1. 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

2. BACKGROUND to the CURRICULUM REVIEW PROCESS

3. 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

4. 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.

5. 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.

6. 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

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

8. 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

9. 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

10. 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.

11. 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

12. 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.

13. 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

14. 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.

15. 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

16. 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

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

18. 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

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

20. REVIEW OF CURRICULUM DOCUMENTS

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

22. 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.

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

24. 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

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

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

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

28. MAJOR CURRICULUM CHANGES

29. 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

30. 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

31. 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.

32. 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

33. 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

34. 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

35. 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.

36. 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

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

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

40. CURRICULUM PILOT and IMPLEMENTATION

41. 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