Science education gov pg

Science Education Gov Pg-Free PDF

  • Date:18 Apr 2020
  • Views:63
  • Downloads:0
  • Pages:69
  • Size:672.37 KB

Share Pdf : Science Education Gov Pg

Download and Preview : Science Education Gov Pg


Report CopyRight/DMCA Form For : Science Education Gov Pg


Transcription:

Upper primary teachers guide, Issued free to schools by the Department of Education. Published in 2003 by the Department of Education Papua New Guinea. Copyright 2003 Department of Education Papua New Guinea. All rights reserved No part of this publication may be reproduced stored in a retrieval. system or transmitted in any form or by any means electronic mechanical. photocopying recording or otherwise without the prior written permission of the. Developed by the Curriculum Development Division of the Department of Education. ISBN 9980 930 10 1,Acknowledgements, This Teachers Guide was coordinated and written by Mr John Kakas Acting Senior. Curriculum Officer Primary Science, Teachers and officers of the following schools colleges institutions and the Science. Subject Advisory Committee contributed to the development of this document through. workshops and consultation meetings,Ioubuma Kouba Sogeri. Eastern Highlands,East Goroka West Goroka North Goroka Okiufa.
East New Britain,Kerevat Malaguna Napapar Vunairoto Kalamanaguan. Bahor Holy Spirit Megiar Sagalau Bogia Jomba,Lutheran Day Gum Dangsai Dor. Kari Kawaliap Lombrum Buyang Mokoreng Naringel Lundret. Lorengau East Pombrut Dungomashi Worei Sohoneriu Ahus. Alotau Ladava Rabe Divinai Siasiada Sideia Logeia Fife Bay Naura. Lelehoa Goilanai Hagita Bwagoia Eaus Liak,New Ireland. Namatanai Lelet Langenia Djaul Kasalok Carteret Pinikidu Eli. Wanera Sacred Heart Livitua,Institutions, PNG Education Institute Gaulim Teachers College Goroka University. Balob Teachers College,Individuals, Bob Tombe UOG Otto Wrangian PNGEI Amy Baiwapa Goilanai.
Primary Wilhemina A afa Ioubuna Kouba Primary Charles Nicky. Carteret primary Asaku Openg Balob Teachers College. This document was developed with the support of the Australian Government through. the Curriculum Reform Implementation Project,Introduction 1. Key features 4,Teaching and learning strategies 8,Assessment 19. Programming 30,Elaboration of outcomes 33,Units of work 48. Resources 57,Glossary 62,Appendix Time allocations 64. Upper primary teachers guide,Inservice Units, A set of inservice units have been written to support the implementation of.
the upper primary reform curriculum,These units are. self instructional so you can access them according to your needs when. and where suits you,self paced so you can study at your own pace. outcomes based so you can experience outcomes based approaches to. based on adult learning principles of learning doing sharing and. reflecting, practical and related to your daily work as a teacher or a supervisor. collegial so you can learn together in small groups whole school or. cluster settings, accredited with PNG Education Institute so you can improve your. qualifications, designed to promote best practice so you can effectively implement the.
curriculum,applicable across Upper Primary Syllabuses. These units integrate principles contained in the National Curriculum. Statement 2002 and the National Assessment and Reporting Policy 2003. These units can be used in conjunction with this Teachers Guide. Secretary s Message, Primary teachers are generalist teachers and this Teachers Guide is for all. teachers in Upper Primary schools It is one of a set of seven guides written. for teachers of Upper Primary Grades 6 to 8, The Upper Primary syllabuses identify the learning outcomes The Teachers. Guides give more information about what to teach and describe ways of. implementing the syllabuses The Teachers Guides are supported by the. Inservice Units that have been written to assist the implementation of the. Upper Primary syllabuses and provide valuable information about teaching. I also encourage teachers to work closely with members of their school. communities to ensure that local community needs are met. Important reforms to our education system will only be successful with the. support and understanding of teachers Every Teachers Guide contains. detailed information about appropriate subject content a broad range of. ideas and strategies to help teachers use and understand the subject. syllabuses Each Guide is written for a particular subject but many of the. ideas and strategies can be used with different subjects or when using an. integrated approach to teaching and learning, Teachers should read each Guide carefully and become familiar with the. content of each subject as specified in the Elaborations of outcomes section. in each guide, I encourage teachers to try out the ideas and strategies that they believe.
will be effective in their schools with their students Teachers have the right. to modify and amend these ideas to suit their local circumstances. Peter M Baki,Secretary for Education,Introduction, The Teachers Guide is to be used in conjunction with the Science Syllabus. and other Teachers Guides in Upper Primary The main purpose of the. Teachers Guide is to help you to implement the Science Syllabus in Upper. Primary It provides you with information and processes to. use the elaborations to identify relevant content and contexts. develop units of work or projects relevant to your students needs. interests and social and economic opportunities, select appropriate teaching and learning strategies. plan a school based program suitable to your school. plan and conduct assessment to monitor students learning and. achievement of learning outcomes,How to use the Teachers Guide. When you receive this book you need to do the following. read it carefully and grasp the flow of the content. read it carefully so that you become familiar with the Strands the. Substrands the processes and skills the Elaborations of learning. outcomes and the teaching and learning strategies, identify specific projects based on the 10 learning outcomes for. Grades 6 7 8, consider how to use the information to develop your own programs and.
units of work,Some options for developing programs include. teaching one of the sample units of work from a particular Strand. using the sample units of work as a guide to develop your own units of. work relevant to local contexts, using the sample unit of work as a guide to develop integrated units of. work with other subject outcomes,Upper primary teachers guide. Nature of science at Upper Primary, Science is best understood when it is related to real life situations It is. important to present Science to students with an emphasis on Papua New. Guinean contexts and issues Teaching in local contexts allows students to. be aware of how Science influences their everyday lives and how it can. inform personal community and government decisions. The skills developed through a study of Science will prepare students for. continuing studies for entering the work force or for living in the community. Through learning Science in schools students will become aware of some of. the natural laws that explain the world around us They will learn to gather. evidence according to methods developed in Science such as hypothesising. experimenting observing recording interpreting analysing and drawing. conclusions The nature of Science provides students with many opportunities. to solve problems using recognised scientific thinking skills and procedures. Students at primary level are inquisitive and active by nature and enjoy. participating in hands on activities They learn best by exploring the. environment in which they live It is recognised that at the Primary level of. schooling students like to work with concrete concepts and they learn best if. they are encouraged to manipulate real objects in real life situations For. them learning is observing and doing rather than rote learning A student. centred approach must provide the learner with multiple opportunities to. work in a variety of contexts and to seek meaningful solutions to problems. using the knowledge skills and processes outlined in the Grades 6 to 8. Science Syllabus,Links with different levels, The Science learning outlined in the Syllabus and supporting Teachers.
Guide builds on aspects of Science covered under Culture and Community. at Elementary level Environmental Studies in Lower Primary and makes. links to the body of Science knowledge covered in Lower and Upper. Secondary Students leaving school at the end of Grade 8 should have basic. scientific knowledge and skills as well as a foundation for studying Science. at Secondary level These links can be seen in the diagram below. Science Elementary Lower Upper Lower Upper Secondary. Learning Aspects of Primary Primary Secondary, Area Science are Environmental Science Science Chemisty. covered under Studies Environmental,Culture and Physics. Community Applied Applied Science,Links with other subjects. Teaching and learning can be organised in an integrated way as a whole. school program or within a single subject The Science outcomes in Upper. Primary can be linked with, outcomes from other Upper Primary subjects to create themes for units. outcomes across Strands within a particular subject or Grade. outcomes within one Strand of one subject for one Grade. Teachers can use the Science outcomes described as knowledge skills and. attitudes along with concepts contexts topics or issues based on the nature. of the course to develop integrated units of work, Below is a model that shows how related Strands in Arts Personal.
Development Science and Social Science may be linked to plan integrated. units of work in Grade 6,Strand Science,Strand Scienceinin. Personal Development,Social Science THEME Strand Our Culture. Strand Culture Lifesty le and Values,Concepts Issues. Strand Dance and,Links across the Science Strands, Use the same model above but replace the names of the subjects with. Strands and Substrands from the Science Syllabus in order to create units of. work for Science that include teaching and learning activities assessment. tasks and programs,Units of work from one outcome, Not all outcomes will easily be integrated Where the outcomes do not link.
naturally there should not be any integration taking place Instead the. outcome should be taught by itself and a unit of work created to teach that. outcome to students,Upper primary teachers guide,Key Features. The key features outlined in this section are identified as unique to Science. and important in the planning development and implementation of whole. school programs The key features of the Grades 6 to 8 Science curriculum. emphasise recommended knowledge skills and processes and provide. ideas on how to teach Science without a laboratory and practical Science. Science without a laboratory, Science without a laboratory is a reality for many Papua New Guinean. schools With this understanding the Grades 6 8 Science Syllabus. together with the Teachers Guide have been specifically designed to assist. teachers in planning and developing worthwhile learning opportunities for all. students irrespective of the school s resources Science processes and. procedures can be taught and learned without a conventional Science. laboratory Students and teachers are encouraged to use the resources that. are readily available to them in their own surroundings Local knowledge and. situations become very important in this approach,Content skills and processes. Each of the four Strands in the Science Syllabus identify a particular aspect. of Science and each outcome statement within each Strand has content. skills and process components The principal tool for planning learning. experiences and assessment activities are the learning outcomes. Recommended content, To assist teachers in planning the Science Syllabus organises the. recommended content into Strands Substrands and Grades Students will. be given many learning opportunities to develop an understanding of the. recommended content and opportunities to demonstrate their achievement. of the outcomes, The diagram below explains how teachers can work from the Strands and.
Substrands through to teaching and learning programs when using the. Science Syllabus,From general to,Strand Sub Concept Content Topics. Living Strand Basic Parts of 1 Cell,Things Nature of Structure of Animal Mem. Living Living Cells brane,Recommended processes and skills. Primary school students learn best when given opportunities to experience. many and varied hands on activities Early exposure to practical Science at. a level that is appropriate to the age of the learner is seen as advantageous. in building future capacity for working scientifically. Science processes, Science teachers students and others who are involved in teaching and. learning Science use these processes when carrying out investigations. These processes can be simplified to suit the learning needs of the. Ste p 11 IIdentify,de nt ify t the he,reaofof interest.
HHypothesis,Ste p 21 Ga,information,inf orma t ion aabout. AAskskquestions,ollect background,background,i nformation. information,Ste 3 PPlan,Identify what,whatst stategies. rategies to use,Report writing,writing research fair test. research fair group work orwork,test group projector.
project work,Step IInvestigate,nve st igate t the,h e problem. Science is best understood when it is related to real life situations It is important to present Science to students with an emphasis on Papua New Guinean contexts and issues Teaching in local contexts allows students to be aware of how Science influences their everyday lives and how it can inform personal community and government decisions

Related Books