What students should learn” and “What students should be able to” – The three parts in each of the topics of the Guide are intended to describe the breadth and depth of the curriculum, and should be taken as the key focuses of learning, teaching and assessment for all. Y Suggested Learning and Teaching Activities – This part In each of the topics of the Gulled lists possible activities that may enable students to acquire some of the skills associated with the topic.
The list is a gulled for teachers rather than a mandatory list. Some activities are challenging for students of average abilities and can be a starting point of an investigative study In chemistry. Teachers are encouraged to select and adopt some of these activities according to the learning targets and other school specific factors. Teachers are encouraged to read page 14 of the Gulled for details. Y Curriculum Planning – This chapter of the Guide provides suggestions for teachers n how to integrate different topics for better learning, strategies for catering for learner diversities, etc.
Teachers are encouraged to read Chapter 3 of the Guide for expected in this Curriculum is that students should be able to integrate new concepts into their existing knowledge framework, and apply them to new situations. With this in mind and if deemed appropriate, teachers are encouraged to provide opportunities for students to apply chemical knowledge to explain observations and solve problems which may involve unfamiliar situations. In such a case, students would be provided with sufficient information or required scaffolds.
Please read page 9 and page 123 of the Guide for more information. Y Role of Textbooks for Learning and Teaching – Among all the resource materials designed for the Curriculum, textbooks are perhaps the most important one. Textbooks do provide a good support to students and teachers. However, textbooks should not be regarded as the manifested breadth and depth of the curriculum. Teaching with the textbooks from cover to cover is not necessarily the best means to help students master the curriculum. Rather, textbooks can be used in different ways: e. . Selected parts of the textbooks are used as pre- and post- lesson reading materials, as scaffold for interactive learning during lessons, and as resources for consolidation of learning after schools or at home. Teachers are encouraged to read page 134 of the Guide and make professional Judgment such that the intended curriculum can be implemented, with the support of textbooks, appropriately in their classrooms for their own groups of students.