Transcript Presentation - Jamaica Teachers` Association

THE
REVISED
PRIMARY
CURRICULUM
SESSION OBJECTIVES:
For participants to:
 understand the structure of the
Revised Primary Curriculum (RPC)
 Be
able to break down a unit into
teachable chunks
THE MODEL – (GRADES 1 – 3)
Integrated
Curriculum
Mathematics
Window
Language Window
SCOPE & SEQUENCE – GRADES 1 TO 3
GRADE 1
SUB THEME
M
•
•
SUB-THEME
Who Am I?
My Body (i)
•
My Family
Unit 2
•
Unit 3
Things in the
Home
___________
SUB-THEME
MY SCHOOL
Unit 2
Unit 3
Y
•
•
MY HOME
Unit 1
Unit 1
GRADE 3
ALL ABOUT ME AND MY ENVIRONMENT
THEME
Unit 1
Unit 2
GRADE 2
Myself At
School
• Together at
School
____________
•
S
E
My Body (ii)
Care & Safety of Self
MY FAMILY
L
•
•
F
My Body (iii)
Satisfying Other Needs
1
MY COMMUNITY, THE NATION AND
THE WIDER WORLD
• Living Together as a
Family
• Satisfying Our Needs
•
_______________
•
•
MY COMMUNITY
Providers of Goods and
Services
Relating to Others outside
Jamaica
Aspects of the Jamaican
Culture
2
MY PHYSICAL ENVIRONMENT
•
This is My Community
•
•
Places of Interest in
My Community
Plants and Animals in
My Community
•
•
TERM
Living and Non Living Things
in My environment
Caring For My environment
____________________
3
THE MODEL – (GRADES 4 – 6)
Drama
Social Studies
Mathematics
Language Arts
Physical Education
Visual Arts
Science
Religious Education
Music
Discrete Subjects with opportunities for some integration
BREAKING DOWN A UNIT
1.
2.
3.
4.
P 52
Identify the number of focus questions in
the unit (whether 2, 3 or 4)
Identify the suggested time allocated for the
unit (e.g. 3 or 4 weeks)
Identify the objectives along with the
suggested activities aligned to each focus
question
Determine for each focus question the
length of time needed
BREAKING DOWN A UNIT
5.
6.
– Allocate time for each focus question (e.g.
focus question 1 ……2 weeks
focus question 2 ………1 week
focus question 3 …….2 weeks
Further break down each focus question allocated
for more than a week into week 1 and week 2 etc.
Further break down week 1 into smaller chunks –
matching objectives and activities so that you
have objectives and activities for day 1, day 2,
day 3 etc.
THE GRADES 1-3 MATHEMATICS WINDOW
The Mathematics Window describes:

The Mathematics Window in the curriculum refers to a
particular session in grade 1, 2 or 3 which concentrates on
numeracy.

The Mathematics Window may be used to:




introduce skills necessary for learning in a particular area of the
integrated content.
reinforce skills previously introduced through an integrated lesson.
teach areas not included in the integrated content
assess pupils’ learning
THE GRADES 1-3 MATHEMATICS WINDOW
The Mathematics Window describes:

The interest and enjoyment that should be experienced in
learning in the integrated content and should be maintained
in this Window.

The Mathematics Window should be used every day for
periods not exceeding sixty (60) minutes.

The teacher may ‘open’ this Window at any time of the day he
/ she chooses, although most schools prefer to have the
Window periods scheduled on a weekly timetable.
‘HOW TO USE THESE UNITS’ AND ‘THE
PHILOSOPHY BEHIND THE CURRICULUM’

To be found in the Curriculum Guides on pages:




50 – 51 of the Grade 4
43 – 44 of the Grade 5
47 – 48 of the Grade 6
Participants need to read these sections so as to
familiarise themselves with what is expected of them
as they teach the Units. These sections also give:



the number of hours per week needed for teaching
Mathematics
insights on how to use the Objectives
ideas for writing lessons
‘HOW TO USE THESE UNITS’ AND ‘THE
PHILOSOPHY BEHIND THE CURRICULUM’
RELATE TO CONCEPTS
ALREADY LEARNT
RELATE TO REAL-LIFE
EXPERIENCES
RELATE TO CONCRETE
VISUAL MODELS
RELATE TO OTHER
SUBJECT AREAS
NEW CONCEPTS
Four relational contexts for aiding the understanding of new concepts
GRADE 4 DISTRIBUTION
UNIT
TERM 1
TERM 2
TERM 3
1
Number 4
Number 3
Number 3
2
Measurement 4 Measurement 2 Geometry 3
3
Geometry 2
Geometry 2
Algebra 2
4
Statistics 2
Algebra 2
Probability 2
5
TOTAL
Statistics 3
12 weeks
12 weeks
10 weeks
GRADE 5 DISTRIBUTION
UNIT
TERM 1
TERM 2
TERM 3
1
Number 4
Number 4
Number 3
2
Measurement 3 Measurement 3 Geometry 2
3
Geometry 2
Geometry 3
Algebra 2
4
Statistics 3
Algebra 2
Statistics 3
12 weeks
12 weeks
10 weeks
5
TOTAL
GRADE 6 DISTRIBUTION
UNIT
TERM 1
TERM 2
TERM 3
1
Number 3
Number 2
Number 2
2
Measurement 3
Number 3
Geometry 3
3
Geometry 3
4
Statistics 3
5
TOTAL
Measurement 3 Probability 2
Geometry 2
Number 3
Algebra 2
12 weeks
12 weeks
10 weeks
NOTES TO THE TEACHER
1.
For grades 1-3, not all the objectives are
readily covered in the integrated units.
2.
The other objectives must be taught in
the windows.
3.
There must be at least one hour of
windows time every day.
NOTES TO THE TEACHER
4. Where ever there is mathematics in the
integration, it must be taught there.*
5. Ensure that all activities are directly linked to
your objectives.
6. Do the activity ahead of class time to
foresee any difficulty that may arise.
7. Students are to be given opportunity to
orally explain and then write the process
they use in solving a problem.
NOTES TO THE TEACHER
8. Make the activity fun-filled and yet
encourage the development of
Mathematics concepts.
9. Encourage the use of games and
investigations in the mathematics class.
10. The focus of the games should not be
win / lose, but the development of
concepts and skills.
NOTES TO THE TEACHER
11. Out door activities are encouraged in
the development of mathematics
concepts.
12. After a game, reinforce the concepts
learned.
13. Endeavour to integrate within and across
the strands e.g. use shapes to teach
fractions.
NOTES TO THE TEACHER
14. Give a lot of practice in mental
computation*.
15. Ensure that students are equipped with
prerequisite skills e.g. for the teaching
of angles, knowledge of line segment,
rays, and ideas of a turn are necessary.
16. Share best practices, ideas and
current trends and practices as well as
mentorship in mathematics to
ultimately improve learning outcomes.
LIST OF OBJECTIVES AS A CHECKLIST.

Mathematics attainment targets and related
objectives are listed on pages of the Curriculum
Guides as follows:
 305
– 315 (Grades 1 – 3)
 411 – 415 (Grade 4)
 384 – 388(Grade 5)
 394 – 398 (Grade 6)

As the teacher covers objectives under the
focus questions they can be checked off on
these pages.
AN OBJECT