Science Health and Wellness Curriculum Standards
The citizen of the twenty-first century must be scientifically literate. He/She must have a basic knowledge of science and its processes to appreciate the wonders of the universe, analyze the problems presented by life, and develop appropriate and morally responsible solutions to those problems.
He/She must have knowledge and understanding of the scientific concepts and processes required for personal decision making, participation in civic and cultural affairs and economic productivity (National Academy of Sciences, 1995).
Students Who are Scientifically Literate:
- Have the knowledge and understanding of scientific concepts and processes required for participation in a Digital Age society.
- Can ask, find or determine answers to questions derived from curiosity regarding everyday experiences.
- Have the ability to describe, explain and predict natural phenomena.
- Are able to read and understand articles about science in the popular press and to engage in social conversation about the validity of those conclusions.
- Can identify scientific issues underlying national and local decisions and express positions that are scientifically and technologically informed.
- Are able to evaluate the quality of scientific information on the basis of its source and the methods used to generate it.
- Have the capacity to pose and evaluate arguments based on evidence and to apply conclusions from such arguments appropriately.
The National Science Education Standards envision systemic changes in the study of science. The science content standards encompass the following changes in emphases:
Less Emphasis On
- Knowing scientific facts and information
- Studying subject matter disciplines (physical, life, earth sciences) for their own sake
- Separating science knowledge and science process
- Covering many science topics
- Implementing inquiry as a set of processes
More Emphasis On
- Understanding scientific concepts and developing abilities of inquiry
- Learning subject matter disciplines in the context of inquiry, technology, science in personal and social perspectives, and history and nature of science
- Integrating all aspects of science content
- Studying a few fundamental science concepts
- Implementing inquiry as instructional strategies, abilities and ideas to be learned
Curriculum Requests: External Inquiries
For educators outside of the Archdiocese of Hartford, please submit all requests for curriculum to your local diocesan school office. Individual requests may not be accommodated at this time.
Curriculum Request: Internal Inquiries
For teachers and administrators currently employed by a school in the Archdiocese of Hartford, curriculum standards may be accessed through the OEEC portal.
For assistance with access to the OEEC portal, please contact Laura McCaffrey
All other curriculum requests should be directed to:
For permission to use Archdiocese of Hartford curriculum standards, diocesan school offices are welcome to contact Valerie Mara, Assistant Superintendent of Academics at Valerie.Mara@aohct.org.