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The Fiji National Curriculum Framework

Week 12 Lecture

Why is change needed? Expectations of students, society and the job market

have changed

Current curriculum is overcrowded, not relevant, exam oriented, repetitive & teacher centred

External factors such as the global economics

Plan\ Write -aims\content

Action -implementation

-Teaching -Learning

Assess\ Report

Evaluate

Needs Analysis Review

Reasons for Change cont... 1. The Curriculum Process- needs,

review, plan, act, assess, evaluate 2. Fiji Islands Education Commissions

Report- 2000 3. Education Summit 2005\ Suva

Declaration- 4. International Agreements UNESCO (EFA, UN MDGs) 5. Fijis Constitution- 2013 Bill of Rights

on Right to Education 6. State of the Nations Report on

Education - 7. The Peoples Charter for Change,

Peace and Progress Pillar 9 and subsequent curriculum priorities progressive and relevant

8. Ministry of Educations Strategic and Corporate Plans Quality Curriculum- revision of the NCF

The Outcome Curriculum Outcomes identifying what

students should achieve and focusing on ensuring that they do achieve the outcomes.

The focus is shifted from what is being taught, time allocated, to an emphasis on what individual students actually know, understand, value and can do as a result of the learning and teaching programs they will experience.

AS A RESULT Greater opportunities for all

students to achieve significant learning outcomes in different ways and in different rates.

Flexibility for teachers to develop

different teaching and learning programs to suit the needs of each student.

Opportunities for teachers to

facilitate learning through student-centered approaches.

Development of explicit and

comprehensive assessment criteria that contribute to student learning.

Wading Through the NCF PURPOSE OF EDUCATION IN FIJI

Purpose of ECE Promote optimum development in our children Purpose of Primary Build on from Kindergarten and prepare children for life or secondary education Purpose of Secondary Build on from Primary education with wide range of subjects of their choice and to choose their career pathways

Support learning & development of positive attitudes & empower them with a foundation of knowledge & skills Contributes to the holistic development of students who will have reverence for God Support children and students to learn to gain knowledge, learn to do things, learn to be independent, and learn to live and work together with others

Purpose of Education contd

Purpose of TEST Facilitates students with

knowledge to perform technological skills in both formal and informal sectors of the economy

To encourage independence and innovation, creativity and problem solving skills

Purpose of Special Education To enable students with special needs to gain access to the curriculum in a range of settings and to develop individual potentials in a special or mainstream school To prepare them to lead productive independent lives

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Educational values VALUES The NCF recognizes the importance of providing students and children with an education informed by a clear set of ethics, morals and values.

The core values of the MoE and which underpins the NCF are 1. Civic pride 2. Compassion 3. Creativity 4. Cultural understanding and

tolerance 5. Environmental sustainability 6. Faith 7. Flexibility 8. Honesty, fairness and respect

for truth and justice 9. Human rights 10. Integrity 11. Lifelong learners 12. Peace and prosperity 13. Safety and security 14. Sense of family and community

The guiding principles Principles of Teaching & Learning Why have guiding principles? They influenced a)the writing of the NCF and the support documents, b) influences what teachers teach, c) how they teach, d) how children & students learn and apply their learning throughout their lives. What Guiding Principles does the NCF promote

1. Social Constructivism 2. UNESCOs Four Pillars of

Education 3. Our diverse culture(cultural

influences)- Education is not preparation for life, education is life itself. (Dewey,1952)

Culture shapes our worldview about life and about education

PRINCIPLE GUIDE

Includes

Fijian and Universal

Values

Virtues Supports

Constructivist Learning

Approaches

Student

Teaching Methods

Teaching

Learning Methods

support

Learning

Provides for

Cross Curricula

Inclusive

Quality

Not Quantity

Relevant

Learning Outcomes

Relevant

Content & Context for

Learning

Major learning outcomes

The following major learning outcomes [MLOs] apply to all children from preschool to Year 13 and throughout life.

The 7 MLOs are: Communicate effectively Be active learners Conduct investigation Make responsible decisions Select and use information Apply learning Understand change, balance and relationships Learners encounter these MLOs at increasing levels of

sophistication as they progress through the school system

Phases of development Changes during the period of growth for children and

students are marked by great physical and psychological transformations

These changes go together with their intellectual, emotional and social modifications and reflects who they are and affect how they respond to their changing environments and how effectively they learn.

The new curriculum recognizes these changes and addresses them appropriately

These different phases usually characterized by changes impact on the child

Curriculum perspectives 1. The curriculum

perspectives are cross curricular themes that underpin the NCF.

2. All teachers will consider these perspectives in all FALD and KLAs.

3. These perspectives need to be covered when the need arises.

4. Other times teachers and students will address the perspectives situationally or incidentally as they interact in the classroom.

There are 7 curriculum perspectives in the NCF 1. Careers Education 2. Citizenship Education 3. Environmental /Climate

Change Education 4. Literacy Education 5. Numeracy and Financial

Education (Fin ED) 6. Special Needs Education 7. Spiritual and Values

Education

How curriculum is organised The ECE Curriculum is organised into:

Foundation Areas of Learning and Development [FALD]-

where the childrens creative, emotional, intellectual, physical, social and spiritual needs are developed are to be developed hence the area of study;

The 6 FALDs are: Aesthetic Creativity and the Arts Physical Development Health and

Wellbeing Living and Learning Together Learning to Know Language Literacy and Communication Spiritual and Moral Development

Key Learning Areas [KLAs]- this area places traditional subjects

into groups. It contains traditional content of our present courses and define effective pedagogy for effective learning to take place.

The seven KLAs are as follow: Arts Healthy Living & PE Languages Mathematics Science Studies of Society and Economic

Development Technology

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Organizing the curriculum contd The NCF provides the new curriculum framework

using an OUTCOME MODEL

Traditional subjects which have similar emphasis or related content are clustered into specific baskets called KLAs.

In the ECE (K-2) level, the areas of learning are grounded on Foundation Areas of Learning and Development (FALDs)

The FALDs will gradually bridge to the KLA

.

Foundation Areas of

Learning and

Development

[FALD]

Language, Literacy

and Communication

Learning to do Aesthetics,

Creativity

And Arts

Physical

Development,

Health and

Well-Being

Living and

Learning

Together

Spiritual and Moral Development

Pre -school

Year 1

Year 2

The foundation Areas of Learning and Development will gradually bridge to the Key Learning Areas at this level. The pre-school and

year 1&2 syllabi will be developed using a thematic approach with a focus on literacy and numeracy.

Key Learning Areas

(KLA)

Language

[essential learning for

all KLAs]

Mathematics

[essential

learning for all

KLAs]

Expressive

and Creative

Arts

Healthy Living

and Physical

Education

Science Studies of

society and

economic

development

Technology

Year 3 English

Fijian/Rotuman

Hindi/Urdu

Other languages such

as Mandarin, French

will be available with

community support

depending on the

special character of

the school

Mathematics The Arts Healthy Living

and Physical

Education

Values

Education

Elementary

Science

Social Studies Enterprise Education

Year 4

Year 5

Year 6

Year 7 Basic Science Social Science

Year 8

Year 9

Family Life

PE

Co

mm

erce

Home Eco

Agricultural Sci

B/Tech

O/Tech

Comp Studies

Education

Year 10

Year 11

Biology

Chemistry

Physics

History

Geography

Accounting

Economics

Agricultural Sci.

Home Economics

Applied Technology

Technical drawing

Computer Ed

Office technology

Vocational education-

mainstreaming

Year 12

Year 13

Agricultural Sci.

Home Economics

Applied Tech

Tech Drawing

Computer Ed

The new curriculum paradigm All syllabus discussion begins from the MLOs which are linked to the national education outcome and goals The KLA, Strand, CLOs and achievement outcomes link to the MLOs What happens to content? There is no dispute on the contribution of content, however over time certain content becomes irrelevant or obsolete and they lose their value. Outcomes on the other hand are competencies and qualities that enrich learning and life in a sustainable way and remain lifelong.

Thematic Curriculum Year 1 & 2 FALD FALD OUTCOME STRAND STRAND

OUTCOME

SUBSTRAND LEARNING STANDARDS

Year 1 Year 2

Name of

major

content organizer

A broad general

outcome that identifies

what students can do, know and value after

undertaking courses of

study in a range of KLA

subjects from Year 3 to

Year 13.

Name of major

content

organizer

A broad general

outcome that

identifies what students can do,

know and value

after undertaking

courses of study in

a range of KLA subjects from Year

3 to Year 13.

Outcome statements

that describe

significant concepts and skills for

students for this

Class for this KLA

subject

Overall expected outcome that

describes the achievement for

the student. Measures knowledge, skills and attitudes

How much has been retained, removed and introduced in the new syllabuses

1. Relevant and valid content for fundamental learning are being retained (from current prescriptions major scope)

2. Obsolete and irrelevant information and content removed totally from the new syllabuses (e.g. disease focus in health education prescription whooping cough, polio, rubella etc,

3. Current and new trends in learning areas (e.g. financial competencies through money smart program in commerce, computer education soft wares, application

Selection of Content Selection of content and subsequent organization is an ideological

process

One that serves the interests of a particular group, social groups or classes

And is a highly political activity

A guideline is useful when doing this

1. Significance for whom?

2. Validity authenticity, and accurate

3. Social relevance social development of individual but within a context of community values, ideals, social problems etc

4. Utility- usefulness of content to learners in their adult life

5. Learnability that students can learn ; meeting the needs of a diverse background of learners nevertheless

6. Interest- that students will find interesting or develop an interest for. Limitation is the selection may not reflect what the students are interested in.

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Developing a Syllabus Framework

Each subject in the new curriculum needs to have a syllabus. A syllabus is a document stating the content of the course and the organisation of the program to be taught.

The principal component of the syllabus is the learning outcomes that teachers will use to direct their teaching and measure to assess students level of achievement.

Conclusion

The new curriculum paradigm means a new vision, new direction and clearer horizons for schooling in Fiji

The new model for Fiji is a modified outcome approach

Selection of new curriculum content is a systematic and coordinated process

Outcomes are processes and skills that students will develop throughout their schooling journey (7 MLOs)

There are clear links in the education journey as guided by the NCF from the schools to the national level.

The reorganization of the curriculum in FALDs and KLAs improves the management of the curriculum and teaching and learning process

An active and ongoing M&E system for Assessment, monitoring and reporting is encouraged

The syllabuses will recreate the pedagogical practice in Fiji classrooms

Thought for the day Education is what remains after one has forgotten what one has learned in school (Einstein, 1955)