GOAL

Specific Aims
The curriculum of the Common Core Science Programme for B7 to B10 is designed for learners
to achieve the following aims:

1. Develop the spirit of curiosity, creativity, innovation and critical thinking for
investigating and understanding their environment.

2. Develop skills, habits of the mind and attitudes necessary for scientific inquiry.

3. Communicate scientific ideas effectively.

4. Use scientific concepts in explaining their own lives and the world around them.

5. Live a healthy and quality life.

6. Develop humane and responsible attitude towards the use of all resources in Ghana
and elsewhere.

7. Show concern and understanding of the interdependence of all living things and the
Earth on which they live.

8. Design activities for exploring and applying scientific ideas and concepts.

9. Develop skills for using technology to enhance learning.

10. Use materials in their environment in a sustainable manner.

PROFILE OF EXPECTED LEARNING BEHAVIOURS

A central aspect of this curriculum is the concept of the three integral learning domains that
should be the basis for instruction and assessment. These are

• Knowledge, Understanding and Application

• Process Skills

• Attitudes and Values

Knowledge, Understanding And Application

Under this domain, learners acquire knowledge through some learning experiences. They may
also show understanding of concepts by comparing, summarising, re-writing, etc. in their own
words and constructing meaning from instruction. The learner may also apply the knowledge
acquired in some new contexts. At a higher level of learning behaviour, the learner may be
required to analyse an issue or a problem. At a much higher level, the learner may be required
to synthesise knowledge by integrating a number of ideas to formulate a plan, solve a problem,
compose a story or a piece of music. Further, the learners may be required to evaluate,
estimate and interpret a concept. At the last level, which is the highest, learners may be
required to create, invent, compose, design and construct. These learning behaviours
“knowing”, “understanding”, “applying”, “analysing”, “synthesising”, “evaluating” and “creating”
fall under the domain “Knowledge, Understanding and Application”.

In this curriculum, learning indicators are stated with commanding verbs to show what the
learner should know and be able to do. For example, the learner will be able to describe
something. Being able to “describe” some- thing after teaching and learning has been
completed means that the learner has acquired “knowledge”. Being able to explain, summarise,
and give examples etc. means that the learner has understood the concept taught.
Similarly, being able to develop, defend, etc. means that the learner can “apply” the knowledge
acquired in some new context. You will note that each of the indicators in the curriculum
contains an “action verb” that describes the behaviour the learner will be able to demonstrate
after teaching and learning has taken place. “Knowledge, Understanding and Application” is a
domain that should be the prime focus of teaching and learning in schools. Teaching in most
cases tends to stress on knowledge acquisition to the detriment of other higher-level behaviours
such as knowledge application.

Each action verb in any indicator outlines the underlying expected outcome. Each indicator must
be read carefully to know the learning domain towards which the teacher has to teach. The
focus is to move teaching and learning from the didactic acquisition of “knowledge” where there
is fact memorisation, heavy reliance on formulae, remembering facts without critiquing them or
relating them to the real world – surface learning – to a new position called deep learning.
Learners are expected to deepen their learning through knowledge application to develop
critical thinking skills and to generate creative ideas to solve real life problems in their school
lives and later in their adult lives. This is where learning becomes beneficial to the learner.

The explanation and the key words involved in the “Knowledge, Under- standing and
Application” domain are as follows:

Knowing: The ability to remember, recall, identify, define, describe, list, name, match, state
principles, facts and concepts. Knowledge is the ability to remember or recall concepts already
learnt and this constitutes the lowest level of learning.

Understanding: The ability to explain, summarise, translate, rewrite, para- phrase, give
examples, generalise, estimate or predict consequences based upon a trend. Understanding is
generally the ability to grasp the meaning of some concepts that may be verbal, pictorial, or
symbolic.

Applying: This dimension is also referred to as “Use of Knowledge”. Ability to use knowledge or
apply knowledge, apply rules, methods, principles, theories, etc. to situations that are new and
unfamiliar. It also involves the ability to produce, solve, plan, demonstrate, discover, etc.

Analysing: The ability to break down concept/information into its component parts; to
differentiate, compare, distinguish, outline, separate, identify significant points, etc., ability to
recognise unstated assumptions and logical fallacies; ability to recognise inferences from facts,
etc.

Synthesising: The ability to put parts or ideas together to form a new whole. It involves the
ability to combine, compile, compose, devise, plan, revise, organise, create, generate new ideas
and solutions.

Evaluating: The ability to appraise, compare features of different things and make comments or
judgement, contrast, criticise, justify, support, discuss, conclude, make recommendations, etc.
Evaluation refers to the ability to judge the worth or value of some concepts based on some
criteria.

Attitudes
• Curiosity: The inclination or feeling toward seeking information about how things work
in a variety of fields.
• Perseverance: The ability to pursue a problem until a satisfying solution is found.
 • Flexibility in ideas: Willingness to change an opinion in the face of more plausible
evidence.
• Respect for Evidence: Willingness to collect and use data in one’s investigation, and
also have respect for data collected by others.

• Reflection: The habit of critically reviewing ways in which an investigation has been
carried out to see possible faults and other ways by which the investigation could be
improved upon.
The teacher should endeavour to ensure that learners cultivate the above scientific
attitudes and process skills as a prelude to effective work in science.
Values
At the heart of this curriculum is the belief in nurturing honest, creative and responsible citizens.
As such, every part of this curriculum, including the related pedagogy, should be consistent with
the following set of values.

• Respect: This includes respect for the nation of Ghana, its institutions and laws and
the culture and respect among its citizens and friends of Ghana.
• Diversity: Ghana is a multicultural society in which every citizen enjoys fundamental
rights and responsibilities. Learners must be taught to respect the views of all persons
and to see national diversity as a powerful force for national development. The
curriculum promotes social cohesion.

• Equity: The levels of socio-economic development across the country is uneven.

Consequently, it is necessary to ensure an equitable distribution of resources based on
the unique needs of learners and schools. Ghana’s learners are from diverse
backgrounds, and this therefore demands the provision of equal opportunities to all, and
that, all strive to care for each other.

• Commitment to achieving excellence: Learners must be taught to appreciate the

opportunities provided through the curriculum and persist in doing their best in whatever
field of endeavour as global citizens. The curriculum encourages innovativeness through
creative and critical thinking and the use of contemporary technology.

• Teamwork/Collaboration: Learners are encouraged to be committed to team-

oriented working and learning environments. This also means that learners should have
an attitude of tolerance to be able to live peacefully with all persons.

• Truth and Integrity: The curriculum aims to develop learners into individuals who will
consistently tell the truth irrespective of the consequences, and be morally upright, with
an attitude of doing the right thing even when no one is watching. They are to be true to
themselves and be willing to live the values of honesty and compassion. Equally
important, is the practice of positive values as part of the ethos or culture of the
workplace, which includes integrity and perseverance. These underpin the learning
processes to allow learners to apply skills and competencies in the world of work.

PROCESS SKILLS
These are specific activities or tasks that indicate performance or proficiency in the learning of
science. They are useful benchmarks for planning lessons, developing exemplars and are the
core of inquiry-based learning.
• Equipment handling: This is the skill of knowing the functions and limitations of
various apparatus, and developing the ability to select and handle them appropriately for
various tasks.

• Observing: This is the skill of using the senses to gather information about objects or
events. This also includes the use of instruments to extend the range of our senses.

• Classifying: This is the skill of grouping objects or events based on common

characteristics.

• Comparing: This is the skill of identifying the similarities and differences between two
or more objects, concepts or processes.
• Communicating/Reporting: This is the skill of transmitting, receiving and presenting
information in concise, clear and accurate forms – verbal, written, pictorial, tabular or
graphical.

• Predicting: This is the skill of assessing the likelihood of an outcome based on prior
knowledge of how things usually turn out.

• Analysing: This is the skill of identifying the parts of objects, information or processes,
and the patterns and relationships between these parts.

• Generating possibilities: This is the skill of exploring all the options, possibilities and
alternatives beyond the obvious or preferred one.
• Evaluating: This is the skill of assessing the reasonableness, accuracy and quality of
information, processes or ideas. This is also the skill of assessing the quality and
feasibility of objects to inform decision-making.

• Designing: This is the skill of visualising and creating a mental or physical model of a
process or event, or objects or gadgets.

• Measuring: This is the skill of using standard and non-standard instruments or

devices to describe dimensions accurately.

• Interpreting: This is the skill of organising and evaluating data in terms of its worth:
good, bad, reliable, unreliable; making inferences and pre-dictions from written or
graphical data; extrapolating and deriving conclusions. Interpretation is also referred to
as “Information Handling”.

• Recording: This is the skill of drawing or making graphical representation boldly and
clearly, well labelled and pertinent to the issue at hand.
• Generalising: This is the skill of being able to use the conclusions arrived at in an
experiment or observation of events to what could happen in similar situations.

• Designing of Experiments: This is the skill of developing hypotheses, planning and

designing of experiments, persistence in the execution of experimental activities,
modification of experimental activities where necessary in order to reach conclusions.
 CORE COMPETENCIES

Critical Thinking and Problem Solving (CP)

This skill develops learners’ cognitive and reasoning abilities to enable them analyse and solve
problems. The critical thinking and problem-solving skill enables learners to draw on their own
experiences to analyse situations and choose the most appropriate among a number of possible
solutions. It requires that learners embrace the problem at hand, analyse it, generate a number
of possible solutions and decide on one and take responsibility to carry it out.

Creativity and Innovation (CI)

Creativity and Innovation promotes the development of entrepreneurial skills in learners through
their ability to think of new ways of solving problems and developing technologies for addressing
the problem at hand. It requires ingenuity of ideas, arts, technology and enterprise. Learners
having this skill are also able to think independently and creatively.

Communication and Collaboration (CC)

This competency promotes in learners, the skills to search for information and use appropriate
languages, symbols, and texts to communicate and exchange information about their learning
and life experiences. Learner actively participate in sharing their ideas. They engage in dialogue
with others by listening to and learning from them. They also develop flexibility of mind to work
together as a team, respect and value the views of others.

Cultural Identity and Global Citizenship (CG)

This competency involves developing in learners, irrespective of sex, physical and emotional
challenges, the ability to put country and service foremost, through an understanding of what it
means to be active citizens. This is done by inculcating in learners a strong sense of social and
economic awareness. Learners make use of the knowledge, skills, competencies and attitudes
acquired to contribute effectively towards the socioeconomic development of the country and on
the global stage. Learners build skills to critically identify and analyse cultural and global trends
that enable them to contribute to the global community.

Personal Development and Leadership (PL)

This competency involves improving self-awareness and building self-esteem. It also entails
identifying and developing talents, fulfilling dreams and aspirations. Learners are able to learn
from mistakes and failures of the past. They acquire skills to develop other people to meet their
needs. It involves recognising the importance of values such as honesty and empathy and
seeking the well-being of others. Personal development and leadership enables learners to
distinguish between right and wrong. The skill helps them to foster per-severance, resilience
and self-confidence. PL helps them acquire the skill of leadership, selfregulation and
responsibility necessary for lifelong learning.
 Digital Literacy (DL)
Digital Literacy develops in learners, irrespective of sex and challenges, the ability to discover,
acquire knowledge, and communicate through ICT to support their learning. It also makes them
use digital media responsibly. For effective lesson planning in teaching, learning and
assessment, it is suggested that teachers refer to Appendix A for details of the components of
the core competencies. These details comprise the unpacked skills such as listening, presenting
and teamwork for collaboration.

Sample Yearly Scheme of Learning

Sample yearly scheme of learning has been shown in Table 2
Table 2: Yearly Scheme of Learning
Week First Term (List of Sub-Strands) Second Term (List of Sub-Strands) Third Term (List of Sub-Strands)
Numbe
r
1 B7.1.1 Materials B7.3.2 The Solar system B7.4.3 Conversion And Conservation Of
Energy

2 B7.1.1 Materials B7.3.3 Ecosystem B7.4.3 Conversion And Conservation Of

Energy

3 B7.1.2 Living Cells B7.3.4 Farming Systems B7.4.3 Conversion And Conservation Of
Energy

4 B7.2.1 Earth Science B7.4.1 Energy B7.4.3 Conversion And Conservation Of

Energy

5 B7.2.2 Life Cycle of Organisms B7.4.1 Energy B7.5.3 Science and Industry

6 B7.2.3 Crop Production B7.4.1 Energy B7.4.4 Force and Motion

7 B7.2.4 Animal Production B7.4.2 Electricity and Electronics B7.4.4 Force and Motion

8 B7.2.4 Animal Production B7.4.2 Electricity and Electronics B7.5.4 Climate Change and Green
Economy

9 B7.2.4 Animal Production B7.4.2 Electricity and Electronics B7.5.5 Understanding the Environment

10 B7.3.1 The Human Body Systems B7.4.5 Agricultural Tools B7.5.5 Understanding the Environment

11 B7.3.1 The Human Body Systems B7.5.1 Waste Management Revision of Indicators and Exemplars

12 B7.3.1 Human Health Revision of Indicators and Exemplars End of Term Assessment

13 Revision of Indicators and Exemplars End of Term Assessment End of Term Assessment

14 End of Term Assessment End of Term Assessment

15 End of Term Assessment

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Sample lesson plan format

The format is to serve as a guide to you so that you can format your lesson plan along it
Date: 26/3/2020 Period: 1st Subject : Science

Duration : 50 minutes Strand 4: Forces and energy

Class: B7 Class Size: 45 Sub-strand 2: Electricity and electronics

Content Standard: Indicator: Lesson 1 of 1

B7.4.2.2 Demonstrate knowledge of how to assemble B7.[Link] Demonstrate how to assemble
and explain the functions of basic electronic basic electronic components in an
components and their interdependence in an electronic circuit.
electronic circuit
Performance indicator: Learners can assemble and examine basic electronic components, and Core competencies
arrange them in an electronic circuit. DL 5.3
CI 6.8

Key words: Electronics, Light emitting diode, diode, resistor, capacitor, electronic circuit.

Phase/Duration Learners’ Activities Resources

Phase 1: Starter – Introduction (Preparing Ask learners in groups to brainstorm to bring out the LEDs, P-N Junction diodes,
the brain for learning) meaning of electronics by watching videos or pictures colour code resistors
of electronic components. Take feedback from the Capacitors. Pictures, videos,
learners. drawings of electronic
components.

Phase 2: Main (New learning) including 1. Engage learners in groups to examine

assessment and lesson development electronic components such as types of LEDs,
P-N Junction diodes, colour code resistors and
capacitors,
2. Let learners present their observations
in class for discussion.
3. Demonstrate how to arrange the
electronic components in a circuit to learners.
4. Guide learners in groups to arrange
electronic components in a circuit. Learners
observe and discuss their observations.

ASSESSMENT
1. Distinguish between LED and diode.
2. Write down the colours of the resistor.
3. Describe how electronic components
are arranged in an electronic circuit. Support
your description with a diagram.
Phase 3: Plenary/Reflections (Closure – the Use peer discussion and effective questioning to find
concluding activities like recap and out from learners what they have learnt during the
assessing if the standard or indicator has lesson.
been attained) Take feedback from learners and summarise the
lesson. Ask learners how the lesson will benefit them
in their daily lives.

Sample assessment tasks

Sample tasks are provided which could be used for assessment (See part B of Learners’ Resource
Pack
Strand 1: Diversity of Matter

Sub-Strand 1: Materials

Content Standard(s) B7.1.1.1 Recognise materials as important resources for providing human needs

Indicator(s) B7.[Link] Classify materials into liquids, solids and gas

Key words/vocabulary: Resources, Solid, Liquid, Gas, Water Vapour

Suggested activities for learning and assessment Equipment/Resources Learner Progression

Resource
page ref

Let learners:

1. Engage in naming and describing materials Water, cooking oil, sand, gravel, 1. Naming of
assembled from the environment in terms vinegar, soft drink, water vapour, materials in the
of texture, appearance, colour, smell and source of heat, liquid medicine any environment
others available. 2. Describing
shape.
materials in the
2. Group the materials into liquids, solids and materials
gases and give reasons for the grouping
3. Grouping of
3. Discuss the differences between liquids, materials into liquids,
solids and gases. solid and gases.
(Initiate the discussion by using question(s). Ensure 4. Demonstrating
that when students are discussing they should talk presence of air
extensively about the issues bringing their view
points).
4. Perform activities to demonstrate the Water, plastic bag, a thread, a
presence of air(gas). For example heating source of heat.
water in a receptacle and tie the open end
of a plastic bag to the mouth of the
receptacle to form a balloon. Let the
learners observed the plastic bag and
explain why the plastic bag ballooned.
Caution: Ensure that the hot water does not
pour on the learners. Any other appropriate
activity can be performed by the learners.
Homework/project work/community engagement suggestions

Let learners:
1. Visit industries within the locality to identify the different types of liquids, solids and gases.
2. Identify materials at home and classify them into solids, liquids and gases.
3. Find out why water is visible; and air is not.
Cross-curriculum links/cross-cutting issues

• Subjects like Career Technology and Physical and Health Education use solids and liquids in their activities. Therefore
cross check with teachers of these subjects to see if solids and liquids are treated before you facilitate learning of
them.
Potential misconceptions/student learning difficulties

The misconception that air supports burning should be addressed. Note that it is the oxygen component of air that supports burning
and not the whole air.
2.7 Resources
Resources which may be used to facilitate teaching and learning are suggested in the pack. The list is
not exhaustive so the teacher is at liberty to use analogous materials that can conveniently work. The
resources should be locally available and easy to obtain materials.

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