Tuvalu Primary School Curriculum - Basic Science

While the provided ECCE Teacher Guide focuses on Early Childhood Education, it offers valuable insights into the foundational principles and approaches that likely inform the Basic Science curriculum in later years, including Year 2. It emphasizes a holistic, culturally relevant approach to education, incorporating traditional knowledge and practices.

Key Themes and Values:

The guide highlights several themes and values important to Tuvaluan education, which likely extend to the Basic Science curriculum:

• Holistic Development: Integrating the mental, physical, and spiritual aspects of learning. This suggests a hands-on, experiential approach to science education.
• Traditional Knowledge: Incorporating indigenous ecological knowledge and practices. This could involve learning about local plants, animals, and their uses, as well as traditional methods of environmental stewardship.
• Cultural Identity: Connecting learning to Tuvaluan culture and values. Basic Science lessons might explore the traditional uses of plants and animals, or the impact of environmental changes on cultural practices.
• Environmental Stewardship: Instilling a sense of responsibility for the environment. This could involve learning about environmental issues relevant to Tuvalu, such as rising sea levels or resource conservation, and exploring solutions.
• Collaboration: Working together and learning from each other. This suggests group activities and projects in Basic Science.

Curriculum Links and Activities:

The guide provides examples of how these themes can be integrated into early childhood education, which can be adapted for Year 2 Basic Science:

• Custom Stories, Songs, and Dances: Using traditional stories and songs to teach about the environment and its importance.
• Custom Food: Learning about local food sources, how they are grown, and their nutritional value. This could involve growing plants in a school garden or learning about traditional cooking methods.
• Custom Art: Creating art inspired by nature, using traditional techniques and materials.
• Cultural Ceremonies: Exploring the role of plants and animals in cultural ceremonies.
• Environment: Learning about the local environment, its features, and the relationships between living things. This could involve field trips to explore different ecosystems or observing plants and animals in their natural habitats.

Pedagogical Approaches:

The guide emphasizes a place-based, dialogic, and relational approach to learning. This suggests that Basic Science lessons in Year 2 would likely involve:

• Place-Based Learning: Connecting learning to the local environment and community.
• Dialogic Learning: Encouraging discussion and interaction between students and teachers.
• Relational Learning: Emphasizing the relationships between people and the environment, as well as between people.

Wordless Big Books:

The guide discusses the use of wordless big books as a tool for promoting discussion and developing social imagination. Similar visual aids could be used in Year 2 Basic Science to stimulate observation and critical thinking about environmental issues.