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The 9-Year Basic Education Revised Curriculum by NERDC.

The 9-Year Basic Education Revised Curriculum by NERDC. Basic Education Curriculum Levels Lower Basic Education Curriculum (Primary 1-3) Middle Basic Education Curriculum (Primary 4-6) Upper Basic Education Curriculum (JS 1-3). Number of Subjects Offered.

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The 9-Year Basic Education Revised Curriculum by NERDC.

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  1. The 9-Year Basic Education Revised Curriculum by NERDC. Basic Education Curriculum Levels Lower Basic Education Curriculum (Primary 1-3) Middle Basic Education Curriculum (Primary 4-6) Upper Basic Education Curriculum (JS 1-3)

  2. Number of Subjects Offered • Primary (1-3) should offer a minimum of 6 subjects and a maximum of 7. • Primary (4-6) should offer a minimum of 7 subjects and a maximum of 8. • JS (1-3) should offer a minimum 9 subjects and a maximum of 10.

  3. Subjects offered are: The BEC subjects are: 1. English Studies. This should be the official national language and a medium of instruction in schools.

  4. 2. Mathematics. 3.Nigerian Languages(one Nigerian language) – the national policy on Education stipulates that the medium of instruction should be the language of the immediate environment of the child. Schools are free to select the Nigerian language to be taught.

  5. 4.Basic Science and Technology (BST). This comprises of the following themes: • Basic Science • Basic Technology • Physical and Health Education • Information Technology(IT)

  6. 5. Religion and National Values (RNV). The themes under this are: • Christian Religious Studies/ Islamic Studies • Social Studies • Civic Education • Security Education

  7. 7. Cultural and Creative Arts (CCA) 8. Arabic Language (Optional) (The above listed subjects are found at the primary 1-3 level) At primaries 4-6, French language is included as the Nigeria’s second official language. Then, at JS 1-3, in addition to French there is also Business Studies.

  8. Modern Teaching Approaches(MTA) • MTAis described as the teaching approach that leads to interesting and productive learning. It is also viewed as an approach that results to meaningful learning. • The revised curriculum deemphasises in totality the traditional teaching approach (TTA). • TTA is viewed as being sterile/non-interactive, teacher-dominated, expository and encourages memorisation of facts, (rote learning).

  9. Characteristics of MTA: • Learner centred • Activity or task-based • Interactive • Authentic Material (must come from learners’ immediate surroundings) • Integrative (no repetition of concepts under different themes) • Conceptual Understanding • Comprehensive Assessment

  10. Breaking the curriculum into syllabus, scheme of work and unit of work • The syllabus describes all topics that must be taught term by term throughout the course of study • The scheme of work is the arrangement of topics and content of syllabus into activities to be done every week • Unit of work is the grouping of related sub-topics brought under the same topic to be taught in one or more periods.

  11. Preparing Sample Lesson Plan based on a MTA As usual, there are two sections : • The Preliminary Section made of : Topic, Class, Age,Time, Instructional Objectives and Instructional Resources. • The Main Body made of the various steps. Below is a sample of what the main body of the lesson plan should look like.

  12. Main Body of a Lesson Plan • Step 1: Identification of students prior ideas about the topic • Mode; example, group, pairs, individual, whole class • Teacher’s activities • Pupils’ activities

  13. STEP TWO • Step 2. Exploration/Activities • Mode • Teacher’s activities • Pupils’ activities

  14. STEP THREE • Step 3. Discussion • Mode • Teacher’s activities • Pupils’ activities

  15. Step Four • Step 4. Application • Mode • Teacher’s activities • Pupils’ activities

  16. Step Five • Step 5. Assessment • Mode • Teacher’s activities • Pupils’ activities • Take home assignment

  17. Assessment. • Anonymous describes assessment as the whole process adopted by a teacher and or an institution to elicit information on pupils’ entry point, progress of behavioural changes and ability to realise learning objectives. • Assessment is of two types, namely, formative and Summative.

  18. Formative Assessment • This type of assessment is done during teaching and learning • It is diagnostic in nature • It is done to find out weaknesses, challenges, problems and contradictions as learning progresses • It helps teachers modify teaching and learning

  19. Formative assessment contd • It opens up student-teacher relationship by allowing students and teachers to work together to make learning easy • It makes it possible for the provision of feedback to students • It helps a teacher identify concepts that students are struggling to understand and consequently adjust his/her approach towards that.

  20. Formative assessment • Its major goal is to collect detailed information that can be used to improve instruction and student learning.

  21. Summative Assessment • This type of assessment is used to evaluate students learning progress and achievement at the conclusion of a specific instructional period, example, end of a project, unit, course, term or school year. • While formative assessment is for learning, summative is of learning.

  22. Assessment Tools include but not limited to: • Quizzes • Tests • Assignments • Observation • Interview • projects

  23. Grading of composite subjects Below is a sample score sheet for a composite subject: BASIC SCIENCE ANDTECHNOLOGY

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