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THE REVISED PRIMARY CURRICULUM

This presentation aims to help participants understand the structure, scope, and sequence of the Revised Primary Curriculum (RPC). It covers how to break down units into teachable chunks and align objectives and activities effectively. The focus is on integrating various subjects and utilizing windows for teaching Mathematics in grades 1-3. Participants will also explore the distribution of objectives across different grades and gain insights on effective teaching strategies.

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THE REVISED PRIMARY CURRICULUM

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  1. THE REVISED PRIMARY CURRICULUM Presenter: Seymour S. Hamilton Education Officer, Ministry Of Education

  2. For participants to: • understand the structure of the Revised Primary Curriculum (RPC) • Be able to break down a unit into teachable chunks Session Objectives:

  3. THE MODEL – (Grades 1 – 3) Integrated Curriculum Language Window Mathematics Window

  4. SCOPE & SEQUENCE – GRADES 1 to 3

  5. THE MODEL – (Grades 4 – 6) Drama Social Studies Mathematics Language Arts Visual Arts Science Physical Education Religious Education Music Discrete Subjects with opportunities for some integration

  6. Identify the number of focus questions in the unit (whether 2, 3 or 4) Identify the suggested time allocated for the unit (e.g. 3 or 4 weeks) Identify the objectives along with the suggested activities aligned to each focus question Determine for each focus question the length of time needed P 52 Breaking down a Unit

  7. – Allocate time for each focus question (e.g. focus question 1 ……2 weeks focus question 2 ………1 week focus question 3 …….2 weeks Further break down each focus question allocated for more than a week into week 1 and week 2 etc. Further break down week 1 into smaller chunks – matching objectives and activities so that you have objectives and activities for day 1, day 2, day 3 etc. Breaking down a Unit

  8. The Mathematics Window describes: • The Mathematics Window in the curriculum refers to a particular session in grade 1, 2 or 3 which concentrates on numeracy. • The Mathematics Window may be used to: • introduce skills necessary for learning in a particular area of the integrated content. • reinforce skills previously introduced through an integrated lesson. • teach areas not included in the integrated content • assess pupils’ learning The Grades 1-3 Mathematics Window

  9. The Mathematics Window describes: • The interest and enjoyment that should be experienced in learning in the integrated content and should be maintained in this Window. • The Mathematics Window should be used every day for periods not exceeding sixty (60) minutes. • The teacher may ‘open’ this Window at any time of the day he / she chooses, although most schools prefer to have the Window periods scheduled on a weekly timetable. The Grades 1-3 Mathematics Window

  10. To be found in the Curriculum Guides on pages: • 50 – 51 of the Grade 4 • 43 – 44 of the Grade 5 • 47 – 48 of the Grade 6 • Participants need to read these sections so as to familiarise themselves with what is expected of them as they teach the Units. These sections also give: • the number of hours per week needed for teaching Mathematics • insights on how to use the Objectives • ideas for writing lessons ‘How To Use These Units’ and ‘The Philosophy Behind The Curriculum’

  11. Four relational contexts for aiding the understanding of new concepts ‘How To Use These Units’ and ‘The Philosophy Behind The Curriculum’ RELATE TO REAL-LIFE EXPERIENCES RELATE TO CONCEPTS ALREADY LEARNT RELATE TO CONCRETE VISUAL MODELS RELATE TO OTHER SUBJECT AREAS NEW CONCEPTS

  12. GRADE 4 DISTRIBUTION

  13. GRADE 5 DISTRIBUTION

  14. GRADE 6 DISTRIBUTION

  15. For grades 1-3, not all the objectives are readily covered in the integrated units. • The other objectives must be taught in the windows. • There must be at least one hour of windows time every day. NOTES TO THE TEACHER

  16. 4. Where ever there is mathematics in the integration, it must be taught there.* 5. Ensure that all activities are directly linked to your objectives. 6. Do the activity ahead of class time to foresee any difficulty that may arise. 7. Students are to be given opportunity to orally explain and then write the process they use in solving a problem. NOTES TO THE TEACHER

  17. 8. Make the activity fun-filled and yet encourage the development of Mathematics concepts. 9. Encourage the use of games and investigations in the mathematics class.10. The focus of the games should not be win / lose, but the development of concepts and skills. NOTES TO THE TEACHER

  18. 11. Out door activities are encouraged in the development of mathematics concepts. 12. After a game, reinforce the concepts learned. 13. Endeavour to integrate within and across the strands e.g. use shapes to teach fractions. NOTES TO THE TEACHER

  19. 14. Give a lot of practice in mental computation*. 15. Ensure that students are equipped with prerequisite skills e.g. for the teaching of angles, knowledge of line segment, rays, and ideas of a turn are necessary. 16. Share best practices, ideas and current trends and practices as well as mentorship in mathematics to ultimately improve learning outcomes. NOTES TO THE TEACHER

  20. Mathematics attainment targets and related objectives are listed on pages of the Curriculum Guides as follows: • 305 – 315 (Grades 1 – 3) • 411 – 415 (Grade 4) • 384 – 388(Grade 5) • 394 – 398 (Grade 6) • As the teacher covers objectives under the focus questions they can be checked off on these pages. list of objectives as a checklist.

  21. AN OBJECT

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