSESSMENT.............................................................................................................................................................................................................................................................................. xx CREATIVE PEDAGOGICAL APPROACHES................................................................................................................................................................................................................... xxvi CORE COMPETENCIES........................................................................................................................................................................................................................................................ xxx INSTRUCTIONAL EXPECTATIONS............................................................................................................................................................................................................................... xxxii ORGANISATION AND STRUCTURE OF THE CURRICULUM............................................................................................................................................................................ xxxiii SCIENCE SCOPE AND SEQUENCE.............................................................................................................................................................................................................................. xxxvi BASIC 7............................................................................................................................................................................................................................... 1 © NaCCA, Ministry of Education 2021 v STRAND 1: DIVERSITY OF MATTER......................................................................................................................................................................... 2 SUB-STRAND 1: MATERIALS.................................................................................................................................................................................... 2 SUB-STRAND 2: LIVING CELLS................................................................................................................................................................................. 5 STRAND 2: CYCLES...................................................................................................................................................................................................... 7 SUB-STRAND 1: EARTH SCIENCE.......................................................................................................................................................................... 7 SUB-STRAND 2: LIFE CYCLE OF ORGANISMS........................................................................................................................................................ 9 SUB-STRAND 3: CROP PRODUCTION.................................................................................................................................................................. 11 SUB-STRAND 4: ANIMAL PRODUCTION................................................................................................................................................................ 12 STRAND 3: SYSTEMS.................................................................................................................................................................................................. 16 SUB-STRAND 1:THE HUMAN BODY SYSTEM...................................................................................................................................................... 16 SUB-STRAND 2:THE SOLAR SYSTEM.................................................................................................................................................................. 19 SUB-STRAND 3: ECOSYSTEM............................................................................................................................................................................... 21 SUB-STRAND 4: FARMING SYSTEMS................................................................................................................................................................... 23 STRAND 4: FORCES AND ENERGY......................................................................................................................................................................... 26 SUB-STRAND 1: ENERGY....................................................................................................................................................................................... 26 SUB-STRAND 2: ELECTRICITY AND ELECTRONICS............................................................................................................................................ 30 SUB-STRAND 3: CONVERSION AND CONSERVATION OF ENERGY.................................................................................................................. 33 SUB-STRAND 4: FORCE AND MOTION.................................................................................................................................................................. 35 SUB-STRAND 5: AGRICULTURAL TOOLS.............................................................................................................................................................. 41 STRAND 5: HUMANS AND THE ENVIRONMENT................................................................................................................................................ 44 SUB-STRAND 1:WASTE MANAGEMENT............................................................................................................................................................... 44 SUB-STRAND 2: HUMAN HEALTH.......................................................................................................................................................................... 45 SUB-STRAND 3: SCIENCE AND INDUSTRY.......................................................................................................................................................... 47 SUB-STRAND 4: CLIMATE CHANGE AND GREEN ECONOMY............................................................................................................................ 48 © NaCCA, Ministry of Education 2021 vi SUB-STRAND 5: UNDERSTANDING THE ENVIRONMENT................................................................................................................................... 49 BASIC 8............................................................................................................................................................................................................................. 51 STRAND 1: DIVERSITY OF MATTER....................................................................................................................................................................... 52 SUB-STRAND 1: MATERIALS.................................................................................................................................................................................. 52 SUB-STRAND 2: LIVING CELLS............................................................................................................................................................................... 56 STRAND 2: CYCLES.................................................................................................................................................................................................... 57 SUB-STRAND 1: EARTH SCIENCE......................................................................................................................................................................... 57 SUB-STRAND 2: LIFE CYCLE OF ORGANISMS...................................................................................................................................................... 59 SUB-STRAND 3: CROP PRODUCTION.................................................................................................................................................................. 60 SUB-STRAND 4: ANIMAL PRODUCTION................................................................................................................................................................ 62 STRAND 3: SYSTEMS.................................................................................................................................................................................................. 64 SUB-STRAND 1:THE HUMAN BODY SYSTEM...................................................................................................................................................... 64 SUB-STRAND 2:THE SOLAR SYSTEM.................................................................................................................................................................. 66 SUB-STRAND 3: ECOSYSTEM............................................................................................................................................................................... 67 SUB-STRAND 4: FARMING SYSTEMS................................................................................................................................................................... 68 STRAND 4: FORCES AND ENERGY......................................................................................................................................................................... 69 SUB-STRAND 1: ENERGY....................................................................................................................................................................................... 69 SUB-STRAND 2: ELECTRICITY AND ELECTRONICS............................................................................................................................................ 72 SUB-STRAND 3: CONVERSION AND CONSERVATION OF ENERGY.................................................................................................................. 73 SUB-STRAND 4: FORCE AND MOTION.................................................................................................................................................................. 74 SUB-STRAND 5: AGRICULTURAL TOOLS.............................................................................................................................................................. 76 STRAND 5: HUMANS AND THE ENVIRONMENT................................................................................................................................................ 77 SUB-STRAND 1:WASTE MANAGEMENT............................................................................................................................................................... 77 © NaCCA, Ministry of Education 2021 vii SUB-STRAND 2: HUMAN HEALTH.......................................................................................................................................................................... 78 SUB-STRAND 3: SCIENCE AND INDUSTRY.......................................................................................................................................................... 81 SUB-STRAND 4: CLIMATE CHANGE AND GREEN ECONOMY............................................................................................................................ 82 SUB-STRAND 5: UNDERSTANDING THE ENVIRONMENT................................................................................................................................... 84 BASIC 9............................................................................................................................................................................................................................. 86 STRAND 1: DIVERSITY OF MATTER....................................................................................................................................................................... 87 SUB-STRAND 1: MATERIALS.................................................................................................................................................................................. 87 SUB-STRAND 2: LIVING CELLS............................................................................................................................................................................. 90 STRAND 2: CYCLES.................................................................................................................................................................................................... 92 SUB-STRAND 1: EARTH SCIENCES...................................................................................................................................................................... 92 SUB-STRAND 2: LIFE CYCLE OF ORGANISMS...................................................................................................................................................... 94 SUB-STRAND 3: CROP PRODUCTION.................................................................................................................................................................. 96 SUB-STRAND 4: ANIMAL PRODUCTION................................................................................................................................................................ 99 STRAND 3: SYSTEMS................................................................................................................................................................................................ 102 SUB-STRAND 1:THE HUMAN BODY SYSTEM.................................................................................................................................................... 102 SUB-STRAND 2:THE SOLAR SYSTEM................................................................................................................................................................ 103 SUB-STRAND 3: ECOSYSTEM............................................................................................................................................................................. 104 SUB-STRAND 4: FARMING SYSTEMS................................................................................................................................................................. 105 STRAND 4: FORCES AND ENERGY....................................................................................................................................................................... 107 SUB-STRAND 1: ENERGY..................................................................................................................................................................................... 107 SUB-STRAND 2: ELECTRICITY AND ELECTRONICS.......................................................................................................................................... 109 SUB-STRAND 3: CONVERSION AND CONSERVATION OF ENERGY................................................................................................................ 110 SUB-STRAND 4: FORCE AND MOTION................................................................................................................................................................ 111 © NaCCA, Ministry of Education 2021 viii SUB-STRAND 5: AGRICULTURAL TOOLS............................................................................................................................................................ 113 STRAND 5: HUMANS AND THE ENVIRONMENT.............................................................................................................................................. 114 SUB-STRAND 1: WASTE MANAGEMENT............................................................................................................................................................ 114 SUB-STRAND 2: HUMAN HEALTH........................................................................................................................................................................ 115 SUB-STRAND 3: SCIENCE AND INDUSTRY........................................................................................................................................................ 118 SUB-STRAND 4: CLIMATE CHANGE AND GREEN ECONOMY.......................................................................................................................... 120 SUB-STRAND 5: UNDERSTANDING THE ENVIRONMENT................................................................................................................................. 121 APPENDICES............................................................................................................................................................................................................................................................................ 124 BIBLIOGRAPHY....................................................................................................................................................................................................................................................................... 130 SCIENCE SUBJECT PANEL MEMBERS AND REVIEWERS.......................................................................................................................................................................................... 132 SUPERVISORS AND COORDINATING TEAM............................................................................................................................................................................................................. 133 © NaCCA, Ministry of Education 2021 ix INTRODUCTION In the first four years of high school education, learners are expected to take a Common Core Programme (CCP) that emphasises a set of high, internationally benchmarked career and tertiary education readiness standards. Learners need to acquire these for post-secondary education, the workplace or both. The standards articulate what learners are expected to know, understand and be able to do by focusing on their social, emotional, cognitive and physical development. The (CCP) runs from JHS 1 – JHS 3. The common core attributes of the learner, which describe the essential outcomes in the three domains of learning (i.e. cognitive, psychomotor and affective), are at the centre of the CCP (see Figure 1). Inspired by the values which are important to the Ghanaian society, the CCP provides an education of the heart, mind and hands in relation to the learner’s lifetime values, wellbeing, physical development, metacognition and problem-solvingabilities. Ultimately, this will produce character-minded learners who can play active roles in dealing with the increasing challenges facing Ghana and the global society. The features that shape the Common Core Programme are shown in Figure 1. These are: learning and teaching approaches – the core competencies, pedagogical approaches and the 4Rs. learning context – engagement service and project learning areas – Mathematics, Science, Computing, languages (English Language, Ghanaian Language, French and Arabic), Career Technology, Social Studies, Physical and Health Education, Creative Arts and Design and Religious and Moral Education. © NaCCA, Ministry of Education 2021 x 4Rs CORE COMPETENCIES The 4Rs refer to Reading, Describe the relevant global skills for wRiting, aRithmetic and learning that the cReativity, in which all learners CCP helps learners to must become develop in addition proficient. CO to the 4Rs. RE CO s M 4R EN PE G TE AG NC S CT EM IES PROJE ENT COMMON CORE LEARNER ATTRIBUTES P E DA GO S EA PEDAGOGICAL S E RV I C E LEARNING GI AR C APPROACHES LA AREAS A G PP I N The CCP emphasises RO RN The CCP comprises of AC H LE A creative and inclusive ES the following subject areas: pedagogies that are anchored 1. Languages (English Languag e, on authentic and enqui ry-based Ghanaian Languages , French, Arabic) learning, collaborative and 2. Mathematics 3. Science cooperative learning, differentiated 4. Creative Arts & Design 5. Career and holistic learning as well as cross Technology 6. Social Studies disciplinary learning. 7. Computing 8. RME 9. PHE. Figure 1 CCP Learner Attributes Learning and Teaching Approaches The core competencies: Describe the relevant global skills for learning that the CCP helps learners to develop in addition to the 4Rs. The global skills for learning allow learners to become critical thinkers, problem solvers, creators, innovators, good communicators, collaborators, digitally literate, and culturally and globally sensitive citizens who are life-long learners with a keen interest in their personal development. Pedagogical approaches: The CCP emphasises creative and inclusive pedagogies that are anchored on authentic and enquiry-based learning, collaborative and cooperative learning, differentiated learning, and holistic learning as well as cross disciplinary learning. The 4Rs across the curriculum: The 4Rs refer to Reading, wRiting, aRithmetic and cReativity, which all learners must become fluent in. © NaCCA, Ministry of Education 2021 xi Learning Context The CCP places emphasis on engagement of learners in the classroom activities and, projects (in and outside classroom). These projects can involve individual or group tasks which all learners are required to complete by the end of JHS 1 – JHS 3 The CCP project provides learners with contexts to demonstrate creativity and inventiveness in various areas of human endeavour. Community service offers opportunity for learners to nurture, love, care for and solve problems in their community. Learning Areas The CCP comprises the following learning areas: 1. Languages (English, Ghanaian Languages, French, Arabic) 2. Mathematics 3. Science 4. Creative Arts and Design (CAD) 5. Career Technology 6. Social Studies 7. Computing 8. Religious and Moral Education (RME) 9. Physical and Health Education (PHE) This document sets out the standards for learning Science in the Common Core Programme (CCP). The standards in the document are posited in the expectation that the CCP JHS 1 – JHS 3 will offer quality education for all types of learners. The design of this curriculum is based on the features of the CCP as shown in Figure 1. It emphasises a set of high internationally-benchmarked career and tertiary education readiness standards. Learners need to acquire these competencies in Science for post-secondary education, workplace training or both. The curriculum has been designed to be user friendly because it provides a detailed preamble that covers the rationale, philosophy, aims, profile of expected learning behaviours (i.e. knowledge, skills, attitudes and values), pedagogical approaches, core competencies and the 4Rs, assessment practices and instructional expectations. © NaCCA, Ministry of Education 2021 xii RATIONALE Science is a collaborative and creative human endeavour arising from our desire to understand the world around us and the wider universe. The study of a Common Core Science Programme from Basic Year 7 through Basic Year 9 (JHS1 – JHS 3) enables learners to build on what they have learnt from B1 to B6, and to further develop their knowledge of and about science. We are surrounded by technology and the products of science every day. Government policy decisions that affect every aspect of our lives are based on scientific evidence. The immensely complex natural world that surrounds us illustrates infinite scientific concepts. As humans grow up in an increasingly technologically and scientifically advanced world, they need to be scientifically literate to understand issues and be able to live successfully. Economic, political, social and physical development of a country is hinged on science, technology and innovation. It is a never-ending creative process, which serves to promote discovery and understanding. It consists of a body of knowledge which attempts to explain and interpret phenomena and experiences. Science has changed our lives and it is vital to Ghana’s future development. To provide quality science education, teachers must facilitate learning in an enabling science classroom. This will provide t he foundations for discovering and understanding the world around us and lay the grounds for science and science-related studies at higher levels of education. Learners should be encouraged to understand how science can be used to explain what is occurring, predict how things will b ehave and analyse causes and the origin of things in our environment. The science curriculum has considered the desired outcomes of education for learners at the upper basic level. Science is also concerned with the development of attitudes and therefore it is important for all citizens to be scientifically and technologically literate for sustainable development. Science therefore ought to be taught using practical and minds-on approaches, which learners will find as fun and consequently, adopt science as a culture. © NaCCA, Ministry of Education 2021 xiii PHILOSOPHY Teaching Philosophy Ghana believes that an effective education in science needed for sustainable development should be hinged on inquiry. Thus, s cience education must provide learners with opportunities to expand, change, enhance and modify the ways in which they view the world. It should be pivoted on a learner-centred approach to teaching that engages learners physically and cognitively in the knowledge-acquisition process, in a rich and rigorous inquiry-driven environment. Learning Philosophy Science learning is an active contextualised process of constructing knowledge based on learners’ experiences rather than acquiring it. Learners are information and knowledge constructors who operate as researchers. Teachers serve as facilitators by providing the enabling environment that promotes the construction of learners’ own knowledge, based on their prior experiences. This makes learning more relevant and meaningful to the learner and leads to the development of critical thinkers, problem solvers and innovators. © NaCCA, Ministry of Education 2021 xiv GOAL AND AIMS Goal The CCP science curriculum is to develop individuals to become scientifically literate, good problem solvers, have the ability to think creatively and have both the confidence and competence to participate fully in Ghanaian society as responsible local and global citizens. Specific Aims The curriculum of the Common Core Science Programme for B7/JHS1 to B10 is designed for learners to achieve the following aims: 1. Develop the spirit of curiosity, creativity, innovation and critical thinking for investigating and understanding their environment. 2. Develop skills, habits of the mind and attitudes necessary for scientific inquiry. 3. Communicate scientific ideas effectively. 4. Use scientific concepts in explaining their own lives and the world around them. 5. Live a healthy and quality life. 6. Develop humane and responsible attitude towards the use of all resources in Ghana and elsewhere. 7. Show concern and understanding of the interdependence of all living things and the Earth on which they live. 8. Design activities for exploring and applying scientific ideas and concepts. 9. Develop skills for using technology to enhance learning. 10. Use materials in their environment in a sustainable manner. © NaCCA, Ministry of Education 2021 xv PROFILE OF EXPECTED LEARNING BEHAVIOURS A central aspect of this curriculum is the concept of the three integral learning domains that should be the basis for instru ction and assessment. These are Knowledge, Understanding and Application Process Skills Attitudes and Values Knowledge, Understanding And Application Under this domain, learners acquire knowledge through some learning experiences. They may also show understanding of concepts by comparing, summarising, re-writing, etc. in their own words and constructing meaning from instruction. The learner may also apply the knowledge acquired in some new contexts. At a higher level of learning behaviour, the learner may be required to analyse an issue or a problem. At a much higher level, the learner may be required to synthesise knowledge by integrating a number of ideas to formulate a plan, solve a problem, compose a story or a piece of music. Further, the learners may be required to evaluate, estimate and interpret a concept. At the last level, which is the highest, learners may be required to create, invent, compose, design and construct. These learning behaviours “knowing”, “understanding”, “applying”, “analysing”, “synthesising”, “evaluating” and “creating” fall under the domain “Knowledge, Understanding and Application”. In this curriculum, learning indicators are stated with commanding verbs to show what the learner should know and be able to do. For example, the learner will be able to describe something. Being able to “describe” some- thing after teaching and learning has been completed means that the learner has acquired “knowledge”. Being able to explain, summarise, and give examples etc. means that the learner has understood the concept taught. Similarly, being able to develop, defend, etc. means that the learner can “apply” the knowledge acquired in some new context. You will note that each of the indicators in the curriculum contains an “action verb” that describes the behaviour the learner will be able to demonstrate after teaching and learning has taken place. “Knowledge, Understanding and Application” is a domain that should be the prime focus of teaching and learning in schools. Teaching in most cases tends to stress on knowledge acquisition to the detriment of other higher-level behaviours such as knowledge application. Each action verb in any indicator outlines the underlying expected outcome. Each indicator must be read carefully to know the learning domain towards which the teacher has to teach. The focus is to move teaching and learning from the didactic acquisition of “knowledge” where there is fact memorisation, heavy reliance on formulae, remembering facts without critiquing them or relating them to the real world – surface learning – to a new position called deep learning. Learners are expected to deepen their learning through knowledge application to develop critical thinking skills and to generate creative ideas to solve real life problems in their school lives and later in their adult lives. This is where learning becomes beneficial to the learner. The explanation and the key words involved in the “Knowledge, Under- standing and Application” domain are as follows: © NaCCA, Ministry of Education 2021 xvi Knowing: The ability to remember, recall, identify, define, describe, list, name, match, state principles, facts and concepts. Knowledge is the ability to remember or recall concepts already learnt and this constitutes the lowest level of learning. Understanding: The ability to explain, summarise, translate, rewrite, para- phrase, give examples, generalise, estimate or predict consequences based upon a trend. Understanding is generally the ability to grasp the meaning of some concepts that may be verbal, pictorial, or symbo lic. Applying: This dimension is also referred to as “Use of Knowledge”. Ability to use knowledge or apply knowledge, apply rules, methods, principles, theories, etc. to situations that are new and unfamiliar. It also involves the ability to produce, solve, plan, demonstrate, discover, etc. Analysing: The ability to break down concept/information into its component parts; to differentiate, compare, distinguish, outline, separate, identify significant points, etc., ability to recognise unstated assumptions and logical fallacies; ability to recognise inferences from facts, etc. Synthesising: The ability to put parts or ideas together to form a new whole. It involves the ability to combine, compile, compose, devise, plan, revise, organise, create, generate new ideas and solutions. Evaluating: The ability to appraise, compare features of different things and make comments or judgement, contrast, criticise, justify, support, discuss, conclude, make recommendations, etc. Evaluation refers to the ability to judge the worth or value of some concepts based on some criteria. Creating: The ability to use information or materials to plan, compose, produce, manufacture or construct other products. From the foregoing, creating is the highest form of thinking and learning and is therefore a very important behaviour. This unfortunately, is the area where most learners perform poorly. In order to get learners to develop critical thinking skills beginning right from the basic education level, it is advised that teachers do their best to help learners develop analytic skills as well. Attitudes and Values To be resourceful, competent and reflective citizens, willing and capable of solving personal and societal problems, learners should be exposed to situations that challenge them to raise questions and attempt to solve problems. Learners, therefore need to acquire positive attitudes, values and psycho- social skills that will enable them participate in debates and take a stand on issues affecting them and others. Attitudes Curiosity: The inclination or feeling toward seeking information about how things work in a variety of fields. Perseverance: The ability to pursue a problem until a satisfying solution is found. Flexibility in ideas: Willingness to change an opinion in the face of more plausible evidence. Respect for Evidence: Willingness to collect and use data in one’s investigation, and also have respect for data collected by others. © NaCCA, Ministry of Education 2021 xvii Reflection: The habit of critically reviewing ways in which an investigation has been carried out to see possible faults and other ways by which the investigation could be improved upon. The teacher should endeavour to ensure that learners cultivate the above scientific attitudes and process skills as a prelude to effective work in science. Values At the heart of this curriculum is the belief in nurturing honest, creative and responsible citizens. As such, every part of this curriculum, including the related pedagogy, should be consistent with the following set of values. Respect: This includes respect for the nation of Ghana, its institutions and laws and the culture and respect among its citizens and f riends of Ghana. Diversity: Ghana is a multicultural society in which every citizen enjoys fundamental rights and responsibilities. Learners must be taught to respect the views of all persons and to see national diversity as a powerful force for national development. The curriculum promotes social cohesion. Equity: The levels of socio-economic development across the country is uneven. Consequently, it is necessary to ensure an equitable distribution of resources based on the unique needs of learners and schools. Ghana’s learners are from diverse backgrounds, and this therefore demands the provision of equal opportunities to all, and that, all strive to care for each other. Commitment to achieving excellence: Learners must be taught to appreciate the opportunities provided through the curriculum and persist in doing their best in whatever field of endeavour as global citizens. The curriculum encourages innovativeness through creative and critical thinking and the use of contemporary technology. Teamwork/Collaboration: Learners are encouraged to be committed to team-oriented working and learning environments. This also means that learners should have an attitude of tolerance to be able to live peacefully with all persons. Truth and Integrity: The curriculum aims to develop learners into individuals who will consistently tell the truth irrespective of the consequences, and be morally upright, with an attitude of doing the right thing even when no one is watching. They are to be true to themselves and be willing to live the values of honesty and compassion. Equally important, is the practice of positive values as part of the ethos or culture of the workplace, which includes integrity and perseverance. These underpin the learning processes to allow learners to apply skills and competencies in the world of work. The action verbs provided in the learning domains in each content standard help to structure teaching in order to achieve the desired learning outcomes. The action verbs provided can be used for teaching, for evaluation exercises and for test construction. It is important to check the learning indicators to ensure that the required emphasis is given to each of the learning domains in teaching and assessment. © NaCCA, Ministry of Education 2021 xviii PROCESS SKILLS These are specific activities or tasks that indicate performance or proficiency in the learning of science. They are useful b enchmarks for planning lessons, developing exemplars and are the core of inquiry-based learning. Equipment handling: This is the skill of knowing the functions and limitations of various apparatus, and developing the ability to select and handle them appropriately for various tasks. Observing: This is the skill of using the senses to gather information about objects or events. This also includes the use of instruments to extend the range of our senses. Classifying: This is the skill of grouping objects or events based on common characteristics. Comparing: This is the skill of identifying the similarities and differences between two or more objects, concepts or processes. Communicating/Reporting: This is the skill of transmitting, receiving and presenting information in concise, clear and accurate forms – verbal, written, pictorial, tabular or graphical. Predicting: This is the skill of assessing the likelihood of an outcome based on prior knowledge of how things usually turn out. Analysing: This is the skill of identifying the parts of objects, information or processes, and the patterns and relationships between these parts. Generating possibilities: This is the skill of exploring all the options, possibilities and alternatives beyond the obvious or preferred one. Evaluating: This is the skill of assessing the reasonableness, accuracy and quality of information, processes or ideas. This is also the skill of assessing the quality and feasibility of objects to inform decision-making. Designing: This is the skill of visualising and creating a mental or physical model of a process or event, or objects or gadgets. Measuring: This is the skill of using standard and non-standard instruments or devices to describe dimensions accurately. Interpreting: This is the skill of organising and evaluating data in terms of its worth: good, bad, reliable, unreliable; making inferences and pre-dictions from written or graphical data; extrapolating and deriving conclusions. Interpretation is also referred to as “Information Handling”. Recording: This is the skill of drawing or making graphical representation boldly and clearly, well labelled and pertinent to the issue at hand. Generalising: This is the skill of being able to use the conclusions arrived at in an experiment or observation of events to what could happen in similar situations. © NaCCA, Ministry of Education 2021 xix Designing of Experiments: This is the skill of developing hypotheses, planning and designing of experiments, persistence in the execution of experimental activities, modification of experimental activities where necessary in order to reach conclusions. ASSESSMENT Assessment is a process of collecting and evaluating information about learners and using the information to make decisions to improve their learning. Assessment may be formative, summative, diagnostic, or evaluative depending on its purpose. It is integral to the teaching-learning process, promotes student learning and improves instruction. In the CCP, it is suggested that assessment involves assessment for learning, assessment of learning and assessment as learning, which are described in the subsequent paragraphs. Assessment for Learning (AfL) Assessment for Learning (AfL) is the process of seeking and interpreting evidence of learning for use by learners and their teachers to decide where the learner is in their learning, where they need to be (the desired goal), and how best to get them there. AfL is one of the most suitable methods for improving learning and raising standards (Black & Wiliam, 1998). Assessment for Learning also refers to all the activities undertaken by teachers and/or by their learners, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged. AfL can be achieved through processes such as sharing criteria with learners, effective questioning, and feedback. AfL, therefore, provides timely feedback to ensure individual learners are assisted during the teaching and learning process using various strategies and questioning to measure the learning that has actually taken place. It is a continuous process that happens at all stages of the i nstructional process to monitor the progress of a learner and to offer feedback or change teaching strategies to achieve the performance standards of a lesson. Assessment as Learning (AaL) Assessment as Learning develops and supports students’ sense of ownership and efficacy about their learning through reflective practices. This form of self- assessment helps in building the competencies of learners to achieve deeper understanding of their own learning and what they are taught. Assessment of Learning (AoL) Assessment of learning provides a picture of the achieved standards of the teacher and performance of students at the terminal stage of the learning process. This information provides data for accountability and educational decisions such as grading, selection and placement, promotion and certification. Through AoL, stakeholders such as parents and guardians are informed about the extent students have attained expected learning outcomes at the end of their grade or programme. WHAT DO WE ASSESS? © NaCCA, Ministry of Education 2021 xx Emphasis on assessment in the CCP is on the Common Core Learner Attributes, which are essential outcomes in the three domains of learning (i.e. cognitive, psychomotor and affective). Knowledge and Skills with Emphasis on the 4RS in the learning areas; Core competencies with emphasis on attitudes and values developed through the learning and its context as well as the pedagog ical approaches. The process is illustrated diagrammatically in Figure 2. Figure 2: Essential Assessment Features How do we Monitor Progress? School-Based Assessment (SBA) covers all forms/modes of assessment including AfL, AaL and AoL (see Table 1), that can be undertaken by any school-level actor (learner, teacher, headteacher) to monitor the learner’s achievement over a period of time. Data collection and keeping records of the data are central to © NaCCA, Ministry of Education 2021 xxi the conduct of SBA. © NaCCA, Ministry of Education 2021 xxii Table 1: Modes of Assessment Assessment for Assessment of Assessment as Learning Learning Learning Class exercises Class Assessment Portfolio Task (CAT) Quizzes End of term Journal entries assessment Class tests (written, End of year Project work oral, aural and/or assessment practical) Class Assessment Task Checklist (CAT) Questionnaire The following are samples of relevant records that can be kept on the student’s learning: Student’s Progress Record (Cumulative Record) Student’s Report Card School-Based Assessment Termly Recording Register Details of guidelines on SBA can be found in the National Pre-tertiary LearningAssessment Framework (NPLAF) document (Ministry of Education, 2020a) and the School- Based Assessment Guidelines (Ministry of Education, 2020b). Reporting School-Based Assessment (SBA) In The CCP The CCP uses a criterion-referenced model of presenting and reporting school-based assessment data. School-based assessment throughout the four-year duration of the CCP, is done against criteria linked to performance standards and not against the work of other learners. The CCP provides levels of proficiency to be attained and descriptors for all grade levels of the programme (see Table 2). These levels and descriptors cannot be ch anged by individual schools and are, therefore, common to all learners as well as learning areas nationwide. For each assessment criterion or (benchmark for the level of proficiency), a number © NaCCA, Ministry of Education 2021 xxiii of descriptors are defined as shown in Table 2. © NaCCA, Ministry of Education 2021 xxiv Table 2. Benchmarks, Levels of Proficiency and the Grade Level Descriptors Level of Proficiency Benchmark Grade Level Descriptor 1: Highly proficient Learner shows high level of proficiency in knowledge, skills and values and can transfer them 80% + (HP) automatically and flexibly through authenticperformance tasks. Learner demonstrates sufficient level of proficient knowledge, skills and core understanding; 2: Proficient (P) 68-79% can transfer them independently through authentic performance tasks 3: Approaching Learner is approaching proficiency in terms of knowledge, skills and valueswith little guidance 54-67% Proficiency (AP) and can transfer understandingthrough authentic performance tasks 4: Developing Learner demonstrates developing level of knowledge, skills and values but needs helpthroughout 40-53% (D) the performance of authentic tasks Learner is emerging with minimal understanding in terms of knowledge, skills, and values but 5: Emerging (E) 39% andbelow needs a lot of help. The grading system presented, shows the letter grade system and equivalent grade boundaries. In assigning grades to pupils’ test results, or any form of evaluation, the above grade boundaries and the descriptors may be applied. The descriptors (Highly Proficient [HP], Profic ient [P], Approaching Proficiency [AP], Developing [D], Emerging [E]), indicate the meaning of each grade. In addition to the school-based assessment (SBA), a national standards assessment test is conducted in Basic 8 to provide national-level indicators on learners’ achievements © NaCCA, Ministry of Education 2021 xxv CREATIVE PEDAGOGICAL APPROACHES The CCP emphasises creative and inclusive pedagogies that are anchored on authentic and enquiry-based learning, collaborative and cooperative learning, differentiated learning, holistic learning, cross disciplinary learning (i.e. the 4Rs across the curriculum) as well as developing the core competencies. This section lists some of the creative and inclusive pedagogies as follows for the CCP: Inclusive Pedagogical Approaches Learning-Centred Pedagogy Inclusion Differentiation Scaffolding Information Communications Technology Emphasis on Core Competencies Learning-Centred Pedagogies The learner is at the centre of learning. At the heart of the CCP curriculum is the learning progression and improvement of learning outcomes for Ghana’s young people with a focus on the 4Rs – Reading, wRiting, aRithmetic and cReativity. It is expected that at each curriculum phase, learners would be offered the essential learning experiences to progress seamlessly to the next phase. Where there are indications that a learner is not sufficiently ready for the next phase, a compensatory provision through differentiation should be provided to ensure that such a learner is ready to progress with their cohort. The curriculum encourages the creation of a learning-centred classroom with the opportunity for learners irrespective of sex, physical and emotional challenges to engage in meaningful “hands-on” activities that bring home to the learner what they are learning in school and what they know from outside of school. The learning-centred classroom is a place for the learners to discuss ideas through the inspiration of the teacher. The learners then become actively engaged in looking for answers, working in groups to solve problems. They also research information, analyse and evaluate information. The aim of the learning-centred classroom is to enable learners to take ownership of their learning. It provides the opportunity for deep and profound learning to take place. The teacher as a facilitator needs to create a learning environment that: 1. makes learners feel safe and accepted, 2. helps learners to interact with varied sources of information in a variety of ways, © NaCCA, Ministry of Education 2021 xxvi 3. helps learners to identify a problem suitable for investigation through project work, 4. connects the problem with the context of the learners’ world so that it presents realistic opportunities for learning, 5. organises the subject matter around the problem, not the subject, 6. gives learners responsibility for defining their learning experience and planning to solve the problem, 7. encourages learners to collaborate in learning, 8. expects all learners to demonstrate the results of their learning through a product or performance. It is more productive for learners to find answers to their own questions rather than teachers providing the answers and their opinions in a learning-centred classroom. Inclusion Inclusion is ensuring access and learning for all learners, especially, those disadvantaged including the physically and emotionally challenged. Females and males to be actively involved in carrying out activities. All learners are entitled to a broad and balanced curriculum in every school in Ghana. The daily learning activities to which learners are exposed should ensure that the learners’ right to equal access and accessibility to quality education is met. The curriculum suggests a variety of approaches that addresses learners’ diversity and their special needs in the learning process. When these approaches are effectively used in lessons, they will contribute to the full development of the learning potential of every learner irrespective of sex. Learners have individual needs and learning experiences and different levels of motivation for learning. Planning, delivery and reflection on daily learning experiences should take these difference s into consideration. The curriculum therefore promotes: 1. learning that is linked to the learner’s background and to their prior experiences, interests, potential and capacities. 2. learning that is meaningful because it aligns with learners’ ability (e.g. learning that is oriented towards developing gener al capabilities and solving the practical problems of everyday life); and 3. the active involvement of the learners in the selection and organisation of learning experiences, making them aware of their importance and also enabling them to assess their own learning outcomes. Differentiation and Scaffolding Differentiation is a process by which differences (learning styles, interest and readiness to learn) between learners are accommodated so that all learners in © NaCCA, Ministry of Education 2021 xxvii a group have the best chance of learning. Differentiation could be by content, tasks, questions, outcome, groupings and suppo rt. Differentiation as a way of ensuring each learner benefits adequately from the delivery of the curriculum can be achieved in the classroom through (i) Ta sk (ii) Sup- port from the Guidance and Counselling Unit and (iii) Learning outcome. Differentiation by task involves teachers setting different tasks for learners of different abilities. E.g. in sketching the plan and shape of their classroom some learners could be made to sketch with free hand while others would be made to trace the outline of the plan. Differentiation by support involves the teacher giving needed support and referring weak learners to the Guidance and Counselling Unit for academic support. Differentiation by outcome involves the teacher allowing learners to respond at different levels. Weaker learners are allowed more time for complicated tasks. Scaffolding in education refers to the use of a variety of instructional techniques aimed at moving learners progressively towards stronger understanding and ultimately greater independence in the learning process. It involves breaking up the learning task, experience or concepts into smaller parts and then providing learners with the support they need to learn each part. The process may require a teacher assigning an excerpt of a longer text to learners to read and engaging them to discuss the excerpt to improve comprehension. The teacher goes ahead to guide them through the key words/vocabulary to ensure learners have developed a thorough under- standing of the text before engaging them to read the full text. Common scaffolding strategies available to the teacher are: 1. give learners a simplified version of a lesson, assignment, or reading, and then gradually increase the complexity, difficulty, or sophistication over time. 2. describe or illustrate a concept, problem, or process in multiple ways to ensure understanding; 3. give learners an exemplar(s): or model of an assignment they will be asked to complete; 4. give learners a vocabulary lesson before they read a difficult text; 5. describe the purpose of a learning activity clearly and the learning goals they are expected to achieve; and 6. describe explicitly how the new lesson builds on the knowledge and skills learners were taught in a previous lesson Information Communication Technology Information Communication Technology (ICT) has been integrated into the Science curriculum as part of the core of education, alongside reading, writing and numeracy. Thus, the curriculum is designed to use ICT as a teaching and learning tool to enhance deep and independent learning. For instance, the teacher in © NaCCA, Ministry of Education 2021 xxviii certain instances is directed to use multimedia to support the teaching and learning process. ICT has the potential to innovate, accelerate, enrich, and deepen skills. It also motivates and engages learners to relate school experiences to work practices. It provides opportunities for learners to fit into the world of work. Some of the expected outcomes that this curriculum aims to achieve are: 1. improved teaching and learning processes; 2. improved consistency and quality of teaching and learning; 3. increased opportunities for more learner-centred pedagogical approaches; 4. improved inclusive education practices.; 5. improved collaboration, creativity, higher order thinking skills; and 6. enhanced flexibility and differentiated approach of delivery. The use of ICT as a teaching and learning tool is to provide learners access to large quantities of information online and offline. It also provides the framework for analysing data to investigate patterns and relationships in the computing context. Once learners have made their findings, ICT can help them organise, edit and print the information in many different ways. Learners, irrespective of sex, tribe, culture, physical and emotional challenge, need to be exposed to various ICT tools around them including calculators, radios, cameras, phones, television sets and computers and related software like Microsoft Office packages – Word, PowerPoint and Excel as teaching and learning tools. The exposure that learners are given from including the physically and emotionally challenged. Females and males to be actively involved in carrying out activities to use ICT in exploiting learning will build their confidence and will increase their level of motivation to apply ICT use in later years, both within and outside of education. ICT use for teaching and learning is expected to enhance the quality and competence level of learners. © NaCCA, Ministry of Education 2021 xxix CORE COMPETENCIES The core competencies describe a body of skills that teachers at the basic level should seek to develop in their learners. The competencies describe a connected body of core skills that are acquired throughout the processes of teaching and learning. They are the relevant global skills for learning that allow learners to develop, in addition to the 4Rs, to become critical thinkers, problem-solvers, creators, innovators, good communicators, collaborators, culturally identified individuals, digitally literate and global citizens who are have keen interest in their personal development. In using this curriculum, we hope the core competencies will be developed in learners to help them develop our country, Ghana. These competencies include: Critical Thinking and Problem Solving (CP) This skill develops learners’ cognitive and reasoning abilities to enable them analyse and solve problems. The critical thinking and problem-solving skill enables learners to draw on their own experiences to analyse situations and choose the most appropriate among a number of possible solutions. It requires that learners embrace the problem at hand, analyse it, generate a number of possible solutions and decide on one and take responsibility to carry it out. Creativity and Innovation (CI) Creativity and Innovation promotes the development of entrepreneurial skills in learners through their ability to think of new ways of solving problems and developing technologies for addressing the problem at hand. It requires ingenuity of ideas, arts, technology and enterprise. Learners having this skill are also able to think independently and creatively. Communication and Collaboration (CC) This competency promotes in learners, the skills to search for information and use appropriate languages, symbols, and texts to communicate and exchange information about their learning and life experiences. Learner actively participate in sharing their ideas. They engage in dialogue with others by listening to and learning from them. They also develop flexibility of mind to work together as a team, respect and value the views of others. Cultural Identity and Global Citizenship (CG) This competency involves developing in learners, irrespective of sex, physical and emotional challenges, the ability to put country and service foremost, through an understanding of what it means to be active citizens. This is done by inculcating in learners a strong sense of social and economic awareness. Learners make use of the knowledge, skills, competencies and attitudes acquired to contribute effectively towards the socioeconomic development of the country and on the global stage. Learners build skills to critically identify and analyse cultural and global trends that enable them to contribute to the global community. © NaCCA, Ministry of Education 2021 xxx Personal Development and Leadership (PL) This competency involves improving self-awareness and building self-esteem. It also entails identifying and developing talents, fulfilling dreams and aspirations. Learners are able to learn from mistakes and failures of the past. They acquire skills to develop other people to meet their needs. It involves recognising the importance of values such as honesty and empathy and seeking the well-being of others. Personal development and leadership enables learners to distinguish between right and wrong. The skill helps them to foster per-severance, resilience and self-confidence. PL helps them acquire the skill of leadership, self- regulation and responsibility necessary for lifelong learning. Digital Literacy (DL) Digital Literacy develops in learners, irrespective of sex and challenges, the ability to discover, acquire knowledge, and communicate through ICT to support their learning. It also makes them use digital media responsibly. For effective lesson planning in teaching, learning and assessment, it is suggested that teachers refer to Appendix A for details of the components of the core competencies. These details comprise the unpacked skills such as listening, presenting and teamwork for collaboration. © NaCCA, Ministry of Education 2021 xxxi INSTRUCTIONAL EXPECTATIONS The instructional expectations in the CCP Science Curriculumare as follows: 1. Guide and facilitate learning by generating discourse among learners and challenging them to accept and share responsibility for their own learning based on their unique individual differences. 2. Select science content, adapt and plan lessons to meet the interests, knowledge, understanding, abilities, and experiences of learners. 3. Work together as colleagues within and across disciplines and grade levels to develop communities of science learners who exhibit the skills of scientific inquiry and the attitudes and social values conducive to science learning. 4. Use multiple methods and systematically gather data about learners’ understanding and ability, to guide science teaching and learning with arrangements to provide feedback to both learners and parents. 5. Design and manage learning environments that provide learners with the time, space, and resources needed for learning science. Suggested Time Allocation A total of four periods a week, each period consisting of 50 minutes, is allocated to the teaching of science on the timetable. © NaCCA, Ministry of Education 2021 xxxii ORGANISATION AND STRUCTURE OF THECURRICULUM The curriculum has been structured into four columns which are strands, sub-strands, content standards, indicators and exemplars. A unique annotation is used for numbering the learning indicators in the curriculum for the purpose of easy referencing. The annotation is indicated in Table 2. Table 2: Example: B7/JHS1.2.4.1.2 MEANING / ANNOTATION REPRESENTATION B7/JHS1 Year or Class 2 Strand Number 4 Sub-Strand Number 1 Content Standard Number 2 Indicator Number Strands are the broad learning areas or domains of the science content to be studied. Sub-strands are the sub-divisions of the broad learning areas or strands. Content standard refers to the pre-determined level of knowledge, skill and/or attitude that a learner attains by a set stage of education. Indicators are clear outcomes or milestones that learners have to exhibit in each year to meet the content standard expectation. The indicators represent the minimum expected standard in a year. Exemplars clearly explain the expected outcomes of indicators and serve as support and guidance to the facilitator/teacher in the delivery of the curriculum. © NaCCA, Ministry of Education 2021 xxxiii Table 3: Common Core Science Standards LEVEL B7/JHS1 (JHS1) B8/JHS2 (JHS 2) B9/JHS3(JHS 3) STRAND SUB-STRANDS SUB-STRANDS SUB-STRANDS 1. Materials 1. Materials 1. Materials DIVERSITY OF MATTER 2. Living cells 2. Living cells 2. Living cells 1. Earth Science 1. Earth Science 1. Earth Science Life Cycle of Life Cycle of Life Cycle ofOrganisms 2. 2. 2. CYCLES Organisms Organisms 3. Crop Production 3. Crop Production 3. Crop Production 4. Animal Production 4. Animal Production 4. Animal Production The Human Body The Human BodySystems The Human BodySystems 1. 1. 1. Systems SYSTEMS 2. The Solar System 2. The Solar System 2. The Solar System 3. Ecosystem 3. Ecosystem 3. Ecosystem 4. Farming Systems 4. Farming Systems 4. Farming Systems 1. Energy 1. Energy 1. Energy Electricity and Electricity andElectronics Electricity andElectronics FORCES AND ENERGY 2. Electronics 2. 2. Conversion and Conversion and Conversion and Conservation ofEnergy 3. Conservation of 3. Conservation ofEnergy 3. Energy © NaCCA, Ministry of Education 2021 xxxiv 4. Force and motion 4. Force and motion 4. Force and motion 5. 5. 5. Agricultural Tools Agricultural Tools Agricultural Tools 1. 1. 1. Waste Management Waste Management Waste Management 2. 2. 2. Human Health Human Health Human Health 3. 3. 3. Science and Industry Science and Industry Science and Industry HUMANS AND THE ENVIRONMENT Climate Change and 4. Climate Change andGreen 4. Climate Change and Green Economy 4. Green Economy Economy Understanding the 5. Understanding the 5. Understanding theEnvironment 5. Environment Environment 6 Soil as a Component of the 6. Soil as a Componentof the Environment Environment © NaCCA, Ministry of Education 2021 xxxv SCIENCE SCOPE AND SEQUENCE Table 4: Science Scope and Sequence STRAND SUB-STRANDS B7/J B8/J B9/J HS1 HS2 HS3 1. Materials DIVERSITY OF MATTER 2. Living Cells 1. Earth Science 2. Life Cycle of Organisms CYCLES 3. Crop Production 4. Animal Production 1. The Human Body Systems 2. The Solar system SYSTEMS 3. Ecosystem 4. Farming Systems 1. Conversion and Conservation of Energy 2. Electricity and Electronics FORCES AND ENERGY 3. Force and Motion 4. Agricultural Tools 1. Waste Management HUMANS AND THE ENVIRONMENT 2. Human Health © NaCCA, Ministry of Education 2021 xxxvi 3. Science and Industry 4. Climate Change and Green Economy 5. Understanding the Environment 6. Soil as a Component of the Environment x © NaCCA, Ministry of Education 2021 xxxvii BASIC 7 © NaCCA, Ministry of Education 2021 1 STRAND 1: DIVERSITY OF MATTER SUB-STRAND 1: MATERIALS CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES B7/JHS1.1.1.1 B7/JHS1.1.1.1.1 Classify materials into liquids, solids and gases Creativity and Innovation (CI), Critical Recognise materials as Thinking and Problem solving (CP), importantresources Communication and Collaboration (CC) for providinghuman Exemplars: needs 1. Create and complete a table to record the texture, appearance, CI 5.2: Ability to merge simple/complex ideas colour and shape of a group of materials assembled from the to create novel situations or things. environment. 2. Group materials into liquids, solids and gases. CP 5.1: Ability to combine information and ideas from several sources to reach a conclusion 3. Discuss the differences among liquids, solids and gases. CC 8.2: Explain ideas in a clear order with relevant details, using correct construction and structure of speech. 4. Give examples of solids, liquids and gases that can be identified from CP 5.6: Demonstrate a thorough your environment understanding of a generalised concept and facts specific to a task or situation. © NaCCA, Ministry of Education 2021 2 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES B7/JHS1.1.1.1.2 Discuss the importance of liquids in the life Communication and Collaboration (CC), ofhumans Critical Thinking and Problem solving (CP) Exemplars: 1. Present a report on the importance of liquids to human life using the CC 8.1: Speak clearly and explain ideas internet to search for information CC 8.5: Vary the level of detail and the language use when presenting to make it appropriate to the audience. 2. In groups of 3 or 4 let learners describe the need to preserve liquids for CP 5.2: Analyse and make distinct judgements human use. Note the grouping should be mixed sex unless it is one sex about viewpoints expressed in an argument. school CP 5.1: Ability to combine information and ideas from sources to reach a conclusion. 3. Record liquids they see being used in their community. B7/JHS1.1.1.1.3 Discuss the importance of specific solids to life Critical Thinking and Problem solving (CP), Creativity and Innovation (CI) Exemplars: 1. Identify solids in the environment that support the survival of humans CP 5.1: Ability to combine information and other life forms. and ideas from several sources to reach a conclusion. 2. Use a search on the internet to obtain information to explain the need CP 5.2: Analyse and make distinct judgement to preserve useful solid materials in the environmentfor life. about viewpoints expressed in an argument CP 5.7: Provide new insight into controversial situation or task. 3. Model objects from solid materials that can be useful to humans and CI 5.2: Ability to merge simple/ complex ideas other life forms. to create novel situations or things. CI 6.10: Reflect on work and explore the thinking behind thoughts and processes. © NaCCA, Ministry of Education 2021 3 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES B7/JHS1.1.1.2 B7/JHS1.1.1.2.1 Demonstrate the knowledge of the orderly Digital Literacy (DL), Critical Thinking and Understandthe arrangement of metals, non-metals and noble gases in the Problem Solving (CP) periodic table as periodic table different elements made Exemplars: up of metals and non- metals and noble gases 1. Name and write the chemical symbol of the first 20 elements in the DL 5.1: Ability to ascertain when information arranged in an order periodic table. is needed and be able to identify, locate, evaluate and effectively use it to solve a problem. 2. Identify metals, non-metals and noble gases in the periodic table. CP 5.1: Ability to combine Information and ideas from several sources to reach a conclusion. 3. Deduce from the periodic table that the elements are arranged in CP 5.6: Demonstrate a thorough order of their atomic number and those in the same group have understanding of a generalised concept and common properties. facts specific to the task or situation. © NaCCA, Ministry of Education 2021 4 STRAND 1: DIVERSITY OF MATTER SUB-STRAND 2: LIVING CELLS CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES B7/JHS1.1.2.1 B7/JHS1.1.2.1.1 Describe the structure and Digital Literacy (DL), Communication and Collaboration Demonstrate function ofliving cells of an animal (CC), Critical Thinking and Problem solving (CP), understanding of the Creativity and Innovation (CI) structure of organisms and Exemplars: functions of cells in living systems 1. Identify and describe the structure of an animal cell DL 5.5: Evaluate the quality and validity of information seen in a video, a chart and a magnifier. 2. State the function of each organelle in the animal cell. CC 8.2: Explain ideas in a clear order with relevant detail, using correct construction and structure of speech 3. Look at a sample of animal cell from different parts CP 5.7: Provide new insight into controversial situation of an animal with a microscope, magnifier or watch a or task video or pictures of cells and draw the conclusion that DL 6.6: Knowledge and recognition of ethical use of animals are made up of cells. information 4. Draw and label an animal cell. CI 6.5: Anticipate and overcome difficulties relating to taking initiatives 5. Develop a model to represent an animal cell. CI 5.3: Identification of requirements of a given situation and justification of more than one creative tool that will be suitable © NaCCA, Ministry of Education 2021 5 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES B7/JHS1.1.2.1.2 State the functions of each Digital Literacy (DL), Communication and Collaboration organelle ina plant cell. (CC), Critical Thinking and Problem (CP), Creativity and Innovation (CI) Exemplars: 1. Identify and describe the structure of a plant cell as CC 8.1: Speak clearly and explain ideas. seen in a video, a chart, pictures and magnifiers. DL 5.3: Ability to find and utilise digital content. 2. State the function of each organelle in the plant cell. CC 8.1: Speak clearly and explain ideas. 3. Look at a sample of a plant cell from different parts of CP 5.1: Ability to combine Information and ideas from a plant with a microscope, magnifier or, watch a video several sources to reach a conclusion. or pictures and confirm that plants are made up of DL 6.4: Adhere to behavioural protocols that prevail in cells. cyberspace. 4. Draw and label a plant cell. CI 6.5: Anticipate and overcome difficulties relating to taking initiatives. 5. Develop a model to represent a plant cell. CI 5.3: CI 5.3: Identification of requirements of a given
