PROCEDURAL GUIDELINES for CURRICULUM DELIVERY
TEACHING AND LEARNING NAG 1 (i)
Curriculum delivery will provide for;
- A balance of programmes covering all Essential Learning Area, The Essential Skills, Attitudes and Values, Process and Product.
- Wide opportunities for students working and progressing at their own level.
- Catering for student needs – including students with special needs and abilities.
- Opportunities that match student needs and learning styles.
- Settings for learning including EOTC.
- Teacher strengths being utilised.
- Individual learning styles.
- Individual teaching styles.
- Learning in a fun and active setting.
- An integrated approach to learning and teaching where appropriate.
- Flexible grouping of students – ability, needs based, interests and social.
- A supportive learning environment that encourages enquiry, risk taking, and
PLANNING AND LEARNING NAG 1 (i) (iv)
Teachers complete a long term plan (copy to Principal)
To be finalised by the end of week 1 of each term, based on;
- Implementation Plan ( School centered curriculum planning documents)
- Development Plan
- Student Needs
- School Charter Goals
- Curriculum Statements
- Special events i.e. LIFE Education, Agricultural Day etc.
- May include topics, key attitudes, skills and knowledge areas.
- Curriculum / Strand checkers will be used to monitor coverage and to identify areas for inclusion for next term / year.
Staff to use agreed planning formats (blue booklet / curriculum implementation plans)
Teachers evaluate student achievement as well as programme achievement.
- Appropriate Achievement Objectives
- Specific Learning Outcomes
- Planned Assessment Activities (Strategy and Criteria)
- Teachers may need to spend time checking resources, developing activities, arranging groupings.
Short Term Plans
- Maintain a regular weekly diary that records planned and unplanned work.
Display a class timetable in each classroom / diary. (Copy also to principal)