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Life Sciences

The subject involves:

·       The study of life and the changing natural and human environment.

·       Critical inquiry, reflection and the understanding of

ü   concepts and processes, and of

ü  their application in society.

 

The purpose of Life Sciences is to enable the learners to:

·       Explore those concepts that are essential for understanding basic life processes.

·       Explore the interrelationship and interdependence of components of the living and physical world.

·       Develop inquiry, problem-solving, critical thinking and other skills to interpret and use the Life Sciences’ concepts on explaining phenomena.

·       Apply scientific knowledge in their personal lives.

·       Apply scientific knowledge as responsible citizens in ways that contribute to a healthy lifestyle and the sustainable management of resources.

·       Develop an understanding of the nature of science, the influence of ethics and biases, and the interrelationships of science, technology, indigenous knowledge, the environment and society.

 

Life Sciences builds on the foundation laid by the Natural Sciences Learning Area in the General Education and Training band (GET).  It prepares learners for additional education and training, vocational careers, and the world of work and self employment.

 

The subject caters for careers such as medicine, bio-engineering, psychology, nursing, education, marine biology and environmental science.

 

Life Sciences can integrate with the following subjects:

 
 
 

Life Sciences is not a simple replacement of the “old” school subject Biology; neither is it Biology with bits and pieces added on from Physiology and related fields.  It is a subject which reflects and embodies a new approach/philosophy about the attitudes, skills and values of all subjects.

 

Daily Assessment and Formal Assessment is an integral part of the subject as it allows teachers, learners, parents and the school management team feedback on learners’ performance.  This is particularly important if barriers to learning or poor levels of participation are encountered.

 

The programme of assessment for Life Sciences (Grades 10-12) is given below:

 

Assessment tasks conducted

throughout the year

End of year

 assessment

Forms of assessment

Practical

work

Research

project

Controlled

tests

Mid-year

exam

November

exam

Number of pieces

2

1

2

1

1

Marks

50

20

20

10

300

Sub-totals

100 (25%)

300 (75%)

GRAND TOTAL

400

 

Assessment tasks are based on four knowledge areas/strands:

·       Life processes in plants and animals.

·       Life at the molecular, cellular and tissue level.

·       Diversity, change and continuity.

·       Environmental studies.

 

Assessment is critical in the learning process as it provides important information on the learners’ growth, development and progress.

 

Finally, Life Sciences provides plenty opportunity for inclusivity and diversity in the classroom.  Each learner brings to the classroom a unique history of personal and social experiences.

 

Aspects of our learners’ varied backgrounds include social class, race, ethnicity, culture, gender and disability.  In Life Sciences we are sensitive to these differences and aware of the problems they may create for our learners.  We view them as opportunities to celebrate our diversity.