RATIONALE FOR PRIMARY SCIENCE
Science forms an integral part of our everyday life and it is a universal truth that development is hinged on science. Science and Technology is the backbone of social, economic, political, and physical development of a country.
It is a never-ending creative process, which serves to promote discovery and understanding. It consists of a body of knowledge which attempts to explain and interpret phenomena and experiences. Science has changed our lives and it is vital to Ghana’s future development.
To provide quality science education, teachers must facilitate learning in the science classroom. This will provide the foundations for discovering and understanding the world around us and lay the grounds for science and science-related studies at higher levels of education.
Learners should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave and analyse causes and origin of things in our environment. The science curriculum has considered the desired outcomes of education for learners at the basic level.
Science is also concerned with the development of attitudes and therefore it is important for all citizens to be scientifically and technologically literate for sustainable development.
Science therefore ought to be taught using hands-on and minds-on approaches which learners will find as fun and adopt science as a culture.
Ghana believes that an effective science education needed for sustainable development should be inquiry-based. Thus science education must provide
learners with opportunities to expand, change, enhance and modify the ways in which they view the world. It should be pivoted on learner-centred science teaching and learning approaches that engage learners physically and cognitively in the knowledge-acquiring process in a rich and rigorous inquiry-driven environment.
Science Learning is an active contextualized process of constructing knowledge based on learners’ experiences rather than acquiring it.
Learners are information constructors who operate as researchers. Teachers serve as facilitators by providing the enabling environment that promotes the construction of learners’ own knowledge based on their previous experiences.
This makes learning more relevant to the learner and leads to the development of critical thinkers and problem solvers.
New Syllabus- Download HERE
ENGLISH LANGUAGE SYLLABUS FOR UPPER PRIMARY -B4-B6
ENGLISH LANGUAGE SYLLABUS FOR LOWER PRIMARY -B1-B3
FRENCH LANGUAGE SYLLABUS FOR PRIMARY -B1-B6
HISTORY SYLLABUS FOR PRIMARY -B1-B6
MATHEMATICS SYLLABUS FOR PRIMARY -B4-B6
MATHEMATICS SYLLABUS FOR PRIMARY -B1-B3
PHYSICAL EDUCATION SYLLABUS FOR PRIMARY -B1-B6
RELIGIOUS AND MORAL EDUCATION SYLLABUS FOR PRIMARY -B1-B6