...CURRICULUM REVIEW Search using the ref: 00045-2007DOM-EN Copies of this publication can also be obtained from: DfES Publication PO Box 5050 Sherwood Park Annesley Nottingham NG15 0DJ Tel: 0845 60 222 60 Fax: 0845 60 333 60 Textphone: 0845 555 60 Please quote ref: 00045-2007DOM-EN ISBN: 978-1-84478-883-5 PPSLS/D35/0107/14 © Crown Copyright 2007 Produced by the Department for Education and Skills Extracts from this publication may be reproduced for non commercial education or training purposes on the condition that the source is acknowledged. For any other use please contact HMSOlicensing@cabinet-office.x.gsi.gov.uk DIVERSITY & CITIZENSHIP You can download this publication or order copies online at: www.teachernet.gov.uk/publications Diversity and Citizenship Curriculum Review Review Group members Sir Keith Ajegbo retired in July 2006 as Headteacher of Deptford Green School, a multiethnic school with a strong reputation for Citizenship education. He is currently working as a coach on the Future Leaders Project, as a School Improvement Partner, and as an education consultant for UBS. He is also a Governor of Goldsmiths College and a trustee of the Stephen Lawrence Trust. Dr Dina Kiwan is a Lecturer in Citizenship Education at Birkbeck College, University of London. Previously she was seconded to the Home Office as the Head of Secretariat to the Advisory Board for Naturalisation and Integration (ABNI), carrying forward the implementation...
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...National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement LIFE SCIENCES Further Education and Training Phase Grades 10-12 basic education Department: Basic Education REPUBLIC OF SOUTH AFRICA CurriCulum and assessment PoliCy statement Grades 10-12 life sCienCes CAPS LIFE SCIENCES GRADES 10-12 department of Basic education 222 Struben Street Private Bag X895 Pretoria 0001 South Africa Tel: +27 12 357 3000 Fax: +27 12 323 0601 120 Plein Street Private Bag X9023 Cape Town 8000 South Africa Tel: +27 21 465 1701 Fax: +27 21 461 8110 Website: http://www.education.gov.za © 2011 department of Basic education isBn: 978-1-4315-0578-4 Design and Layout by: Ndabase Printing Solution Printed by: Government Printing Works CURRICULUM AND ASSESSMENT POLICY STATEMENT (CAPS) LIFE SCIENCES GRADES 10-12 FOREWORD by thE ministER Our national curriculum is the culmination of our efforts over a period of seventeen years to transform the curriculum bequeathed to us by apartheid. From the start of democracy we have built our curriculum on the values that inspired our Constitution (Act 108 of 1996). the Preamble to the Constitution states that the aims of the Constitution are to: • heal the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights; improve the quality of life of all citizens and free the potential of each person; lay the foundations for a democratic and open society in which...
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...characteristics that human beings lack (Zimmer 2010). There are two major techniques that are currently used to characterize the microbiome, namely; the (rRNA) small-subunit ribosomal RNA, and the metagenomic study, wherein shotgun sequencing is used to characterize community DNA of these microorganisms. Shotgun sequencing of the human microbiome Shotgun sequencing, also called shotgun cloning in genetics, is a process used for sequencing long strands of DNA. Shotgun sequencing was referred so by resemblance with the quasi-random shotgun firing pattern. The shotgun sequencing method was developed by Fredrick Sanger in the 1970s. The chain termination sequencing process is only be used to sequence relatively short DNA strands. Longer sequences of DNA must be sub-divided into shorter fragments, and then subsequently reassembled to give the entire sequence (Venter et al. 2004). Shotgun sequencing process, which uses random fragments, is used to sequence shorter fragments of longer DNA strands. The process is faster but more complex process. The DNA strand is randomly broken up into many small fragments, in shotgun sequencing, which are then sequenced using the process of chain termination to obtain reads. The multiple target DNA overlapping reads are obtained through performing many rounds of DNA fragmentation and sequencing. The overlapping ends of many reads are then used by the computer programs to assemble the reads into a continuous DNA sequence. Through...
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...Citizenship and Diversity 1. Citizenship - the position or status of being a citizen of a particular country, granting you certain rights and responsibilities of the country 2. Racism & Racist - prejudice, discrimination, or antagonism directed against someone of a different race based on the belief that one's own race is superior 3. Discrimination - the unjust or prejudicial treatment of different categories of people, especially on the grounds of race, age, or sex OR recognition and understanding of the difference between one thing and another. 4. Prejudice - preconceived opinion that is not based on reason or actual experience. 5. Institutionalised racism - any kind of system of inequality based on race. It can occur in institutions such as public government bodies, private business corporations, and universities 6. Multiculturalism - the doctrine that several different cultures (rather than one national culture) can coexist peacefully and equitably in a single country 7. Ethnocentricity - Belief in the superiority of one's own ethnic group. 8. Sexism - prejudice, stereotyping, or discrimination, typically against women, on the basis of sex. 9. Heterosexist - a system of attitudes, bias, and discrimination in favour of opposite-sex sexuality and relationships. It can include the presumption that other people are heterosexual or that opposite-sex attractions and relationships are the only norm[2] and therefore superior ...
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...What is equality? Treat every individual equally in status, rights and opportunities. Equality is about making sure that every individual has an equal opportunity to make the most of their lives and abilities and believing that no one should have lesser life chances because of where they were born, what they believe or whether they have a disability. Another example is race, disability, gender and sexuality have experienced discrimination. What is diversity? Diversity basically means difference. Meaning, accepting and respecting the differences and being able to value and respect them. These can be along the lengths of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs or political beliefs. It is the exploration of these differences in a safe and positive. It is about understanding each other and moving beyond simple tolerance to embracing. Diversity helps in meeting different people from different countries, so helping to learn different culture, different types of food, various religions, different languages, which helps bring the society together which allows people coming together to socialise. Being open to other cultures and being able to get along with everyone even thou they have difference, which therefore allows our everyday lives to be more interesting, even at the basic levels as then types of food we eat. Example: Rosehill Nursery At Rosehill Nursery there are different people which come from different...
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...Curriculum Underpinnings 1- 2 Philosophy of Education 1- 3 The Goals of Education 1- 5 The Essential Learning Outcomes 1- 6 The Curriculum Design and Development Process 1-11 PART TWO - CURRICULUM CONTENT Vision Statement 2- 2 Rationale for the Teaching and Learning of Mathematics 2- 3 Goals of the Mathematics Curriculum 2- 4 General Intended Outcomes For Forms I, II, and III. 2- 5 Connections to Other Core Curriculum Areas 2- 6 Framework for Mathematics for Forms I, II and III 2- 9 A General Curriculum Framework 2-11 Course Outline for Form III 2-12 PART THREE - STRATEGIES/METHODOLOGIES Teaching and Learning Strategies 3- 2 Suggested Activities 3- 6 Suggested Resources 3-15 PART FOUR - EVALUATION Elaboration of Assessment and Evaluation 4- 2 Evaluation Tools and Strategies 4- 5 Cross-referencing to Teachers’ Guide 4- 7 BIBLIOGRAPHY 4- 9 ___________________________________ i ABOUT THIS DRAFT Under the umbrella of the Secondary Education Modernization Programme (SEMP), since the latter part of 1999, new secondary school curricula in eight (8) subjects – Language Arts (English), Science, Mathematics, Social Studies, Spanish, Physical Education, Visual and Performing Arts and Technology Education – have been in development. In this publication you will find the first drafts of the Form III curriculum guide produced for each of the above identified subject...
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...of Life 1. Explain the importance of a biological hierarchy in terms of biological organization. 2. Why must scientists study the interactions of organisms with each other and the environment? 3. Comment on the relationship between structure and function in biology. 4. How specifically is the cell life’s basic unit of structure and function? 5. What is the significance of DNA to organisms? 6. Explain the basic concept of a biological feedback system. How does it work? 7. Explain briefly how life’s vast organisms are classified. Give the basic ideas. Make sure to include domains in your discussion. 8. Explain Darwin’s mechanism of evolutionary adaptation called natural selection. 9. Explain why “editing” is an appropriate metaphor for how natural selection acts on a population’s heritable variations. 10. Why do “science” and “inquiry” fit so...
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...selection and what may control populations, including the concepts of adaptation and extinction • Enforce reading skills of cause and effect though identifying factors that cause natural selection • Improve map interpretation skills by following the voyage of the HMS Beagle on a world map • Refine data collection strategies and management • Explore appropriateness of graphs National Standards: Standard A: Science as Inquiry; Abilities necessary to do scientific inquiry Standard A: Science as Inquiry; Understandings about scientific inquiry Standard C: Life Science; Reproduction and heredity Standard C: Life Science; Populations and ecosystems New Mexico Standards: Strand 1, Standard 1: Scientific Thinking and Practice; Use scientific method Strand 1, Standard 1: Scientific Thinking and Practice;...
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...Gender Identity Shelley Sanchez PSY265 September 2, 2011 Lauren Lappe Gender Identity In this assignment the factors that determine gender identity will be discussed. How is an individual’s masculine or feminine traits described using the continuum of masculinity- femininity. First we need to identify the meaning of the term gender identity. Gender identity is the psychological state of mind in which a person identifies with being male or female. A person’s anatomic sex does not always match with how they perceive themself as a sexual being. Hence, an anatomic male may feel as though he is a female trapped in a male’s body. Determining gender identity is one of the most obvious and important aspects in the development of self-concepts (Rathus, Nevid, Fichner-Rathus, 2011). The three factors that have been utilized in my own life to determine my personal gender identity will be detailed as well as the masculine and feminine traits using the continuum of masculinity-femininity that I attribute to my gender. The factors that are included in determining gender identity are; genetic, environmental, and psychological as well as levels of sex hormones. At the point of the fertilization from the sperm and the ovum the chromosomal combination of 23 provided by the male along with the 23 provided by the female create the beginning of life called the zygote. Although this life form is only 1/175 of an inch its unique characteristics have been determined, the color of hair, eyes...
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... | | | | |Questions |Student Response | | | | |Part I | | | | | |Original DNA Strand: |Transcription (base sequence of RNA): | | | | |3’-T A C C C T T T A G T A G C C A C T-5’ |UUC CCU UUU GUU GCC UCU | | | | | | | | ...
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...Vocational Technical Education Framework Hospitality and Tourism Cluster Culinary Arts August 2007 Massachusetts Department of Education Career/Vocational Technical Education Unit address 350 Main Street, Malden, MA 02148 telephone 781-338-3910 internet www.doe.mass.edu/cte/ email careervoctech@doe.mass.edu Massachusetts VTE Frameworks Culinary Arts August 2007 Page 1 Strand 1: Health and Safety 1.A Define health and safety regulations. 1.A.01a Identify and apply OSHA and other health and safety regulations that apply to specific tasks and jobs in the occupational area. 1.A.02a Identify and apply EPA and other environmental protection regulations that apply to specific tasks and jobs in the occupational area. 1.A.03a Identify and apply Right-To-Know (Hazard Communication Policy) and other communicative regulations that apply to specific tasks and jobs in the occupational area. 1.A.04a Explain procedures for documenting and reporting hazards to appropriate authorities. 1.A.05a List penalties for non-compliance with appropriate health and safety regulations. 1.A.06a Identify contact information for appropriate health and safety agencies and resources. 1.A.07c Outline laws and rules of the regulatory agencies governing sanitation and safety. Demonstrate health and safety practices. 1.B.01a Identify, describe and demonstrate the effective use of Material Safety Data Sheets (MSDS). 1.B.02a Read chemical, product, and equipment labels to determine appropriate health and safety...
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...Biology: Midterm 1 (Friday, October 2, 2015) Outcomes for Exam In multiple choice format questions, identify the following: 1. Characteristics of viruses and why they are not generally considered to be “alive”. * virus= infectious biological particles; 1+ nucleic acid molecules surrounded by protein capsid or envelope * nucleic acid: DNA or RNA, composed of single/double strand (genes encode coat proteins, proteins of regulation of transcription) * capsid: protein coat of virus, viral genome packaging * envelope: lipid bilayer that contains proteins * enveloped viruses: genomes contain genes for synthesis of envelope proteins * viral genomes= virus-specific enzymes (nucleic acid replication) * non-living organism/not “alive” - lack that properties of life (no independent reproduction, no metabolic system= no energy, dependent on host cells 2. Why viral infections are usually difficult to treat with drugs, and exceptions to this general principle. * viruses= hidden in host cells, use host cell machinery to replicate (no obvious viral product to be targeted by drugs/antibiotics - not like bacteria) * symptoms can only be relieved not treated - natural immune function treats — some viruses deadly symptoms= prevention w/ vaccinations (e.g. measles, polio) * Viruses using own polymerases (e.g. RNA viruses - influenza)= more obvious targets - antiviral drugs to treat 3. Whether viruses...
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... You will be able to 1. Compare and contrast the structures of DNA and RNA 2. Describe how DNA replicates 3. Explain how a protein is produced 4. Distinguish between the functions of mRNA, tRNA, and rRNA in translation 5. Determine DNA, RNA, and protein sequences when given any complementary sequence Copyright © 2009 Pearson Education, Inc. You will be able to 6. Distinguish between exons and introns and describe the steps in RNA processing that lead to a mature mRNA Explain the relationship between DNA genotype and the action of proteins in influencing phenotype Distinguish between the effects of base substitution and insertion or deletion mutations 7. 8. Copyright © 2009 Pearson Education, Inc. You will be able to 9. Distinguish between lytic and lysogenic viral reproductive cycles and describe how RNA viruses are duplicated within a host cell 10. Explain how an emerging virus can become a threat to human health 11. Identify three methods of transfer for bacterial genes 12. Distinguish between viroids and prions 13. Describe the effects of transferring plasmids from donor to recipient cells Copyright © 2009 Pearson Education, Inc. Transcription Copyright © 2009 Pearson Education, Inc. 10.10 Eukaryotic RNA is processed before leaving the nucleus Messenger RNA (mRNA) contains codons for protein sequences Eukaryotic mRNA has interrupting sequences called introns, separating the coding regions called exons Eukaryotic mRNA undergoes processing...
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...traditional and contemporary times, it seeks to place Asia’s diverse cultures in a global context. It examines issues such as how to define Asia, how Asian states related to each other, and how Western ideas of international relations have transformed these relations. The unit has two strands, each considering a set of ideas. First it examines the great religions/philosophies of Asian societies – Buddhism, Hinduism, Islam, Christianity and Confucianism – have influenced them. It then considers international relations theory and how theories can help us understand the complexities of Asian states’ relations with each other and the wider world. Credit point value 10 Pre-requisites Nil Co-requisites Nil Unit/s incompatible with and not to be counted for credit Nil Unit level 1 Assumed knowledge None Attendance requirements Attendance below 80% at tutorials without due cause may constitute grounds for failure. Non-attendance in tutorials for illness or misadventure or other reasons should be documented and submitted to the unit coordinator upon return. Enrolment restrictions Nil Unit learning outcomes Students who successfully complete this unit will be able to: • identify of the diversity and complexity of Asia; • explain the social manifestations and international political impact of Islam, Hinduism, Christianity, Buddhism and Confucianism in an Asian context; • evaluate the balance between continuity and change in Asian traditions and contemporary societies; ...
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...MULTIPLECHOICE SECTION INSTRUCTIONS: Read all instructions carefully. Please answer all questions. Each question is worth 0.5 points. The Multiple Choice section is worth 40 points. **Do not enter your answers here.** Type in the letter you select as the best answer on the Answer Sheet provided by your instructor. 1. Which of these would be a valid hypothesis? A) Human history is determined by a series of supernatural events. B) Humans should help in the conservation of other animal species. C) Humans are controlled by forces beyond our understanding. D) Humans and bacteria share a common genetic code. 2. In the scientific method, a hypothesis . E) is a statement of fact F) can only be tested once G) is usually proven to be correct H) is a proposed explanation based on observations I) none of the above 3. What is the correct sequence of steps in the scientific method? I. State the problem II. Analyze and interpret the data III. Share the results with other scientists IV. Develop a hypothesis V. Design and perform an experiment to test the hypothesis A) I → II → III → IV → V B) III → I → V → II → IV C) V →IV → III → II → I D) I → IV → V → II → III E) V → II → I → III → IV 4. To test a hypothesis about a given variable, experimental and control groups are tested in parallel. Which of the following best explains the dual experiments...
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