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The document describes a collaborative decision-making model adopted by three California schools between 1990 and 2004. The model involved shared governance between teachers, staff, parents, and administrators. Key features included binding agreements, a focus on student achievement, extensive training, and administrative facilitation. The schools experienced increased test scores, decreased suspensions, and reversals when the model was removed. The process involved leadership councils, task forces, training, and stakeholder meetings. Benefits included improved culture and student outcomes, while drawbacks included some inefficiency and vulnerability to changes in leadership.
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Transformational leadership philippines 2012Elenita Que
The document describes a collaborative decision-making model adopted by three California schools between 1990 and 2004. The model involved shared governance between teachers, staff, parents, and administrators. Key features included binding agreements, a focus on student achievement, extensive training, and administrative facilitation. The schools experienced increased test scores, decreased suspensions, and reversals when the model was removed. The process involved leadership councils, task forces, training, and stakeholder meetings. Benefits included improved culture and student outcomes, while drawbacks included some inefficiency and vulnerability to changes in leadership.
Paper presented during the 7th International Conference on Teacher Education (ICTED 2012) held on July 26-28, 2012, in University of the Philippines, Diliman, Quezon City, Philippines
Transformational leadership through collaborative models during economic cris...ICTED Philippines
The document describes a collaborative decision-making model adopted by three California schools between 1990 and 2004. The model involved shared governance between teachers, staff, parents, and administrators. Key features included binding agreements, a focus on student achievement, extensive training, and administrative facilitation. The schools experienced increased test scores, decreased suspensions, and reversals when the model was removed. The process involved leadership councils, task forces, training, and stakeholder meetings. Benefits included improved culture and student outcomes, while drawbacks included some inefficiency and vulnerability to changes in leadership.
The document discusses how the Yakima School District aligned resources and systems to support instructional leadership and improve student outcomes. It describes how the district prioritized literacy, math, graduation rates, and 21st century learning. Strategies included increasing effective instruction, leadership coaching skills, and implementing professional learning communities focused on data-driven instruction. The district developed coherence across goals, roles, evaluations, professional development, and school-district plans. Over time, it established an embedded coaching model and customized principal support involving learning walks and feedback. The discussion emphasizes long-term commitment to sustained improvement efforts.
This document discusses the history and development of nursing curriculum from the 17th century to present day. It traces the evolution from untrained nursing helpers to the establishment of formal nursing education programs and curricula. Some of the key developments highlighted include the influence of Florence Nightingale in the 1860s, the establishment of formal curriculum guides in 1917, and the adoption of nursing education programs by institutions of higher learning beginning in the 1940s-50s which led to the development of associate's and bachelor's degree nursing programs. The document also discusses influential curriculum models and theorists like Ralph Tyler and his classic curriculum model from the 1940s-50s which remains fundamental to nursing curriculum development today.
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Remote Sensing and Geographic Information Systems
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3. ACKNOWLEDGEMENT
Our connection with each other is unquestionable and so at the end of this arduous yet rewarding journey, the Ministry of Education, Youth and
Information gratefully acknowledges the contributions of the following individuals and institutions who generously gave of their time and resources
in the planning and development of the National Standards Curriculum (NSC):
• Mrs. Sharon Neil- former DCEO, Curriculum and Support Services, who provided leadership to the process during her tenure
• Mrs. Lena Buckle Scott- DCEO, Curriculum and Support Services, who provided leadership to the process
• Dr. Mary Campbell- former ACEO, Core Curriculum Unit, who started the process
• Mr. Derrick Hall- former ACEO (Acting), Core Curriculum Unit, who continued it
• Dr. Clover- Hamilton Flowers- ACEO, Core Curriculum Unit, who completed the task
• Dr. Lorna Thompson who led the development of the Integrated Studies and Mathematics Window
• Mrs. Novelette McLean Francis, Mrs. Fiona Morris Webb, Mrs. Christa Ferguson Rainford, Mrs. Taina Marsh Harris, Mrs.
Michelle Kerr and Mrs. Olivette Lue-Nicholson who led the development of the Language Window
• Current and former Education Officers of the Core Curriculum Unit who participated in the writing of the curriculum and gave
oversight to the development process
• Principals/ school administrators, lecturers, teachers and other resources persons who participated in the writing process
• Principals and staff of the 40 pilot schools who facilitated the two years of curriculum piloting in their schools
• Regional Directors and Territorial Education Officers who contributed to the development and implementation of the curriculum
• The team of Mathematics and Literacy coaches and specialists led by Dr. Tamika Benjamin and Dr. Andre Hill respectively who
participated in the writing and review of the documents
• Consultants:
- Ms. Lila Oliver, Ms. Mary Surridge, Mr. Brian Male and Ms. Wendy Pemberton for their guidance in the development and design of the curriculum
- Dr. Sherril Gardner and Mrs. Herma Meade Thompson for guidance in the area of integration at Grades 1-3
- Dr. Nancy George and Mrs. Diane Browne for work on the evaluation of the draft curriculum documents
- The team of local reviewers
- The team of international reviewers led by Professor Jari Lavonen, Dr. Kaisa Hahl and Dr. Mary Jean Gallagher
4. • Miss Jean Hastings, former Director of the Education System Transformation Programme, who during her tenure in the post facilitated the
processes of the Curriculum Units
• Mrs. Winnie Berry and Mrs. Sophia Forbes Hall, former Senior Functional Educational Officers of the Core Curriculum Unit who provided
administrative and technical leadership to the development process.
• Mrs. Michelle Kerr, Senior Functional Education Officer (Acting) and Mrs. Coleen Clarke Russell, Functional Education Officer
who provided administrative leadership to the production process.
• The members of the Curriculum Secretariat, the administrator and secretaries in the Core Curriculum Unit who provided
administrative support during the development and implementation of the curriculum.
• The team of curriculum editors led by Mrs. Taina Williams and Dr. Donna Powell Wilson
• Mrs. Leonie Rhule, Curriculum formatter
• The various stakeholder groups, who provided valuable information on societal needs in relation to the curriculum
• All others whose names do not appear, but who contributed to the production of the NSC
5. TABLE OF CONTENTS
Title Page ..................................................................................................................ii
Acknowledgements............................................................................................. iii
Table of Contents ................................................................................................. v
Messages................................................................................................................vi
NSC Glossary of Terms................................................................................... xii
INTEGRATED STUDIES......................................................................................................................................................................................................14
Philosophical Statement ........................................................................................................................................................................................15
Overview........................................................................................................................................................................................................................17
TERM1
UNIT1......................................................................................................................................................................................................................31
UNIT2......................................................................................................................................................................................................................47
TERM2
UNIT1......................................................................................................................................................................................................................69
UNIT2......................................................................................................................................................................................................................90
TERM3
UNIT1...................................................................................................................................................................................................................100
UNIT2................................................................................................................................................................................................................... 110
THE LANGUAGE ARTS WINDOW ............................................................................................................................................................................. 116
Philosophical Statement ..................................................................................................................................................................................... 117
Guidelines.................................................................................................................................................................................................................. 119
Scope and Sequence...........................................................................................................................................................................................121
7. APPENDICES.........................................................................................................................................................................................................................308
Stem & The NSC..........................................................................................................................................................................................309
NSC – The 5Es .............................................................................................................................................................................................315
Attainment Targets ......................................................................................................................................................................................322
Lesson Plans............................................................................................................................................................................................................326
Integrated Studies........................................................................................................................................................................................327
Language Arts................................................................................................................................................................................................336
Mathematics....................................................................................................................................................................................................340
Teaching Mathematics: Ideas & Activities...........................................................................................................................353
12 Most important things you can do to be a teacher of Mathematics...................................................................384
Sequencing of teaching and learning activities in the Mathematics Classroom ................................................391
Mathematical Thinking...................................................................................................................................................................395
8. M E S S A G E
Education has always been pivotal to societal and economic development. It is for this reason that
Jamaica remains unshaken and hopeful of a realized vision to be “the place of choice to live, work,
raise families and do business.” The assurance of the possibility of all that such a vision entails comes
from the recognition that Jamaica is endowed with tremendous God-given talent and creative potential
and as a people of strong faith in spiritual principles and resilience; we are able to harness our capa-
bilities, to make significant influence on the world. It is through this new National Standards Curriculum
(NSC) that we hope to propel this vision of the education system whilst becoming more relevant,
current and dynamic.
The team at the Ministry of Education Youth and Information is cognizant of the fact that the curriculum
is the heart and mind of education and remains the most powerful means by which any country can
develop and be sustainable. It is for this reason that the NSC has been designed with the understanding
that people, learning and national development are at the core of our existence in a time of rapid change in
the physical, social, economic and other dimensions of the global landscape. As a consequence, we
celebrate the wisdom of the developers who through the engagement of numerous stakeholder groups,
have responded favourably to the need for that kind of education that prepares our young people for life;
while challenging our more mature to join in this lifelong journey of learning to learn.
Our commitment to the development of each learner and our support and appreciation of the various stake-holder groups that are partnering with us
in providing quality education, remain at the forefront of our efforts in ensuring that this journey transforms education. This commitment is conveyed
through our adoption of a Pathway Approach to learning that demands
of us to provide customized programmes, differentiated learning experiences and specialized support for our learners. Our actions have been fruitful
as is evident by the systems and conditions we have put in place for successful implementation.
Like the rest of Jamaica, I look forward to the testimonials of students, parents, teachers and other stakeholders of the empowering effect of this
learn-er- centred curriculum and remain confident that it will contribute to make Jamaica renown.
The Honourable, Senator Ruel Reid,CD
Minister of Education, Youth & Information
VI NSC: Grade 1 Ministry of Education, Youth and Information, Jamaica. 2018
9. M E S S A G E
Building a modern society where young people can prosper and achieve their aspirations is
paramount on the Ministry of Education, Youth and Information’s (MoEYI) agenda. In its bid to advance
this agenda the team at the MoEYI has developed the National Standards Curriculum (NSC) on a clear
set of values that will permeate learning and become embedded in young people’s approach to life.
Young people need to be clear about their Jamaican identity. Justice, democracy, tolerance and
respect need to be more than mere words; they need to become an essential part of people’s lives.
Young people’s understanding of, and commitment to, sustainable development is critical to the future
of Jamaica and of the world. These values that permeate the new curriculum and more importantly, will
by its use, be ingrained in the fabric of the Jamaican society.
The development of a new curriculum is a major achievement in the life of any country. It is even more
noteworthy because this curriculum embodies the set of knowledge, skills, values and attitudes that our
country deems relevant at this particular time. It is intended that these attributes be conveyed to the next
generation as a means of cultural continuity in preparation to cope with the future, both nationally and in-
dividually.
I am particularly excited about the prospects of the NSC honing key twenty-first century skills such as
com-munication, collaboration, critical thinking and creativity in our youth as they prepare to take on their
roles as global citizens. I encourage parents, students, teachers and indeed the community to partner with
us as we prepare our young people not just for today, but for the rapidly changing times ahead.
The Honourable, Floyd Green, MP
State Minister in the Ministry of Education, Youth & Information
VII NSC: Grade 1 Ministry of Education, Youth and Information, Jamaica. 2018
10. M E S S A G E
VIII NSC: Grade 1
In responding to the challenges confronting education in Jamaica, The Ministry of Education Youth and
Information has taken strategic measures to address the need for a national curriculum that is relevant for
the 21st century, the dynamics of the Jamaican context and the profile of the learners at the pre-primary,
primary and secondary levels. One major output of these strategic actions is the National Standards
Curriculum. This curriculum is intended to be one of the means by which the Jamaican child is able to gain
access to the kind of education that is based on developmentally-appropriate practice and the supporting
systems and conditions that are associated with high quality education.
This curriculum has the potential to inspire and provide challenges in the form of problem situations that
all our learners can handle in ways that are developmentally appropriate. It compels us to move beyond
the traditional functional perspectives of being literate to a focus on the physical and physiological as
well as the ethical, social and spiritual.
I invite all our stakeholders to fully embrace this new curriculum which promises to excite imaginations,
raise aspirations and widen horizons. Learners will become critical and creative thinkers with the mindset
required for them to be confident and productive Jamaicans who are able to thrive in global settings as
they take their place in the world of uninhibited change.
Mr. Dean Roy Bernard
Permanent Secretary, Ministry of Education, Youth & Information
Ministry of Education, Youth and Information, Jamaica. 2018
11. M E S S A G E
It was the mandate of the Curriculum Units of the Ministry of Education, Youth and Information to
spearhead the crafting of a new curriculum for the nation, in keeping with international standards, global
trends in the educational landscape and societal goals and aspirations. The mandate had several
facets: to establish clear standards for each grade, thereby establishing a smooth line of progression
between Grades 1 and 9; to reduce the scope, complexity and amount of content; to build in generic
competencies such as critical thinking across the subjects; to ensure that the curriculum is rooted in
Jamaica’s heritage and culture; to make the primary curriculum more relevant and more focused on
skills development, and to ensure articulation between primary and secondary curricula, especially
between Grades 6 and 7. To achieve this, the MoEYI embarked on an extensive process of panel
evaluations of the existing curricula, consultation with stakeholders, (re)writing where necessary and
external reviews of the end products.
Today, we are indeed proud that, the curriculum development teams have succeeded in crafting a
curriculum which has met these expectations. Under the National Standards Curriculum (NSC) focus will be
given to project-based and problem-solving learning, with an integration of Science, Technology,
Engineering and Mathematics/Science, Technology, Engineering, Arts and Mathematics (STEM/STEAM)
methodologies across the system. Learners will benefit from more hands-on experiences which should
enhance the overall learning experience and cater to the different kinds of learners in our classroom. In
addition, they will be exposed to work-based learning opportunities that will help them become productive
citizens of Jamaica and the world at large.
It is anticipated that as school administrators and teachers system-wide implement the National Standards Curriculum that improvements will be
evident in the general academic performance, attitude and behaviour of our students.
We anticipate the participation of all our stakeholders in this process as we work together to improve the quality of life and prospects for all the
children of Jamaica and to realize our mantra that every child can, and must, learn.
Dr. Grace McLean
Chief Education Officer, Ministry of Education, Youth & Information
IX NSC: Grade 1 Ministry of Education, Youth and Information, Jamaica. 2018
12. M E S S A G E
The Ministry of Education Youth and Information (MoEYI) is committed to providing high quality
education to all Jamaican children. We have heard the cries from the various sectors of the Jamaican
society about the level of preparedness/readiness of our students for life in the 21st century; and we
are taking the necessary steps to ensure that our students graduate with marketable skills. The MoEYI
has reviewed and redesigned the Grades 1-9 curricula around the principles of Vision 2030 Goal
number one; “Jamaicans are empowered to achieve their fullest potential”.
The National Standards Curriculum (NSC) will lay the foundation for students by preparing them for
working lives that may span a range of occupations, many of which do not currently exist. This has been
done by way of designers carefully integrating the theoretical principles of Science, Technology,
Engineering and Mathematics/Science, Technology, Engineering, Arts and Mathematics (STEM/STEAM)
methodologies into the curricula at all grade levels. The NSC illustrates that in order to make education
effective for our 21st century children; we need to change how we teach, and what we teach.
We are satisfied that the curriculum designers and writers have produced a curriculum that is indeed
fitting for the 21st century. The NSC was designed to develop students’ understandings of subject matter
and their ability to apply what is learnt; it fosters their ability to communicate and solve problems
collaboratively, think critically and create novel solutions.
The success of our children is dependent on the participation of all stakeholders in the learning process. We encourage you all to be our committed
partners in education as the true impact of this curriculum will only be felt when we have all hands on board. I am indeed proud to be associated
with the development and implementation of this curriculum; it will inspire
hope in our nation and future generations; kudos to the various teams that contributed to its development.
Mrs Lena Buckle Scott
Deputy Chief Education Officer,
Curriculum and Support Services, Ministry of Education, Youth & Information
X NSC: Grade 1 Ministry of Education, Youth and Information, Jamaica. 2018
13. M E S S A G E
The National Standards Curriculum (NSC) rests on the belief that all learners are endowed with the
capabilities, gifts and talents to fulfil their divine purpose. These attributes are to be further enhanced
or improved in a nurturing, inspiring and inclusive environment; one that caters to the whole person
(soul, spirit and body - spiritual, emotional, social, physical and mental). As learners assume their roles
and responsibilities individually and as communities of learning in such an environment, they become
critical-reflexive thinkers, creative problem solvers, effective communicators and natural collaborators.
A curriculum design of this nature, calls for transformative change at the societal level (Elkind, 2004)1
and not just at the school and classroom levels. This is a call for all stakeholders, as users of the
curriculum, to adopt a critical -reflective and reflexive stance and join learners in the quest for meaning,
purpose and stability as they help to shape the world. By integrating principles from various disciplines
and their related methodologies, learners who interact with the curriculum are provided with enriching
experiences, opportunities for creative expressions and authentic exploration of problems from a classical
standpoint as well as in the context of workplace learning. This is due to the fact that the NSC recognizes
the importance of each discipline in the problem solving process and in development.
Assessment as an element of the curriculum becomes primarily a learning process for charting progress
through self-corrective measures that are informed by feedback from peers and teacher-facilitator. By
providing assessment criteria statements in the curriculum, teachers are encouraged to facilitate learners
functioning as self and peer assessors. This approach should see the learner developing self-direction with
the support of mentors and coaches and forming an intrinsic desire to succeed. These attributes prepare them to face high stakes assessment as
problems to be confronted with courage, a sense of readiness, insight and creative prowess.
These features of the NSC have the potential to influence learners’ profile as Jamaicans who are gratified by an identity of cultural excellence that
embodies moral obligations, intellectual rigour, innovativeness, environmental stewardship and productivity. The curriculum echoes the sentiments of our
National Anthem, National Song and Pledge and serves as rich and credible source of the values and virtues that are woven together to convey the
Jamaican identity. I wish for our school administrators, teachers, students and other stakeholders much success as they work with the document.
Dr Clover Hamilton Flowers
Assistant Chief Education Officer, Core Curriculum Unit, Ministry of Education, Youth & Information
1 Elkind, D. (2004). The problem with constructivism. The Educational Forum, 68(4), 306–12.
XI NSC: Grade 1 Ministry of Education, Youth and Information, Jamaica. 2018
14. NSC Glossary of Terms
TERMS DEFINITIONS
Range of Content Provides an overview of the concepts, knowledge, skills and attitudes that will be developed in a unit of
study.
About the Unit Gives a brief overview of the content, skills and the methodologies that are covered in the unit as well as
the attitudes to be developed.
Standards Statements that explain what all students are expected to know and be able to do in different content areas
by the end of a course of study e.g. by the end of period spanning grades 4 – 9.
Attainment Targets An attainment target is a desired or expected level of performance at the end of a course of work, within a
given/specified teaching-learning period. Attainment targets identify the knowledge, skills and
understanding which students of different abilities and maturities are expected to have by the end of each
Grade. It is the standard that we expect the majority of children to achieve by the end of the grade.
Benchmarks Behaviours students are expected to exhibit at different stages of development and age/grade levels.
Theme/Strands Unifying idea that recurs throughout a course of study and around which content, concepts and skills are
developed.
Prior Learning It is what students are expected to already know through learning and experience about a topic or a kind
of text.
Specific Objectives Specific objectives state what the student is expected to know or understand as a result of the learning
experience. The specific objective is usually framed in the areas of the knowledge, skills and attitudes that
the students are expected to achieve. Specific objectives tell us what the children will learn or will be
taught.
Suggested Teaching/Learning A teaching/learning activity is an organised doing of things towards
Activities achieving the stated objectives. They are suggested activities that are crafted in a way to be an efficient
vehicle which can move the student between what is to be learnt (objective) and what the student is to
become (outcome).
Key Skills Indicate the important skills that students should develop during the course of a unit. Key skills are aligned
to the suggested teaching and learning activities in the unit which are intended to develop the skill to which
it is aligned. Included in the key skills are the 21
st
century skills such as critical thinking and problem solving,
collaboration, communication and ICT.
XII NSC: Grade 1 Ministry of Education, Youth and Information, Jamaica. 2018
15. Assessment An assessment is a determination of whether intended results have been achieved. This section of the
curriculum speaks to both the product that will be judged as well as the criteria against which
it will be judged. It must be noted that this section does not introduce new activities. Instead, it speaks
to the judging of the suggested teaching and learning activities. Formal assessment may be conducted
with the aid of instruments (e.g. via written test, portfolio) or by requiring students to complete assigned
tasks (e.g. performance), and is usually recorded against a predetermined scale of grading. Informal
assessment (e.g. via observation or spontaneous student expression) may also reveal important
evidence of learning.
Points to Note This section provides technical information that must be considered in delivering the unit. It may also
include information that provides additional explanation of key concepts that may be unfamiliar to the
teacher as well as suggestions for infusion within the unit.
Extended Learning These are opportunities for students to utilise the knowledge and skills they would have acquired in the
unit in authentic situations/experiences.
Learning Outcomes A learning outcome is a demonstration/behavioural evidence that an intended result has been achieved
at the end of a course of study. The learning outcome tells us if pupils have understood and
grasped what they have been learning.
Links to other Subjects Suggests opportunities for integration and transfer of learning across and within different subject areas.
Key Vocabulary This section consists of a number of words/phrases that addresses the skills, topics and content that
must be covered in the unit.
XIII NSC: Grade 1 Ministry of Education, Youth and Information, Jamaica. 2018
40. Suggested Teaching and Learning Activities – Key Skills Assessment
Focus Question 1: How Do You Know Me?
Apply basic word recognition strategies, including sight words and phonics, to identify words related to self and others
Use suitable words to describe self, others and
experiences
Use technology appropriately to create electronic portfolios about themselves
Make generalizations about self and others based on information collected
Demonstrate an understanding of the importance of
names
Demonstrate an understanding of the concepts ‘first’ and ‘last’
Use simple graphs/ charts to represent class data about self and others
Creatively present personal information through drama modes, musical compositions and movement
Respond appropriately to musical cues and symbols
Follow instructions to create items related to themselves and others
Demonstrate acceptable social behaviours in varying settings
Points to Note: Extended Learning
Prepare songs and stories about birthdays before class time Encourage students to continue practice reading and copying
Find an appropriate story about the importance of names /writing names of numbers, days and months at home.
Link the concept of names to nouns. Those with available technology could allow students to play
Organize for students to bring in photos of themselves to be games to reinforce concepts taught about numbers and
placed on the class mural names.
Draw on flash cards appropriate examples of happy, sad, and Students can record their reading of words or sentences
frightened faces beforehand. about themselves.
Students will need assistance to create electronic portfolios,
e.g., insert pictures, enter text, and insert new slide/go to
new page. Save portfolios in folders created on computer for
further retrieval and printing.