LEVELS OF ACHIEVEMENTEach strand is divided into eight levels which describe the progression of the science curriculum from junior primary (J1: year 1) to senior secondary (F7: year 13). A number of achievement objectives are described in each strand and at each level. This organisation of the expected learning into successive sets of achievement objectives gives direction to the progression of skills, attitudes, and knowledge in science. The learning described at each of the eight levels is based on the judgment of experienced teachers and on findings from recent research into learning in science. This does not mean that there are eight easily defined stages through which learners pass in their development of scientific understanding. It is important to recognise students as individuals who learn at different rates and in different ways. It is not expected that all students of the same age will be achieving at the same level at the same time, nor that any individual student will necessarily be achieving at the same level in all strands of the science curriculum.
The curriculum in science can be modelled by a three-dimensional matrix when the eight levels of achievement are set out within the framework of the four contextual strands and the two integrating strands.
It is not intended that each part of this matrix be taught in isolation. In planning school schemes and classroom programmes teachers are encouraged to meet the needs of their students by developing units of learning based on objectives from various parts of the matrix. This flexible approach to implementing the curriculum means that a simple relationship between the objectives and teaching time cannot be specified. In each year of schooling students are expected to have learning experiences drawn from all learning strands. Note: To achieve at level 8 in each of the contextual strands students are required to carry out an extended investigation. Teachers should recognise the opportunity for students to take an integrated approach by combining their learning from two or more contextual strands in a single investigation. This approach could reduce the number of extended investigations students would carry out.
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