Understanding the K to 12

Science Curriculum
Reform
Intel STEM Training for
Science Teachers
16 January 2015

What do you see?

http://www.pagasa.dost.go
v.ph/

What do you see?

The Big Picture

Philosophy and key features

The conceptual framework
Key stage standards
Grade level standards
Sequence of domains/strands per quarter
Spiralling of concepts
Standards: content standards,
performance standards, learning
competencies

Planning for Progression in Learning

From Shallow to Deep Learning
Shallow surface learning (extrinsic motivation)
Learning as memorising to retain information for a short period of
time to be reproduced and then potentially forgotten
Learning to retain and use information but not necessarily being
motivated by the learning
Learning as acquiring knowledge, skills and methods learning how
to learn
Learning as making sense and abstracting meaning (which requires
thinking and often struggle and effort) to relate parts of the subject
matter to other ideas or concepts within the subject and to the real
world
Deep learning (intrinsic motivation)
Learning as interpretation coming to comprehend and understand
the issue in a different way creating deep meaning by struggling to
re-interpret the knowledge
From Slj, in Atherton, J S (2011)

Planning for Progression in Learning

Progression in learning is about teachers enabling pupils to:
know and understand more in quantity, breadth and
depth;
think more critically research, question, analyse
information, break ideas apart and piece information
together;
apply their learning to unfamiliar contexts;
communicate better structure responses in clearer and
better ways; and
become more capable think about thinking and learning,
learn from mistakes, manage their own
learning and work with others.
Adapted from http://www.nicurriculum.org.uk/

Planning for Progression in Learning

To make real progress, pupils need:
clear development in all aspects of
learning;
the interest and motivation to learn;
the confidence to try, struggle, and
even fail; and
the ability to learn from experience.
Adapted from http://www.nicurriculum.org.uk/

EXAMPLES

Spiralling of Concepts about

Force and Motion
GRADE 3:
Identify what
causes
motion

GRADE 4:
Affect of force
on an object
(qualitatively)

GRADE 5:
Accurately
measure
motion using
tools

Spiralling of Concepts about

Force and Motion
GRADE 6:
Gravity and
friction

GRADE 7:
Describe
motion
quantitatively

GRADE 8:
Relationship
of Force and
Motion

Spiralling of Concepts about

Force and Motion
GRADE 9:
Law of Conservation of
Momentum
Motion in two
dimensions

GRADE 10:
Describe how force
affect the movement,
balance, and stability of
objects

Spiralling of Concepts about

ENERGY
GRADE 3:
Source and uses
of light, heat,
sound and
electricity

GRADE 4:
Light, heat, and
sound travel
(Electricity not
included)

GRADE 5:
Interaction with
objects,
electricity and
magnetism

Spiralling of Concepts about

ENERGY
GRADE 6:
Energy in
different forms ,
transformation
(Simple
Machines)

GRADE 7:
Different forms of
energy travel in
different ways
(microscopic
level)

GRADE 8:
Transferred
energy may
cause changes in
the properties of
the object

Spiralling of Concepts about

ENERGY
GRADE 9:
Conservation of Mechanical
Energy and its practical
applications . Relationship of
heat and work power
generation and transmission

GRADE 10:
Properties of Light as applied in
optical insruments

Physics: Heat
Grades 3 -6
Grade 3
Observe
and
identify
sources of
light,
sound,
heat, &
electricity

Grade 5

Grade 4
Light, heat
and sound
travel
from the
source

Different
objects
interact
with light,
heat and
sound.
Effects of
light, heat
and sound

Grade 6

Energy exists
in different
forms such
as light, heat
& sound.
Demonstrate
how energy
is transferred
using simple
machine

Physics: Heat
Grades 7 10
Production
Characteristi
cs

Propagation through
various media
Relationship between
heat and work

Energy
efficiency

Physics: Sound
Grades 3 -6
Grade 5

Grade 3
Observe
and
identify
sources of
light,
sound,
heat, &
electricity

Grade 4
Sound and
Light
travels
from the
source

Different
objects
interact
with sound &
light
Effects
about the
effects of
light and
sound

Grade 6

Energy exists
in diff forms
such as light
& sound
Demonstrate
how energy
is transferred
using simple
machine

Physics: Sound
Grades 7 10
Production
Characteristi
cs

Propagation through
various media
Speed of sound
Properties (reflection
and refraction)

Interference
Resonance
Doppler Effect

Physics: Light
Grades 3 -6
Sources &
Uses
Properties
and
Characteristi
cs

Colors and
ability of
materials to
transmit
light

Energy
transformati
on

Physics: Light
Grades 3 -6
Grade 5

Grade 3
Observe
and
identify
sources of
light,
sound,
heat, &
electricity

Grade 4
Sound and
Light
travels
from the
source

Different
objects
interact
with sound &
light
Effects
about the
effects of
light and
sound

Grade 6

Energy exists
in diff forms
such as light
& sound
Demonstrate
how energy
is transferred
using simple
machine

Physics: Light
Grades 7 10
Characteristi
cs of Light
(intensity,
brightness,
frequency,
wavelength)

Components of Light
and other
Characteristics related
to colors

Image
formation
(mirrors,
lenses and
other optical
instruments)

Spiralling of Concepts about Living Things and

Their Environment
Grade 3 - Grade 9

different parts of living things

characteristics of living things
that distinguish them from nonliving things
living things reproduce and
certain traits are passed on to
their offspring
Grade 3

Spiralling of Concepts about Living Things and

Their Environment
Grade 3 - Grade 8

introduction to the major organs of

the human body
humans, animals, and plants go
through life cycles.
inherited traits may be affected by
the environment at certain stages in
their life cycles

Grade 4
Grade 3

Spiralling of Concepts about Living Things and

Their Environment
Grade 3 - Grade 8
reproductive systems of
humans, animals, and plants
flowering plants and some nonflowering plants
sexual and asexual modes of
reproduction.

Grade 5
Grade 4
Grade 3

Spiralling of Concepts about Living Things and

Their Environment
Grade 3 - Grade 8
the interactions among parts of
the major organ systems of the
human body and among the
different organ systems of
representative organisms
Reproduction of non-flowering
plants (spore-bearing and conebearing plants, ferns, and
mosses)

Grade 6

Grade 5
Grade 4
Grade 3

Spiralling of Concepts about Living Things and

Their Environment
Grade 3 - Grade 8
Cellular organization of the that perform specialized
functions
asexual reproduction results in genetically identical
offspring whereas sexual reproduction gives rise to
variation.

Grade 7
Grade 6

Grade 5
Grade 4
Grade 3

Spiralling of Concepts about Living Things and

Their Environment
Grade 3 - Grade 8
Digestive system
cell division by mitosis and meiosis
they understand that meiosis is an early
step in sexual reproduction that leads to
variation

Grade
Grade 78

Grade 6

Grade 5
Grade 4
Grade 3

Spiralling of Concepts about Living Things and

Their Environment
Grade 3 - Grade 8
coordinated functions of the digestive,
respiratory, and circulatory systems
structure of genes and chromosomes, and
the functions they perform in the
transmission of traits from parents to
offspring.

Grade
Grade
9
Grade
87

Grade 6

Grade 5
Grade 4
Grade 3

Heredity: Inheritance and

Variation
Grade7
Grade 8

Asexual
Grade 9
and sexual Cellular
reproductio reproductio
Chromoso
n
n
mes and
genes

Grade 10
Genetic
inheritance as
protein
expansion

Ecosystems: Life Energy

Grade7
Interactions
Transfer of
energy
through
trophic
levels

Grade 8
Interactions
Cycling of
materials in
the
ecosystem

Grade 9
Life energy
Photosynth
esis and
respiration

Grade 10
Life energy
Biodiversity
and stability

SPIRAL PRO G RESSIO N

EARTH and SPACE
GRADE 7

GRADE 8

GRADE 9

1.Philippine
1. Earthquak 1.Plate
Environment
es
and
Tectonics
>> Location of the
Faults
>> volcanoes,
Philippines using a >> Philippines
earthquake
coordinate system;
being
epicenters
>> Location of the
located
and
Philippines
with
along
the
mountain
respect
to
Pacific Ring
ranges;
landmasses
and
of Fire;
bodies of water;
>>
Identify >>
Their
>> Protection and
faults in the
relationship
conservation
of
community;
to the plate
natural resources.
active and
boundaries.

SPIRAL PRO G RESSIO N

EARTH and SPACE

GRADE 7
1.Eclipses
>> solar eclipse
>> lunar eclipse

GRADE 8

GRADE 9

1. Other
1.Constellati
member
ons
s of the >>
Characteristics
Solar
of stars;
System:
>> comets
>> meteors
>> asteroids

>> Arrangement
of stars in a
group;
>>
Changing
positions
of
constellations;
>> Beliefs and
practices

For Want of a Nail

For want of a nail, the shoe was lost.
For want of a shoe, the horse was lost.
For want of a horse, the rider was lost.
For want of a rider, the battle was lost.
For want of a battle, the kingdom was
lost,
And all for the want of a horseshoe
Anonymou
nail.
s