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REPUBLIC OF TRINIDAD AND TOBAGO
MINISTRY OF EDUCATION
Secondary Education Modernization Programme

SECONDARY SCHOOL CURRICULUM Forms 1–3

Integrated Science

Curriculum Planning and Development Division, Ministry of Education September 2008

© Ministry of Education Published in 2008 by the Curriculum Planning and Development Division Ministry of Education Rudranath Capildeo Learning Resource Centre Mc Bean, Couva Republic of Trinidad and Tobago

ISBN:

Printed by

Table of Contents
Minister’s Foreword A Note to Teachers Acknowledgements Part 1: The National Curriculum for Forms 1–3 Background The Curriculum Design and Development Process Curriculum Underpinnings Education Policies That Impact on the Curriculum Essential Learning Outcomes The Core Curriculum Subjects Language Across the Curriculum Curriculum Implementation References Part 2: The Integrated Science Curriculum Vision Statement Rationale for Teaching and Learning Science Characteristics of a Good Scientist General Intended Learning Outcomes Structure of the Curriculum Document Curriculum Content Form 1 Form 2 Form 3 Part 3: Teaching and Assessment Strategies Proposed Teaching and Learning Strategies Assessment in the Science Curriculum 87 89 29 46 70 21 22 24 25 26 1 3 5 6 8 12 13 14 17 iii v vii

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Part 4: Glossary and References Glossary References 93 95

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Minister’s Foreword
The Government of Trinidad and Tobago, in its Vision 2020 Draft National Strategic Plan, has articulated a vision of “a united, resilient, productive, innovative, and prosperous nation with a disciplined, caring, fun-loving society comprising healthy, happy and well-educated people and built on the enduring attributes of self reliance, respect, tolerance, equity and integrity” (p. 9). Five developmental pillars have been identified to achieve this goal: Developing Innovative People Nurturing a Caring Society Governing Effectively Enabling Competitive Business Investing in Sound Infrastructure and Environment The Ministry of Education is one Ministry that is expected to play a pivotal role in developing innovative people. We therefore accept as one of our primary responsibilities, the establishment of an education system that will nurture imaginative, innovative, and eager learners. It must also facilitate the seamless progression of learners from early childhood education up to the tertiary level. Graduates of the system must emerge as creative, committed, and enterprising citizens who are prepared intellectually, and who have the will to become global leaders. A critical contributor to this process is the national curriculum. These Curriculum Guides represent the core subjects of the national curriculum at the lower secondary level. They describe the formal content and process by which students at this level will gain the knowledge and skills that contribute to the achievement of our national goals. We expect that teachers will use these Guides to implement a school curriculum that is diversified, relevant, and of high quality, meeting the varied learning needs, interests, and abilities of all students. We expect, too, that students will be taught in ways that suit their own learning preferences. The curriculum will also connect them to their national heritage, help them to understand the issues facing their world today, and prepare them to meet the challenges and opportunities of the future. On behalf of the entire education community, I congratulate and thank all those educators—curriculum personnel, teachers, editors, and others—who have worked together over the eight years of development and revision to produce these Curriculum Guides for secondary schools. The nation owes you a debt of gratitude. I urge you to continue to be shining lights in your communities as we move forward together to achieve our goals.

Esther Le Gendre Honourable Minister of Education

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A Note to Teachers
These Curriculum Guides have been developed by educators,...
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