Antigua & Barbuda NATIONAL CURRICULUM POLICY FRAMEWORK 2013.doc

Antigua & Barbuda:
National Curriculum
Policy Framework
Cynthia Crump (Ed.D)
Assistant Director, Curriculum, Measurement & Assessment
2013
Thanks to the Curriculum Officers in the Curriculum
Development Unit for their input (2010 – 2013)

Presenter: Dr. Cynthia Crump
Assistant Director of Education – Curriculum 2013
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Contents
INTRODUCTION................................................................................................................................3
1. NATIONAL CURRICULUM.......................................................................................................4
2. THE PURPOSE OF EDUCATION IN ANTIGUA AND BARBUDA........................................6
2. PHILOSOPHY AND THE CURRICULUM ................................................................................7
4. EXPERIENTIAL LEARNING AND THE CURRICULUM .....................................................10
5. SUBJECT RELEVANCE ...........................................................................................................12
6. CURRICULUM DEVELOPMENT AND FUNDING ...............................................................33
7. CURRICULUM REVIEW AND RENEWAL............................................................................38
8. SPECIAL EDUCATION NEEDS...............................................................................................39
9. EARLY CHILDHOOD EDUCATION/INFANT PEDAGOGIC MONITORING....................39
10. MANAGING THE CURRICULUM ..........................................................................................39
11. PROFESSIONAL DEVELOPMENT OF TEACHERS .............................................................42
12. CURRICULUM & NATIONAL ASSESSMENT ......................................................................44

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National Curriculum Policy
INTRODUCTION
This document has two significant purposes:
A. To make clear to all stakeholders the Ministry's policies on curriculum (and assessment),including the definition
of a National Curriculum.
B. To provide a policy framework in relation to both curriculum and assessment.This will enable schools,with
advice and guidance from the Ministry, to implement high quality teaching, learning and assessment.
Presently, a dated Policy Statement on Antigua & Barbuda’s Formal Education System exist (August, 1988). Within
that Policy Statement, there is a short discourse on Curriculum (p.3). It notes:
Aware that each child has his unique endowment and aptitude, and ever conscious
of its educational philosophy, the government makes available, even to the Primary
School Child, as broad a curriculum as is practicable. To that end, the child in this
department is exposed also to technical and vocational experiences like craft, home-
economics, industrial arts, music and art. Each child has an opportunity to discover
the areas in which his advantage is greatest with a view to pursuing the same at the
next level.
The statement applies to both Primary and Lower Secondary students. Several writings have been prepared relating to
curriculum, but yet, nothing official as a written National Curriculum Policy. “Policy is what we do”; a document that
describes what we hope to achieve as we manage and deliver the National Curriculum is overdue.
This presentation will attempt to bring together aspects of our National Curriculum which are being addressed and put
forward some plans for the future.
The presentation will be discussed underthe following headings:
1. National Curriculum
2. The Purpose of Education in Antigua & Barbuda
3. Philosophy and the Curriculum
4. Experiential Learning and the Curriculum
5. Subject Relevance
6. Curriculum Development and Funding
7. Curriculum Review and Renewal

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8. Special Education Needs
9. Early childhood/Infant pedagogic Monitoring
10. Managing the Curriculum
11. Professional Development of Teachers
12. Curriculum and National Assessment
1. NATIONAL CURRICULUM
The education Act: Part 8 (p. 69-72) outlines policies related to curriculum and assessment.
(142).
National curriculum
A curriculum established undersubsection (i) shall be balanced and broadly based and shall, in addition to the goals
and objectives specified in section 3 (3) above-
(a) promote the spiritual, moral, cultural, intellectual and physical development students and ofsociety;
and
(b) prepare students forthe opportunities,responsibilities and experiences of adult life
A National Curriculum describes the type of teaching, learning and assessment for all pupils up to the age of 16. It
determines or sets out mainly:
 Content of what will be taught;
 Attainment targets;
 Assessment procedures.
Other areas in a Curriculum Guide would include
 Key concepts
 Teaching & Learning activities
 Skills
 Resources
The Five Year Education Plan – 2004 and Beyond outlines the following view about an effective National Curriculum.
A national Curriculum will give:
“…Teachers, pupils, parents, employers and the wider community a clear and shared understanding
of the skills and knowledge (and attitudes, behaviours) that young people will gain at school.”

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Further, the National Curriculum should aim to:
“Improve the teaching,learning and administrative processes in the public education system
as the means of responding to the global demands for high quality human and natural
resources for sustainable development through an integrated approach to the management of
the education product”1
.
Therefore, it serves to:
 Promote the physical, spiritual, intellectual, moral and cultural development of each student;
 Promote equality and equity in a democratic society;
 Promote the universality of education;
 Provide opportunities for students to learn and achieve – acquiring the essential skills of literacy and numeracy and
information and communication technology.
The purpose can be outlined as follows:
 To establish standards through clear and specific objectives;
 To promote continuity and coherence
 To enhance public understanding;
 To develop a curriculum that meets public demands / needs through review / evaluation.
Aubrey Armstrong Management Associates (May 2002)2 identified Curriculum Reform and Renewal as one of the
broad elements of education that transcends all the sub Sectors (Early Childhood Education, Special Needs Education,
Post primary, Secondary, and Adult Education and Continuing Education).
They outlined the main objective “To strengthen the delivery of the curriculum development and evaluation” through
the following:
1. Enhancing management capability;
2. Restructuring the curricula of selected core and enrichment subjects for primary and lower secondary
education programmes;
3. Providing specialized training in curriculum development
4. Strengthening guidance and counseling programmes in schools;
5. Supporting the delivery of instruction
6. Instituting a measurement and evaluation facility and developing appropriate tests in core subject areas and
critical levels of the school system.
1 2004 & Beyond, Dr. A. Josiah
2 Draft Five Year Plan for the Government of Antigua & Barbuda

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The steps to strengthen the capacity of the curriculum development unit, resulting in training and other professional
development measures to effectively deliver the revised core curricula, had an effect on the achievement of each of the
above objectives.
2. THE PURPOSE OF EDUCATION IN ANTIGUA AND BARBUDA
The overall goals and objectives for the education systemin Antigua & Barbuda are stated in Part 1, Division 1 of the
Education Act (2008, PART I, DIVISION 1, P. 14).
3. - (2) The general goals and objectives which the Minister shall establish and pursue
are:
(a) the establishment of a varied, relevant and comprehensive educational systemthat is characterised by
excellence;
(b) the promotion of education by the establishment of educationalinstitutions for the purpose of fostering the
spiritual, cultural, moral, intellectual, physical, social and economic development of the community;
(c) the framing of an educationalpolicy designed to give effect to the purposes ofthe Act;
(d) the effective execution of the educational policy of the Government; and
(e) the establishment of a co-ordinated educational systemorganized in accordance with this Act.
These general goals and objectives provide the basis for the specific goals and objectives which the Minister shall
establish and pursue to meet the needs of Antigua & Barbuda. In relation to the specific issues ofcurriculum and
assessment,the specific goals and objectives stated at 3 (3) of the Education Act are:
(a) to encourage the development of basic knowledge and skills in all persons,including
(i) the skills of literacy, listening, speaking, reading, writing numeracy, mathematics, analysis,problem
solving, information processing,computing;
(ii) critical and creative thinking skills for today's world;
(iii) an understanding ofthe role of science and technology in society togetherwith scientific and
technological skills;
(iv) appreciation and understanding ofcreative arts;
(v) physical development and personalhealth and fitness; and
(vi) the creative use of leisure time;
(b) to develop self worth through a positive educational environment;
(c) to promote the importance of the family and the community;
(d) to provide opportunities to reach maximum potential;
(e) to promote the recognition, understanding and respect for the Constitution,laws and national symbols of the State;
(f) to develop an understanding of the principle of gender equality;
(g) to promote understanding ofthe history, language, culture, rights and values of Antigua & Barbuda and their
changing role in contemporary society;

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(h) to increase awareness and appreciation of the natural environment of the State;
(i) to promote a Caribbean identity through regional co-operation and integration;
(j) to develop an understanding of the historical and contemporary role of labour and business in society; and
(k) to prepare for participation in the community and global society.
The Ministry is committed to meeting the challenges identified by UNESCO. The ESDP 2000 – 2005 indicates ways in
which the education systemcan meet some of the general and specific goals
Learning how
to learn
Education must provide the capacity for learners to do to learn; developing personal competence;
developing social and communication skills to function in service industries; and developing
interpersonal and team building skills
Learning to do Learning must be experiential, student-centered and activity, facilitating empowerment, decision
making, creativity, and critical thinking in a student learning culture with links to organizations
within the community.
Learning to live
with others
Education and learning that encourages focus on the following themes: Democratic citizenship;
developing inquiring minds, effective communication, and mathematically powerful minds. Specific
themes of civic ideal and practices, identity, traditions, multiculturalism, cultural diversity and
tolerance.
Learning to be Learning that enables the individual learner to attain a varied range of talents and personalities; even
more than exceptionally gifted individuals, who are equally essentialin any society.Children and
young persons should be offered every opportunity for aesthetic,artistic, scientific, cultural and
social discovery and experimentation.
The Minister shall promote the stated goals (3.3) through appropriate basic education and continuing education
strategies.
2. PHILOSOPHY AND THE CURRICULUM
What is philosophy?3
Philosophy is a set of ideas about the nature of reality and about the meaning of life; Ideas about being, knowledge and
conduct have evolved over time as philosophers have pondered over questions such as:
– What is real and true about life and the world?
– What is knowledge?
– What is worth knowing or striving for?
– What is just, good, right or beautiful?
3 McNergney, R.F. & Herbert, J.M. (1998). Foundations of Education. (2nd Ed.)

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Philosophical Influences:
There are several philosophical thoughts which may impact the National Curriculum of Antigua and Barbuda (not
exhaustive by any means).
1. Organizational Philosophy
The government of Antigua and Barbuda strongly believes that the development of human resources is
the key to national development, and has therefore mandated that schooling for its young citizens
should be compulsory and free for the age group 5-16 years. In keeping with the concept of lifelong
education, opportunities are given for the 16 years plus to attend the State College, Youth Programmes
and adult and Continuing Education programmes.
The philosophy underpinning this action is the promotion of equity where educational opportunities
provided for the people/students of Antigua and Barbuda will help to develop their knowledge, skills,
aptitude and appropriate attitudes that will make them productive members within their society. In this
process our people will also be able to have a deepening knowledge of their national heritage and learn
to appreciate the cultures of other societies.
2. The Vision and Mission Statement of the Ministry Of Education, Sports and Youth Affairs (2007)4:
The vision of the Ministry of Education, Sports and Youth Affairs is to be the foremost provider of
quality education and training for the development of all persons, who will in turn, make a
meaningful contribution to society.
The mission of the Ministry of Education, Sports and Youth Affairs is to work with various
stakeholders in the society in order to improve and strengthen our educational, sports and youth
empowerment institutions, to develop productive citizens, who can learn and work independently
and corporately to contribute to their national, regional and global communities.
a. The following concepts must be addressed:
i. Authentic (real life) learning / Methodologies
ii. Inquiry learning
iii. Assessment practices and processes
iv. Monitoring and continuous evaluation
v. National, Regional and Global concerns
vi. Labour market demands
vii. Community Service Learning (CSL)
viii. Sharing and support
4 Vision & Mission of the Ministry of Education

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ix. Citizenship Education
3. Curriculum Developers would consider not only what is to be taught, but why, how and how effective
teaching may be in achieving the attainment targets. This would then impact on knowing the needs, the
purpose, outlining and organizing experiences and how we examine or evaluate our objectives / curriculum.
4. The Conventions on the Rights of the Child – Articles 28 and 29 out line the following:5
“States Parties recognize the right of the child to education, and … shall … make primary
education compulsory and available and free to all; … make secondary education available
and accessible to every child…; make higher education accessible to all …; make
educational and vocational information and guidance available and accessible to all
children …; take measures to encourage regular attendance at school and the reduction of
drop-out rates….
States Parties agree that the education of the child shall be directed to: … the development
of the child’s personality,talents and mental and physical abilities to their fullest potential;
the development of respect for human rights…; the development of respect for the child’s
parents, his or her own cultural identity, language and values….”
These are examples of the commitments governments have made to ensure the realization of the Human Right to
education for all. Thus, when building a National Curriculum the learning opportunities and experiences we seek to
provide for students should consider embolden terms in the articles - COMPULSORY, AVAILABLE, FREE,
ENCOURAGE REGULAR ATTENDANCE, REDUCTION OF DROP-OUT RATES, DEVELOPMENT OF…
PERSONALITY, TALENTS AND MENTAL AND PHYSICAL ABILITIES, RESPECT FOR HUMAN RIGHTS,
(AND) … CHILD’S PARENTS, (CHILD’S) CULTURAL IDENTITY, LANGUAGE, VALUES…. We therefore
should focus on meeting the needs of individual student – each student is unique.
5. Theories of learning: How students learn at different stages of their development – The curriculum would
therefore be planned with theoretical constructs such as physical development; types of personalities; learning
styles; intelligences; physical, social, emotional and moral development.
6. Citizenship Education: developing knowledge, skills and dispositions about the local history and culture and
how to be tolerant of the culture of others; learning about and practising the behaviours of the ‘ideal’ citizen
and how to function and participate in the ‘global’ arena.
5 PHDRE: Education

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7. Approaches: planning, designing and making decisions of whether the approach to curriculum management
and delivery will be the single subject approach, integration within or across subjects, or fusion of concepts
8. Link between curriculum, instruction and assessment: The objectives of the curriculum should guide
instruction and assessment.
9. Input from stakeholders:
a. government;
b. teachers
c. students;
d. agencies and institutions;
e. administrators;
f. parents;
g. consultants and resources persons
h. taxpayers
i. business communities
j. trustees
10. Research: Curriculum should be informed by current research based on findings re. needs, strengths,
weaknesses, challenges, initiatives, and so on, to provide the best possible experiences and opportunities.
4. EXPERIENTIAL LEARNING AND THE CURRICULUM
Experiential Learning (Carl Rogers, American Psychologist,1902 – 1987)
Carl Rogers shared the criticism of Adler and Maslow that behaviorism promoted learning was primarily the result of
the learner observing and modeling. As a result, students’learning would be based a lot on the action of anotherperson.
The proponents of experiential learning see learning taking place when the learner is intrinsically motivated, interacts
within, and is stimulated by the environment6 Some essential qualities listed by Rogers include “personal involvement,
self-initiated, evaluated by the learner, pervasive effects on the learner”7 This results in the increase of knowledge, skills
and values.
To Carl Rogers, Experiential learning was also applied learning which takes students’ needs and wants into
consideration; it is a “person-centered” mode of learning8. Experiential learning goes beyond the cognitive which
focuses on memorization and so is meaningless; experiential learning encourages “self-discovery and reflection and so
6 Hansen, 2000.
7 Clarke, 2006, p.1.
8 Maharg, N/D

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is significant. There are steps in the learning process that involve the student DOING, PRESENTING, DISCUSSING,
GENERALIZING AND APPLYING. So the student will learn from actively being involved in examining and
constructing variables, sharing his findings or thoughts through a method of presenting; this will encourage processing
of ideas as he /she interacts with others to analyze and reflect on the information; next the learner will link to the real
world and also make personal meaning of the activity and then finally, facilitate ways to use the new learning in new
situations.
Dewey’s account of experiential learning supports the cycle:
“Experiential learning takes place when a person involved in an activity looks back and evaluates
it, determines what was useful or important to remember and uses this information to perform
another activity”.9
For example, there may be concern for a program to assist the elderly in a community. There may be a
programme which could be applied; why try to reinvent the wheel? In groups, students may be encouraged
to formulate a program; this may even entail visiting, observing and interviewing. In the end, they will
present their design to other students or groups or even organization in order to discuss and get feedback.
Next discussion could take place on how it will be useful in the real world to help the elderly and how the
students can personally be involved. It can be piloted and reflected on for review before implementation.
The students not only have created, they can claim ownership, and it will have more meaning than if they
read about it or did a research in the library about types of programs to help the elderly.
Fig. 1 demonstrates the example outlined above.
Fig. 1Experiential Learning Model
Do
Reflect
Apply
Experiential Learning Model
1
EXPERIENCE
the activity;
perform, do it
2
SHARE
the results,
reactions, and
observations
publicly
3
PROCESS
by discussing,
locking at the
experience;
analyze, reflect
4
GENERALIZE
to connect the
experience to
real world
examples
5
APPLY
what was learned
to a similar or
different situation;
practice
Source: Jamison, 2006, Experiential Learning Presentation,Slide 4
9 Jamison, 2006, Experiential Learning Presentation, slide 2

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Experiential learning provides the experiences for students to develop a variety of skills. These include life
skills, project/content skills, science process skills, workforce leadership skills and service learning skills.
It is believed that this approach to learning facilitates personal growth and so the learner becomes self-
actualized. The teacher or curriculum planners however, must be careful not to focus so much on
attainment of skills which may (still) rob the students ofa ‘rich’ experience.
Students must be intrinsically motivated to engage in discovering, processing and reflecting. However, the
teacher as facilitator has certain functions: creating the climate, clarifying the purpose,organizing
resources,balancing the components of learning, and sharing with learners.
The preceding philosophical foundations in some way or other influence the development of the curriculumin Antigua
& Barbuda.
N.B. The Five Year Draft Plan has several instances to demonstrate the premises on which the curriculum at the
various stages can be built.
5. SUBJECT RELEVANCE
The National Curriculum should be prepared for students from 5 – 16 (compulsory school age). This is inclusive of
Primary / Junior Secondary and Secondary students including special needs students.
Primary / Junior Secondary Curriculum:
Education Act (2008) 143. (p.70)
Core and Foundation subjects
(1) The curriculum for every public school and assisted private school comprise core and foundation subjects and
specify in relation to each of them-
(a) attainment targets that include the knowledge, skills and understanding which students ofdifferent
abilities and maturities are expected to have by the end of each key stage;
(b) programmes of study that include the matters, skills and processes which are required to be taught to
students ofdifferent abilities and maturities during each key stage; and
(c) assessment arrangements that include the arrangements for assessing students at or near the end of
each key stage for the purpose of ascertaining what they have achieved in relation to the attainment
targets.
(2) Subsection (1) above shall not apply in the case of a schoolengaged in the delivery of special education.

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Core areas:
 Mathematics
 Social Studies - Citizenship Education
 Science
 Language Arts / English
Foundation Subjects:
 *Physical Education
 *Creative Arts – Music, Art & Craft;
 *Foreign Language Spanish
 *Information & Communication Technology
 *Health & Family Life Education
 Home Economics
 Technical & Vocational Studies
Additional areas in the Secondary Curriculum:
 French
 Integrated Science
 Single Sciences – Biology, Chemistry, Physics
 Agricultural Science
 Visual & Performing Arts
 English Literature
 Economics
 History
 Geography
N.B. *Some foundation subjects above are being suggestedas core areas; for example, Information and
Communication Technology, Creative Arts, Health & Family Life Education and Physical Education
The curriculum of Primary education will include the cultural developments of the nation; “steel band (music), folklore,
local history, craft, food and ballads.” This is to ensure they are being “prepared to enter an increasingly globalize
world and to perform effectively in it.”

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“Antigua and Barbuda has had an influx of major outside cultural influences.” This has caused a stifling of our early
cultural expressions. It is hoped that the public education systemwill “correct this state of affairs”.
“Primary education, having a good foundation through the early childhood
education programme, should be more effective to (meet) national needs as it
provides the (relevant) subject categories for individual student’s development.
Deemphasizing the ‘academic’ would provide a less stressful environment for
academic performances as well. This process of the educational system should
allow each child to satisfy his/her needs and school will then become meaningful to
all children”.10
Curriculum Design:
Below is a presentation of the subject areas. The outline mainly represents justification for areas in the curriculum;
including main curriculum goals.
Core Curriculum
The four (main) core areas for primary education are Social Studies, Mathematics, Science and Language
Arts. The design, and development processes have been ongoing for a number of years ; effort is being
made to ensure students involvement in creating learning. The curriculum is expected “to develop
individuals to their fullest potential”11.
----------------------------------------------------------------
Mathematics:
Mathematics forms the foundation for all other areas; trains the student to be a “critical thinker and a problemsolver”.
Thus students should be exposed to representations at the concrete, pictorial and symbolic levels. Essentially, they
should be provided with experiences to develop the curricular emphases including
“Communication, logical reasoning, problem solving, and building connections”.12
The mathematics teachers’guide indicate that mathematics consists ofseveral facts, skills and concepts and
general procedures as influenced by the Department of Science [DES], 1987; National Council of Teachers
of Mathematics13. The following four curricular emphases are outlined:
1. Problem solving
2. logical reasoning
3. communicating mathematical ideas
4. Making connections in mathematics.
10 Draft Education Policy of Ministry of Education – 2004 and Beyond
11 Wiles, Bondi & Sewell, 2002, p. 107
12 OECS Mathematics curriculum Teachers’ Guide 2003
13 NCTM], 1989, 2000

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“These emphases are to be developed through teaching/learning strategies that focus on active engagement of stud ents
in the learning process” 14
Strands:
1. NUMBER: THEORY, CONCEPTS AND OPERATIONS
2. MEASUREMENT
3. GEOMETRY
4. STATISTICS AND DATA HANDLING
5. ALGEBRA, PATTERNS AND FUNCTIONS
6. CONSUMER ARITHMETIC
Standards
The learner will be able to:
1. Develop number sense,ways of representing numbers, relationships among numbers and number systems and
perform mathematical computations
2. Construct an understanding ofmeasurable attributes of objects and the units, systems,and the processes of
measurement.
3. Investigate properties of geometric shapes.
4. Use appropriate data gathering procedures, techniques for representing data and interpreting data.
5. Discover algebraic properties and expressions and apply the operations to the solution of algebraic equations
and inequalities; read and interpret graphs and use them to represent algebraic relationships.
6. Appreciate the role of the consumer in performing day-to-day transactions involving money.
7. Solve problems using a variety of problem solving strategies (See Polya.)
Attainment Targets
The learner will be able to:
1. Apply number operations and relationships with speed and accuracy to solve problems using mental strategies,
paper/pencil or technology.
2. Make and use estimation and accurate measurement by applying appropriate instruments, formulas and units to
solve problems in a variety of ways.
3. Identify and describe attributes of geometric shapes and apply this knowledge to reason or solve problems
about shape,size, position or motion of objects.
4. Use a variety of strategies to collect, organize, analyze, and interpret data to make decisions and solve
problems.
5. Identify, describe and represent patterns and functional relationships to solve mathematical and real-life
problems with speed and accuracy.
6. Apply knowledge of money to solve problems related to day-to-day transactions.
----------------------------------------------------------------
Social Studies:
Social Studies promotes citizenship education through knowledge of social issues and concerns, skills development,
examination of values and attitudes and social participation.
“Social studiesfosters the intellectual,social and personal development of students in order
to develop competence in participation in decision making and other human activities”.15
14 (OECS Mathematics Curriculum: Primary Level. Teachers’ Guide: Kindergarten to Grade 2, 2002, pp. 3-4).
15 Social Studies Curriculum Guide Antigua and Barbuda 2005

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Definition and Purpose:
Social studies as an area of study is designed for pedagogical purposes; the main focus being the relationships between
human beings. These relationships are important in building:
(i) Understanding of our role and responsibility as citizens in a democratic society;
(ii) Awareness of our link and interdependence locally, regionally, globally.
Students, therefore, must be provided with meaningful experiences – knowledge, skills, and values – to facilitate the
promotion of “increased personal and social awareness” and the development of “commitment to, and skill in, social
participation and social action”.
Suggested Disciplines / Strands
The following disciplines/subject areas can be integrated where fitting to achieve the goals of developing skills to
become effective citizens.
History
Government
Economics
Geography
*Current Events
Behavioural
Science
Environmental
Science
The study of the history and institutions – locally, regionally, globally
The study of political institutions, laws and customs; how the government functions
The study of production: distribution and consumption of goods and services.
The study of the earth-landscape, location; the impact of physical, social and economic
functions.
The study of daily events-locally, regionally, globally and their effects on human
The study of social participation actions within society
Sociology Anthropology
The study of man’s interaction with his environment
Multi-disciplinary Approach
Teacher can integrate subject areas in collaboration with other subject teachers. (Mathematics, Language Arts, Science,
Music, Art)
Rationale
Since 2000, OERU has embarked on harmonization initiative in Social Studies through several workshops with
curriculum specialist teachers in the OECS member states. A set of ten (10) thematic concepts has been developed.

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These concepts are common across grades, each with its own set of expected learning outcomes for each grade level.
The thematic concepts are:
1.0 Culture and Heritage
2.0 Time, Continuity and Change
3.0 People , Places and Environments
4.0 Individual development and identify
5.0 Individuals, Groups and Institutions
6.0 Power, Authority and Governance
7.0 Production, Distribution and Consumption
8.0 Science, Technology and Society
9.0 Global Connections
10.0 Civic Ideals and Practices
Besides the main Thematic Concepts (OERU), there are othersub-themes:
 Citizenship – Civic Ideals and Practices
 Identity
 Culture
 Cultural Diversity
 Customs
 Heritage
 Traditions
 Government
 Governance
 Resources
 Environment
 Conservation
 Rights
 Responsibilities
 Community
 Leadership
 Groups
 Institutions
 Change
 Tolerance
 Cooperation
 interaction
 Interdependence
 Tolerance
 Obedience
 Transportation
 Communication
 Multiculturalism
 Civic/Social participation
Teachers should be aware that the stated learning outcomes have been “generated from, and thus informed by, the
existing content and objectives in The National Curriculum across the OECS Countries.” The themes below (subject to
variation in terminology) form the basis of this curriculum within the new OERU framework; influenced by the
thematic concepts and learning outcomes. Although a thematic approach could be suggested, each successive unit in
this curriculum, reflects the Spiral Approach to the teaching of Social Studies.

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Kindergarten - Knowing About Self
Grade I - What About my Neighbourhood?
Grade II - My Local community
Grade III - Our Independent Island State: Antigua & Barbuda
Grade IV - Caribbean Interdependence
Grade V & VI - What a Small World!!
Antigua and Barbuda (society) evolved into a multicultural society – with a wide variety of cultural influences. Thus,
students must be exposed to knowledge, skills and values to foster awareness and acceptance of the diversity within our
community. The Social Studies Curriculum must address the Social issues and themes which may be debated in the
society and be able to critically examine all sides of an issue and make informed decision as a competent and informed
citizen.
Social studies is a multi-disciplinary subject; it integrates content froma variety of disciplines. It is suggested, therefore,
that teachers look beyond the strands of geography and / or history, and utilize knowledge, skills and values from the
behavioural sciences and other disciplines, such as economics, political science/government, current events and the
environment, when teaching a unit.
In conjunction with the above, instruction in Social Studies should utilize a wide variety of techniques; students should
be engaged in meaningful, authentic experiences. Thus, for the most part, student-centered activities are encouraged –
enquiry methods, problem-solving methods, experiential methods – which allow students to be actively involved in
their own learning and in constructing knowledge. For example, students can engage in research projects, co-operative
group work, drama and role play and discussion. This gives students the “responsibility of combining the acquisition of
knowledge and skills, necessary to gather, understand, analyze, and apply information, ideas and concepts with the
application of democratic principles necessary for tolerating individuals differences among our students (within the
classrooms).
Assessment of student’s performance must also focus on alternate forms of assessments. Beside the sit-down-at-the-
desk-pen-and-paper tests, other forms can be employed. For example, use of checklists, rating scales, interviews and
questionnaires, portfolios, diaries and journals. Students then can become more involved through peer and self-
assessment and experience the link between teaching, learning and assessment as they demonstrate proficiency in an
authentic environment.
SOCIAL STUDIES STANDARDS (GRADE SPECIFIC)
Grade K:
Students in Kindergarten should be exposed to information related self. They should develop knowledge and
understanding of and demonstrate awareness of their uniqueness, and recognize themselves in relation to others and as
part of the society; the National symbols and independence; the uniqueness of their families; functions of the, family

19
and their responsibilities in the family; health and safety in the home, school, and the wider community; location and
description of school as an institution; different types of schools; different people / leaders, places and services in their
neighbourhood community; different types of transportation and communication and centres; and adherence to rules and
acceptable standards of behaviour.
Grade 1:
Students in Grade One should be exposed to information related to themselves in their neighbourhood. They should
develop knowledge and understanding of and demonstrate awareness of themselves, their homes and their
neighbourhood. There should be focus on family life; past and present culture; what is around them; getting around
safely in the neighbourhood; the roles of leaders in different groups in the neighbourhood (family, school, class, church,
government); and adherence to rules and acceptable standards of behaviour.
Grade 2:
Students in Grade Two should be exposed to information related to the Local Community. They should develop
knowledge and understanding of and demonstrate awareness of individuals in groups: in different family types, ethnic
groups and nationalities; living and working in the community, provision of basic needs and wants and trading goods
and services; interdependence of communities; environmental issues such as using and conserving resources and how
weather factors impact resources; the importance of past and present means / forms of communication and
transportation; and adherence to rules and acceptable standards of behaviour.
Grade 3:
Students in Grade Three should be exposed to information related to the Our Independent Island Stare: Antigua and
Barbuda. They should develop knowledge and understanding of and demonstrate awareness of their country in terms of
individuals in group, their ancestors and the influence of migration on our history; aspects of the cultural heritage,
traditions and customs – food, dress, language music, craft, religion; the use and conservation of the natural
environment / natural landscape features and other resources; the changing society in terms of transportation and
communication; and leadership; particularly the responsibilities, roles and functions of national leaders ; and adherence
to rules and acceptable standards of behaviour.
Grade 4:
Students in Grade Four should be exposed to information related to the Caribbean Region Interdependence. They
should develop knowledge and understanding of and demonstrate awareness of settlement patterns – then and now;
differing cultural beliefs; the location of the Caribbean region in relation to the rest of the world, physical groupings and
towns and cities; caring for the natural landscape; the benefits of work and occupation in industries; regional leaders and
differing political structures in the Caribbean; and adherence to rules and acceptable standards of behaviour.

20
Grade 5:
Students in Grade Five should be exposed to information related to the World Environment. They should develop
knowledge and understanding of and demonstrate awareness of the where People live on the earth’s surface; identifying
early civilizations and the impact of inventions on our culture, and the impact of migration and population distribution;
the characteristics of the Homelands of the world – climate and weather, impact on man’s lifestyle; the production and
distribution of goods – manufacturing, distribution and trading; the roles and functions of organizations – local, regional
and international; the contributions of tourismto national development.
Grade 6:
Students in Grade Six should be exposed to information related to the World Community. They should develop
knowledge and understanding of and demonstrate awareness of the changing community in terms of citizenship and
multiculturalism, rights and responsibilities of a good citizen and the growth of industries; the functions of the branches
of government; the formation of islands and types of rocks and soils; planet earth – continents,oceans,countries, towns,
and cities.
Grade 7:
Students in Grade Seven should be exposed to information related to Antigua and Barbuda in the Caribbean. They
should develop knowledge and understanding of and demonstrate awareness of their identity (personal, local, national
and global) and the ways to cope with differences between and among groups; the significance of the political history of
Antigua and Barbuda to our self reliance and the contributions made by individuals in the society; the roles and
functions of social groups and institutions; the political and geographical divisions of Antigua and Barbuda and the
location of Antigua in relation to other geographical divisions such as the Leeward Islands, Windward islands, Lesser
and Greater Antilles, and mainland Territories; and adherence to rules and acceptable standards of behaviour.
Grade 8:
Students in Grade Eight should be exposed to information related to the land/environment. They should develop
knowledge and understanding of and demonstrate awareness of elements of weather and climate and natural disasters;
aspects of our heritage especially agriculture (farming, pottery, fishing, industries), and physical structures (architecture
and historical sites); the movements of the earth; locating places using coordinates; and industries (tourism, agriculture,
manufacturing) and their impact on the economy; preserving agriculture; and adherence to rules and acceptable
standards of behaviour.
Grade 9:
Students in Grade Nine should be exposed to information related to Individual and Society. They should develop
knowledge and understanding of and demonstrate awareness of the concept of Citizenship; influence on our culture by
present day migration and multiculturalism; roles and responsibilities of organizations; the impact of social ills; the link
between transportation and communication; and adherence to rules and acceptable standards of behaviour.

21
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Language Arts:
The language arts curriculum16 is predicated on the assumption that teachers will implement a balanced and integrated
programme. It is a learner-centred curriculum in which the suggested teaching activities are designed for full active
participation, discovery, problem solving and the fostering of ownership of the concepts to be learned.
Hansen, 1987, presented principles for the integration of the domains of the language arts, namely, time, choice,
response, structure and community. These are promoted and actively fostered in a programme “designed to empower
the learner to become strategic readers, effective and creative writers, good language users, independent thinkers
and problem solvers.”
Students are therefore guided to “see the relationship between reading, listening, speaking and writing”. One other
important aspect is “a lot of time needs to be spent on helping learners to read”. Reading helps students to “develop all
other related skills….” In summary, the integrated approach encourages tolerance and students also learn.
“To listen to the views of others and to respond in acceptable ways even though they may
disagree with a particular view17
”
Goals of the Language Arts Curriculum
1. To provide a balanced programme in which adequate attention is paid to all the domains of the language arts .
2. To promote language as a tool for critical thinking and teach students how to:
a) Access and process information and
b) Communicate ideas effectively
3. To develop proficiency in Standard English while embracing / accepting and taking into account the child’s
first language.
4. To cater to the needs and interests of individual learners.
5. To foster in the learner a positive attitude toward language in general and language learning in particular.
6. To help the learner to become confident in the use of the language of the s chool in a variety of appropriate
situations.
7. To enhance the learner’s confidence, sense of identity and self-esteemthrough the use of language.
The following must be borne in mind when catering to the varying needs of students:
16 Language Arts Teacher Guide - Introduction
17 Teachers’ Guide for Language Arts Curriculum. 2002

22
o Developing and implementing a variety of strategies
o Fostering a encouraging learning environment
o Allowing for the use of varied forms of continuous assessment
o Providing for the development and implementation of early and appropriate intervention strategies.
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Science & Technology:
We in the Eastern Caribbean are faced with a rapidly changing economic, social and cultural environment which makes
the need for our students to be equipped with the skills, attitudes and knowledge that a science and technology
programme is essential. Science and Technology has the ability:
“To develop and satisfy children’s curiosity about their world; to develop critical
thinking and inquiry, and help children adapt to a world that is increasingly
scientific.”18
UNESCO’s Resource Kit: Science and Technology Education: Since the 21st Century (1999), argues for Science and
Technology education from the point of view of its potential to develop scientific and technological literacy (STL). The
document defines STL as:
“Scientific and technological literacy is about understanding and applying concepts,
process skills, attitudes and values which enable a person to relate science and technology
to the life and culture of their own society”.
18 Teachers’ guide for Science & Technology,2004

23
Figure 2 Scientific and Technology Literacy
Ministers of Education across the region linked the economic development of the region and its competitive advantage
to science and technology capability of its citizens. They mandated the education system of the region to address
human resource development in Science and Technology. The blueprint for the Introduction of Technology Education
in the curriculum of Primary and Secondary schools in CARICOM (1998) proposes the following general objectives
for a Technology programme:
 To make children aware of the possibilities of the use of technology for their growth and development
 To creatively use technology to design and produce gadgets and items;
 To develop positive attitudes in students and teachers towards technology education;
 To develop positive exploratory and research skills;
 To develop understanding of the use of technology in every day life;
Understanding the science and
technology in everyday life
Appreciating the role that
science and technology play in
present and future
developments
Understanding the hazards
and risks in everyday life
Respecting and appreciating the
biodiversity of the world
Enabling future citizens to
make informed decisions
STL
Appreciating the nature of
science and technology
Understanding sustainable
developments
Understanding the process
of collecting reliable and
valid information

24
 To enable students to become literate in the area of technology;
 To sensitize students to the level of efficiency which result from the use technology;
 To prepare students for more extensive studies in the various subjects at the secondary level
 To establish values and develop attitudes associated with the use of technology;
 To develop awareness and understanding of the various forms and use of modern technology in society to
provide opportunities for young children to learn basic technical skills;
 To provide opportunity for innovation, creativity, and problem solving;
 To provide opportunities students with the knowledge and skills to enable them to better understand the
technological world around them;
 To provide a basis for motivating students to learn;
 To identify, observe and appreciate technology.
Enhancement Areas:
Physical Education – Physical Education promotes health and wellness through exercise, structured individual and
team games and encouragement of health eating habits.
Physical Education provides children with learning opportunities through the medium of movement and contributes to
their overall development by helping them to lead full, active and healthy lives.
Physical Education is distinguished from other curricular areas by its primary focus on the body and on physical
experience and is an integral part of the educational process,without which the education of the child is incomplete.
Through a diverse range of experiences providing regular, challenging physical activity, the balanced and harmonious
development and general well-being of the child is fostered.
Physical Education meets the physical needs of the child and the need for movement experiences, challenges and play.
It develops a desire for daily physicalactivity and encourages constructive use of free time and participation in physical
activities in adult life. To fulfil these needs,Physical Education is built on the principles of variety and diversity, not of
specialisation. It provides a wide variety of movement activities appropriate to the level of development of the child.
Through Physical Education the child can experience the joy of physical exertion and the satisfaction of achievement
while developing skills and positive attitudes that enhance self-esteem.
Physical Education provides opportunities to develop desirable personaland social attributes: the concept of fair play,
the acceptance of success and failure, and the ability to co-operate in group situations.These opportunities contribute to
the understanding and promotion of a healthy life-style.
Physical Education, as an integral part of the total curriculum, provides vital opportunities for the physical, social,
emotional and intellectual development of the child.

25
Aims: The Aims of the Physical Education Curriculum are:
 To promote the physical, social, emotional and intellectual development of the child
 To develop positive personal qualities
 To help in the acquisition of an appropriate range of movement skills in a variety of contexts
 To promote understanding and knowledge of the various aspects ofmovement
 To develop an appreciation of movement and the use of the body as an instrument of expression and creativity
 To promote enjoyment of, and positive attitudes towards,physical activity and its contribution to lifelong
health-related fitness,thus preparing the child for the active and purposeful use of leisure time.
Broad Objectives: When due account is taken of intrinsic abilities and varying circumstances, the Physical Education
Curriculum promotes development:
Social and Personal Development:
 Experience enjoyment and achievement through movement
 Interact and co-operate sensitively with others,regardless of cultural or social background or special needs
 Develop qualities of self-esteem, self-awareness, confidence, initiative and leadership through movement
 Develop an understanding of fair play and team spirit through participation and competition
 Develop positive attitudes towards participation in movement activities
 Experience adventure and challenge
Physical and Motor Development
 Develop strength,speed,endurance and flexibility through engaging in a wide variety of activities
 Develop agility, alertness, control, balance and co-ordination through movement
 Develop personalcompetence in the athletic skills of running, jumping and throwing
 Develop personalcompetence in a range of gymnastic movements
 Develop personalcompetence in the games skills of sending,receiving and travelling using a variety of
equipment, and to apply these skills in games situations
 Apply the skills needed to live and move with confidence in the environment
Knowledge and Understanding
 Develop an understanding and general knowledge of movement activities and derive benefit as a participant
and as a spectator
 Develop an understanding of travel and weight-bearing as the basis of efficient body management and control,
both on the floor and using apparatus
 Experience and develop an understanding of the use of space,speed,effort, direction and level in the
performance of actions
 Develop an understanding of the appropriate basic rules, tactics and strategies of movement activities
 Observe, discuss,analyse,interpret and enjoy the performance of movement

26
 Gather record and interpret information on achievement in movement activities
 Be inventive, make decisions,solve problems and develop autonomy through movement activities
 Participate in and develop a knowledge, understanding and appreciation of cultural activities through
movement
 Develop an appreciation of and respect for the environment through participation in activities outdoors
Creative and Aesthetic Development
 Use the body as a means of expression and communication, using a range and variety of stimuli
 Create and play simple games
 Develop artistic and aesthetic understanding within and through movement
Development of Health-Related Fitness
 Maintain and enhance health-related fitness through vigorous physical activity that helps to promote a healthy
life-style
 Understand and practise good hygiene and posture
 Appreciate the benefits of relaxation and cope with challenges
Development of Safety
 Adopt safe practices in all physicalactivities.
 Adhere to all safety signs,signals, and symbols.
 Learn the safety signs,signals, symbols.
 Learn basic First Aid
________________________________________________
Creative Arts
Creative Arts provides opportunities and experiences to promote creativity and innovativeness and the aesthetics.
Visual Art (Craft)
The visual art is a creative process. It is therefore important that the curriculumprovide the opportunity to develop and
sustain the desire to create for aesthetic purposes. To create is also uniquely human and the creative impulse is common
to every child. It offers the students the opportunity to acquire a variety of experiences and skills. It also enhances
leisure time activities, vocational skills and fosters the aesthetic and spiritual development. A pressing need exists for
students to develop an aesthetic awareness and to appreciate their cultural heritage.

27
Aims and Objectives (Art & Craft)
 To help students identify needs or problems in their homes, communities and schools by observing or thinking
about a range of contexts which affect their lives;
 To encourage students to consider a range of resources, including those in the natural environment, to produce
alternative design proposals and develop ideas to solve problems through art and craft;
 To assist students to plan their work so that it is completed on time and to set deadlines for specific tasks;
 To enable students to produce a product or design a systemwhich solves the original need;
 To help students evaluate the success of their solutions and the processes they used to produce them;
 To enable students to communicate with others (in non-verbal ways as well) and to live harmoniously in
society;
 To help students develop sensitivity to the elements of art and craft such as line, color, texture, shape and mass
or space;
 To help students develop sensitivity to the principles such as balance, contrasts, rhythm, unity, proportion,
value, materials in the environment including found and discarded materials.
At all levels, the teacher should inspire and motivate the students, be sensitive to the needs and capabilities of the
students, avoid negative criticisms, search for new methods and materials, give recognition to good efforts and success
by displaying the work of the students with regular exhibitions. This is one of the best means of reinforcement
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MUSIC EDUCATION
These guidelines for the teaching of music in schools have been prepared by the Association of Caribbean Music
Teachers (ACME). They are intended to create needed links in music teaching, and thereby provide the basis on
which Caribbean music teachers can share a common and current approach to music education.
A Rationale for Music in Education
 Music has its own body of knowledge and skills, and music education (as it is commonly called) provides
students with experiences that: are educative in the broadest sense. Therefore, through music education the
skills of adaptability, innovativeness, inventive thinking and problemsolving can be developed.
 Music is an integral part of Caribbean culture and continues to playa prominent role in the development of
personal and national identity. As such, it should be included in school curricula. Through music education
students are taught to experience music in a conscious and deliberate way. Music education aims to heighten,
students' awareness of the need, to actively participate in the art form as practised in different parts of the
society; to be mindful of its development, and not only to be passive consumers of the music most often
encountered.

28
 Music in schools can provide the foundation for careers in performing, composing, teaching, and those
subsumed in the entertainment industry. Therefore, as well as providing for students' educational and
emotional development, music education can provide the skills and knowledge needed for future employment.
--
The Music Curriculum
 Music should be a timetabled subject for all students from Grades 1-9. Secondary schools that do not offer
CXC music in Grades 10 and II presently are advised to move toward the inclusion of a CXC programme.
Schools should also provide extracurricular musical activities. These may take the form of music clubs,
individual instrumental lessons and/or ensemble rehearsals. However, it is important that extracurricular
activities do not become substitutes for a developmental programme of music education that offers all students
opportunities for musical growth throughout their years of schooling.
 In keeping with current practices, music curriculum should centre on the experiential domains of performing,
composing, and listening and appraising. Music should be approached as a soundcentred, activity-based
subject that provides all learners with opportunities to express personal ideas and feelings through musical
sound.
 The musical repertoire should reflect the eclecticism of Caribbean musical culture and should advance the
students' knowledge of the music of his own and other cultures. However, the music taught in school should be
selected to accord with the student's age and maturational needs, and the values of the school.
The Role of the Music Teacher
 Teachers should be models of appropriate musical practice through demonstration and participation in classroom/
schoolmusic activities. They should be open-minded and should be abreast of changes in the musical culture of
their societies and current practices in music education.
 Teachers should provide an environment in which students can enjoy different types of music and musical
activities, strive for high standards, present their work with attention to detail and enjoy the fulfillment of artistic
achievement.
 Teachers should provide a classroom environment in which exploration is coupled with critical and analytical
thinking, and music is encountered both as a source of pleasure and as a subject that requires personal application
and discipline.
 Teachers are to ensure that musical activity contributes to the social and emotional development of the students.
Therefore, teachers should stress the importance of students being generally respectful of the rights that each person

29
has to musical preferences. Teachers should also encourage students to readily share ideas, instruments and
equipment, and give and accept with due courtesy the constructive critiquing that should accompany musical
activity.
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Health and Family Life Education (HFLE)
WHY HFLE?
Health and Family Life Education … is a curriculum initiative that not only reinforces the connection between health
and education, but also uses a holistic approach within a planned and coordinated framework. It “is perceived as the
viable way to bridge existing gaps to enable young persons to attain high levels of educational achievement and
productivity required for the 21st. Century.”19
WHAT IS HFLE?
HFLE is a comprehensive, life-skills based programme which focuses on the development of the whole person.
“HFLE instruction is designed to deliver consistent, sustained learning experiences for students to
acquire the knowledge, skills, attitudes, and behaviours that will enable them to adopt healthy and
productive lifestyles in their homes, schools and communities. In addition, HFLE promotes parent
involvement, fosters positive self-esteem and self-concepts, and provides mechanisms for coping with
stresses of modern day-to-day living. The overall goal of HFLE is for children and youth to make
healthy, life-enhancing choices that they will carry into adulthood”.20
Life skills are abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands
and challenges of everyday life.21
Life skills may be classified in various ways:
o Social and interpersonal skills: communication, Refusal, Assertiveness and Empathy skills
o Cognitive skills: Decision making, Critical thinking and self-evaluation skills
o Emotional coping skills: stress management skills and skills for increasing internal locus of control
Another approach is as follows;
o Communication skills: empathy, verbal and non verbal communication, assertiveness, refusal, negotiation and
conflict management, advocacy and relationship building skills.
19 UNICEF/CARICOM, 199, p.15
20 Health and Family Life Education Booklet
21 WHO, 1997

30
o Values analysis and clarification skills: skills for understanding different norms, beliefs, customs and so on,
and self assessment skills for identifying what are important influences on values and attitudes and aligning
values, attitudes and behaviours.
o Decision making skills: critical and creative thinking and problem-solving
o Coping and stress management skills: self awareness and self control, coping with pressure, coping with
emotions, conflict resolution and goal setting.
In practice the skills are not separate and discrete, and more than one skill may be used simultaneously.
Theoretical foundations:
Theories about the way human beings, and especially children and adolescents grow, learn and behave provide the
foundation for the life skills approach. These include child and adolescent development, social learning, problem
behaviour and social influence, cognitive problem solving, multiple intelligences, and risk and resiliency theories.22
Research has shown that competence in the use of life skills can:
o Delay the onset of drug abuse
o Prevent high-risk sexual behaviour
o Facilitate anger management and conflict resolution
o Improve academic performance
o Promote positive social adjustment
Values:
Another justification for the life skills approach is that it is a natural vehicle for the acquisition of the educational,
democratic and ethical values reflected National and Regional policy documents. In the delivery of HFLE, the fostering
of laudable attitudes and values is set alongside the knowledge and skill components. Some of the commonly held
values are respect for others; empathy and tolerance; honesty; kindness; responsibility; integrity; and social justice. The
teaching of values in HFLE is to encourage young people to strive towards accepted ideals of a democratic, pluralistic
society such as self-reliance, capacity for hard work, cooperation, respect for legitimately constituted authority, and
ecologically sustainable development. This is done in the context of existing family, spiritual, cultural and societal
values, and through critical analysis and values clarification, in order to foster the intrinsic development of values and
attitudes.23
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22 Health & Family Life Education Regional Curriculum Framework, p. 5
23 Health & Family Life Regional Curriculum Framework EDC / CARICOM / UNICEF

31
Home Economics
Home Economics is a systematic study ofthe home and the family which is aimed at improving the quality of life of
individuals and families. It is an aspect of Technical Vocation Education which is primarily concerned with helping
individuals to develop attitudes,values, skills and knowledge that will enable them to make a meaningful contribution
to their family life, the community and work place. The programme in Antigua and Barbuda has the fore mentioned
goal as its guiding principle and this will account for the multifaceted curriculum and the multiplicity of subject areas
that are enshrined in the teaching of the discipline.
Home Economics embodies a wide variety of subject areas to include mathematics, chemistry, biology, social studies,
visual art, geography and history. A student of Home Economics will be equipped with decision making skills enabling
him/her to make decisions about the community in which he/she lives, clothing, food, housing and the very
relationships which form part of his/her existence. Home Economics creates versatility in students as they are exposed
to aspects ofthe programme to include Food Preparation, Nutrition, Home Management, Clothing and Textiles, Family
Living, Laundry and Health Management.
Home Economics embraces life itself and the boys and girls who form part of the programme will be enriched with a
wealth of knowledge, skills and experiences which they need for life.
Aims of Home Economics Education in Antigua and Barbuda
1. To provide students with the knowledge and skills for successfulliving.
2. To provide the students with employable skills, which will enable them to enter the world of work with
some degree of competency?
3. To empower students with those entrepreneurial skills necessary for self-employment.
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Library Science:
Library Science is geared towards assisting students to develop to techniques of effective library usage. As
globalization continues, students are presented with a wide range of material in a variety of formats. In order for them
to retrieve such information and present data in readable format, they need to be taught research skills and be up -to-date
with technological advancement.
The Library Science is a structured, aimed at assisting students to be motivated to read by teaching themhow to select
books and other material, and how to search for data. In this programme, students are also guided in using the Dewey
Decimal system and supplementary resources, given assignments for cementing les sons and become engaged in
practical exercises, which involve researching, retrieving and applying data via instructions. This is of necessity as it
enables students to be more effective efficient at analyzing information for presentation.

32
In order to use a library well, there are certain skills that students should be taught since “selecting and utilizing
information is an art” (Mannix, 2006). Plagiarism should never be tolerated. In this programme students will also be
taught placement of information for school projects. Fifth formers will especially benefit from this as they will be able
to produce quality School Based Assessments for CSEC grading.
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TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET)
Definition, Purpose and Relevance of TVET
Definition:
…Any education or training programme, course or scheme that contributes towards the
collective development of the necessary knowledge, skills and attitudes required for
further education and training and/or gainful employment.24
Purpose:
Strengthen and institutionalize the capacity of member states to work collaboratively to
improve access to quality, relevant and affordable education and training to the people of
the sub-region in the pursuit of a better quality for all.25
Relevance:
TVET…must be viewed as an integral component of general education…to address the
issues pertaining to its relevance to Human Resource Development in light of the
technological advances influencing our ‘quality of life’. Anotherand more important
reason…there is a fundamental anomaly in our present systemof general education that
must be addressed if we are to reform and improve our human resource development.26
Rationale:
The motto of the Caribbean Association of National Training Agency (2002):
“Education makes one trainable, training makes one employable and the right attitude
keeps one employed”27
Prerequisites for TVET match the basic educational requirements for an individual to effectively function in today’s
environment of lifelong learning.
The prerequisites (as identified in an ILO Training discussion paper, no. 110, 1993, p. 43): 28
o The ability to learn (the most basis skill of all;
24 OECS (2007). The Way Forward for TVET, p.15
25 Opcit (p. 15)
26 Opcit (p. 16)
27 Opcit (p. 18)
28 Opcit (p.18)

33
o Reading, writing and computation;
o Oral communication and listening skills;
o Problem solving and creative thinking;
o Skills and values needed to achieve high self-esteem, motivation and goal setting;
o Employability and career development skills;
o Interpersonal skills, teamwork and negotiating skills.
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6. CURRICULUM DEVELOPMENT AND FUNDING
Funding for the development and implementation of the curriculum of the core areas at the Primary level was
 OECS Education Reform Unit (OERU) in collaboration with the Eastern Caribbean Education Reform Project
(ECERP).
 Caribbean Development Bank (CDB) under its Basic Education Project
1. OECS Education Reform Unit (OERU) in collaboration with the Eastern Caribbean Education
Reform Project (ECERP):
Since 1998 there has been collaborative work in harmonizing the Primary School curriculum in the OECS territories.
The main support, encouragement and facilitation have been provided by the OECS Education Reform Unit (OERU) in
collaboration with the Eastern Caribbean Education Reform Project (ECERP).
The major objective of the OERU is “To work on behalf of member states to improve the organization and quality of
the educational structures that exist…In conjunction with reform efforts of individual member states”.29
Curriculum Harmonization
Within the OECS context, curriculum harmonization is the development of a set of learning outcomes for the core
curricula in OECS Primary schools. These core areas include Language Arts and Mathematics (started in 1998) and
Science and Technology and Social Studies (started in 1999-2000).
Harmonization refers to “those activities that would…overtime lead to the emergence of a common core curriculum,
or…common standards for learning outcomes, at various levels.” 30The main purpose is to “ensure that all children in
29 Hinds, H. Curriculum Specialist, OERU . OERU Curriculum Harmonization Workshop:Developing Social Studies
Learning Outcomes for OECS Primary Schools (October, 2001)
30 OECS EDUCATION REFORM STRATEGY EDUCATION REFORM UNIT. Curriculum and Remediation
Planning workshop: October 25 -30, 1998. Antigua. Report on Proceedings.

34
OECS Primary schools attain an acceptable level of knowledge, skills and attitude”31 associated with the various core
areas and across grade levels.
Importantly, “Each member country retains the right and responsibility for integrating … learning outcomes”32 into
their National Core Curricula. This is because the learning outcomes have been developed to allow teachers to be
flexible – across islands, schools and grades. Dr. Hinds the Curriculum Specialist in the OECS Education Reform Unit
has reiterated:
“Teachers have demonstrated that they are responsive to change; however they
have demanded their right to be flexible and responsible within the overall
framework of the change. After all they know their classrooms best of all; they can
offer insights as to whether block scheduling the integrated language arts
programme, or problem solving in mathematics will work, given the characteristics
of the learning situation – amount of classroom space, class size, teacher knowledge
and skills….”33
Thus a particular teaching-learning environment may influence to what extent a teacher may change the material being
used.
The Process
The process began with discussions between the OERU and the education personnel in all member s tates. Over the
past years, “a significant number of educational personnel throughout the region” – consultants, curriculum officers,
teachers, administrators, subject specialists – have been involved in curriculum harmonization, development and
refinement. Meetings for curriculum planning, writing and review have taken place (at one time or other) in each of the
OECS territories.
The major output will be ‘Teacher Guides’ in each core subject area to be used fromKindergarten (K) to grade nine (9).
To facilitate usability of the Guide, the following grade groupings have been made - k-3; 4-6; 7–9. The Teacher Guides
will provide teachers with significant information which should assist teachers in their implementation of the different
core outcomes.
The table of contents in any of the Teacher Guide may indicate the following major sections:
 Purpose
 Guidelines
 Themes / Strands / Topics
 Attainment targets / Learning outcomes /General objectives
31 Severin, Sonia (Consultant – OECS Mathematics Curriculum Project)
32 Opcit
33 Sustaining the Educational Reform Effort: proposalfor formation of a Curriculum Advisory Committee (September
2001)

35
 Specific objectives
 Key concepts
 Suggested activities – teacher and students
 Resources materials
 Skills
 Assessment
N.B. The above framework will influence the format of (the) curricula which are developed for the Primary and Lower
Secondary classes.
After completion of a first draft, personnel came together for review and planning of the next stage which was a
rewriting phase, followed by piloting. Piloting involved the expertise of Principals, Education Officers, and Teacher
Trainers. Feedback was obtained from the Curriculum Officers, Education Officers, Teachers (Pilot classes) and the
Students. This information was then processed by the OERU consultant(s) who analysed the data and wrote a report on
the pilot implementation process.
2. Caribbean Development Bank (CDB) under its Basic Education Project:
The Antigua Curriculum Reform Project began in 2002. The ongoing task would be the “development and drafting of
curricula for Grades K – 9” in the core areas34. This development was based on outputs fromthe Ministry of Education,
guidelines provided by the consultants and the OERU Curriculum Reform Initiative (outlined above).
Process:
 Drafting the Vision Statement for the Revised Curricula35
To provide opportunities for all students to become confident, creative, articulate, well
rounded individuals,with the necessary knowledge, skills and attitudes to be productive
citizens. Studentswill be empowered to take responsibility for their own lifelong learning
and to cope successfully with the social, economic and moral challenges that they will
face in a dynamic global environment.
34 Bailey, B & Brown, W. (February 5 -7, 2003). Report. Curriculum Writing Workshop. St. John’s,Antigua &
Barbuda. Antigua Curriculum Consultancy.
35 Opcit

36
In 2009, curriculum officers reviewed the above statement and made alterations to include a Vision.
Vision:
The vision of the Curriculum Development Unit is to have a cohesive, collaborative
approach to design and review experiential-based curricula and provide opportunities
for professional development, sharing best practice and monitoring to foster effective
planning and delivery.
The mission of the Curriculum Development Unit is to provide opportunities for all
students to become confident, creative, articulate, well rounded individuals, with the
necessary knowledge,skillsand attitudes to be productive citizens; willingly engaging in
critical decision making and social participation. The teaching, learning and assessment
experiences are to empower students to take responsibility for their (own) lifelong
learning and to cope successfully with the social, economic and moral challenges that
they will face in a dynamic global environment.
The activities in preparation for the development of the curriculum included:
 Identifying and reporting views about specific themes
 Developing a vision statement for the revised curriculum
 Presenting and discussing curriculum materials
 Reviewing curriculum materials
 Selecting curriculum writing teams
 Training of participants
 Developing scope and sequence for core areas K – 9
 Sharing guidelines for completing the curriculum development process
 Sharing work plans for completion of first draft
The first draft of the curriculum should have been completed by May 15, 2003. Unfortunately, extenuating
circumstances delayed the process. This milestone was finally achieved on July 31, 2006.
The major output is core curriculum in Mathematics, Science & Technology,Language Arts and Social Studies. The
presentation for each of the core areas follows the basic format below:
 Themes / Strands / Topics
 Attainment targets / Learning outcomes /General objectives
 Specific objectives
 Key concepts
 Suggested activities – teacher and students
 Resources materials
 Skills
 Assessment

37
In 2006, all draft core curricula (K-9) were completed; ongoing review with input from users facilitated different forms
of modification. In 2008, implementation pilot information provided data for further review. In 2009 complete review of
draft curricula. Packaged curriculum was packaged appropriately for dissemination. (Note well: Curriculum is dynamic
and therefore there will be constant review).
Education Officers should indicate standards which would clearly outline what students should knowat each grade
level.
Timetabling: Some suggestions (Minutes)
Subject Area (Primary) Time Allotted per week
K G1 G2 G3 G4 G5 G6
Mathematics
Language Arts
Science
Social Studies
HFLE
Spanish
Physical Education
Music
300 300 300 300 300 300 300
500 500 500 480 480 520 520
80 80 80 120 120 120 120
80 80 80 160 160 160 160
70 70 70 80 80 80 80
40 60 60 60 60 60 60
90 90 90 90 90 90 90
90 90 90 90 90 90 90
Subject Area (Secondary) Time Allotted per week
Forms/Grades
F1/Gr 7 F2/Gr 8 F3/Gr 9 F4 F5
Mathematics 140
(4x35)
140
(4x35)
140
(4x35)
175
(5x35)
175
(5x35)
English A 140
(4x35)
140
(4x35)
140
(4x35)
175
(5x35)
175
(5x35)
English B 140
(4x35)
140
(4x35)
140
(4x35)
175
(5x35)
175
(5x35)
Agriculture Science 140
(4x35)
140
(4x35)
140
(4x35)
175
(5x35)
175
(5x35)
Integrated Science 140
(4x35)
140
(4x35)
140
(4x35)
175
(5x35)
175
(5x35)
Biology 140
(4x35)
140
(4x35)
175
(5x35)
175
(5x35)
Chemistry 140
(4x35)
140
(4x35)
175
(5x35)
175
(5x35)
Physics 140
(4x35)
140
(4x35)
175
(5x35)
175
(5x35)
Social Studies 140
(4x35)
140
(4x35)
140
(4x35)
175
(5x35)
175
(5x35)
Home Economics 140
(4x35)
140
(4x35)
140
(4x35)
175
(5x35)
175
(5x35)

38
Clothing Textiles 140
(4x35)
175
(5x35)
175
(5x35)
Home Management 140
(4x35)
175
(5x35)
175
(5x35)
Food Nutrition 140
(4x35)
175
(5x35)
175
(5x35)
Craft 180 180 180 360 360
Art 180 180 180 360 360
EDPM 140
(4x35)
175
(5x35)
175
(5x35)
Information Technology 140
(4x35)
175
(5x35)
175
(5x35)
Spanish 140
(4x35)
175
(5x35)
175
(5x35)
French 140
(4x35)
175
(5x35)
175
(5x35)
Music 105
(3x35)
105 140
(4x35)
175
(5x35)
175
(5x35)
Principles of Business 140
(4x35)
175
(5x35)
175
(5x35)
Principles of Accounts 140
(4x35)
175
(5x35)
175
(5x35)
Office Administration 140
(4x35)
175
(5x35)
175
(5x35)
Economics 140
(4x35)
175
(5x35)
175
(5x35)
Physical Education 90 90 90 225 225
Building Technology 175
(5x35)
175
(5x35)
Technical Drawing 140
(4x35
175
(5x35)
175
(5x35)
Mechanical Engineer 175
(5x35)
175
(5x35)
Library Skills 350 420 140
HFLE 120(3x40) 120(3x4
0)
120(3x4
0)
7. CURRICULUM REVIEW AND RENEWAL
It is expected that any curricula area be reviewed between three to five years. This should ensure continuity and
consistency on the part of teachers. Firstly, we keep abreast of new knowledge; secondly, we ensure teachers become
aware of all concepts; thirdly, training will refresh their awareness and delivery; fourthly, everyone will be more aware
of a ‘new’ curriculum which should ensure a better link between teaching and assessment; and fifthly, this should
ensure a higher degree of reliability and validity of examination results.

39
It is important to insert at this point three major insights which emerged from Workshop recommendations (OERU):
1. School principals are the key to effective implementation
2. The emergence of harmonized curriculum will only have real benefits if it is actually implemented in the
classroom.
3. Mechanisms must be put in place for professional development of principals and teachers to promote
successful implementation.
8. SPECIAL EDUCATION NEEDS
This is to be found at Part 4, Division 2, paragraphs 83 - 86.
Since all pupils are entitled to access and equity in the delivery of the National Curriculum, provisions must be made to
accommodate teaching, learning and assessment ofstudents with special needs. Presently, these students are catered for
in the mainstream or at sites with special accommodations. Schools which cater to the needs of these students include:
(i) Adele School; (ii) School for the Hearing Impaired; School for the Visually Impaired.
9. EARLY CHILDHOOD EDUCATION/INFANT PEDAGOGIC
MONITORING
This is to be found at Part 4, Division 2, paragraphs. 76 - 80. This category might include students frompre-school to
Grade 2. The pre-schools are generally privately owned with two government-run crèches/preschools.The National
curriculum caters to students in Grades K-2 in this category. The Ministry is committed to ensuring that there is an
appropriate regulatory framework to support quality teaching and administration so this aspect of the education system
must be closely monitored to ensure quality activity-based learning experiences.
10. MANAGING THE CURRICULUM
There is a great need for continuous training and retraining in prerequisite competencies - knowledge, skills and
attitudes - to assist teachers to effectively and efficiently deliver the subject matter. Follow up activities and evaluation
will facilitate accountability.
As we are about to place new (draft) curricula in our classrooms, we must consider innovative methods to assist
teachers in “delivering the curriculum”. The following variables are important:

40
Content: knowledge, concepts, skills, attitudes
Methodology: teacher approaches / strategies; students activities / experiences
Assessment: traditional and alternative ways of evaluating what objectives students have / have not
achieved.
There are several ways this could be done:
 Conducting special awareness sessions (workshops / seminars / conferences / expert sharing) in
collaboration with principals and local specialists. These can be planned in zones, schools,
classes/grades.
 Utilizing the skills of literacy coaches to improve low levels of literacy
 Preparing and delivery of lesson plans. Better practices can be taped for replay or for observation in
training sessions
 Preparing and sharing notes/information on new or difficult concepts. Groups of teachers with the
knowledge can get together for this project.
 Selecting ‘contact’ person in each school (per subject) to liaise between education officers and the
teachers who seemto have special needs in the school.
 Encouraging information and skills sharing amongst teachers.
 Monitoring teacher planning, delivery and assessment to promote effective and efficient teaching and
learning.
 Applying other methods which may be suggested by Education Officers and teachers.
Generally, it is expected that these approaches will improve what is offered in the schools.
Professional Duties and Responsibilities of Teachers and Principals
(Curriculum Planning and delivery)
Part 7 (138) of the Education Act outlines “Exercise of general professional duties”. A teacher shall –
a) Carry out his or her professional duties under the reasonable direction of the principal; and
b) Perform in accordance with any directions which may reasonably be given to him or her by the
principal from time to time such additional duties as may reasonable be assigned to himor her.
Part 7 (139) outlines duties of teachers. Some selected regulations, related to curriculumplanning and delivery are listed
below:
Every teacher in a public school and an assisted private school shall –

41
encourage students in the pursuit of learning and teach themdiligently;
teach courses of study that are prescribed, approved, or authorized pursuant to this Act or the Regulations;
report on the progress, behaviour, and attendance of students to their parents in accordance with the provisions of
this Act and regulations;
e) review with students their assessments and progress and advise students of the expectations for them
h) upon reasonable notice from the principal, admit a parent of a student to the classroom for the purpose of
observing;
k) upon the direction of the principal, cooperate with student teachers and their instructors in the classroomfor the
purpose of observing and practice teaching, and render assistance to the student teachers and submit reports on
the teaching ability of the student teachers;
o) plan and prepare courses and lessons;
p) teach students assigned to himor her according to their educational needs and set work to be carried out by the
students in schools and elsewhere and mark the same;
t) make arrangements under the direction of the principal for parents to be given regular information about the
school curriculum, the progress of their children and other matters affecting the school;
x) participate to such extent as may be appropriate having regard to other duties , in the teaching of students at t he
school, including provision to cover for absent teachers;
2) a teacher who fails to perform any or a combination of the professional duties specified in subsection (1) above
is liable to disciplinary action by the Public Service Commission in accordance with the made for that purpose by
the commission.
141 (1) General responsibilities of principals
(o) keep parents informed of the of the progress and development of students;
(q) include in the activities of the school, cultural heritage traditions and practices;
(t) ensure that the duty of providing cover for absent teachers is shared equitably among all teachers in school
(including the principal) taking into their teaching and other duties;
(v) organize and implement the prescribed curriculum for the school, having regard to –
i) the needs, experience, interests aptitudes and stage of development of the students
ii) the resources available to the school; and
iii) his or her duties under the Education Act and regulations made under it;
(x) evaluate the standards of teaching and learning in school, and ensure that proper standards of professional
performance are established and maintained;

42
Subject Panels
The Education Act, 2008 (PART 8: 143,P. 70)
(1) For the purpose of creating and revising the national curriculum from time to time, the Minister may constitute
subject panels to develop syllabuses for the core and foundation subjects.
(2) A subject panel shall comprise the following-
(a) members of the teaching profession with expertise in the subject;
(b) officials of the Ministry of Education; and
(c) other persons,including parents,having relevant knowledge or experience in the subject.
(3) Subject panels shall consist of not less than five or more than nine members appointed by the Minister after
consultation with the Director of Education, of whom-
(a) one shall be appointed as chairman; and
(b) anothermay be appointed as deputy chairman.
(4) It shall be the duty of Director of Education or other official designated by him to coordinate the work of the subject
panel and to ensure the testing and implications of the
Recommended syllabuses into the schoolsystem.
11. PROFESSIONAL DEVELOPMENT OF TEACHERS
The Curriculum Development Unit will conduct regular training sessions to fosterawareness and sharing of
competencies – knowledge, skills and attitudes – necessary to deliver the curriculum effectively. The goal: “The nation
teaching force will have access to programs for the continued improvement of their professionalskills and opportunity
to acquire the knowledge and skills needed to instruct and prepare all … students forthe next century” (Pai & Adler,
2001, p. 92).
Emphases on professional development and training come out of recurring criticisms: (i) inadequate evidence
of teacher content knowledge, skills, and positive dispositions and students’low achievement, especially the
disadvantaged.From Dewey’s perspective,they act as a guide to link theory and practice. In the same way, teachers’
philosophy help to influence teaching learning, and how they negotiate the curriculum. Exposure to training with a
sound philosophicalbase should provide teachers with tools to meet the broad goals of elementary and secondary
schooling in a democratic society.

43
The need for teacher development programs to help teachers develop a sense of philosophy and classroom
method exist. Similarly, progressive philosophy promotes a student centered learning environment; the teacher is a
guide or facilitator. Content knowledge is important but competence in inquiry and problem solving are equally
important. Ongoing training should expose the teacher to collaborative methods including cooperative group work,
development of projects, and research.
Griffin’s research (2007) among a sample of teachers found they believed Dewey’s philosophy of experiential
learning is still applicable for use in this 21st Century. To transform the rote, passive experience in schooling, Griffin
supported the use of experiential learning in professional development sessions.Incorporating experiential learn ing
experience helps teachers to develop their personalphilosophy of education. Experience is the building block of
knowledge.
PROFESSIONAL LEARNING COMMUNITIES (PLCs)
A professional learning community is characterized by the collaborative work of educators to continuously
seek, share, and act on their learning in order to improve their practice for the purpose of improved student outcomes
(Astuto,1993). “…in a professional learning community … teachers are no longer independent contractors loosely
affiliated by a parking lot, but rather are collaborative teams who share lessons and best practice” (Buffum and Hinman,
2006 p. 17).36
P
L
C
Collaboration
Sharing
Observation
Planning
36 Buffum, A., & Hinman, C. (2006). Professional learning communities: Reigniting passion and purpose.Leadership,
35(5), 16-19. Retrieved from http://www.allthingsplc.info/articles/articles.php

44
What DO ALL PLCs HAVE IN COMMON?
 Focus on Student Learning
 Inclusion instead of isolation
 Collaboration/Collective Creativity.
 Teacher Reflection on Practice.
Mentoring-Coaching.
Coaching and mentoring are two school-based alternatives to teacher professionaldevelopment to complement
the traditional training model (Hooker, 200937; Onchwari & Keengwe, 200838) in a professional learning community. In
the 1960s, coaching became more important to support the heavier focus on academic methodologies to meet the
requirements of progressive education (Pajak, 200239; Showers & Joyce, 199640). In modern times, however, the
influence of constructivismpropels coaching– reflection on experiences help learners to construct understanding.
Teachers work in peers to observe share data, and reflect on their practice
The definitions for mentoring and coaching in the literature do not appear to have any clear distinction;
educators might use them interchangeably. Hicks and McCraken (200941) helped by distinguishing mentoring from
coaching. For example, mentoring is “the transfer of your knowledge or professional experience to anotherperson to
advance their understanding …” (p. 71). Coaching is leading a “colleague through a process of self-discovery” (p. 73).
Mentoring and coaching applied to school-based efforts to change teacher professionaldevelopment could play
an important role to improve teacher competence among novice as well as experienced teachers (Petersen, 200742).
These approaches thrive well in an environment supported by monitoring and support systems.The mantra:” Let those
who know tell those who don’t know.”
12. CURRICULUM & NATIONAL ASSESSMENT
“Clearly stated standards which are known to all stake holders can only
enhance teaching, learning and assessment … (and) can improve the degree of
validity of our test results and promote accountability.
37 Hooker, M. (2009). Models and best practice in teacher professionaldevelopment. Retrieved from
http://www.gesci.org/old/files/docman/Teacher_Professional_Development_Mode ls.pdf
38 Onchwari, G., & Keengwe, J. (2008). The impact of a mentor-coaching model on teacherprofessional development.
Early Childhood Education Journal, 36(1), 19-24. doi: 10.1007/s10643-007-0233-0
39 Pajak, E. (2002). Clinical supervision and psychologicalfunctions: A new direction for theory and practice. Journal of
Curriculum and supervision, 17(3), 189-205.
40 Showers, B., & Joyce, B. (1996). The evolution of peer coaching. Educational Leadership, 53(6), 12-16.
41 Hicks, R., & McCraken, J. (2009). Mentoring vs. coaching – Do you know the difference? Physician Executive,
35(4), 71-73. doi: 1837861831
42 Petersen, L. K. (2007). Mentoring as a support mechanism for teaching practice by teachers in higher education.
Retrieved from http://www.aare.edu.au/07pap/pet07120.pdf

45
Assessment is an integral part of the teaching learning process. There must also be a link between
teaching, learning and assessment; taking cognizance of the cognitive, affective and psychomotoraspects
of the development. Thus,the National Curriculum emphasizes the use of a variety of assessment methods
in each syllabus to be able to interpret student performance at the classroom level. These include:
 Pencil and paper tests/exercises
 Journal writing
 Observation
 Oral Assessment
 Peer Assessment
 Portfolio Assessment
 Practical Assessment
 Projects and Investigations
 Student self-assessment
In addition, integration and cross curricular links are explored.
It is expected that the enhancement areas, be integrated or fused with otherareas – core and enhancement subjects could
promote the citizen who is competent, reliable, active empathetic, responsible and reflective. Such a citizen should be
able to function effectively and efficiently locally, regionally and globally.
The Ministry of Education, Antigua and Barbuda introduced a new strategy of National Assessment in Primary schools
in 2007. This is a strategy to improve the quality of education in Antigua and Barbuda.
What is National Assessment?
National Assessment is the name given to all levels of testing and evaluation of student performance/achievement,
conducted by the Ministry of Education, Antigua and Barbuda.
What is the purpose of National Assessment?
The overall purpose of National Assessment of the curricular areas is to improve learning and teaching in the school
system. The assessments will take a formative/diagnostic approach. The data obtained will provide information for the
Ministry of Education, schools, parents and students in order to:
i. Identify strengths and weaknesses
ii. Formulate remedial programmes for students who have specific weaknesses and or special needs.

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