Ministry of Education Core Curriculum Unit March 2014 The MOE National Standards Curriculum Sensitization/OVERVIEW Trainer of trainers workshop Ministry of Education Core Curriculum Unit March 2014

BACKGROUND to the CURRICULUM REVIEW PROCESS

Context for Review The Transformation Process The Jamaican education system has been immersed in a Transformation Process (TP) since 2004. The main objective of the TP is : to improve governance to develop a managerial model de-concentration greater autonomy for schools the outsourcing of some technical functions to specialized agencies

Context for Review The Transformation Process The 2004 Education Task Force Report findings/recommendations Expedite the implementation of the I.C.T. Policy Train all teachers in the use of information and communications technology Introducing the 2-year/3-year track to CSEC examinations based on the Grade 9 results Review the curricula at early childhood, primary and secondary levels and ensure articulation at the various transition points.

Context for Review The Transformation Process The 2004 Education Task Force Report findings/recommendations the revised curriculum does not take a developmentally appropriate outcomes based approach in a manner that would define what children should know and be able to do Standards were not written for discrete subjects other than Mathematics, Science and Language Arts, in the Grade 4 to Grade 6 curriculum.

Context for Review The Transformation Process The 2004 Education Task Force Report findings/recommendations Provision was made in the revised curriculum for windows for literacy and numeracy. However, no programme or materials were developed since the inception of the curriculum ‘Curricularise’ the CSEC syllabus

Context for Review The Curriculum Review The curriculum review was based on an analysis of current Jamaican curriculum documents GSAT review 2008-2010 interviews with relevant MoE personnel interviews with associated curriculum organizations

Context for Review The Curriculum Review consultations with a range of stakeholders including teachers principals education officers teacher training institutions private sector representatives visits to schools a school survey questionnaire

Context for Review The Curriculum Review Findings the current curriculum is too content-heavy teachers are unable to cover it in the time available it is too focused on the retention of factual knowledge rather than the development of transferable skills and competences some content is inappropriate for the grade at which it is pitched it does not sufficiently provide a smooth line of learning progression from Grade 1 to Grade 11

Context for Review The Curriculum Review Findings The Curriculum Guides try to fulfil too many roles setting out the national curriculum to providing something akin to a detailed teaching programme many teachers find the curriculum difficult to use especially in schools that do not have the prescribed resources.

Context for Review The Curriculum Review Findings The integrated Grades 1 to 3 Curriculum based on the learning progression of students is not coherent comprehensive difficult to identify exactly what children are learning across subject areas no clear delineation of content to be taught or the learning journey to be made

Context for Review The Development of New Curriculum Programmes Civics There is substantial support for the introduction of a civics programme into the curriculum at both primary and secondary levels. There is a danger that the newly developed Civics Programme may be out of sync with the revised curriculum.

Context for Review The Development of New Curriculum Focus Information, Communication and Technology (ICT) ICT has been included as part of the MOE’s policy direction in keeping with the National Development Plan

Context for Review (cont’d) Context for Review The Development of New Curriculum Focus Context for Review (cont’d) There were general views that the national curriculum should be reviewed in keeping with international standards related to the revision cycle to reflect global trends and/or changes in the educational landscape and societal goals and aspirations.

Curriculum Reform Establish clear standards for each grade Establish a smooth line of progression from Grades 1 to Grade 11 Reduce the width, complexity and amount of content Write the requirements in such a way that they give scope for local variation Build in generic competencies such as critical thinking across the subjects Ensure that the curriculum is rooted in Jamaica’s heritage and culture

Curriculum Reform make the primary curriculum more relevant and more focused on developing skills less focused on content, particularly for Science and Social Studies ensure articulation between primary and secondary curricula especially between Grades 6 and 7

Curriculum Reform create a national curriculum, which will be followed by all schools primary secondary

Curriculum Reform A National School Leaving Certificate possibly in the form of an achievement record for all students which includes details of exam results a profile of their achievements in other areas, such as community service. curriculum (Grades 1-11) mapped against standards makes this achievable

Curriculum Reform The curriculum writing deliverables include Standard Curriculum Subject Framework Teachers’ Guide

REVIEW OF CURRICULUM DOCUMENTS

Rationale for New Standards-based Curriculum Accountability School Level National Assessment Articulation across grades General guide for teaching and learning

Curriculum Framework Activity 1 Skim and scan the relevant sections (based on subject interests) of framework document Examine for Alignment of Standards, attainment targets and benchmarks (objectives also in the case of Mathematics Provide brief feedback.

New Features of Curriculum Curriculum Framework Standards Strands Attainment Targets Benchmarks Objectives *

New Features of Curriculum Template Introduction to Unit About the Unit – Grade 9 Prior Learning ICT Attainment Targets Assessment (Criteria) Points to Note Guidance for the Teacher- Grade 9 Extended Learning Learning Outcomes

Curriculum Units – Teachers’ Guides Activity 2 Peruse sample units to see how new features work. Provide brief feedback

Glossary of Terms Activity 3 Review the definitions in the document provided and supply feedback.

A Comparison : Existing & Reviewed Curriculum Activities Assessment User- friendliness Articulation across grades

MAJOR CURRICULUM CHANGES

MAJOR CURRICULUM CHANGES 2 Curriculum is structured around attainment targets, themes and sub-themes. 3 Addition of new subjects & changes in some subjects 4 Cross curriculum links are explicitly defined 5 ICT Integration 6 Norman Web’s Depth of Knowledge 1 Comprises: Framework Document , Curriculum Standards & Teachers’ Guide

Framework Document , Curriculum Standards & Teachers’ Guide The curriculum has been completely revised Comprises: A Framework Document – vision, aims, values & principles, the competencies, the subjects Curriculum Standards – outline what all students are expected to know and be able to do in different content areas Teachers’ Guide – The teaching units

Attainment Targets, Themes and Sub-themes. The Curriculum is structured around: attainment targets - desired or expected level of performance at the end of a course of work, within a given/specified teaching/learning period themes and sub-themes.

Addition of new subjects & changes in some subjects Civics - Integrated at Grades 1 to 3 Discrete subject at Grades 4 to 9 Resource and Technology Grades 1 to 3 infusion Project based learning at Grades 4 to 6 and 7 to 9 Structured Language Arts and Mathematics; Daily Programme at Grades 1 to 3 to support the Literacy 1,2,3 Strategies; The programmes now inform the concepts to be taught in the Language Arts & Mathematics Windows

Addition of new subjects & changes in some subjects (cont’d.) Sciences -Integrated Science, Physics, Chemistry and Biology have standardized curriculum at Grade 9 to articulate with the CSEC syllabi History, Geography & Social Studies -Grades 7-9 have standardized curriculum at Grade 9 to articulate with the CSEC syllabi Technical and Vocational -Resource and Technology – integrated at 1-3 & discrete 4-6 Spanish – at Primary Grades 4-6 Visual and Performing Arts -continue as a driver of the curriculum discrete offerings included

Cross Curriculum Links Cross curricular research has ensured that content is not duplicated in subjects especially Science / Social Studies Cross curriculum links are now explicitly defined for the teacher

ICT Integration Information and Communication Technology has been included as part of the MOE’s policy direction in keeping with the National Development Plan Most ICT integration is evident at all grade levels of the curriculum and is reflected by four established attainment targets Students will have the opportunity to develop ICT skills within the performance activities.

E-Resources BANK OF E-RESOURCES FOR TEACHERS On completion of the Curriculum Framework and the Teachers’ Guides teachers will be supported by e-technology by providing a learning gateway where teachers can access and contribute towards unit / lesson plans and ideas for curriculum delivery teacher will be able to readily access lesson plans and ideas for curriculum delivery make an input themselves into this resource for teachers. for the schools that are unable to access internet successfully, then this type of resource will be provided on CDs

Assessment Structure On-going Assessment National Assessment Programme i.e. Grades 2, 6 & 9 examination National School Leaving Certificate

Norman Web’s Depth of Knowledge Student competencies – Knowledge + Skill + Attitude = Competency Skill/concept Strategic thinking Extended thinking

CURRICULUM PILOT and IMPLEMENTATION

Curriculum Pilot and Implementation Programme Timelines Curriculum Pilot Formative Pilot – Jan.- May 2014 Formal Pilot – Sept. – May 2014/2015 Sept. – May 2015/2016 Curriculum Review and Amendments - ongoing Phased Implementation September 2016 – Grades 1, 4 & 7 September 2017 – Grades 2, 5 & 8 September 2018 – Grades 3, 6 & 9