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BIOLOGY & PHYSIOLOGY BEYOND 2006

FET National Curriculum Statements (Schools). Information Session. BIOLOGY & PHYSIOLOGY BEYOND 2006. 2006 AND BEYOND. LIFE SCIENCES REPLACES. Biology HG & SG. Physiology HG & SG. GRADE 10 IN 2006 GRADE 11 IN 2007 GRADE 12 IN 2008. OUTCOMES .

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BIOLOGY & PHYSIOLOGY BEYOND 2006

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  1. FET National Curriculum Statements (Schools) Information Session BIOLOGY & PHYSIOLOGY BEYOND 2006 T.Botha

  2. 2006 AND BEYOND LIFE SCIENCES REPLACES Biology HG & SG Physiology HG & SG GRADE 10 IN 2006 GRADE 11 IN 2007 GRADE 12 IN 2008 T.Botha

  3. OUTCOMES • Demonstrate an understanding of the impact that the principles of the NCS will have on the teaching/learning and assessment of the new subjects. • Demonstrate an understanding of the link between GET learning areas and FET NCS subjects. • Demonstrate an understanding of the design features of the NCS subjects. • Demonstrate an understanding of the alignment between GET and FET. • Identify learning needs for teachers in terms of new content/skills and ICT. • Identify possible teaching and learning support material (printed materials and software). T.Botha

  4. LIFE SCIENCES PRINCIPLES OBE CO’s / DO’s / LO’s Human Rights, Social Justice, Valuing IKS, Inclusivity, Environment High knowledge, high skills • Social Transformation • providing equal educational opportunities • redressing educational imbalances T.Botha

  5. PRINCIPLES • Social transformation: • - redress of imbalances • Outcomes-based education: • - Learner-centredness • - Active learning approach • - Outcomes: COs & DOs & LOs • - Integrate learning/teaching and assessment • High knowledge and high skills: • - high expectations • - NCS specifies the minimum standards of • knowledge and skills to be achieved at each grade T.Botha

  6. PRINCIPLES • Integration and applied competence • - within and across subjects and leaning fields • - integration of knowledge and skills across subjects • and terrains of practice for achieving applied competence • - promotes integrated learning of theory, practice and • reflection • Progression • - process of developing more advanced and complex • knowledge and skills • - progression from one grade to another • Articulation: relationship between qualifications (FET & HE) • Portability: parts of qualification are transferable (20 credits) T.Botha

  7. PRINCIPLES • Human rights, inclusivity, environmental and social justice • - sensitive to issues of diversity such as poverty, inequality, • race, gender, language, age, disability • - an inclusive approach by specifying minimum requirements • for all learners (development of appropriate LP) • Valuing indigenous knowledge systems • - recognise the wide diversity of knowledge systems • - Indigenous knowledge systems embedded in African • thinking and social practices have been infused in NCS • - problem solving & constructing knowledge • Credibility, quality and efficiency • - comparable in quality, breath, and depth to those of other countries T.Botha

  8. PRINCIPLES • List of principles • Social transformation • outcomes-based education • high knowledge and high skills • integration and applied competence • progression • articulation and portability • human rights, inclusivity, environmental and social justice • valuing indigenous knowledge systems • credibility, quality and efficiency T.Botha

  9. ALIGNMENT T.Botha

  10. LINKS BETWEEN LEARNING AREA AND SUBJECT T.Botha

  11. DESIGN FEATURES T.Botha

  12. SIX LEARNING FIELDS - SCHOOLS Languages (Fundamental) Arts and Culture Business, Commerce, Management and Service Studies Human and Social Studies and Languages Manufacturing, Engineering and Technology Physical, Mathematical, Computer, Life and Agricultural Sciences What is the purpose of the Learning Fields? T.Botha

  13. Home Lang (20) st 2 x subjects 1 subject Home Lang/ 1 from 1 Field Add Lang (20) Any field (1x 20) Mathematics/ (2 x 20) Maths lit (20) Life Orientation (10) Rules of Combination Fundamental Core Elective 70 credits 40 credits 20 credits T.Botha

  14. WHICH LEARNING FIELD? Physical, Mathematical, Computer, Life and Agricultural Sciences Life Sciences Physical Sciences Agricultural Sciences Computer Application Technology T.Botha

  15. KEY FEATURES OF LIFE SCIENCES Definition Purpose Scope Educational and Career Links Learning Outcomes and Assessment standards T.Botha

  16. Definition • Key elements of definition • Systematic study of life in the changing natural and • human-made environment • Constructing knowledge and understanding of • key concepts, processes and mechanisms and • application by means of critical inquiry and reflection • in society. T.Botha

  17. PURPOSE • Enables learners to ... • explore those key concepts to understand basic life processes • and the interrelationship and interdependence of the living and • the physical world. • understand biological, physiology, environmental, technological, • and social processes that impact on the environment. • Life Sciences develops the following competences: • scientific inquiry and problem solving skills; • construction and application of Life Sciences • knowledge; and • understanding the interrelationship of Life Sciences, • technology, the environment and society, and attitudes and • values T.Botha

  18. SCOPE INVESTIGATIONS LO 1 Interrelationship and interdependence between Sciences, Technology, environment and society and attitudes and values LO 3 Constructing Knowledge and understanding LO 2 • KNOWLEDGE AREAS: • Molecular Biology • Environmental studies • Structures & functions • Diversity,change & continuity T.Botha

  19. Grade 10 • Cell structure • Cell division • Tissues • Related diseases • Grade 11 • Micro-organisms • Diseases • Immunity • Grade 12 • DNA, protein • synthesis • Meiosis, diseases • Genes, inheritance, • genetic diseases CONTENT Tissues, cells and molecular studies T.Botha

  20. CONTENT Structure, control and processes in plants and humans • Grade 10 • Energy release • Food production • Human nutrition & • related diseases • and allergies • Gaseous exchange • related diseases • and allergies • Grade 11 • Structural support • Transport • Excretion • Nervous and endo- • crine systems • Related diseases • Medical conditions • Grade 12 • Reproduction and • related diseases T.Botha

  21. Grade 10 • Biospheres,biomes, • & ecosystems • Living & non-living • resources, nutrient • cycles • Energy flow within • an environment • Grade 11 • Human impacts on • the environment • Sustaining our • environment • Grade 12 • Local environmental • issues • Effect of pollution • on human physiology • & health CONTENT Environmental studies T.Botha

  22. Grade 10 • Biodiversity & • conservation • Significance and • value of biodiversity • Threats to bio- • diversity • Parasitism, • diseases • Grade 11 • Population studies • Social behaviour • Managing • populations • Grade 12 • Origin of species • Evolution theories, • mutation, natural • selection, macro- • evolution • Fundamental aspects • of fossil studies • Cradle of mankind • Biological evidence • of evolution • Mass extinction CONTENT Diversity, change and continuity T.Botha

  23. Progression through grades T.Botha

  24. LO 1: Assessment Standards Identifying and questioning phenomena and planning an investigation Analysing, synthesising, evaluating data and communicating findings Inquiry & problem-solving skills Conducting an investigation by collecting and manipulating data T.Botha

  25. LO 2: Assessment Standards Accessing knowledge Showing an understanding of the Life Sciences knowledge in everyday life Construction & application of knowledge Interpreting and making meaning of knowledge in Life Sciences T.Botha

  26. LO 3: Assessment Standards Exploring and evaluating scientific ideas of past and present cultures Comparing the influence of different beliefs, attitudes and values on scientific knowledge Life Sciences, Technology, Environment & Society Comparing and evaluating the uses and development of resources & products, and their impact on the environment and society T.Botha

  27. IDENTIFICATION OF LEARNING NEEDS & TLSM New content New skills ICT Methodologies Software Textbooks Reference books Equipment (e.g. computers, microscopes, etc.) T.Botha

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