An inquiry-driven Grades 7–9 architecture connecting subject learning, interdisciplinary investigation, creation, and reflection.
This curriculum architecture is designed for Grades 7–9 / ages 12–15, combining a Ghana Education Service-oriented subject foundation with inquiry, experiential learning, interdisciplinary connections, and global perspectives.
The design uses an IB-style learner profile and inquiry framework without representing the curriculum as an authorized International Baccalaureate programme.
Inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective.
Learning is organized around investigation, application, creation, communication, and reflection.
Assessment can combine examinations with portfolios, reflections, presentations, service projects, peer/self-assessment, and inquiry exhibitions.
A Grade 8 interdisciplinary inquiry asks how communities in Ghana can reduce environmental harm while using science, data, communication, and technology to develop practical solutions.
Curriculum framework, subject integration, transdisciplinary design, assessment, and evidence boundary.
Visual system showing the bridge between a Ghanaian curriculum foundation and international-style pedagogy.
Grade 8 interdisciplinary unit showing inquiry, evidence, creation, communication, and reflection.
Connect subject-area learning around shared inquiry and authentic application.
Structure investigation, evidence, creation, communication, and reflection.
Combine formal requirements with portfolios, presentations, projects, and reflective evidence.
This portfolio presentation describes an IB-style curriculum approach. It does not claim International Baccalaureate authorization, formal GES approval, school deployment, or measured learner outcomes.