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EDID 6503 – An Instructional Model for St. Benedict’s College

Assignment III – Create an Instructional Model for St. Benedict’s College

By

Kizzy-Anne Boatswain

806001320

A Paper Presented in Partial Fulfilment

Of the Requirements of

EDID 6503 Instructional Design Theories, Models and Strategies

Trimester I, 2018-2019

Email: [email protected]

University: University of the West Indies, Open Campus

e-Tutor: Dr Laura Gray

Course Coordinator Dr Laura Gray

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Table of ContentsCHAPTER 1:

St. Benedict’s College School Environment 4

Class System.................................................................................................................................4

Student Subject Options...............................................................................................................5

Human Resources as it relates to teacher qualifications..............................................................5

Organisational Arrangment..........................................................................................................6

Physical Environment and Material Resources............................................................................6

School Culture..............................................................................................................................7

Learner Chracteristics...................................................................................................................8

Assessments..................................................................................................................................8

CHAPTER 2: Instructional Models used at St. Benedict’s College................................................9

CHAPTER 3 Instructional Strategies at St. Benedict’s College.....................................................9

CHAPTER 4: Models used for developing a model specific to St. Benedict’s College...............12

CHAPTER 5: The Model for Activating Learning Environments (MALE).................................13

MALE versus the ASSURE, Dick and Carey & KEMP............................................................14

MALE versus Backward Design Model....................................................................................15

MALE versus the ARCS Model.................................................................................................15

Instructional Strategies to be used in MALE............................................................................15

CHAPTER 6: Reflection...............................................................................................................16

References......................................................................................................................................18

Appendix A: Cognitive Apprenticeship........................................................................................20

Appendix B: Lesson Plan Template..............................................................................................21

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Appendix C: Student Performance Evaluation Template..............................................................24

Appendix D: Seating Arrangements..............................................................................................25

Appendix E: Record and Evalaution Template.............................................................................26

Appendix F: Scheme of Work Template.......................................................................................26

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CHAPTER ONE : St. Benedict’s College School Environment

St. Benedict’s College was founded by Dr Don Basil-Mathews, a Benedictine Monk, and

62 years ago. It is a seven-year all boys secondary school. It is located in La Romaine which can

be found in the south of Trinidad and Tobago within the constituency of San Fernando West.

There are 53 teachers and approximately 650 students. The students are admitted to the college

after successful completion of the Secondary Entrance Assessment examination (S.E.A).

Presently, this school is chosen by parents of primary school standard five boys as either a first

choice or second choice school. The boys enter this college with an average mark – in

Mathematics, English Language and Composition – of between 85% and 95%. The students

move up each form level - or what is better known as class level- at the end of every academic

year. They start from form one at the age of 11 or 12 years and leave at form five at 16 or 17

years or form six at age 19 or 20 years.

Class System

The first three years (Forms 1-3) at St. Benedict’s College are the foundation years. At

the end of Form three, the students are required to write a national examination called the

National Certificate of Secondary Education (NCSE). This examination is written for all subjects

offered at this level. After the third form, students then enter form four to pursue the Caribbean

Secondary Education Certificate (CSEC) Examinations which are conducted by the Caribbean

Examination Council (CXC). This is the first major examination. After gaining a full certificate,

which comprises of 5 or more passes in the various subjects but must include Mathematics and

English-A, a student can continue to further their studies in the sixth form. Form 6 consists of

two years which are called Lower 6 and Upper Six. Studies in the sixth form are geared towards

the CXC Caribbean Advanced Proficiency Examination (CAPE). CAPE is the second and last

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high-stake at the secondary school level, before heading to a tertiary education institution of

choice.

Human Resources as it relates to teacher qualification

Most teachers (98.1%) are specialised teachers. They hold either a B.Sc., B.A or B. Ed in

the subject that they teach. All of the teachers attended The University of the West Indies. One

teacher has his doctorate in History whilst 5 other teachers have their masters in various areas.

90.7% of teachers have completed their Post Graduate Diploma in Education which is a

compulsory programme which must be completed by all teachers in the Secondary School

Education System. The teachers without this qualification have less than seven years of formal

teaching service within the Ministry of Education framework.

Organisational arrangement

St. Benedict’s College, like other catholic schools in Trinidad and Tobago, is managed

externally by the Catholic Education Board of Management. The School is also managed

internally by its administration which comprises of the Principal and Vice Principal and assisted

by a Clarke (III), a Clarke (I) and one On the Job Trainee (OJT). There are five Heads of

Department and six Deans. They form our Middle Management Team. The school also has

auxiliary and ancillary staffs that operate directly under the principal and is managed by the

Clarke III.

Physical Environment and Material Resources

At. St. Benedict’s College, there are twenty six (26) classes within which our students are

housed according to form level and class. These classes serve as home rooms. There are other

rooms on the compound including a music room, a drama room, two computer rooms, audio

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visual room, physical education room, out-door basketball court, library and language lab. There

is also a laboratory block which houses four laboratories for the subjects of Chemistry, Biology,

Integrated Science and Physics. Each laboratory is equipped with the necessary apparatus and

materials which are necessary to conduct laboratory exercises in these areas. The classrooms are

filled to capacity and the desks are arranged to face the teacher. This makes group activities

difficult as the space is cramped. Movement of the children would be limited to their immediate

position.

All classrooms are outfitted with whiteboards which are affixed to the front of the

classroom. The teacher’s desk is also at the front of the classroom. The students’ desks and

chairs are arranged to face the teacher. (See figure 2 Appendix D for a diagram of the classroom

or seating arrangement) All rooms are designed in the same way. The school owns three

projectors and 50 laptops which are available for use by teachers and students for while they are

on the compound. One projector remains permanently in the audiovisual room, one remains

permanently in the language lab and one can be used by teachers in any other classroom facility.

Only three of the laptops are always in use whilst the others remain locked up and stored.

School culture

The school has varying form levels ranging from form one to form six. The form six level

is split up into upper six and lower six. The subjects offered to the form 1 and 2 classes include

English Language, English Literature, Mathematics, Integrated Science, Physical Education,

Drama, Music, Social Studies and Religious Knowledge. In form three, the students do English

Language, English Literature, Mathematics, Chemistry, Biology, Physics, Physical Education,

Drama, Music, Social Studies and Religious Knowledge. At the form three level, the students

pick three classes they wish to be in as their first, second or third choice and they are placed

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based on their academic performance. Students can choice to either be in the Science, Business,

Modern Studies or General class. Each form has a different age group of boys. For example for

age of an average form one boy would be 12 years old whilst the age of an average form five boy

would be 16 years old.

The boys are very playful up to the form three level. This is why the co-curricular

structure forms a significant part of our school culture. Due to the playfulness of the boys, some

teachers tend to get frustrated and complain that they are unable to complete their lesson.

Although the boys have the ability to perform well, they tend to lose the impetus to learn. This

results in the amount of students receiving full passes at CSEC level being only 76% despite the

fact that upon entry, the boys had grades which were higher than the average.

Within the last three years, due to the age of the school, there has been school-wide shut

downs which would span between 3-5 weeks per academic year. This often results in loss of

contact time and therefore limited opportunities for learning.

Learner Characteristics

The students at St. Benedict’s College are digital natives or millennials. This means they

were born in the digital age. They love technology, especially in the form of their phones. As a

matter of fact, due to this love for their phones, one form of punishment at our school is to

confiscate the phone for an unstated period of time. The plans for teaching content at our school

is designed for students to develop prior knowledge in all subject areas before moving on to the

next form. The boys are very diverse. They came from varying religious backgrounds and are of

varying races. There socio-economic backgrounds also range from very wealthy to very poor.

Assessment

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Assessments come in a variety of ways. The students receive end-of term tests in the first

term and third term only. These end-of-term tests are called our internal exams. They also get

oral assessments, essays, practicals and portfolios. The second term is called the project term and

most assessments take the form of projects then. There are also external examinations. At the

form three level, the students are expected to write the NCSE Examinations. At form five, they

write their first high-stake examination since S.E.A., the CSEC examinations. At lower six level

they write CAPE Unit 1 examinations whiles at upper six level they write CAPE Unit 2

examinations.

CHAPTER 2: Instructional Models used at St. Benedict’s College

An instructional model is a “step by step procedure that leads to specific learning

outcomes.” (Gunter et al., 1990, p 67). The College has an instructional model that resembles a

unique blend of the following four models: ASSURE; Backward Design; Dick and Carey; and

K.E.M.P.

1. ASSURE

The A.S.S.U.R.E. was modified to be used by teachers in the regular classroom. This model

looks quite similar to the process used by teachers at St. Benedict’s College to write lessons

plans. The A.S.S.U.R.E. model incorporates Robert Gagne’s events of instruction to assure

effective use of media in instruction. The letters in the abbreviation ASSURE stand for:

A — Analyze learners

S — State standards & learning objectives. These generally come from the NESC, CSEC

or CAPE syllabus

S — Select strategies, technology, media & materials

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U — Utilize technology, media & materials

R — require learner participation

E — Evaluate & revise. This comes in the form of the weekly record and evaluation

which is presented to the head of department for review and guidance.

2. Backward Design

Wiggins and McTighe introduced the idea of Backward Design. It suggests that

learning experiences should be planned with the final assessment in mind. The tree stages

of backward design are:

STEP 1. Identify Desired Results

STEP 2. Determine Acceptable Evidence of Learning

STEP 3. Design Learning Experiences & Instruction

This model is seen in St. Benedict’s College particularly with teachers of high-stake

examination classes such as CAPE and CSEC classes. Since the aim of every teacher

teaching at this level is to have their students pass these examinations, they “teach to the

test.” This typically involves direct instruction followed by classes where the students are

taught how to answer past paper questions of all types.

3. Dick and Carey

This model was created by Walter Dick, Lou Carey & James Carey in 1968. It is

influenced by the A.D.D.I.E Model. The ten components of the Dick and Carey model

are:

1. Identify Instructional Goals

2. Conduct Instructional Analysis

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3. Identify Entry Behaviours and Learner Characteristics

4. Write Performance Objectives

5. Develop Criterion-Referenced Test Items

6. Develop Instructional Strategy

7. Develop and Select Instructional Materials

8. Develop and Conduct Formative Evaluation

9. Revise instruction

10. Conduct summative evaluation

At St. Benedict’s college, instructional goals and performance objectives are identified

while developing the scheme of work and lesson plans. Instructional analysis is

conducted on a termly basis. The performances of the students in criterion-reference test

items is analysed and presented to the Head of Department.( See Appendix for Student

Performance Evaluation Template)Instructional materials are selected my teachers for

use during lessons and formative evaluations are conducted every term in the form of end

of term tests.

4. KEMP

There are nine key elements in the Kemp Design Model:

1. Identify instructional problems, and specify goals for designing an instructional

program. This is usually done at the start of every term at St. Benedict’s College. The

problems are presented to the Head of Department for review and correction and a

new scheme of work is created.

2. Examine learner characteristics that should receive attention during planning.

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3. Identify subject content, and analyze task components related to stated goals and

purposes.

4. State instructional objectives for the learner. At St. Benedict’s College, this is

identified in the scheme of work at the beginning of every term. A scheme of work

outlines the topics to be completed, the objectives of each topic and the length of

time for completion. (See Appendix F for the Scheme of Work Template)

5. Sequence content within each instructional unit for logical learning. Sequencing of

content also occurs within the scheme of work for each subject.

6. Design instructional strategies so that each learner can master the objectives.

7. Plan the instructional message and delivery. At St. Benedict’s College, this is done in

the lesson plan. (See Appendix B for a Lesson Plan Template)

8. Develop evaluation instruments to assess objectives. At. St. Benedict’s College this

is done through a weekly record and evaluation. ( See Appendix E for the Record and

Evaluation Template)

9. Select resources to support instruction and learning activities.

CHAPTER 3: Instructional Strategies at St. Benedict’s College

Instructional strategies can be defined as techniques teachers and instructors can use to

help students become better learners. At St. Benedict’s College, there is a blend of the

Behaviourist and the Cognitivist approach to instruction. There is a great focus on teacher-

centred instruction except in the subjects of the sciences, physical education, music, art and dram

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where there is a blend between student centred instruction and teacher centred instruction. The

strategies used at St. Benedict’s College to foster learning include:

1. Direct instruction

2. Group work

3. Class discussions

4. Portfolio development;

5. Group Discussions;

6. Cooperative Learning;

7. Brain Storming;

8. Use of Mnemonics;

9. Acting Out a Problem;

10. Use of Analogies;

11. Group projects

12. Individual student projects

13. ICT Instruction

14. Field Observations;

15. Field Trips.

CHAPTER 4: Models used for developing a model specific to St. Benedict’s College

A blend of the following instructional strategies would prove helpful to the boys

of St. Benedict’s College. These include:

1. A.S.SURE

2. Backward Design

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3. Dick and Carey

4. KEMP

5. A.R.C.S.

Created by John Keller in the 80’s, The ARCS model focuses on the motivational

aspects of learning environment. This is something which is definitely needed by the

boys at St. Benedict’s College. As was mentioned before, the boys tend to be playful

during class time and their academic performance does not match their potential. They

therefore require motivation and also for the content to be relevant to everyday life.

There are two major parts to the model. The first involves the four components of

motivation: arousing interest, creating relevance, developing an expectancy of success,

and producing satisfaction through intrinsic/extrinsic rewards (Keller 1983). This makes

sense since A.R.C.S stands for Attention, Relevance, Confidence and Satisfaction.

6. Backward Design

7. Dick and Carey

CHAPTER 5: The Model for Activating Learning Environments (M.A.L.E.)

The name of the model designed is the called the Model for Activating Learning

Environments (M.A.L.E.). The thought was to create something unique to St. Benedict’s

College. The College has an all-male student population. As mentioned previously, the boys are

playful and are underperforming. This lead to there being a need for the development of a model

which will help the students appreciate the content, be motivated to learn and retain the material

taught to them. The elements of the model are:

1. Evaluation of the learner and statement of learner characteristics

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2. Statements of expectations of behavior in learners

3. Statement of clearly defined learning objectives

4. Statement of instructional goals

5. Development of instruction which includes:

a. Planning of the instructional message and delivery i.e. a lesson plan

b. Establishment of meaningful learning through cognitive apprenticeship (See

Appendix A for an explanation of why this is important)

c. Creation of content which motivates learners, is meaningful and relevant

d. Use of technology for individualised instruction in an online learning platform,

e. Use of technology for classroom activities and lessons

f. Activation of prior knowledge

g. Encouragement of learner participation

h. Teaching for the test

6. Evaluation of learners through various modes of assessment. Assessments must be

criterion referenced

7. Evaluation of leaner performance

8. Review of instruction

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Figure 1: Diagram showing The Process of the Model for Activating Learning Environments

(MALE)

MALE vs ASSURE, Dick and Carey & KEMP

The MALE is very similar to ASSURE, Dick and Carey and KEMP. All four require the

identification of instructional goals, identification of learner characteristics, writing of

performance objectives, development if instructional strategy and evaluation of learner

performance. All four models use a systematic approach and evaluation takes place. The main

strength of these four models is that clear and measurable learning objectives are required. Thus,

instruction is developed as a systematic process. However, unlike MALE, none of these other

models focus on motivating the student to learn.

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Instructor

Statement of Behaviors of

Learners

Evaluation of Learner

chracteristics

Statement of Instructioanl

goals

Development of instruction

Assessment of Learners

Evalaution of Learner

performance

Review of Instruction


MALE vs Backward Design

MALE is similar to Backward design in that its aim is to ensure optimum student performance in

any examination. This model is different from Backward Design because it stresses on the

learner having more than one means of interacting with and understanding the content of the

lessons in every subject area.

MALE vs ARCS

MALE is similar to ARCS because it is designed to motivate the learner. However, the core

focus of ARCS is on motivation and not on the development of cognition. The MALE will serve

to both motivate the learner as well as develop increase the student’s ability to learn new content.

Instructional strategies to be used in M.A.L.E

These are teaching methods and plans used to stimulate learning in students. The instructional

strategies to be used in this model are

1. Goal-based learning

2. Problem-based learning

3. Demonstrations

4. Group work

5. Direct instruction

6. Drill and Practice

7. Cognitive Apprenticeship

8. Individualized instruction

9. Field Trips

10. Prior Knowledge Activation

11. Portfolio development

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12. Laboratory exercises

13. Practical exercises

14. Independent student projects

15. Use of analogies

16. Class discussions

17. Online simulations

18. Interactive games

CHAPTER 6: Reflection`

Instructional Design is guided by instructional theory which facilitates the development

of instructional design models. The purpose of these models and theories is to help learners learn

better. This is done through an instructional design process which is guided by the instructional

design models. The instructional design process is designed as a procedure used to design,

expand and convey instructional resources. The instructional design process depends on the

results to be achieved. At St. Benedict’s College, it is desired that the students’ motivation and

interest in school work increases. These boys must also be able to know the content of their

subjects and perform the skills required for their subjects well on their own. The ID process can

only be effective if it is learner-centered; Goal Oriented; Focused on authentic objectives;

Focused on quantifiable and dependable outcomes; Experiential and Experimental; and Based on

team-work. (Gustafson & Branch 2002, pp 21),

Trying to determine which instructional models resembles St. Benedict’s College was

very challenging. Every teacher’s teaching and planning style is different. Since most teachers

were professionally qualified by the same institution, a similar model – with an emphasis on the

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students, lesson planning, cognitive apprenticeship and learning objectives – was discovered. In

addition to this, there were teachers – notably the teachers who taught high stake examination

classes such as CSEC and CAPE – who thought that teaching to the examination was the best

way to ensure that they attain high pass rates among their students.

Whatever the philosophy adopted by the teachers of St. Benedict’s College, one thing is

clear. In order to fulfil the six points of instructional design introduced by Gustafson and Branch,

the teaching process needs an appropriate model to facilitate learning. Therefore it was thought

that the model should not deviate too much from what already appears to exist at the College. As

such, the model created was a combination of the models which most resembled what happens at

the College as it relates to instruction. A few other models were added to the combination in

order to facilitate what was best for the students at St. Benedict’s College. After all, the purpose

of instructional design is to facilitate the learner and not the teacher.

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REFERENCES

Akbulut, Y. (2007). Implications of two well-known models for instructional designers in distance education: Dick-Carey versus Morrison-Ross-Kemp. Turkish Online Journal of Distance Education, 8(2).

Burner K., J & Dennen V., P ( ). The Cognitive Apprenticeship Model in Educational Practice. State University, Tallahassee, Florida

Castillo, T. (2012, June 10). Instructional Design Models Rapid Prototyping & ASSURE Model. Retrieved from The Slideshare Website: https://www.slideshare.net/tcastillo1/tracy-pp1

Culatta, R. (2013). ASSURE. Retrieved from The Instructional Design Website: http://www.instructionaldesign.org/models/assure.html

Dick, W., Carey, L. (2000). The Systematic Design of Instruction. Glenview, IL: Scott, Foresman, and Company.

Driscoll, M.,P.(2005). Psychology of Learning for Instruction. Third Edition. Pearson EducationGunter, M.A., Estes, T.H. & Schwab, J.H.(1990). Instruction: A Models Approach. Boston:

Allyn & BaconGustafson, K. L., & Branch, R. M. (2002). What is Instructional Design? Trends and issues in

instructional design and technology, 16-25.Han, L. (2015). The ASSURE Model: Integrating Technology into Learning. Retrieved from

University of Victoria Website: https://onlineacademiccommunity.uvic.ca/learningdesign/wp-content/uploads/sites/1178/2015/06/Lixin-eBook.pdf

Jaevala, S. (1995). The cognitive apprenticeship model in a technologically rich learning environment: Interpreting the learning interaction. Elsevier: Volume 5, Issue 3, 1995, Pages 237-259

Keller, J. M. (2009). Motivational design for learning and performance: The ARCS model approach. Springer Science & Business Media.

Keller, J. M. (1987). “Development and use of the ARCS model of instructional design.” Journal of instructional development 10, no. 3 p. 2-10.

Kemp, J. (1977) Instructional Design: A plan for unit and course development. Belmont: Fearon-Pitman Pub.

Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). Designing effective instruction (4rd Ed.). New York: John Wiley & Sons, Inc.

Spector, J. M., Merrill, M. D., Van Morrienboer, J., & Driscoll, M. (2008). Perspective principals for instructional design. In Handbook of research on educational communications and technology (3rd ed., pp. 173-183). New York, New York: Routledge.

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APPENDIX A

Cognitive Apprenticeship – an explanation and relevance

Cognitive apprenticeship is defined as learning through guided experience on a cognitive as well

as a metacognitive level. This Model is built on the foundation of social learning theories.

Students involved in cognitive apprenticeships are initially dependent on modeling through

expert demonstration and guidance or coaching. It mirrors Ausubel’s theory as it relates to the

more knowledgeable other because it requires an experienced person, a master of skill, teaches

the skill to his / her students. This is experienced in all classrooms at St. Benedict’s College since

most teachers at St. Benedict’s College are trained in the fields that they teach in. It is especially

evident in areas such as the sciences where laboratory exercises are performed. Other areas

where this model is seen are in physical education where the boys are taught how to play the

various sports such as football, cricket and volleyball and in the arts where the boys are taught

the techniques involved in painting, drawing, sculpting, playing various instruments and

performing in plays. This model facilitates the movement of the learner from a position of

observation to a position of active practice i.e. they are able to do the action for themselves

without prompting.

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APPENDIX B – Lesson Plan Template for St. Benedict’s College

1. Lesson Plan InformationSubject/Course: Name: Grade Level: Date: Time:Topic: Length of Period:

2. Expectation(s) Expectation(s) (Directly from The Ontario Curriculum):

Learning Skills (Where applicable):

3. Content What do I want the learners to know and/or be able to do? Today learners will:

4. Assessment (collect data) / Evaluation (interpret data) (Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric)Based on the application, how will I know students have learned what I intended?

5. Learning ContextA. The Learners(I) What prior experiences, knowledge and skills do the learners bring with them to this learning experience?

(ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all learners? (Must include where applicable accommodations and/or modifications for learners identified as exceptional.)

B. Learning Environment

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C. Resources/Materials

6. Teaching/Learning Strategies

INTRODUCTIONHow will I engage the learners? (e.g., motivational strategy, hook, activation of learners’ prior knowledge, activities, procedures, compelling problem)

MIDDLE: Teaching: How does the lesson develop? How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and guided instruction).

Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the learning experiences together for/with the students? How will I check for understanding?

Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice, and gradual release of responsibility.)

CONCLUSION: How will I conclude the lesson?

7. My Reflections on the Lesson

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What do I need to do to become more effective as a teacher in supporting student learning?

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APPENDIX C – Student Performance Evaluation Template

SUBJECT _____________ NAME OF TEACHER _________________ TERM

___________

CLASS TOTAL

NUMBER OF

STUDENTS

Mark of

0-49 %

Mark of

50-74%

Mark of 75% or

more

Areas of weaknessesAreas of strength

Areas of improvementTeacher’s reflectionHOD’s Comments

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APPENDIX D –Seating Arrangements

Figure 2: The current Seating Arrangement at St. Benedict’s College retrieved from https://www.displays2go.com/Article/Effective-Classroom-Seating-Arrangements-32

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https://www.displays2go.com/Article/Effective-Classroom-Seating-Arrangements-32


FIGURE 3: The recommended arrangement for classrooms at St. Benedict’s College. Retrieved from: https://www.displays2go.com/Article/Effective-Classroom-Seating-Arrangements-32

APPENDIX E. – Record and Evaluation Template

FORM/ CLASS LEVEL

SESSION MODULE CONTENT COVERED

LESSON EVALUATION

REFERENCE AND

RESOURCES

COMMENTS

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https://www.displays2go.com/Article/Effective-Classroom-Seating-Arrangements-32


Department: Science Subject/s: Chemistry & Integrated Sci. Term: three Teacher: K. Boatswain Week Ending: 11/05/2018

APPENDIX F – Scheme of Work Template

Scheme of Work / Work Plan

Programme: INTEGRATED SCIENCE Level : FORM ONE

Teachers: 1. K.

Boatswain2. _3. _

Start/end dates: September 2016 - July 2017

Total # of teaching weeks:

28

Hours per week/per period: 5 periods per week; 35 minutes per period

Total periods for the academic year 2016-2017:

140 periods

Aims:

To ensure that all of our form six students have a working understanding

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Learning Outcomes:

1.

LIST OF TOPICS ACCORDING TO THE NEW NCSE SYLLABUSBiology:

1. Science and Scientific Processes 2. Scientific Measurement and International System (SI) of units3. Safety in Science4. Characteristics of Living Things 5. Classify Life According to Cellular Structure6. Levels of Organization in Living Things 7. Processes in cellular structures

Chemistry1. Science and Scientific Processes 2. Scientific Measurement and International System (SI) of units3. Safety in Science4. Properties of Matter5. Atoms, Elements and Compounds6. Compounds and Mixtures7. Physical and chemical changes*

Physics1. Science and Scientific Processes 2. Scientific Measurement and International System (SI) of units3. Safety in Science4. Forces5. Energy transformations

Scheme of Work: Term one

Week No/s: Topic/Content

Learning Outcome(s)

Method(s) of delivery

No. of

periods

Assessment, ie: means of evaluating achievement of

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Learning Outcomes

Total no of periods:

......... hours

Syllabus content fully covered:

YES / NO

All Learning Outcomes fully covered:

YES / NO

If learning outcomes not fully covered, where/how will these be covered elsewhere?

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