2 Curriculum Overview that will help.pptx

It is a book that helps

1. Ministry of Primary and Secondary Education COMPETENCE BASED CURRICULUM ASSESSMENT FRAMEWORK CURRICULUM OVERVIEW

2. Why curriculum review

3. MAIN FEATURES OF THE COMPETENCE-BASED CURRICULUM The Competence-Based Curriculum’s aim is to produce learners with relevant skills , applied knowledge , values , attitudes and dispositions that are key to national development.

4. Main features of the Competence-Based C urriculum Scientific approach to learning Teacher learns together with learners Inclusive learning Continuous Assessment Hand-on learning approach Learner Exit Profile Emphasis on 21 st Century Skills

5. Prepare learners for life and work Prepare and orient learners for participation, leadership and voluntary service Promote and cherish the Zimbabwean identity Foster life-long learning Aims Prepare learners for participatory citizenship, peace and sustainable development.

6. inclusivity life-long learning equity and fairness gender sensitivity responsiveness Principles underpinning the curriculum The Ministry of Primary and Secondary Education cherishes the following principles : respect (Ubuntu/Unhu/ Vumunhu ) balance diversity transparency accountability

7. Pillars Of The Curriculum Framework Legal& Regulatory Frameworks Teacher Capacity Development TPS Infrastructure Development CERID

8. Learner Exit Profiles?

9. The Curriculum Framework prepares graduates of the education system to have the following exit profiles: Critical thinking Problem-solving Leadership Communication and team building Technological Learner exit profiles 10/15/2020 Hard work is golden

10. Has attained knowledge in the following areas: Basic literacy and numeracy Business and financial literacy Mastery of specific subject content Appreciates and cherishes national identity and: Manifests patriotism; Recognizes and values national symbols Voluntarily engages in participatory citizenship Learner exit profiles 10/15/2020

11. Has the following values: Discipline Integrity Honest Unhu/Ubuntu/Vumunhu Has the following attitudes and dispositions: Self-initiative and enterprising Self-managing Ability to plan and organise Learner Exit Profiles Hard work is golden

12. The Framework outlines the following three learning levels: Infant School: ( ECD-Grade 2) Junior School: (Grade 3-7) Secondary :Forms 1-4 : F orm 5 and 6 LEARNING LEVELS 10/15/2020

13. The medium of instruction at this level shall be the indigenous language which is commonly used or spoken in a particular area as outlined in the Constitution of Zimbabwe. The infant school consists of the following learning areas. Languages (indigenous Language as medium of instruction) Visual and Performing Arts Physical Education Mass Displays Mathematics and Science Heritage Studies (Social Studies) Information and Communication Technology (ICT) 13 Infant School (ECD A-Grade 2 )

14. Junior School (Grades 3 to 7 ) The learning areas for Junior School are as follows: Languages Mathematics Heritage and Life-skills Orientation Programme Science and Technology Agriculture Information and Communication Technology Visual and Performing Arts Family, Religion and Moral Education Physical Education, Sport and Mass Displays 14

15. SECONDARY SCHOOL LEVEL Forms 1 to 4 The secondary school curriculum should offer learners from Forms 1 to 4 a broad based curriculum from which they acquire the necessary competences from different learning areas to cater for their diverse talents, interests, aptitudes and abilities. The choice of Learning Areas at this level guides learners on progression to various career paths or further studies and should be guided by the Ministry’s emphasis on STEAM/STEM, Visual and Performing Arts, Humanities and Languages, Design and Technology and Commercials. Each learner shall participate in at least ten (10) learning areas, seven (7) of which will be cross cutting and three (3) to five (5) others will be necessary electives. The necessary electives indicate a choice of Pathway by the learner at Forms 5 and 6. 15

16. Forms 1 to 4 In Forms 1 to 4, all learners engage in the following cross cutting Learning Areas : Agriculture Forms 1-4 Physical Education, Sport and Mass Displays Forms 1-4 General Science Forms 1-4 Mathematics Forms 1-4 Indigenous Language Forms 1-4 English Language Forms 1-4 Heritage Studies and LOP Forms 1-4 16

17. The Necessary Electives The necessary electives shall be chosen from the Learning Areas in the following categories: Sciences Computer Science Forms 1-4 Geography Forms 1-4 Physics Forms 3 - 4 Chemistry Forms 3 - 4 Biology Forms 3 - 4 17

18. The Necessary Electives Mathematics Additional Mathematics Forms 3 - 4 Pure Mathematics Forms 3-4 Statistics Forms 3 – 4   Languages Literature in English Forms 1-4 Literature in Zimbabwe Indigenous Languages Forms 1-4 Foreign Languages Forms 1-4 18

19. The Necessary Electives Humanities History Forms 1-4 Sociology Forms 1-4 Economic History Forms 1- 4 Family and Religious Studies Forms 1-4 Commercials Business & Enterprise Skills Forms 1- 4 Commerce Forms 1-4 Commercial Studies Forms 3 - 4 Economics Forms 1-4 Principles of Accounts Forms 1-4 19

20. The Necessary Electives Technical Vocational Building Technology and Design Forms 1-4 Design and Technology Forms 1 – 4 Food Technology and Design Forms 1-4 Metal Technology and Design Forms 1- 4 Home Management and Design Forms 3 - 4 Technical Graphics and Design Forms 1-4 Textile Technology and Design Forms 1-4 Wood Technology and Design Forms 1-4 20

21. The Necessary Electives Music and Arts Art Forms 1- 4 Dance Forms 1- 4 Musical Arts Forms 1- 4 Theatre Arts Forms 1-4 21

22. Forms 5 and 6 The Curriculum promotes the five Pathway system which includes the following: Science, Technology, Engineering, Arts and Mathematics (STEAM); Visual and Performing Arts ; Humanities and Languages; Design and Technology and Commercials . A learner is placed into a pathway of choice using the acquired competences (knowledge, skills and attitudes) and learner profile record. All Learning Areas have the same weight. 22

23. Forms 5 & 6 Cumulative : 16 months Forms 5 & 6 STEM Disciplines e.g. Additional Maths, Physics, Chem , Bio, Geo, ICT, Agric , Art, Physical Education, Sport       Visual & Performing Arts e.g. Film, Theatre Arts, Music, Art, Physical Education, ICT, Agric, Sport   Humanities & Languages e.g. English & Indigenous Literatures, Foreign Language, Heritage, ICT, Agric, Art, Physical Education, Sport Design and Technology e.g. Wood, Metal , Food , Building, Technical Graphics, Textile, ICT, Agric , Art, Physical Education, Sport COMMERCIALS e.g. Economics, Principles of Accounts, Business Studies , ICT, Agric, Art, Physical Education, Sport   Pathways Cross cutting or transversal issues Environmental issues, health education, civic education, entrepreneurship, financial literacy   10/15/2020

24. Guidelines for learning area selection Some school leaders encounter challenges on what package to offer at secondary level. However, school leaders should get guidance from the Secretary Circular No:2 of 2017 on curriculum implementation modalities. School leaders need to consider the following when helping learners to choose learning areas (LAs) at secondary school level: The Ministry has clearly outlined cross-cutting LAs; seven were identified and those need to be offered to every learner. 24

25. Guidelines for learning area selection The 3 to 5 necessary elective LAs should be chosen based on the following: the emphasis placed by MoPSE on STEM/STEAM and Design and Technology; career paths or line of further studies of the learner; the available resources at school to support the LA requirements; the ability of the learner; the profile report/certificate which reflects the key competencies of the learner. 25

26. Guidelines for learning area selection At ‘A’ Level, while all that influences the choice of LAs at ‘O’ Level applies, the learner’s needs are to be given preference in LAs allocation. Learners will not be restricted to a number of LAs to take, but their choice is influenced by factors mentioned above. LAs are grouped into pathways, but it is not compulsory that learners should only take LAs of one particular pathway, they have room to cross to other pathways. 26

27. Festivals The Ministry of Primary and Secondary Education has embarked on the implementation of the New Curriculum 2015-2022. As part of the implementation strategy, Annual Science, Sports and Arts Festivals are used as a tool to assess the levels of competencies acquired by learners through exhibitions . Festival are an organized set of special public activities and performances such as musical performances, sport, artistic and scientific exhibitions.

28. Every Learning Area shall exhibit scope and competency levels achieved at these festivals. Each Learning Area shall exhibit at the following levels: School Annual Science Sport Arts Festival (SASSAF) Cluster Annual Science Sport Arts Festival (CASSAF) District Annual Science Sport Arts Festival (DASSAF) Provincial Annual Science Sport Arts Festival (PASSAF) National Annual Science Sport Arts Festival (NASSAF) Festivals

29. Assessment One of the distinctive features of the 2015-2022 Curriculum Framework for Primary and Secondary Education is its emphasis on continuous assessment model which will systematically take into consideration learner performance during their complete period of schooling. The assessment is used to make decisions about the learner from cumulative appraisal of individual leaners from infant to secondary school. The assessment model has three components which are continuous, summative and profiling assessment.

30. Conclusion The Ministry of Primary and Secondary Education will provide a transformative educational system, that will equip the learner to face tomorrow with determination and power to transform the socio-economic nature of the nation, within the realms of the national philosophy.