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Syllabus Review Process

2. . AIMS OF THE SYLLABUSES. . 3. AIMS. enable pupils to acquire understanding and knowledge so as:to become confident citizens in a technological world, able to take or develop an informed interest in matters of scientific import; to recognise the usefulness and limitations, of scientific met

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Syllabus Review Process

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    1. 1 Syllabus Review Process Rigour and relevance of content Inclusion of IT, NE and Thinking skills

    2. 2 AIMS OF THE SYLLABUSES

    3. 3 AIMS enable pupils to acquire understanding and knowledge so as: to become confident citizens in a technological world, able to take or develop an informed interest in matters of scientific import; to recognise the usefulness and limitations, of scientific method and to appreciate its applicability in other disciplines and in every day life;

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    5. 5 AIMS develop abilities and skills that are relevant to the study and practice of science; are useful in everyday life; encourage effective communication; encourage efficient and safe practice.

    6. 6 AIMS develop attitudes relevant to the study and/or practice of science such as: objectivity; enquiry; initiative; inventiveness; integrity. concern for accuracy and precision;

    7. 7 AIMS stimulate interest in and care for the local and global environment.

    8. 8 AIMS promote an awareness that the study and practice of science are co-operative and cumulative activities, and are subject to social, economic, technological, ethical and cultural influences and limitations; that the applications of science are generally beneficial but the abuse of scientific knowledge can be detrimental to the individual, the community and the environment;

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    11. 11 Emphasis of the Syllabuses

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    13. 13 Infusion of MOE Initiatives Thinking skills Information technology National Education

    14. 14 Thinking Skills/Processes Examples of Thinking Skills Comparing Inferring Making deduction Predicting Analysing Experimental inquiry

    15. 15 Thinking Skills/Processes Examples of Processes Planning investigations Decision-making Creative problem solving

    16. 16 Information Technology Data Capture (Hardware) Involves the use of sensors and data-loggers It allows more time for analysis and evaluation Experiments include rates of reaction and acid-base titration

    17. 17 Information Technology Data Analysis (Software) Allows data to be analysed graphically Able to present multiple data on the same graph Useful for students to visualise the trends, e.g., trends present in Periods and Groups of the Periodic Table, and effects of concentrations on the rate of reactions.

    18. 18 Information Technology Teaching Aids and Resources (Software) e.g., multimedia courseware, CD-ROMs and internet resources for self-paced learning of individual students for use in classroom demonstrations and simulations

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    20. 20 Outline of the Syllabus GCE ‘O’ LEVEL PHYSICS Section I: General Physics Section II: Thermal Physics Section III: Waves Section IV: Electricity and Magnetism Section V: Nuclear Physics

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    34. 34 Lower Secondary Science Syllabus

    35. 35 Lower Secondary Science Special/Express/Normal (Academic) Syllabus Framework Optional Objectives for N(A) Assessment Objectives & Modes

    36. 36 SYLLABUS FRAMEWORK Continuation of the Primary Science Syllabus Topics are organised into Themes Science As An Inquiry is used as a framework

    37. 37 SYLLABUS FRAMEWORK

    38. 38 SYLLABUS FRAMEWORK

    39. 39 Lower Secondary Science Normal (Technical) Syllabus Framework Assessment Objectives & Modes

    40. 40 LSS N(T) SYLLABUS FRAMEWORK Structure of Syllabus: 6 Core Units 3 Elective Units

    41. 41 LSS N(T) SYLLABUS FRAMEWORK Core Units: Introducing Science and Technology Keeping the Body Going Matter Movements and Machines Current in Action Heat at Work

    42. 42 LSS N(T) SYLLABUS FRAMEWORK Elective Units: Optics Leisure Materials

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