Scribd
Upload
22 views3 pages

Arts

Uploaded by

Xyrille Landingin
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
22 views3 pages

Arts

Uploaded by

Xyrille Landingin
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

Research a Curriculum and Study.

The Grade 1-6 Curriculum in Science education aims to develop


scientific literacy among learners that will prepare them to be
informed and participative citizens who are able to make judgments
and decisions regarding applications of scientific knowledge that
may have social, health, or environmental impacts. The science
curriculum recognizes the place of science and technology in
everyday human affairs. It integrates science and technology in the
social, economic, personal and ethical aspects of life. The science
curriculum promotes a strong link between science and technology,
including indigenous technology, thus preserving our country’s
cultural heritage.

A. Significant approach in the study.


This curriculum will provide learners with a repertoire of
competencies important in the world of work and in a knowledge-
based society. It envisions the development of scientifically,
technologically, and environmentally literate and productive
members of society who are critical problem solvers, responsible
stewards of nature, innovative and creative citizens, informed
decision makers, and effective communicators. This curriculum is
designed around the three domains of learning science,
understanding and applying scientific knowledge in local setting as
well as global context whenever possible, performing scientific
processes and skills, and developing and demonstrating scientific
attitudes and values. The acquisition of these domains is facilitated
using the following approaches multi/interdisciplinary approach,
science- technology-society approach, contextual learning,
problem/issue-based learning, and inquiry-based approach. The
approaches are based on sound educational pedagogy namely,
constructivism, social cognition learning model, learning style
theory, and brain-based learning.

B. Criteria of the content


Grade 1: Use their senses to locate and describe the external parts
of their body.
Grade 2: Use their senses to explore and describe the functions of
their senses, compare two or more objects and using two or more
properties , sort things in different ways and give a reason for doing
so, describe the kind of weather or certain events in the home or
school and express how these are affecting them, do simple
measurements of length, tell why some things around them are
important , decide if what they do is safe or dangerous, give
suggestions on how to prevent accidents at home, practice
electricity, water, and paper conservation, help take care of pets or
of plants , and tell short stories about what they do, what they have
seen, or what they feel.
Grade 3: Describe the functions of the different parts of the body
and things that make up their surroundings - rocks and soil, plants
and animals, the Sun, Moon and stars. They can also classify these
things as solid, liquid or gas. They can describe how objects move
and what makes them move. They can also identify sources and
describe uses of light, heat, sound, and electricity.
Learners can describe changes in the conditions of their
surroundings. These would lead learners to become more curious
about their surroundings, appreciate nature, and practice health and
safety measures.
Grade 4: Investigate changes in some observable properties of
materials when mixed with other materials or when force is applied
on them. They can identify materials that do not decay and use this
knowledge to help minimize waste at home, school, and in the
community.
Grade 5: Decide whether materials are safe and useful by
investigating about some of their properties. They can infer that
new materials may form when there are changes in properties due
to certain conditions.
Grade 6: Recognize that when mixed together, materials may not
form new ones thus these materials may be recovered using
different separation techniques.

C. Is there B-A-S-I-S?

Balance: This ensures that the curriculum provides a comprehensive


overview of the subject, covering a variety of topics and skills. It
avoids excessive focus on specific areas while ensuring that
essential concepts are adequately addressed.

Articulation: This principle refers to the smooth progression of


learning from one grade level to the next. It ensures that students’
knowledge and skills build upon each other, avoiding unnecessary
repetition and gaps in understanding.

Sequence: The arrangement of topics in a logical order is critical for


effective learning. It helps students understand how different
concepts relate to each other and build a coherent understanding of
the subject.

Integration: This involves connecting Science concepts with other


subjects, such as Mathematics, Social Studies, or Language Arts.
Integration helps students see the relevance of Science in their daily
lives and fosters a more holistic understanding of the world.

Scope: The scope of the curriculum defines the breadth and depth of the content to
be covered. It ensures that students are exposed to a wide range of scientific
concepts while also delving into specific topics in sufficient detail.

You might also like