MINISTRY OF EDUCATION CURRICULUM GUIDELINES

MINISTRY OF EDUCATION CURRICULUM GUIDELINES

HEALTH SCIENCE

GRADES ? 7, 8, 9

DEPARTMENT OF EDUCATION 2010

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TABLE OF CONTENTS

Title Page

Acknowledgements

Ministry of Education (Mission, Philosophy)

Curriculum (Assumptions, Design)

Overview (Intent, Planning, Instructions, Evaluation)

Introduction (Rationale, Overarching Goal, Sub-goals, Focus, General Objectives)

Rationale for Inclusions

Scope of Content

Scope and Sequence (skills)

Standards and Benchmarks

Comparison of Benchmarks for Grade Levels

Scope of Work

Appendices i. Rubrics for Alternate Methods of Assessment ii. Bibliography iii. List of Instructional Supplies iv. Prerequisites for Seventh Grade v. Pedagogical Information vi. Safety in the Teaching/Learning Environment vii. Evaluation Form

i. iii. iv. iv. v. vii. x. xi.

1 31 38 40

206 213 214 217 218 228 229

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ACKNOWLEDGEMENTS

Committee

Marsha Bartlett

Government High School/ L. W. Young Junior High

Konya Bascom

S. C. McPherson Junior/ C. V. Bethel Senior High

Celanthia Brown

Government High

Ainsley Deleveaux

D. W. Davis Junior High

Terry Deveaux

C. H. Reeves Junior/ Anatol Rodgers High

Sheneka Munroe

A. F. Adderley Junior High

Jaime Rolle

S. C. McPherson Junior High

Vettors

Melanie Johnson-Stubbs St. John's College

Dr. Jacinta Higgs

College of The Bahamas

Stephanie Sands

Examinations and Assessment

Elvira Scavella

Crooked Island High

Dr. Ann Rolle

Technical Coordinator, Health Lifestyle Secretariat

Arneta Clarke

Senior Nursing Officer, Department of Public Health, Ministry of Health

Proof-Reader

Hadassah Hall

Pedagogical Information

Primary Science Curriculum 2000, writers

Technical Assistance

Patrice Kemp

Science & Technology Section

Department of Education

Louise Barry

Coordinator

Education Officer High School Sciences

Leanora Archer

Supervisor

Deputy Director of Education

Curriculum & Instruction

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MISSION STATEMENT

The mission of the Department of Education is to provide all persons in The Bahamas an opportunity to receive an education that will equip them with the necessary beliefs, attitudes, knowledge and skills required for work and life in a democratic, Christian society.

THE PHILOSOPHY

The Department of Education embraces a philosophy that all human beings have an undeniable right to an education, one that will enable them to understand their privileges and responsibilities in the community. The following principles are grounded in the Philosophy: (i) A belief in the ability of the teaching/learning process to unlock and draw out the fullest potential of the individual; (ii) An uncompromising commitment to the pursuit of excellence by teachers, learners and all who are associated with educational enterprises; (iii) A belief in the value of the differing gifts and aptitudes of individuals, and in the importance of these differences in an inter-dependent society; (iv) An appreciation of the natural and cultural heritage of The Bahamas; (v) A recognition of The Bahamas as a part of a wider world community which it must interact productively. The curriculum developers have espoused, in part, the philosophies of John Dewey that "Knowledge is based on experience caused by the learner being in an active relationship with the environment" and Constructivism by Jean Piaget which proposes that the learner should be in an environment where they are engaged in questioning, hypothesizing, investigating, debating, analyzing and evaluating."

ASSUMPTIONS The Curriculum Guidelines are based on the assumptions that follow: (i) Students want to learn; (ii) The physical classroom environment as well as the experiences both inside and outside the classroom affect learning; (iii) Students have the capacity to construct mental interpretations and concepts of the instructional experiences; (iv) Students have the prerequisite knowledge and skills as outlined in the Appendix;

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DESIGN The design used for the curriculum guidelines include components of several designs, namely: (i) Backward ? initially, the knowledge, skills and attitudes required of students in order to become successful in a Science course of study in Grades 10 ? 12 were identified.

These served as the basis for the selection of learner outcomes/specific objectives, content, instructional strategies and methods of assessment in the document. (ii) Skills-based ? the content is used to develop skills as learner outcomes give focus to skills. (iii) Spiral ? skills and concepts are developed at each grade level (and as far as possible in successive units). (iv) Multidisciplinary ? most skills are applicable in other disciplines in particular, Language Arts, Mathematics, Social Studies, Health and Family Life as well as Family and

Consumer Sciences. Cross references are made to complementary and supplementary information in other subjects (as well as units). (v) Flexible ? it allows teachers the scope to modify the guidelines to accommodate students of high and low ability levels as well as students of different learning styles. (vi) Authentic ? the examples, problems and formative assessment used are relevant to the students.

OVERVIEW

INTENT It is intended that this curriculum would be used by teachers throughout The Commonwealth of The Bahamas to provide a measure of standardized instruction. It is intended further that students having completed the three-year course of study as outlined, will have common knowledge, skills and attitudes relative to a variety of Science topics from the human and social biological science disciplines. Students completing this course of study should exhibit a level of scientific literacy that would enable them to function in science courses at the senior high school level. Further, it is intended that student-focused instructional activities facilitate students assuming responsibility for their learning. Finally, the use of these guidelines will provide students with many opportunities and experiences to develop identified skills that are assessed formatively, thereby preparing students for summative assessment of the skills in The Bahamas Junior Certificate Examinations and subsequently increasing their level of success.

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