Highlights of the Concepts of the CCP for BS7-BS10 (JHS1-SHS1)

1.0 Highlights of the Concepts of the CCP for BS7-BS10 thus JHS1-SHS1

seekersnewsgh has a team which is made up of some master trainers of the common core curriculum, our team will provide you with highlights of the training as guide to those who have not yet done the training and as a revision.

The CCP curriculum is carefully designed to provide learners in Basic 7 to Basic 10 (JHS 1 – SHS 1) with a holistic learning experience to prepare them for post-secondary education, the world of work, or both.

This curriculum is a sequel to the Kindergarten to Primary Standards-Based School Curriculum implementation which commenced with the 2019/2020 academic year.

Winner of the 2022 Ghana Teacher Prize Award

TRAINING GOALS

The training is designed to provide trainers and trainees with the opportunity to:

understand major learning gaps for which the CCP curriculum has been designed to address;

2. develop an awareness of the importance of the National Pre-tertiary Curriculum Framework (NPCF);

3. understand the Common Core Programme (CCP) concept and explain how the National Pre-tertiary Learning Assessment Framework (NPLAF) can improve performance outcomes;

4. appreciate the process of establishing and engaging in Professional Learning Communities (PLCs) as a tool for promoting reflective practice and whole school/department development;

5. study the Front Matter of the Subject and describe the changes in the contents, pedagogies and core competencies;

6. explore the contents of the subject to identify the necessary resources and support structures needed to ensure smooth implementation of the curriculum;

7. understand barriers to learning, particularly those related to the cross-cutting issues (gender, inclusivity and resources availability), and explain how they will be addressed in lessons in the Subjects curriculum (Goal 4);

8. examine the Learner and Teacher Resource Packs to see how they can support teachers in their preparation to implement the curriculum, particularly in designing lesson plans and assessment tasks;

9. engage in curriculum planning activities for the implementation of the subject curriculum including the use of essential tools for lesson planning, assessment, monitoring and reporting on learners’ progress;

10. show understanding of inclusive, creative, learning-centred pedagogies and assessment for learning (AFL) strategies in the Subjects’ curriculum through demonstration lessons; and

11. examine the assessment reporting tools and record-keeping system for monitoring progress in SBA.

READ BARRIERS TO LEARNING

Concept of the common core curriculum (CCP).

The CCP is a carefully designed curriculum for learners in JHS1 ( Basic 7) to SHS1 (Basic 10) as part of the learning experiences necessary to prepare them for further education and the world of work.

At the end of CCP, leaners have the options of branching into either the Academic pathway or the career pathway for two years (SHS 2 to SHS 3), leading to either a high school or a career ready diploma certificate.

Key Features of the CCP

1. Prepare Learners adequately for career pathway and Academic pathway

Produce a new generation of high school graduates with the requisite 21st century skills, work ethos and employable skills
Ensure seamless progression for all learners from JHS to SHS
Learning context -integration of project work, community service and engagement
Nurture Values such as respect, diversity, equity, commitment to excellence, truth and integrity.
Focus on assessing knowledge, attitude and value with emphasis on what learners can do.

The old vs New CCP

Old Curriculum
JHS 1-3	SHS 1-3
Languages (English, Ghanaian and French)	English Language
Mathematics	Mathematics
Integrated science	Integrated science
Social Studies	Social Studies
Religious and Moral Education	Four elective Subjects
Basic Design and Technology
ICT
Physical Health Education

New Curriculum

New Curriculum
JHS1 -SHS 1	SHS2 – SHS 3
Languages (English, Ghanaian, French, Arabic)	Elective Subjects (Academic pathway or Career Pathway)
Mathematics
Sciences (including Agric)
Religious and Moral Education
Career Technology
Computing
Creative Arts and Design
Physical and Health Education

The CCP Learning Approach

Core Competencies

Critical Thinking

2.Creativity and Innovation

3. Communication and Collaboration

4.Cultural Identity and Global Citizen

5.Personal Development and Leadership

6.Digital Literacy

7. The 4Rs ( Reading, wRiting, cReativity, aRithmetic)

Assessment in CCP

All assessment fall under school-based assessment (SBA)

Teachers assess internally during lesson, end of lesson, in the course the semester, end of Academic year

Inclusion of project work and community engagement and services

Learners write National Standards Test (NSAT) in JHS 2

End of phase examination to be written at JHS 3

Emphasis on

Assessment for Learning

Assessment as Learning

Assessment of Learning

1.1 The National Pre-Tertiary Curriculum Framework

The National Pre-Tertiary Curriculum Framework is a guiding document that provides policy direction to the review and implementation of the pre-tertiary curriculum

The NPCF serves as the basis for any curriculum development at the pre-tertiary educational level in Ghana

Key features of the New Curriculum

Emphasis on learning- centered pedagogy ( differentiation, scaffolding and use ICT as a pedagogical Tool)

Emphasis on inclusion and diversity

Provisions for the development of core competencies, foundational and lifelong skills

Contemporary Issues Addressed through the curriculum.

Gender Equity and equality

Inclusive education

Energy Efficiency and Energy conservation

Anti Corruption, Climate Change and Green economy

Sanitation

Organization of the Revised Curriculum

Strands are the broad learning areas of the content to be studied

sub-strands are the sub-divisions of the broad learning areas or stands

Content standard refers to the expected level of knowledge, skill and or attitude that a learner must attain at each grade level.

Indicators are distinct outcomes that leaners must exhibit for each content standard at each level of learning.

Exemplars clearly explain the distinct outcomes or indicators. They support and guide the teacher /facilitator in helping learners to achieve the content standards