English Language Training Manual: Common Core Programme (CCP) Curriculum

Ministry of Education
REPUBLIC OF GHANA
ENGLISH LANGUAGE
TRAINING MANUAL
Common Core Programme (CCP) Curriculum
September 2020
CCP TM 4 English - Final.indd 1 17/11/2020 8:47 PM

Writing Panel
NAME INSTITUTION
Ama Marfo EYE Africa
Genevieve Mensah English Desk Officer, NaCCA
Moses Gemeh NaCCA
Alfred Quaittoo Kaneshie Senior High Technical School
National Council for Curriculum and Assessment (NaCCA)

P. O. Box CT PMB 77 Cantonments Accra
Telephone: 0302909071, 0302909862
Email: info@nacca.gov.gh
Website: www.nacca.gov.gh

Contents
FOREWORD............................................................................................................................................................5
ACKNOWLEDGEMENTS......................................................................................................................................6
INTRODUCTION ...................................................................................................................................................7
Structure of the Training Manual .................................................................................................................................................. 7
Training Plan.......................................................................................................................................................................................... 7
Aims of the Training Manual............................................................................................................................................................. 7
How to Use the Manual .................................................................................................................................................................... 7
TRAINING GOALS.................................................................................................................................................9
LEARNING OUTCOMES.....................................................................................................................................10
TRAINING SCHEDULE....................................................................................................................................... 11
DAY 1: OPENING, PRESENTATIONS AND DISCUSSIONS ON NATIONAL EDUCATIONAL

POLICIES .....................................................................................................................................................13
Day 1 Learning Outcomes............................................................................................................................................................... 13
Day 1 Agenda...................................................................................................................................................................................... 13
DAY 2: INTRODUCTION TO THE CCP ENGLISH LANGUAGE CURRICULUM......................................15

Day 2 Agenda...................................................................................................................................................................................... 15
Session 2.0: Review of Previous Day’s Work and Review of Day’s Work.......................................................................... 16
Session 2.1: Introduction to the CCP English Language Curriculum....................................................................................17
Session 2.2: Front Matter of the CCP English Language Curriculum.................................................................................. 18
Session 2.3: Changes in CCP English Curriculum What is new?........................................................................................... 18
Session 2.4: Features and Use of the Teacher and Learner Resource Packs..................................................................... 19
Session 2.5: Features and Use of the Teacher and Learner Resource Packs..................................................................... 19
Session 2.6 Yearly and Termly Schemes of Learning................................................................................................................ 20
Session 2.7: Lesson Planning – Format and Phases of a Lesson Plan.................................................................................... 21
End of Day Check-in (10 mins) ...................................................................................................................................................... 21
DAY 3: PEDAGOGY & ASSESSMENT IN THE CCP ENGLISH LANGUAGE CURRICULUM..................22

Day 3 Agenda...................................................................................................................................................................................... 22
Session 3.0: Review of previous day’s work & Overview of Day 3(20 mins)...................................................................... 23
Session 3.1: Assessment in the CCP English Language Curriculum ..................................................................................... 23
Session 3.2: Assessment in the CCP English Language Curriculum – Assessment Task................................................. 25
Session 3.2: Teaching and Learning Resources for the CCP English Language Curriculum........................................... 26
Session 3.4: Barriers to Learning................................................................................................................................................... 27
Session 3.5: Barriers to Learning – Group Work and Presentation..................................................................................... 28
Session 3.6: Demonstration of Creative pedagogies................................................................................................................ 29
Session 3.7: Demonstration of Creative pedagogies the English Language Curriculum.................................................. 30

DAY 4: PLANNING AND PRACTISING THE CREATIVE LEARNING-CENTRED PEDAGOGIES AND

ASSESSMENT FOR LEARNING STRATEGIES IN ENGLISH LANGUAGE.......................................31
Day 4 Agenda...................................................................................................................................................................................... 31
Session 4.0: Review of Previous Day’s Work & Overview of Day’s Work......................................................................... 32
Session 4.1: Lesson Planning for Demonstration ...................................................................................................................... 33
Session 4.2: Lesson Demonstration ............................................................................................................................................ 33
Session 4.3: Lesson Demonstration ............................................................................................................................................. 33
Session 4.5: Lesson Planning for Demonstration (Assessment for learning strategies) ................................................. 33
DAY 5: BASIC FEATURES OF A PROFESSIONAL LEARNING COMMUNITY (PLC) AND

SIMULATION OF PLC COACHING SESSION ......................................................................................35
Day 5 Agenda...................................................................................................................................................................................... 35
Session 5.0: Review of Previous Day’s Work & Overview of Day’s Work......................................................................... 36
Session 5.1: Simulation of PLC Session ....................................................................................................................................... 36
Session 5.2: Simulation of PLC Session ....................................................................................................................................... 37
Session 5.3: Simulation a PLC Session.......................................................................................................................................... 37
Session 5.4: Plenary Fidelity of Implementation........................................................................................................................ 38
Resources for the Training of JHS Teachers, Headteachers and School Improvement Support Officers (SISOs)
toward the Implementation of the Common Core Programme (CCP) Curriculum........................................... 39
APPENDICES.........................................................................................................................................................41
Appendix A: WELCOME, INTRODUCTIONS & OVERVIEW............................................................................................ 41
Appendix B: COMMON CORE PROGRAMME (CCP) CONCEPT................................................................................... 42
Appendix C: GUIDELINES FOR THE FORMATION OF PROFESSIONAL LEARNING COMMUNITIES
(PLCs) ....................................................................................................................................................................................... 43
Appendix D: ASSESSMENT IN THE CCP CURRICULUM.................................................................................................... 47
Appendix E: DESIGNING SCHOOL TIMETABLES................................................................................................................. 56
Appendix F: LEARNING SCENARIOS........................................................................................................................................ 58
Appendix G: FIDELITY OF IMPLEMENTATION OF THE COMMON CORE PROGRAMME (CCP)...................... 60
References/Bibliography.......................................................................................................................................63

FOREWORD
The National Council for Curriculum and The Manual is designed to guide facilitators provide
Assessment (NaCCA), on behalf of the Ministry of quality training for JHS classroom practitioners and
Education, has developed this Training Manual for other education managers. The training will provide
the orientation and preparation of teachers towards teachers with adequate information about the
the roll-out of the Common Core Programme curriculum to make them reflective practitioners,
(CCP) Curriculum. with the requisite knowledge, skills and experiences
to implement the CCP curriculum with fidelity.
The CCP curriculum is carefully designed to provide
learners in Basic 7 to Basic 10 ( JHS 1 – SHS 1) with I have no doubt that with effective nationwide
a holistic learning experience to prepare them for training, implementation of the CCP curriculum
post-secondary education, the world of work, or will be a success.
both. This curriculum is a sequel to the Kindergarten
to Primary Standards-Based School Curriculum
implementation which commenced with the Dr. Prince Hamid Armah
2019/2020 academic year. Director-General (Ag.)

ACKNOWLEDGEMENTS
The National Council for Curriculum and Assessment (NaCCA) would like to express its appreciation to
the many educationists and curriculum experts, who contributed to the development of the Common Core
Programme (CCP) Curriculum and the development of this training manual.
NaCCA would also like to acknowledge the contributions of members of the Training Manual
Template Team (TMTT):
Dr. Prince H. Armah, Director-General (Ag.), NaCCA
Prof. Damian Kofi Mereku, Lead Consultant, TMTT
Mr. Johnson Boakye Yiadom, Member, TMTT
Mr Emmanuel Acquaye, Member, TMTT
Mr. John Mensah Anang, Member, TMTT

INTRODUCTION
The National Council for Curriculum and made up of 24 Trainers from each of the
Assessment (NaCCA) has developed this Training 260 MMDs.
Manual for the preparation of JHS classroom 4. MMD Level Training: Nationwide training
practitioners and other education managers, to of 100,000 JHS Teachers, Headteachers and
implement the Common Core Programme (CCP) School Improvement Support Officers (SISOs).
curriculum (Basic 7 to Basic 10/JHS1 – SHS1).
This Manual has been developed to facilitate the This initial training shall be followed by regular
training of teachers for the implementation of the in-service training, refresher courses at the school,
CCP curriculum. cluster and circuit levels through Professional
Learning Communities (PLCs) and Continuous
The Manual covers four key training sessions. Professional Development (CPD) sessions.
The first session focuses on generic areas
namely: the National Pre-tertiary Curriculum
Framework (NPCF), the National Pre-tertiary
Learning Assessment Framework (NPLAF),
the CCP concept and the Professional Learning
Communities (PLC).
The second session highlights the contents of the
English Language curriculum. These include:
Introduction to the CCP Curriculum, the Front
Matter and Changes in the Curriculum.
The remaining two sessions concentrate on
pedagogy and assessment. There are slots for Aims of the Training Manual
Assessment in the CCP Curriculum, Teaching and These are to:
Learning Resources, Barriers to Learning, Creative
· equip facilitators with the necessary guidelines,
Pedagogies and demonstrations.
skills and experiences for training teachers,
headteachers, school improvement support
Structure of the Training Manual officers (SISOs) and other stakeholders for
the effective implementation of the CCP
The Manual is arranged in sessions. Each session
curriculum;
has a catalogue of activities for both participants
and facilitators. These are carefully packaged to help · enable trainees understand the concept of the
the teacher who is the focus of the implementation CCP curriculum and its importance in the
of the CCP curriculum, to follow the sequence and education, growth and development of the
progression of learning areas in the curriculum. Ghanaian learner.
Training Plan How to Use the Manual

The training plan is as follows: Facilitators should:
1. National Core Trainers: There will be 36 subject · thoroughly read every activity captured under
experts; three from each of the 12 subject areas. the various sessions to ensure a conceptual
understanding embedded in each activity;
2. National Level Training: This team will
constitute 230 subject experts selected from the · consult officials of NaCCA for any clarification
12 subject areas. and support;
3. Regional Level Training: There will be 6,240 · ensure that the recommended training resources
Metro/Municipal/District (MMD) Trainers are available in their right quantities;

· note that the approaches suggested for effective Among other things, facilitators should therefore
delivery of the training are not exhaustive; consider the following:
· use strategies that can help achieve the goals of 1. what trainees must know and be able to do;
the training. 2. what supports/facilitates effective educational
Note: Facilitators should ask themselves these practices;
critical questions at the planning, facilitation and 3. what evidence demonstrates teaching
reflection stages. effectiveness; and
1. Planning: What do my trainees need to know, 4. what steps can be taken to continuously
understand and be able to do? improve and build upon effective classroom
2. Facilitation: How do I teach effectively to ensure instruction.
trainees are learning? The programme is laid out in three columns labelled:
3. Reflection: How do I know trainees are learning? time/duration, activity and resources. The column
What do I do to ensure that participants have for resources gives a summary of key resources
mastered what they are expected to do? required by facilitators and participants to ensure an
effective orientation programme. For example:
Time/duration Activity Resources

9:00am – 10:00 Session 2.2: Flip Charts
Group Activity: Learning Styles Expectations Markers
- Move into breakout sessions Sticker notes
- Make group presentations Teacher Resource Pack

TRAINING GOALS
The training is designed to provide trainers and inclusivity and resources availability), and
trainees with the opportunity to: explain how they will be addressed in lessons in
1. understand major learning gaps for which the the English Language curriculum (Goal 4);
CCP curriculum has been designed to address; 8. examine the Learner and Teacher Resource
2. develop an awareness of the importance Packs to see how they can support teachers in
of the National Pre-tertiary Curriculum their preparation to implement the curriculum,
Framework (NPCF); particularly in designing lesson plans and
assessment tasks;
3. understand the Common Core Programme
(CCP) concept and explain how the National 9. engage in curriculum planning activities for
Pre-tertiary Learning Assessment Framework the implementation of the English Language
(NPLAF) can improve performance outcomes; curriculum including the use of essential tools
for lesson planning, assessment, monitoring and
4. appreciate the process of establishing and reporting on learners’ progress;
engaging in Professional Learning Communities
(PLCs) as a tool for promoting reflective 10. show understanding of inclusive, creative,
practice and whole school/department learning-centred pedagogies and assessment
development; for learning (AFL) strategies in the English
Language curriculum through demonstration
5. study the Front Matter of the English Language lessons; and
curriculum and describe the changes in the
contents, pedagogies and core competencies; 11. examine the assessment reporting tools
and record-keeping system for monitoring
6. explore the contents of the English Language progress in SBA.
curriculum 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,

LEARNING OUTCOMES
At the end of the training, the participants will be explain how they will be addressed in lessons in
able to: the English Language Curriculum (Goal 6);
1. describe the major learning gaps the Common 11. identify the necessary resources and
Core Programme (CCP) Curriculum is support structures needed to ensure smooth
designed to address (Goal 1); implementation of the CCP English Language
2. explain features that shape the Common Core curriculum (Goal 5, 6 and 7);
Programme (CCP) Curriculum and how these 12. use various tools for lesson planning and
can lead to the development of the common assessment to plan lessons that will employ
core learner attributes to meet the career and inclusive, creative learning-centred pedagogies
tertiary education ready standards set by the in the English Language curriculum (Goals 7
curriculum (Goal 2); and 8); and
3. demonstrate an understanding of the Pre- 13. demonstrate creative learning-centred
tertiary Learning Assessment Framework pedagogies and assessment for learning (AFL)
(NPLAF), explain the component of strategies in lesson delivery (Goals 8).
assessment in the CCP and the amount of
emphasis to be given to the various forms of
assessment in the CCP (Goal 2);
4. explain the basic features of a Professional
Learning Community (PLC) and their potential
for creating a new teaching culture, where
teachers will be willing to support each other in
their subject area (Goal 3);
5. explain the roles and responsibilities of the key
actors1 in the PLC (DDE, SISO, HT, CL/Coach
and teachers) in your subject area (Goal 3);
6. simulate a PLC Coaching Session, where the
team/staff have agreed to have a colleague
do a demonstration lesson on how to teach
a difficult topic in CCP English Language
curriculum (Goal 3);
7. explain common core learner attributes and
the core competencies in the CCP English
Language curriculum (Goal 4);
8. explain the major differences between the
standards-based curriculum and the existing
English Language syllabus (Goal 4);
9. describe the changes in the content and
pedagogies of the English Language
curriculum (Goal 4);
10. identify barriers to learning, particularly those
related to the cross-cutting issues (gender,
inclusivity and resources availability), and
1 DDE – District Director of Education; SISO - ; HT – Head teacher; CL – Curriculum Leader.
10

TRAINING SCHEDULE
Activity Time/ DAY 1: DAY 2 DAY 3 DAY 4 DAY 5

Duration
1. 8:00 – 8:20am. Session 1.0: Session 2.0: Session 3.0: Session 4.0: Session 5.0:
[20 min.] Registration Registration and Registration and Registration and Registration and
Protocols Protocols Protocols Protocols
2. 8:20 – 9:00am Opening Review of previous Review of previous Review of previous Review of previous
[40 min.] Ceremony: day’s work & day’s work & day’s work & day’s work &
Welcome, overview of day’s overview of day’s overview of day’s overview of day’s
Introductions work work work work
Overview, Norms &
Expectations
3. 9:00 – 10:00am Session 1.1: Session 2.1: Session 3.1: Session 4.1: Session 5.1:
[1 hr] National Pre- Introduction Assessment in Lesson Planning for Review of PLC
Tertiary Curriculum to the CCP the CCP English Demonstration (by Concept &
Framework (NPCF) English Language Language participants) on Planning PLC
Curriculum Curriculum Creative Pedagogies Simulation
4. 10:00 – 11:00am Session 1.2: Session 2.2: Session 3.2: Session 4.2: Session 5.2:
[1 hr] The Concept of Study of the Front Assessment in Lessons Simulation of PLC
the Common Core Matter and the the CCP English Demonstration (by Session
Programme (CCP) changes in CCP Language participants) on
English Language Curriculum Creative Pedagogies
Curriculum and Discussions
5. 11:00 – 11:30am SNACK BREAK
6. 11:30 – 12:30pm Session 1.3: Session 2.3: Session 3.3 Session 4.3: Session 5.3:
[1 hr] Pre-tertiary Group discussion Teaching and Lessons Simulation of PLC
Learning and presentation Learning Resources Demonstration (by Session
Assessment on the Front for the CCP participants) on
Framework Matter and English Language Creative Pedagogies
(NPLAF) changes in CCP Curriculum and Discussions
English Language
Curriculum
7. 12:30 – 1:30pm Session 1.4: Session 2.4 Session 3.4 Session 4.4: Session 5.3:
[1 hr] Plenary Discussions Features and The Barriers to Micro Lesson Fidelity of
on the NPCF, CCP use of the TRP Learning CCP Planning for Implementation
and NPLAF & LRP in CCP English Language Demonstration (FoI)
English Language Curriculum (by participants)
Curriculum on Assessment
for Learning and
Discussions
8. 1:30 – 2:30 p.m. LUNCH BREAK
9. 2:30 – 3:30 p.m. Session 1.5: Session 2.5 Session 3.5 Session 4.5: Session 4.5:
[1 hr] Professional Features and The Barriers to Micro Lessons General Plenary
Learning use of the TRP Learning CCP Demonstration Evaluation
Community (PLC)/ & LRP in CCP English Language on Assessment
Next Steps &
School-Based In- English Language Curriculum for Learning and
Closing
service (SBI) Curriculum Discussions
11

Activity Time/ DAY 1: DAY 2 DAY 3 DAY 4 DAY 5
Duration
10. 3:30 – 4:30p.m. Session 1.6: Session 2.6: Session 3.6 Session 4.6: DEPARTURE
[1 hr] Plenary Yearly and Termly Demonstration on Micro Lessons
Discussion on the Scheme of Learning the use of Creative Demonstration
PLC/SBI (SoL) for the CCP Pedagogies in (by participants)
English Language the CCP English on Assessment
Curriculum Language for Learning and
Curriculum and Discussions
Discussions
11. 4:30 – 5:30p.m. Session 1.7: Session 2.7: Session 3.7: Session 4.7:
[1 hr] General Lesson Planning Demonstration on Plenary discussion
presentation Format and Phases the use of Creative of Demonstrated
on the roles of of a lesson in CCP Pedagogies in Lessons
stakeholders in the English Language the CCP English
PLC Curriculum Language
Curriculum and
Discussions
12. 5:30 – 5:40pm End of Day Checks End of Day Checks End of Day Checks End of Day Checks
13. 6.00 - … SUPPER
12

DAY 1: OPENING, PRESENTATIONS AND DISCUSSIONS ON
NATIONAL EDUCATIONAL POLICIES
Day 1 Learning Outcomes 3. Demonstrate understanding of the Pre-tertiary

Learning Assessment Framework (NPLAF),
1. Describe the major learning gaps for which explain what assessment involves in the CCP
the CCP curricula have been designed to and the amount of emphasis to be given
address (Goal 1). to the various forms of assessment in the
2. Explain features that shape the Common CCP (Goal 2)
Core Programme (CCP) and how these can 4. Explain the basic features of a Professional
lead to the development of the common core Learning Community (PLC) and their potential
learner attributes, to meet the career and for creating a new teaching culture, where
tertiary education ready standards set by the teachers will be willing to support each other in
curricula (Goal 2). their subject area (Goal 3).
Day 1 Agenda
Time Activity Resources
8:00 – 8:20 am Registration<?> and Protocols
[20 mins]
8:20 – 9:00 am Session 1.0:
[40 mins] Opening, Overview, Norms & Expectations Appendix A
- Opening Ceremony
- Training Environment and Workshop Norms
- Participants Expectations & Self-assessment
- Overview of Role & Responsibilities of Facilitators
9:00 – 10:00 am. Session 1.1:
[1 hr] National Pre-Tertiary Curriculum Framework (NPCF) PPT 1
- Presentation (40 min)
- Discussion (20 min)
10:00 – 11:00 am. Session 1.2:
[1 hr] The Concept of the Common Core Programme (CCP) PPT 2
Curriculum
11:00 – 11:30am. SNACK BREAK
11:30 – 12:30pm Session 1.3:
[1 hr] Pre-tertiary Learning Assessment Framework (NPLAF) PPT 3
12:30 – 1:30pm Session 1.4:
[1 hr] PLENARY: Questions and Discussion on NPCF, CCP
and NPLAF
1:30 – 2:30pm. LUNCH BREAK
13

2:30 – 3:30pm. Session 1.5:
[1 hr] Professional Learning Community (PLC)/School- PPT 4
Based In-service (SBI) Appendix C
3:30 – 4:30pm. Session 1.6:
[1 hr] Professional Learning Community (PLC)/School- Appendix C
Based In-service (SBI)
- Questions and Discussion on PLC/SBI (60 min)
4:30 – 5:30pm. Session 1.7
[1 hr] The Roles of Stakeholders in the PLC PPT 5
- Presentation (40 min) Appendix C
5:30 – 5:40pm End of Day Checks
14

DAY 2: INTRODUCTION TO THE CCP ENGLISH LANGUAGE
CURRICULUM
Day 2 Learning Outcomes 3. Describe the changes in the content and

pedagogies of the CCP English Language
1. Explain common core learner attributes and curriculum (Goal 4).
the core competencies in the CCP English
Language curriculum (Goal 3). 4. Identify the necessary resources and
support structures needed to ensure smooth
2. Explain the major differences between the CCP implementation of the English Language
curriculum and the existing English Language curriculum (Goal 5 and 6).
syllabus (Goal 4).
Day 2 Agenda
1. 8:00 – 8:20am Registration and Protocols
[20 min]
2. 8:20 – 9:00am Session 2.0:
[40 min.] Review of previous day’s work & overview of day’s
work
3. 9:00 – 10:00am Session 2.1:
[1 hr] Introduction to the CCP English Language Curriculum PPT 6
3. 10:00 – 11:00am Session 2.2:
[1 hr] GROUP WORK: Study of the Front Matter of the CCP Curriculum document
English Language Curriculum

5. 11:30 – 12:30pm Session 2.3:
[1 hr ] GROUP PRESENTATIONS: The Front Matter and
changes in the CCP English Language Curriculum
6. 12:30 – 1:30pm Session 2.4 PPT 7
[1 hr] Features and Use of the TRP & LRP Teacher’s & Learner’s Resource Pack
Curriculum document
7. 1:30 – 2:30 p.m. LUNCH BREAK
8. 2:30 – 3:30 p.m. Session 2.5 PPT 7
[1 hr] GROUP WORK & PRESENTATIONS: Features and Use Teacher’s & Learner’s Resource Pack
of the TRP & LRP Curriculum document
9. 3:30 – 4:30pm. Session 2.6 PPT 8
[1 hr ] Yearly and Termly Scheme of Learning (SoL) for the Teacher’s & Learner’s Resource Pack
CCP English Language Curriculum Curriculum document
10. 4:30 – 5:30pm. Session 2.7 PPT 9
[1 hr] Lesson Planning: Format and Phases of a lesson Teacher’s & Learner’s Resource Pack
Curriculum document
11. 5:30 – 5:40pm End of Day Checks
6.00 … SUPPER
15

Session 2.0: Review of Previous Day’s Work and Review of Day’s Work
Review of Previous Day’s Work (15 mins) (see Day 2 on Programme)
Welcome and warm up (20 mins)

Say:
• Welcome Everyone!
• To warm up, let’s do a simple exercise.
Do:
• Draw a chart with two columns on the board/flip chart, headed adjectives and nouns. E.g.
Adjectives Nouns
Beautiful Teacher
Strange Boy
Ferocious Dog
Diabolical Sausage
Delicious Frog
Interesting Spider
Exciting Iceberg
Daunting Witch
Terrifying School
Jubilant Chair leg
Ancient Classroom
atrocious Computer
Game
• Ask the participants to make noun phrases from the chart e.g. ‘An interesting game’ and write them up.
• Ask them to justify their choices.
Review of previous day’s work

Do:
• Using the talking circle, ask participants to summarise the previous day’s big ideas in 4 sentences or less.
• Invite 2-3 participants to share their summary with the whole group.
Overview of Day 2
Say:
In this module, we shall be talking about:
• introduction to the CCP English Language Curriculum.
• front Matter of the CCP English Language Curriculum
• what has Changed in the CCP English Language Curriculum
• features and use of the teacher and learner resource packs
• Yearly and termly schemes of learning
• Lesson planning
16

Module 4: Violence and School-Related Gender-Based Violence
Module 5: Human Rights
Module 6: Creating a Safe and Supportive Classroom Environment
Module 7: Response – Support, Referral and Reporting
Module 8: Action Plan and Pledge
Each module begins with an introduction that includes:

• A brief explanation of why this module or content was included as part of
Session 2.1: Introduction to the CCP English Language Curriculum

the SRGBV prevention and response manual.
• A brief description of each session within the module.
• A list of resources, including organizations, books, websites and other
documents to learnmore about the content in the module.
Session Objectives
Each module consists of two to four sessions. All sessions are outlined as follows:
Say: TIME
The estimated time it will take to facilitate the activity.
In this session we will be talking about the English Language curriculum for CCP B7-B10.
By the LEARNING
end of this session you will be able to:
OBJECTIVES
Specific skills and abilities the participants will gain from the session.
• describe the major learning gaps the CCP English Language curriculum is designed to address.
• identify the major differences between the CCP English Language curriculum and the existing JHS
METHODS USED
Participatory-education methods used throughout the session.
English Language syllabus.
MATERIALS
Resources to complete Flip
Materials neededneeded; charts, markers, sticky notes
the session.
FACILITATOR PREPARATION
****
StarterAny preparation needed prior to the session.
Start the session with a language game
FACILITATOR NOTES
Say: Special notes for the facilitator on the session.

• What are the current challenges in teaching, learning and assessment of English Language at the JHS?
ACTIVITIES
Step-by-step instructions to facilitate the session.
Do:
6
• Let Introduction
participants sit in pairs to do Activity 1, PPT 2, Slide 32-33.
• Ask few pairs to share their answers for a whole class discussion.
***
Presentation on the introduction to CCP English Language curriculum (30 mins)
Say:
• I believe you all agree with me that if we want our learners to be proficient in English Language and
achieve academic success, there is the need for a new curriculum. Let us look at what the new CCP
English Language curriculum for B7-B10 has to offer.
Do:
• Present Introduction to the CCP English Language curriculum, PPT 2, Slides 35 -40 to participants.
• Give participants 2 minutes to comment on the presentation.
Group discussion on the organisation of the CCP English Language curriculum (25 mins)
Do:
• Ask participants to do Activity 3, PPT 2, Slide 41.
• In groups of four (4), ask participants to open to the front matter of the CCP English Language
curriculum to identify and discuss:
a. strands
b. sub-strands
c. content standards
d. indicators
e. exemplars(move to slides)
• Select 3 groups to present their work to the whole class for discussion. You may ask particular groups to
present particular features.
• Thank participants for active participation.
17

Session 2.2: Front Matter of the CCP English Language Curriculum
Session Objectives
Say:• A brief explanation of why this module or content was included as part of
In this session,
• A brief we ofwill
description eachbe talking
session within about
the module.the Front Matter of the CCP English Language curriculum.
By thedocuments
end oftothis session
learnmore aboutyou will be
the content able
in the to explain:
module.
•EachRationale
module consists of two to four sessions. All sessions are outlined as follows:
• Teaching
TIME and learning philosophy
• General and specific aims
• Core competencies
LEARNING OBJECTIVES
• learning domains (expected learning behaviours)
• Attitudes
METHODSand USEDvalues
• Pedagogical approaches
MATERIALS
Resources to complete Flip
Materials neededneeded; charts, markers, sticky notes
the session.
****
Any preparation needed prior to the session.
Discussion on the Front Matter of the CCP English Language curriculum for the CCP B7-B10 (20 mins)
FACILITATOR NOTES

• ForACTIVITIES
effective implementation of the curriculum, is important for you to understand the Front Matter.
LetStep-by-step
us studyinstructions
the Front Matter of the CCP English Language curriculum
to facilitate the session.
Do:6
Module 4:Introduction
Violence and School-Related Gender-Based Violence
Let6:participants
•Module Creating a Safe andsit in groups
Supportive to do
Classroom Activity 1, PPT 2, Slide 32-33.
Environment
Invite
•Module groups
8: Action toPledge
Plan and present their work.
•EachSummarise
module begins withkeyan points
introduction that includes:
Session 2.3: Changes in CCP English Curriculum What is new?
PPT Session Objectives

TIME
Say:
LEARNING OBJECTIVES
In this Specific
session, skillswe shall be
and abilities looking at
the participants will the changes
gain from in JHS English Language Curriculum.
the session.
By the end of this session you will be able to:

METHODS USED
• discuss the changesmethods
Participatory-education in theusedCCP English
throughout the Language
session. curriculum.
Resources
MATERIALS needed; PPT 1, Flip charts, markers
Materials needed to complete the session.
Highlights of thePREPARATION
FACILITATOR differences between the existing and the new curricula (30 mins)
Do:
• AskFACILITATOR
participants NOTES
to sit in groups of four to do Activity 2, PPT 2, Slide 43-48.
Special notes for the facilitator on the session.
• Let participants identify and discuss the similarities and differences between the current and the new
English Language curriculum in terms of scope and sequencing of content/skills across levels.
ACTIVITIES
• Invite 3-4 groups to present their work for whole group discussion.
• Thank participants for their contribution.
6 Introduction
18

Session 2.4: Features and

the SRGBV prevention Usemanual.
and response of the Teacher and Learner Resource Packs

Session Objectives
Say:
TIME
In this The
session,
estimated we will
time betake
it will talking about
to facilitate the Teacher Resource Pack that accompany the CCP English
the activity.
Language Curriculum.
LEARNING OBJECTIVES
By the Specific
end of this
skills and session
abilities theyou will be
participants will able to:the session.
gain from
• Identify and discuss the elements in the Teacher Resource Pack;

METHODS USED
• Explain the importance
Participatory-education methodsof Teacher
used throughout Resource
the session. Pack.
Resources
MATERIALS needed; Flip charts, markers, sticky notes, copies of the CCP English Language curriculum,
copies of the Teacher Resource Pack.
FACILITATOR PREPARATION ****
a. Presentation,
FACILITATOR NOTES study and discussion on the Teacher Resource Pack (30 mins)
Say:
ACTIVITIES
achieve academic success, there is the need to be guided by a CCP English Language Teachers Pack.
6
Do: Introduction
• Present the CCP English Language Teachers Pack for Basic 7 PPT 2, Slides 35 -40 to participants.
• Group study of and discussion on the key features of the Teacher Resource Pack.
•Module
You
Module
4: Violence and School-Related Gender-Based Violence
may ask
5: Human Rightsparticular groups to discuss and present particular features.
Th7:ank
•Module participants
Response for active
– Support, Referral participation.
and Reporting
Session 2.5: Features and

the SRGBV prevention Usemanual.
and response of the Teacher and Learner Resource Packs

Session Objectives
Say:
TIME
In this The
session,
estimated we will
time betake
to facilitate the Learner Resource Pack that accompany the CCP English
the activity.
Language Curriculum.
LEARNING OBJECTIVES
By the Specific
end of this
skills and session
abilities theyou will be
participants will able to:the session.
gain from
• Identify and discuss the elements in the Learner Resource Pack;

METHODS USED
• Explain the importance
Participatory-education methodsof the
used Learner
throughout theResource
session. Pack.
Resources
MATERIALS needed; Flip charts, markers, sticky notes, copies of the CCP English Language curriculum,
copies of the Learner Pack.
FACILITATOR PREPARATION ****
b. Presentation,
FACILITATOR NOTES study and discussion on the Learner Resource Pack (30 mins)
Say:
ACTIVITIES
achieve academic success, there is the need to be guided by a CCP English Language Learner Resource
Pack.
6 Introduction
Do:
• Present the CCP English Language Learner Pack for Basic 7, PPT 2, Slides 35 -40 to participants.
• Group study of and discussion on the key features of the Teacher Resource Pack.
• You may ask particular groups to discuss and present particular features.
• Thank participants for active participation.
19


Session 2.6 Yearly and Termly Schemes of Learning
Session objectives
Say:
In this TIME
session, we shall be looking at the format/template for writing a scheme of learning and how to
write a scheme of learning from the new English Language curriculum.
By the LEARNING
end of, you will be able to:
OBJECTIVES
• identify and explain the components of a scheme of learning from the CCP English Language
curriculum.
METHODS USED
• write yearly and termly schemes of learning for a grade level.
MATERIALS
Resources
Materials needed to completeFlip
needed; charts, markers, sticky notes, Sample scheme of learning template, copies of
the session.
the English curriculum,

Any preparation needed prior to the session. ***
FACILITATOR NOTES
Presentation
Special notes and discussion
for the onsession.
facilitator on the the format/template provided for writing a scheme of learning (15
mins)
ACTIVITIES
Say: Step-by-step instructions to facilitate the session.
• What is a scheme of learning? Why do you write a scheme of learning? I want you to reflect on these
6
questions
Introduction
briefly. Then turn to your partner and share your answers with him or her.
Do:
• Invite 2-3 participants to share their answers with the whole group.
• Walk participants through the format for writing scheme of learning (Activity…, PPT Slide ...)
• Give participants 2 minutes to study the format/template.
• Take them through the process of writing a termly scheme of learning.
• Invite questions for clarification if need be.
Practice Group work] (25 mins)

Say:
• You now have the opportunity to practise writing schemes of learning in your groups (PPT 10, Slide
142).
Do:
• Put participants into five (5) groups.
• Task each group to plan and write a termly scheme of learning for a particular level/year group (class).
Participants can ballot for the levels/class they want to write the scheme of learning for.
• Go round to provide support.
Group presentations and discussions on schemes of learning written in the format/template provided
(20 mins)
Do:
• Invite groups to present their work for comments from their peers.
• Encourage participants to comment on their colleagues’ presentations.
20

Session 2.7: Lesson

Planning
• A brief explanation – orFormat
of why this module and
content was included
Phases of a Lesson Plan
as part of

Session objectives
Say:
In this TIME
session, we shall be looking at the format for a lesson plan and how to write a lesson plan based on
the CCP English Language curriculum.
By the LEARNING
end, youOBJECTIVES
will be able to:
• explain the new lesson plan format.
• discuss
METHODS theUSED
stages/phases of a lesson plan.
• plan a lesson using the new format.
MATERIALS
Resources
needed; charts, markers, sticky notes, Sample lesson planning template, copies of the
the session.
English curriculum,
Any preparation needed prior to the session. ***
Presentation and discussion on the lesson plan template (20 mins)
FACILITATOR NOTES
• What is a lesson plan? Why do you write lesson plans? What are the components of a lesson plan? I want
ACTIVITIES
youStep-by-step
to reflect on these
instructions questions
to facilitate for one minute. Then turn to your partner and share your answers with
the session.
him or her.
6 Introduction
Do:
• Invite 2-3 participants to share their answers with the whole group.
Say:
• Yes, you all know how to prepare a lesson plan. With the new curriculum, you will continue to plan your
lessons before you teach. There is a little modification to the format to ensure the needs of all learners
are catered for. Let us now look at the new format.
Do:
• Walk participants through the format/template provided for writing a lesson plan. (Activity…. PPT …,
slide ….).
• Give participants some time to study the format/template.
• Give participants some time to discuss the lesson plan format/template.
• Invite questions for clarification.
Practice (20 mins)

Say:
You are now going to practise writing a lesson plan in your groups.
Do:
• Display PPT …, Slide ….
• Put participants into five (5) groups.
• Task each group to select a content standard and indicator(s) and write a lesson plan for a particular
level. Participants can ballot for the levels to write the lesson plan for.
• Go round to provide support.
End of Day Check-in (10 mins)
Say:
· How did the day go for you?
· What was your favourite part? Why?
· Write one thing you already knew, one thing that you have learnt today, and one question you need an
answer to.
21

DAY 3: PEDAGOGY & ASSESSMENT IN THE CCP ENGLISH LANGUAGE
CURRICULUM
Day 3 Learning Outcomes implementation of the English Language

curriculum (Goal 5 and 6).
1. Identify barriers to learning, particularly those
related to the cross-cutting issues (gender, 3. Use essential tools for lesson planning and
inclusivity, and resources availability), and assessment to plan demonstration lessons
explain how they will be addressed in lessons in to practice creative and learning-centred
the English Language curriculum (Goal 4). pedagogies and assessment for learning (AFL)
strategies in the English Language curriculum
2. Identify the necessary resources and (Goals 7).
support structures needed to ensure smooth
Day 3 Agenda
8:00 – 8:20am Registration and Protocols
[20 min]
8:20 – 9:00am Session 3.0:
[40 min.] Review of previous day’s work & overview of day’s work
9:00 – 10:00am Session 3.1 PPT 10

[1 hr] Assessment in the CCP English Language Curriculum Teacher’s & Learner’s Resource Pack
Curriculum document
10:00 – 11:00am Session 3.2 PPT 10

[1 hr] GROUP WORK & PRESENTATIONS: Assessment in the Teacher’s & Learner’s Resource Pack
CCP English Language Curriculum Curriculum document
11:00 – 11:30am. SNACK BREAK
11:30 – 12:30pm. Session 3.3: PPT 11
[1 hr ] Teaching and Learning Resources for the CCP English Teacher’s & Learner’s Resource Pack
Language Curriculum
12.30 – 1.30pm Session 3.4: PPT 12
[1 hr] Barriers to Learning Teacher’s & Learner’s Resource Pack
Curriculum document
1:30 – 2:30pm. LIUNCH BREAK
2:30 – 3:30pm. Session 3.5: PPT 12
[1 hr] GROUP WORK & PRESENTATIONS: Teacher’s & Learner’s Resource Pack
Barriers to Learning Curriculum document
3:30 – 4:30pm. Session 3.6:
[1 hr ] DEMONSTRATION of Creative Pedagogies in the Teacher’s & Learner’s Resource Pack
English Language Curriculum Curriculum document
4:30 – 5:30pm. Session 3.7: Teacher’s & Learner’s Resource Pack
[1 hr] DEMONSTRATION of Creative Pedagogies in the Curriculum document
English Language Curriculum
5:30 – 5:40pm End of Day Checks
22

Session 3.0: Review of previous day’s work & Overview of Day 3(20 mins)
Say:
• Welcome everyone! To warm up, let’s play a game called Little light ball.
Do:
• Pose a question on previous day’s sessions to participants.
• Throw a ball to a participant you want to give the answer. They answer, pose a question and throw the
ball to another person to answer.
• Continue the cycle for about five(5) minutes.
****
Say:
• What are the big ideas you learnt yesterday? Share 3 with us.
Do:
• Ask participants to turn to a person next to them and summarise yesterday’s big ideas in 4 sentences or
less.
• Invite 2-3 participants to share their summaries with the whole group.
Overview of Module 3 (5 mins)

Say:
In this module, we shall be talking about:
• Assessment in the CCP English Language Curriculum
• barriers to learning
• Teaching and learning resources
• Creative pedagogies
Session 3.1: Assessment in the CCP English Language Curriculum

Session
• A brief Objectives
explanation of why this module or content was included as part of
Say:•• AA brief description of each session within the module.
list of resources, including organizations, books, websites and other
In thisdocuments
session, we shallabout
to learnmore be the
discussing
content in theassessment
module. strategies used in English Language lessons.
By the
Each endconsists
module of this session
of two you will
to four sessions. be able
All sessions areto:
outlined as follows:
• explain TIME what assessment is.

• describe the forms of assessments and the purpose of each one.
Session 3.5: • distinguish between Assessment for Learning (AfL), Assessment as learning (AaL) and Assessment of
LEARNING OBJECTIVES
Learning (AoL).
• explain METHODS theUSED
components of AfL.
• Explain authentic assessment
MATERIALS
Resources
needed; chart, markers, stickers, Teacher Resource Pack
the session.
***
Discussion on assessment
Any preparation needed prior toforms and strategies used in teaching English Language (20 mins)
the session.
Say: FACILITATOR NOTES

• I want you to briefly reflect on the various assessment modes you use in your English Language lessons:
listening
ACTIVITIES
and speaking, reading, grammar and writing. What purpose do they serve? What is authentic
assessment?
6 Introduction
23

Do:
• Ask participants turn to a partner to do Activity 1, PPT 6, Slide 108.
• After 5 minutes, invite 2-3 participants to share their thoughts with the whole group (8mins).
• Present the main points in Activity 1, PPT, Slide.
Facilitator’s Notes:
• Assessment is the process of gathering information about learners and using the information to make
decisions about teaching. A way of finding out whether teaching and learning targets are achieved and
the extent to which learning has taken place.
• Assessment serves the overall purpose of providing information about learners’ progress and
achievements in relation to the learning targets, thereby helping learners, teachers and parents
understand learners’ strengths and weaknesses, and plan for further improvement.
• Authentic assessment is a form of assessment in which students are asked to perform real-world tasks to
demonstrate meaningful application of essential knowledge and skills (Mueller, 2014).e.g ….
Do:
• Ask participants to do Activity 2, PPT…, Slide…. (Refer participants to the Teacher Resource Pack to
study and discuss the various forms of assessment strategies suggested).
• Invite three (3) groups to share their views with the whole group.
• Present the main points in Activity 2, PPT, Slide.
Components and Strategies of AfL

Components of AfL
Do:
• Ask participants to refer to the Teacher’s Resource Pack.
• Put participants into four groups to identify, study and share ideas on the components of AfL. Assign
each group to a particular component:
a. Sharing lesson objectives/success criteria
b. Questioning
c. Observation
d. Feedback
AFL strategies
Do:
• Ask participants to refer to the Teacher’s Resource Pack.
Post-It / Rough-work 2 stars and a wish Show and Tell

book Tell your neighbour
KWL Traffic Lights Think – Pair – Share
Response Partners Hand Signals Think – Pair – Square
Exemplar Work Comment-only marking Debates
• Ask pairs to identify, study and share ideas on two AfL strategies
• Invite pairs to share ideas with the whole group.
24


Session 3.2: Assessment in the CCP English Language Curriculum –
Assessment Task
TIME
Session Objectives
Say: LEARNING OBJECTIVES
In this session, we shall design assessment tasks
By the end
METHODSof this
USED session you will be able to:
• design authentic assessment tasks for Oral language, reading, grammar and writing.
MATERIALS
Resources
needed; chart, markers, stickers
the session.
Session 3.5:
***
Discussion on authentic assessment tasks in English Language (15 mins)
• What is authentic assessment? With your partner, write down the main features of authentic
assessment
ACTIVITIES
task
Facilitator’s Notes:
• 6Authentic
Introductionassessment is a form of assessment in which students are asked to perform real-world tasks
to demonstrate meaningful application of essential knowledge and skills (Mueller, 2014).
Design authentic assessment tasks for a content standard in the new English Language curriculum
(50 mins)
Say:
• Now that you can explain “assessment for, as and of Learning, let us see how assessment tasks for these
modes look like.
Do:
• Ask participants to open to “Sample Assessment Tasks” in the Teacher Resource Pack.
• Discuss the sample assessment tasks with the participants.
Say:
• Now, we are going to practise designing authentic assessment tasks for a content standard in the new
English Language curriculum.
Do:
• Ask participants to be in 6 groups of 4 to do Activity 4, PPT 6, Slide 114.
• Assign each group a particular class. Have each group select a content standard from a specific strand
(e.g. group 1 for level 1, strand 1).
• Give each group 15mins to design authentic sample assessment tasks.
Group presentations and discussion (30 mins)

Do:
• Invite groups to present their work.
• Thank participants for their participation
25

Session 3.2: Teaching and

Each module begins with Learning
an introduction that includes: Resources for the CCP English
Language Curriculumthe SRGBV prevention and response manual.
Session
Each moduleobjectives
consists of two to four sessions. All sessions are outlined as follows:
Say: TIME
In this The estimated time it will take to facilitate the activity.
session, we shall be discussing teaching and learning resources used in English lessons.
PPT By the LEARNING
end of this session you will be able to:
OBJECTIVES
Handout 3 • discuss the importance of teaching and learning resources in lesson delivery.
• choose METHODS at least
USED one indicator and suggest appropriate teaching and learning resources needed to teach
it. Participatory-education methods used throughout the session.

MATERIALS
Resources
needed; charts, markers, sticky notes, white board and a pen.
the session.
***
Discussion on teaching
Any preparation needed prior and learning
to the session. resources (25 mins).
Say
FACILITATOR NOTES
What are teaching
Special and
notes for the learning
facilitator on the resources?
session. Is there a difference between teaching and learning resources
and teaching and learning materials? Turn to your partner and discuss.
ACTIVITIES
Do:
• 6 AskIntroduction
participants to do Activity 1, PPT …, Slide ….
• Invite participants to present their work.
• Ask participants to post their work on flip chart or walls for gallery walk.
• Summarise the key points.
26


Session 3.4: Barriers to Learning

Session Objectives
Say:
TIME
In this The
session,
estimatedwe will
time betake
to facilitate some barriers to learning.
the activity.
By the end of the session, you will be able to:

LEARNING OBJECTIVES
• identify andand
Specific skills explain barriers
abilities the towill
participants learning
gain from the CCP English Language curriculum, particularly those related
the session.
to the cross-cutting issues (gender, inclusivity, and resources availability)

METHODS USED
• explain how these barriers
Participatory-education methods used will be addressed
throughout the session. in lessons.
Resources
MATERIALS needed; Flip chart, markers, stickers, copies of the Teacher and Learner Packs, List of other
resources, Barriers to Learning. PPT 4
Discussion on the barriers to learning and how to address them to ensure smooth implementation of
the CCP EnglishNOTES
FACILITATOR Language curriculum (75 mins)
Say: ACTIVITIES In this section, we shall focus more on barriers to learning.

• As teachers, we are supposed to provide all-inclusive education, i.e. regardless of ability, ethnicity,
religion, gender, geographical location, linguistic, social, economic and cultural background etc. Does
6 every learner get the opportunity to participate in the learning process? If no, what do you think are the
Introduction
barriers to learning?
Do:
• Ask participants to work in groups of four (4) to brainstorm on barriers to learning (10 mins):
Activity 1, PPT 6, Slide 116.

• Invite groups to present their findings. (30 mins).
Discussion on how barriers to learning could be addressed in lessons
Say:
• You have all done very well. Now, can you think of ways to address these barriers?
Do:
• Ask participants to do Activity 2, PP6, Slide 116.
• Have groups discuss how to address the barriers to learning and record their findings on flip charts (20
mins).
• Invite 2-3 groups to share their work with the whole group.
• Present PPT 6, Slides 117-136.
• Summarise ways of dealing with barriers to learning.
27


Session 3.5: Barriers to Learning – Group Work and Presentation
Session Objectives
TIME
Say:
LEARNING OBJECTIVES
In this Specific
session, skillswe will continue
and abilities ourwilldiscussion
the participants on barriers to learning.
gain from the session.

METHODS USED
• Identify a learner with
Participatory-education a particular
methods used throughoutchallenge
the session. in class and suggest ways of helping that learner out.
Resources
MATERIALS needed; Flip chart, markers, stickers, copies of the Teacher and Learner Packs, List of other
resources, Barriers to Learning. PPT…
Group Work
We shall now focus practical ways of removing barriers to learning in our class so that every learner benefits
in class.ACTIVITIES
Do:
6
• AskIntroduction
participants to work in groups to Activity 1, PPT .., Slide ….( Create a scenario in which a learner
in your class has a challenge, describe the specific barrier to learning involved, and suggest ways of
addressing it)
• Invite groups to present their work.
28

Session 3.6: Demonstration of Creative pedagogies


Session Objectives
Say:• Adocuments
list of resources, including organizations, books, websites and other
to learnmore about the content in the module.
InEach
this session, we will be talking about creative pedagogies in the English Language lessons.
module consists of two to four sessions. All sessions are outlined as follows:
By the end of this session, you will be able to:
TIME
• demonstrate
The estimated timepedagogical strategies
it will take to facilitate to teach:
the activity.
• listening
LEARNING OBJECTIVES
• speakingSpecific skills and abilities the participants will gain from the session.
• reading
Pair METHODS USED
• writing
whole group
Resources
MATERIALS
needed; chart, markers, stickers, PPT 5
the session.
***
Discussion on creative
Any preparation pedagogies
needed prior to the session. in teaching English Language ( 30 mins)
Say
FACILITATOR NOTES
• I want
Specialyou
notesto
for briefl y reflon
the facilitator ecttheon the various strategies you use in English Language lessons. What
session.
strategies do you use in teaching listening and speaking, reading and writing lessons?
ACTIVITIES
• Write your responses
Step-by-step instructions to for each
facilitate on post-it notes.
the session.
• Think-Pair-Share with a partner and post your response on the wall or flip charts.
6 Introduction
Do:
• Ask participants to work with a partner to do Activity 1, PPT 5 Slide 52 (4mins).
• Invite 3-5 participants to share their responses with the whole group (6mins).
• Summarise participants’ responses.
Task-Based language learning

Say:
• What is task-based learning? Take a moment and reflect.
• Think-Pair-Share with a partner. Share your partner’s view with the group.
Do:
• Present PPT .., Slides ...
• Ask participants to work in groups to design a task-based activity on a language skill Activity 1, PPT ..,
Slide …
• Invite 3-5 groups to present their work to the whole group for general comments
29

Session 3.7: Demonstration of Creative pedagogies the English Language
Curriculum Each module begins with an introduction that includes:
Session Objectives
Say: documents to learnmore about the content in the module.
InEach
this session,
module consistswe will
of two continue
to four with
sessions. All ourarediscussion
sessions on creative pedagogies in the English Language lessons.
outlined as follows:
By the TIMEend of this session, you will be able to:
• demonstrate pedagogical strategies to teach:
Pair
• listening
LEARNING OBJECTIVES
whole group Specific skills and abilities the participants will gain from the session.
• speaking
• reading METHODS USED
• writing
MATERIALS
Resources
needed; chart, markers, sticky note pads, PPT 5
the session.
***
Demonstration
Any preparationon task-based
needed activity
prior to the session.

You will now
Special demonstrate
notes for the facilitator onthe task you designed in the previous session.
the session.
ACTIVITIES
Do: Step-by-step instructions to facilitate the session.

• Invite groups to demonstrate teaching their activities to the whole group for general comments
6 Introduction

Say:
answer to.
30

DAY 4: PLANNING AND PRACTISING THE CREATIVE LEARNING-
CENTRED PEDAGOGIES AND ASSESSMENT FOR LEARNING
STRATEGIES IN ENGLISH LANGUAGE
Day 4 Learning Outcomes inclusivity, and resources availability), and

explain how they will be addressed in lessons in
1. Use essential tools for lesson planning and the CCP curriculum (Goal 4).
assessment, to plan demonstration lessons to
practise inclusive, creative and learning-centred 3. Carry out demonstration lessons that are
pedagogies and assessment for learning (AFL) planned to use inclusive, creative, learning-
strategies in the CCP English Language centred pedagogies and assessment for learning
curriculum (Goals 7). (AFL) strategies in the CCP English Language
curriculum (Goals 8).
2. Identify barriers to learning, particularly those
related to the cross-cutting issues (gender,
Day 4 Agenda
[20 min]
2. 8:20 – 9:00am Session 4.0:

[40 min] Review of previous day’s work & overview of day’s work
3. 9:00 – 10:00am Session 4.1: Curriculum document
[1 hr] LESSON PLANNING for Demonstration on Creative Teacher’s & Learner’s Resource Pack
Pedagogies
Participants plan demonstration lessons to illustrate the
inclusive, creative learning-centred pedagogies
4. 10:00 – 11:00am Session 4.2: Curriculum document
[1 hr] LESSON DEMONSTRATION ON CREATIVE Teacher’s & Learner’s Resource Pack
PEDAGOGIES
Participants carry out demonstration lessons to illustrate
the inclusive, creative learning-centred pedagogies

5. 11:30 – 12:30pm Session 4.3: Curriculum document
[1 hr] LESSON DEMONSTRATION ON CREATIVE Teacher’s & Learner’s Resource Pack
PEDAGOGIES
7. 12:30 – 1:30pm Session 4.4:
[1 hr] LESSON DEMONSTRATION/ Discussion (Creative
Pedagogies)
8. 1:30 – 2:30pm LUNCH BREAK
31

9. 2:30 – 3:30pm. Session 4.5: Curriculum document
[1 hr] LESSON PLANNING for Demonstration/ Discussion Teacher Resource Pack
(Assessment for Learning) Teacher Resource Pack
Facilitators plan demonstration lessons to illustrate
Assessment for Learning strategies
10. 3:30 – 4:30pm. Session 4.6:
[1 hr] LESSON DEMONSTRATION/ Discussion (Assessment Appendix D
for Learning)
Facilitators carry out demonstration lessons to illustrate
11. 4:30 – 5:30pm. Session 4.7:
[1 hr] LESSON DEMONSTRATION/ Discussion (Assessment Appendix D
for Learning)
12. 5:30 – 5:40pm End of Day Checks
6.00 - … SUPPER
Session 4.0: Review of Previous Day’s Work & Overview of Day’s Work
Review of previous day’s work & Overview of Module 2 (20min)
Welcome and warm up
Say:
• Welcome everyone!
• To warm up, let’s practise some sounds that we teach our learners.
Do: • Hold up a letter card.

• Ask participants to say the sound of the letter.
• Ask 2-3 participants to share a word that begins with the letter sound.
• After each word, clap the sounds of that word.
• Repeat this process with 2-3 more cards.
****
Do:
less.
• Invite 2-3 participants to share their summaries with the whole group.
Overview
Say:
In this module, we shall be demonstrating lessons.
32

Session 4.1: Lesson Planning for Demonstration
Session objectives
Say:
In this session we shall be planning lessons for demonstration
• By the end of this session, you be able to plan a lesson using learning-centered pedagogies in new English
Language curriculum (20 mins)
Do:
• Invite groups to select a class of their choice and plan lesson.
• Ask groups to present their lessons for the whole group to make inputs: what went well, what needs
improvement.
Session 4.2: Lesson Demonstration

Learning-centered pedagogies
Do:
• Invite groups to demonstrate teaching their lessons.
• Have the whole group critique the lessons.

Do:

Do:
Session 4.5: Lesson Planning for Demonstration (Assessment for learning

strategies)
Session objectives
Say:
In this session we shall be planning lessons for demonstration
• By the end of this session, you be able to plan a lesson on assessment for learning (20 mins)
Do:
• Invite groups to select a class of their choice and plan lesson.
• Ask groups to present their lessons for the whole group to make inputs: what went well, what needs
improvement.
33

Assessment for learning strategies
Do:
• Have the whole group critique the lessons: what went well, what needs improvement.

Assessment for learning strategies
Do:
• Have the whole group critique the lessons: what went well, what needs improvement.

Say:
answer to.
34

DAY 5: BASIC FEATURES OF A PROFESSIONAL LEARNING
COMMUNITY (PLC) AND SIMULATION OF PLC COACHING SESSION
Day 5 Learning Outcomes CL/Coach and teachers) in your subject area

(Goal 4).
1. Explain the basic features of a Professional
Learning Community (PLC) and their potential 3. Simulate a PLC Coaching Session, where the
for creating a new teaching culture where team/staff have agreed to have a colleague
teachers will be willing to support each other in do a demonstration lesson on how to teach
their subject area (Goal 4). a difficult topic in CCP English Language
curriculum (Goal 4).
2. Explain the roles and responsibilities of the
key actors2 in the PLC (DDE, SISO, HT,
Day 5 Agenda
[20 min]
2. 8:20 – 9:00am Session 5.0:
[40 min] Review of previous day’s work & overview of day’s work
3. 9:00 – 10:00am Session 5.1:
[1 hr] REVIEW OF PLC CONCEPT & PLANNING PLC PPT 13
SIMULATION Appendices ‘C’
Participants plan to simulate a PLC that addresses
strategies in teaching a new or difficult topic to colleagues
4. 10:00 – 11:00am Session 5.2:
[1 hr] SIMULATION OF PLC SESSION Appendices ‘C’
Participants simulate a PLC that addresses strategies in
teaching a new or difficult topic to colleagues
5. 11:30 – 12:30pm Session 5.3:
[1 hr] SIMULATION OF PLC SESSION
Participants simulate a PLC that addresses strategies in
teaching a new or difficult topic to colleagues
6. 12:30 – 1:30pm Session 5.4: PPT 14
[1 hr] PLENARY: Fidelity of Implementation (FoI) FOI Instruments and Guidelines
7. 1:30 – 2:30pm LUNCH

8. 2:30 – 3:30pm Session 5.5: Questionnaires,
[1 hr] CLOSING CEREMONY Posting arrangements, etc.
General Plenary
Evaluation
Next Steps
9. 3.30pm DEPARTURE
2 DDE – District Director of Education; SISOs; HT – Head teacher; CL – Curriculum Leader.
35

Session 5.0: Review of Previous Day’s Work & Overview of Day’s Work
Review & Overview
Say:
• Welcome everyone!
• To warm up, let’s practise a sound game.
Do:
• Hold up a letter card.
• Ask participants to say the sound of the letter.
• Ask 2-3 participants to share a word that begins with the letter sound.
• After each word, clap the sounds of that word.
• Repeat this process with 2-3 more cards.
***
Review of previous day’s work (15 mins)
Say:
• What are the big ideas you learnt yesterday? Share with us.
Do:
less.
Invite 2-3 participants to share their summaries with the whole group.
Overview of Module 5 (5 mins)

Say:
In this module, we shall be discussing:
• Assessment strategies used in English Language lessons.
• Professional Learning Community (PLC)/School-Based IN-SET (SBI)
• Roles and responsibilities of the Key Actors<?> in the PLC (DDE, CS, HT, CL/Coach and teachers)
• Coaching Sessions
• Professional Learning Community (PLC)
Session 5.1: Simulation of PLC Session

Session Objectives
Say:
In this session, we shall be talking about professional learning community (PLC) and School-Based IN-SET
(SBI).
• explain the basic features of a professional learning community (PLC) and their potential for creating a
new teaching culture where teachers will be willing to support each other.
PLC-SBI
Do:
• Presents the basic features of the PLC-SBI and its advantages in promoting whole school development
(30 mins)
PPT 11, Slides 145- 156.

Lead a discussion on the presentation (30 mins)
36

Session 5.2: Simulation of PLC Session
Session Objectives
Say:
In this session, we shall be talking about the roles and responsibilities of the key actors (DDE, CS, HT, CL/
Coach and teachers) in the PLC.
• explain the roles and responsibilities of the key actors (DDE, CS, HT, CL/Coach and teachers) in the
PLC.
PLC-SBI
Do:
• Present PPT 12, Slides 158-166 on roles and responsibilities of the Key Actors of the PLC/SBI (20 min)
Lead a discussion on the presentation.
Session 5.3: Simulation a PLC Session

Session Objectives
Say:
In this session, we shall be discussing coaching sessions.
By the end of this session, you will be able to:
• Plan to role play a coaching session to prepare for teaching with a focus on reflective practice in the English
Language curriculum
Presentation on the activities of a coaching session with a focus on reflective practice cycle, i.e. teach,
self-assess, consider, practice, teach, etc. (20 mins) PPT 13
Say:
• With your partner, write down what comes to mind when you hear the word “coach”? What does the
coach do? (5 min)
Do:
• Ask 2-3 pairs to share their thoughts about coaching (5 min)
• Present PPT 13, Slides 167-173 on the structure of and activities during coaching session with a focus
on reflective practice cycle, i.e. teach, self-assess, consider, practice, teach, etc. (15 mins).
• Play the video on decoding and blending skills
VIDEO: At the step of Classroom Enrichment Exercise PPT 13 Slide 174

It shows how a teacher provides support for her learners to practise these phonics skills.
• Lead a discussion on the presentation (15 min) PPT 13, Slide 175-177.
• Select a pair of participants to act as a coach and a class teacher to prepare to plan for a role play on
coaching sessions.
Plan to role play a coaching session to prepare for teaching with a focus on reflective practice in the
English Language curriculum (20 mins) PPT 13, Slide 178.
Do:
• Assist participants to plan and role play a coaching session to prepare for teaching with a focus on
reflective practice in the English Language curriculum (20 mins)
37

Role Play
Role play and discussions on lessons and lesson plans written in the new format (45 mins) PPT 13, Slide
178.
Do:
• Ask participants role play and discuss lessons and lesson plans written in the new format (30 mins).
• Encourage participants to keep comments and observations to the end of the role-play.
***
• Lead a discussion on the characteristics and values of a Peer Coach. Have participants brainstorm on the
question below
In your opinion, what are the most important characteristics of coach? And why? (15 min)
Session 5.4: Plenary Fidelity of Implementation.

End of workshop review
· Distribute post-evaluation questions to participants.
· Give them time to complete the questions
· Collect the post-evaluation questions.
· Congratulate participants for a successful workshop.
38

Resources for the Training of JHS Teachers, Headteachers and School
Improvement Support Officers (SISOs) toward the Implementation of the
Common Core Programme (CCP) Curriculum
Day 1/ Time Resources
8:20 – 9:00am Session 1.0:
• Appendix A: Participants Expectations & Self-assessment
9:00 – 9:30am Session 1.1:
• PPT_1: National Pre-Tertiary Curriculum Framework (NPCF)
9:00 – 9:30am Session 1.2:
• PPT_2: The Concept of the Common Core Programme (CCP) Curriculum
11:30 – 12:30pm Session 1.3:
• PPT_3: Pre-tertiary Learning Assessment Framework (NPLAF)
2:30 – 3:30pm Session 1.5:
• PPT_4: Professional Learning Community (PLC)/School-Based In-service (SBI)
3:30 – 4:30pm Session 1.6:
• Appendix C: Professional Learning Community (PLC) handout
4:30 – 5:30pm Session 1.7
• PPT_5: The Roles of Stakeholders in the PLC
Session 2.1:
• PPT_6: Introduction to the CCP English Language Curriculum
10:00 – 11:00am Session 2.2:
• Curriculum document
12:30 – 1:30pm Session 2.4 & 2.5
• PPT 7: Teacher’s & Learner’s Resource Pack
• Teacher’s & Learner’s Resource Pack,
3:30 – 4:30 p.m. Session 2.6
• PPT 8: Yearly and Termly Scheme of Learning
• Teacher’s & Learner’s Resource Pack
4:30 – 5:30pm. Session 2.7
• PPT 9: Lesson Planning Format and Phases of a lesson

9:00 – 10:00am Session 3.1 & 3.2
• PPT 10: Assessment in the CCP Subject-Curriculum
11:30 – 12:30pm Session 3.3:
• PPT 11: Teaching and Learning Resources for the CCP English Language Curriculum
39

12:30 – 1:30pm Session 3.4 & 3.5
• PPT 12: The Barriers to Learning CCP Arabic Curriculum
3:30 – 4:30pm Session 3.6 & 3.7
• Lesson Plans in Teacher’s Resource Pack
9:00 – 10:00am Session 4.1, 4.2, 4.3 & 4.4
2:30 – 3:30pm Session 4.5, 4.6 &4.7
• Curriculum Document
• Appendix D: (Guidelines for Classroom Assessment)
9:00 – 10:00am Session 5.1:
• PPT 13: Review of PLC Concept & Planning PLC Simulation
• Appendix C: (PLC Guidelines)
12:30 – 1:30pm Session 5.4:
• PPT 14: Fidelity of Implementation (FoI)
• Appendix G: FoI Instruments and Guidelines
2:30 – 3:30pm Session 5.5:
• Evaluation Questionnaires
• Posting arrangements, etc.
40

APPENDICES
Appendix A: WELCOME, INTRODUCTIONS & OVERVIEW
Opening/Welcome (10 min)

Introductions
Start with your name and ask each person to introduce him or herself.
• Each person should say their name, their school and the grade or level they teach and their district.
• The facilitator should note the expectations and relate them to the schedule if possible.
• If a participant’s expectation is completely beyond the scope of the training, try to find a way to address the
expectation.
Overview of the training (5 min)
• Goals of training (PPT)
• Schedule (handout)
• Learning outcomes for the training (PPT)
• Training environment – we need to promote an environment where people feel comfortable to share ideas and ask
questions, goal of helping one another understand, support one another to become better trainers. We are a team.
Roles and Responsibilities of Trainers (5 min)
• Review the main responsibilities (see Info Sheet 1).
• What do participants think will be the most challenging?
Self- assessment (5 min)
Invite the trainers to complete the Self-Assessment Exercise. Tell trainers/teachers that they will complete the same self-
assessment at the end of the training.
1 2 3 4 5
Not at all confident Slightly confident Somewhat confident Confident Very confident
Explain the scale that they should use:

The assessment is a tool that they can use to gauge their level of confidence with some of the key concepts of the
curriculum.
41

Appendix B: COMMON CORE
4Rs CORE COMPETENCIES
PROGRAMME (CCP) CONCEPT The 4Rs refer to Reading,
wRiting, aRithmetic and
Describe the relevant global skills for
learning that the
cReativity, in which all learners CCP helps learners to
must become develop in addition
Introduction proficient. CO
RE
CO
to the 4Rs.
s
In the first four years of high school education,
M
4R
EN
PE
G
TE
AG
NC
learners are expected to take a Common Core
S
CT
EM
IES
PROJE
ENT
COMMON
Programme (CCP) that emphasises a set of high, CORE LEARNER
ATTRIBUTES
PE DA
internationally-benchmarked career and tertiary
GO
S
education ready standards. Learners need to acquire
EA
PEDAGOGICAL S E RV I C E LEARNING
GI
AR
APPROACHES AREAS
CA
LA
G
PP IN
these for post-secondary education, the workplace The CCP emphasises
creative and inclusive
RO
AC H
ES LE AR
N The CCP comprises of
the following subject areas:
pedagogies that are anchored 1. Languages (English Language,
or both. The standards articulate what learners are on authentic and enquiry-based
learning, collaborative and
Ghanaian Languages, French, Arabic)
2. Mathematics 3. Science
expected to know, understand and be able to do by cooperative learning, differentiated
and holistic learning as well as cross
4. Creative Arts & Design 5. Career
Technology 6. Social Studies
focusing on their social, emotional, cognitive and disciplinary learning. 7. Computing 8. RME 9. PHE.
physical development. The (CCP) runs from Basic 7

Figure 1: Common Core Learner Attributes
through Basic 10 ( JHS1 – SHS1).
The common core attributes of the learner, which Learning and Teaching Approaches
describe the essential outcomes in the three • The core competencies: These core
domains of learning (i.e. cognitive, psychomotor and competencies describe the relevant global skills
affective), are at the centre of the CCP (see Figure for learning that the CCP helps learners to
1). Inspired by the values which are important develop, in addition to the 4Rs. The global skills
to the Ghanaian society, the CCP provides an for learning, allow learners to become critical
education of the heart, mind and hands in relation thinkers, problem-solvers, creators, innovators,
to the learner’s lifetime values, well-being, physical good communicators, collaborators, digitally
development, metacognition and problem-solving literate and culturally and globally sensitive
abilities. Ultimately, this will produce character- citizens, who are life-long learners with a keen
minded learners who can play active roles in dealing interest in their personal development.
with the increasing challenges facing Ghana and the
global society. • Pedagogical approaches: The CCP emphasises
creative and inclusive pedagogies that are
The features that shape the common core pro- anchored on authentic and enquiry-based
gramme are shown in Figure 1. These are learning, collaborative and cooperative learning,
• learning and teaching approaches – the core differentiated learning and holistic learning, as
competencies, pedagogical approaches and 4Rs well as cross-disciplinary learning.
• learning context – engagement service • The 4Rs across the Curriculum: The 4Rs refer
and project to Reading, wRiting, aRithmetic and cReativity,
which all learners must become competent in.
• learning areas – Mathematics, Science,
Computing, Languages (English Language, Learning context
Ghanaian Language, French and Arabic),
The CCP places emphasis on the engagement of
Career Technology, Social Studies, Religious
learners in classroom activities and projects (in and
and Moral Education, Creative Arts and Design
outside the classroom). These projects can involve
and Physical and Health Education.
individual or group tasks, which all learners are
required to complete by the end of Basic 10. The
CCP project provides learners with contexts to
demonstrate creativity and inventiveness in various
areas of human endeavour. Community service
offers opportunities for learners to nurture, love and
care for, and solve problems in their community.
42

Learning Areas Appendix C: GUIDELINES
The CCP comprises the following learning areas: FOR THE FORMATION OF
1. Languages (English Language, Ghanaian PROFESSIONAL LEARNING
Languages, French, Arabic)
COMMUNITIES (PLCs)
2. Mathematics
The National Council for Curriculum and Assess-
3. Science ment (NaCCA), as part of the strategies for an
4. Creative Arts and Design (CAD) effective implementation of the Common Core
Programme Curriculum for Basic 7 ( JHS1) – Basic
5. Career Technology 10 (SHS1) has come out with guidelines for the
6. Social Studies formation of Professional Learning Communities
(PLCs).
7. Computing
8. Religious and Moral Education (RME) FORMATION OF PROFESSIONAL LEARNING
COMMUNITIES (PLCs)
9. Physical and Health Education (PHE)
The focus of education in recent times has been on
This document sets out the standards for learning
transformation. Currently, most countries are shifting
English Language in the Common Core Programme
from block scheduling to tele-collaborative projects,
(CCP). The standards in the document are posited
from discovery learning to authentic assessment,
in the expectation that the CCP (B7 – B10) will
etc. In realising these transformation agenda, new
offer quality education for all types of learners. The
ideas for efficient education delivery and best
design of this curriculum is based on the features
performance attainment levels come and fade away
of the CCP, as shown in Figure 1. It emphasises a
or metamorphose into other models. One of these is
set of high internationally-benchmarked career and
the concept of Professional Learning Communities
tertiary education ready standards. Learners need
(PLCs). This has taken the central stage in most
to acquire these competencies in English Language
advanced countries in their quest for making educa-
for post-secondary education, workplace training
tion delivery robust and responsive in meeting their
or both. The curriculum has been designed to be
developmental needs. Ghana is no exception.
user friendly because it provides a detailed preamble
that covers the rationale, philosophy, aims, profile of An article published by Glossary of Education Reform
expected learning behaviours (i.e. knowledge, skills, describes the professional learning community
attitudes and values), pedagogical approaches, core (PLC), as a group of educators that meets regularly,
competencies and the 4Rs, assessment practices and shares expertise, and works collaboratively
instructional expectations. to improve teaching skills and the academic
performance of learners.” According to Hord
(1997b), “professional learning community is seen
as a powerful staff-development approach and a
potent strategy for school change and improvement.”
A PLC is a learning approach where teachers are
activated as learning resources.
Generally, PLCs are considered as collegial groups
of administrators and school staff who are united
and committed to learners’ learning. They function
as an effective strategy for building school capacity
around core issues of teaching and learning (Darling-
Hammond, 1995). They serve as a mechanism to
transform school culture. In other words, PLCs
connect teachers with information, strategies, and
best practices.
43

How is PLC formed? • Focuses collectively on learner’s learning.
• The head-teacher through consultation with • Encourages collaborative work by creating
his/her teachers and the major stakeholders common work spaces using proximity.
(PTA, SMC, school improvement support
• Ensures leadership support for all PLC activities
officer (SISO), the education directorate, etc.)
– school heads must be supportive.
puts a committee in place.
• Respects and trusts one another.
• The committee is headed by a curriculum lead
who must be a staff of the school. What are the Guidelines for PLC’s Activities?
• PLCs should be conducted once every week.
What are the terms of reference of the
committee? • The session should be for a minimum of
The PLC in consultation with the entire member- one hour and should be set as the last hour
ship and other stakeholders: of the day.
• agrees on the PLC session (or meeting) • The head of school will take the lead role.
schedules for the term;
• Roles should be assigned to encourage
• identifies for PLC sessions, individual
participation.
challenges in effective lesson delivery and
innovative practices in teaching; • The activities must focus on the Common Core
• creates common platform for members to share Programme (CCP) Subjects-Curricula.
ideas, skills, knowledge and experiences; • The agenda for the next meeting should be
• Identifies and invites facilitators for developed at the end of each meeting for
each session; participants to prepare adequately for effective
• Ensures that the focus of the school is changed participation.
from teaching to learning; The minutes for each meeting should be made avail-
• Sets SMART goals for best practices in the able after each session and sent to the regional PLC
school to meet expected performance outcomes platform for headquarters’ validation. The platform
and targets; will be made up of the following officers from the
• collates data on all issues that relate to teaching Metropolitan, Municipal, District and Regional
and learning in the school for informed level:
decisions; • Training Officers
• keeps records of attendance of members during • Supervision and Monitoring (S&M) Officers
PLC meetings;
• Basic School Coordinators
• considers ways of changing the school’s climate
positively; • Heads of School
• plans and shares best practice lessons and • School Improvement Support Officers (SISOs)
integrated cross-curricular projects to all staff; • Curriculum Leads
• creates a database on learner achievement scores
NB: PLC sessions should be conducted from the
that guides decisions for interventions;
second week of the term through to revision week.
• reviews and reflects on school data to plan
instruction across the school curricular; Who are the Key Actors in the PLC?
• considers extra-curricular experiences • District Education Oversight
for learners. Committee (DEOC)
What are some Characteristics of an • MMD Director of Education
Effective PLC?
• MMD Head of Monitoring and Supervision,
• Shares values and norms.
• School Improvement Support Officer (SISO)
• Creates time for collaborative work.
• Head of School
44

• Curriculum Lead Monitoring and Supervision for moderation,
• JHS and SHS subject teachers share/promote the experiences of the various
interventions among schools under his
MMD Education Oversight Committee supervision.
• Validates the PLC programmes
Head of School
• Develops guidelines for the effective • Attends initial training on PLC programme
implementation of all PLC programmes
in the MMD • Ensures the support of the School-based
Management Committee (SMC), Parents-
• Provides a supervisory role for the MMD Teacher Association (PTA) and other
Education Office in the performance of duties stakeholders for the PLC programmes.
relating to PLC programmes and activities.
• Ensures the active participation of all
MMD Director of Education teachers during PLC Sessions, as well as the
• Approves the calendar for the integration of implementation of innovative lesson-delivery
PLC activities into MMD plan strategies and best practices discussed at
PLC meetings.
• Provides overall leadership and supervision
of all PLC activities in the MMD and • Identifies and puts in place measures to
assigns targeted roles and responsibilities to acknowledge teachers who make an effort
subordinates. to implement best practices discussed at
PLC meetings.
MMD Supervision and Monitoring Officer
• Puts in place measures to monitor and report
• Develops, in collaboration with DDE and on learners’ progress concerning performance
School Improvement Support Officers indicators and established national performance
(SISOs), a plan for monitoring Fidelity of standards.
Implementation (FOI) initiative and the overall
evaluation of the success of the PLC initiative. • Adopts the FOI of learning for accountability.
• Reviews (with support from SISOs) JHS and SHS Subject Teachers
monitoring, evaluation & fidelity of • Participate actively in all PLC Sessions
implementation data for each term and (activities and programmes).
implement needed changes. In consultation • Follow the revised CCP Curriculum, prepare
with the DDE, select/recruit curriculum leads scheme of learning and lesson plans/notes
for the PLC for each school. according to specification and keep track of
challenges or difficulties encountered.
School Improvement Support Officer (SISO)
• Participates in the selection/recruitment of • Try out new teaching activities, strategies and
curriculum leads for the schools. practices discussed during PLC Sessions.
• Share challenges and successes with teaching
• Collects, collates, and submits to the
colleagues in future PLC meetings.
MMDEO M&E and FOI data (nature of data
and regularity of collection and reporting How Do We Conduct an Effective PLC
to be determined by GES in consultation Session?
with NaCCA). Pre-Discussion
• Identifies the training needs of the heads of • Register and introduce participants and key
schools and subject-teachers in partnership with facilitators if any.
the MMD Training Officer. • Nominate a PLC secretary to take note of
• Trains the heads of schools and curriculum discussion points.
leads and refers matters relating to attitudes and • Identify and discuss challenging themes, i.e.
behaviours that are detrimental or advantageous themes evolving from the CCP Curriculum
to the intervention to the MMD Head of training and implementation.
45

• Identify and invite an expert or colleague with CONTINUOUS PROFESSIONAL
in-depth knowledge of the theme identified to DEVELOPMENT DAY (CPDD) FOR JHS
facilitate a PLC session or lead the discussions. BEGINNING 2020/21 ACADEMIC YEAR
• Assign specific themes to different teachers Teachers in the Public JHS shall observe a Con-
(members of the PLC) to research and lead tinuous Professional Development Day beginning
future PLC sessions. 2020/21 Academic Year.
• Encourage mutual discussions and The observation of the CPDD shall help the teachers
contributions by all members. (facilitators) develop and/or adopt new strategies
Discussion stage (action) for teaching which will help them overcome
• The lead facilitator takes participants through identified challenges in their day to day activities
the content and demonstration lessons (where as teachers (facilitators). Continuous Professional
applicable) associated with the theme. Development is in two folds:
• Facilitation should be participatory, engaging
1. Professional Learning Communities
and interactive.
(PLCs)
Post-Discussion Stage PLC, as explained earlier, is a group of educators
• At this stage participants evaluate the content and other stakeholders who meet regularly to
and demonstration lesson learnt and assess the share expert knowledge, skills and experiences
extent of improvement through reflection and for the improvement in the performance of
debriefing. learners, through effective lesson delivery
and assessment. PLCs serve as an innovative
• The agenda for the next meeting should be
mechanism for transforming the learning
developed (or agreed upon) at the end of each
culture and social environment of the school.
meeting for participants and the PLC lead to
It connects and equips teachers from not only
prepare adequately for effective participation.
the same school, but from other schools within
• Participants are expected to improve on their or outside the geographical location with
daily teaching skills through leading questions. information, learning and teaching strategies
• Participants are encouraged to use group and best practices.
platforms strictly dedicated to PLC for About 50 minutes (one period of co-curricular
professional learning and providing colleagues activities) has been assigned to PLC activities
with useful professional materials. every week on the school’s timetable. It can be
organised at the cluster or circuit level as well
Who Monitors the Activities of PLC?
as subject-based. On PLC days, learners will
• The Ghana Education Service (GES) close and go home while teachers meet at PLC
- Headteacher sessions to learn and share ideas, concepts,
skills, knowledge, and experiences to upgrade
- Circuit Supervisor
and improve themselves.
- MMD Monitoring Officers
- Regional Monitoring Officer 2. Continuous Professional Development
Days (CPDDs)
• National Inspectorate Board (NIB) This will be organised once every quarter – 4
• National Teaching Council (NTC) times a year. On these days, learners will be
given a holiday to stay at home. Teachers will
• National Council for Curriculum and
Assessment (NaCCA) have a full training day to update their content
knowledge, sharpen their lesson delivery and
http://www.allthingsplc.info/ pedagogical skills, as well as share experiences
http://www.sedl.org/pubs/change34/2.html and best practices – leadership for learning,
http://www.inspiringteachers.com conducive social environment, sustainable
learning concepts, etc.
46

Appendix D: ASSESSMENT IN Formative assessment deals with finding out on day-
THE CCP CURRICULUM to-day basis, information about learners’ progress
and difficulties so that immediate measures can be
taken.
The ultimate goal of Assessment is to
improve Learner’s learning Any instructional activity that allows teachers
to uncover the way learners think about what is
being taught and which can be used to promote
Introduction: What is Assessment?
improvements in learners’ learning can serve a
Assessment is the process of collecting information formative purpose. Formative Assessment supports
or evidence of learning and achievements and using learning during the learning process.
it to improve teaching and learning. It is about
getting to know our learners and the quality of their
Characteristics of Effective Formative
learning. It is an ongoing process for gathering evi- Assessment
dence of learning and using it to enhance learners’
learning. • Clarifying, understanding, and sharing learning
goals and criteria for success with learners.
Why assess learners in our classrooms? • Creating effective classroom discussions,
Assessment is the bridge between teaching and questions, activities, and tasks that offer the
learning and the central process in effective instruc- right type of evidence of how learners are
tion. progressing to the agreed learning goals.
Generally, we assess to find out: • Providing feedback that moves learners forward.
• what learners know • Activating learners as learning resources for
one another.
• what learners can do, and how well
they can do it • Activating learners as owners of their
own learning.
• improve learners’ learning
• Using varied instructional methods to meet
• gather evidence of learning diverse learner’s needs.
• inform instruction • Using varied approaches to assessing learner’s
• yield information about areas of weakness understanding.
and problems of teaching and learning (Thompson & William, 2007)
• show the strength and weaknesses of learners
• identify individual differences and Summative Assessment
achievement gaps among learners It is an assessment which is generally taken by
learners at the end of a unit, a term or semester, end
• assist teachers in the process of remediation. of year or a course to demonstrate the “sum” of what
• determine whether expected outcomes they have or have not learned.
have been met • Usually, it is called Assessment of Learning
The CCP curriculum will be assessed both • It compares learners’ knowledge or skills against
formatively and summatively but the outcome standards or benchmarks.
of both assessments will be used to move
• It evaluates mastery of learning and offers
learning forward.
information on what learners know and
do not know.
Formative Assessment
Formative Assessment is a concept which covers • It provides educators with the metrics to know
various approaches for using assessment to improve what’s working and what’s not.
learners’ learning. Two of such approaches are
assessment for learning and assessment as learning.
47

• Usually, it is high stakes, for example when aims. Af L therefore focuses on the teacher and the
used for promotion, admission, certification, learners’ understanding.
selection, accountability, etc.
• Can also be used formatively if it provides Why is Af L important?
feedback to inform teaching and learning. Assessment for learning is a key pedagogical tool for:
• Does not provide teachers with vital • establishing where the learners are in
information to use in crafting remedial their learning
instruction. • establishing where they are going
• Plays a pivotal role in education by • working out how to get them there
troubleshooting weaknesses in the system
(William, 2009)
despite its shortcomings.
• Provides educators with valuable information 2. Assessment as learning (AaL)
to determine the effectiveness of instruction for In this approach, learners are their own assessors.
a particular unit of study, to make high-stakes They monitor their own learning, ask questions
decisions and to evaluate the effectiveness of and use a range of strategies to decide what they
schoolwide interventions. know and can do, and how to use assessment for
• Works to improve overall instruction. new learning. AaL helps learners to take more
- by providing feedback on progress meas- responsibility for their own learning and monitoring
ured against benchmarks, future directions. Learners are able to learn about
themselves as learners and become aware of how
- by helping teachers to improve, and they learn. They reflect on their work on a regular
- as an accountability instrument for contin- basis, usually through self and peer assessment and
uous improvement of systems decide what their next learning will be.
(Hart et al., 2015). The teacher’s role in assessment as learning is to:
• model and teach the skills of self-assessment
Formative Assessment Approaches
• guide learners in setting their own goals, and
1. Assessment for learning (AfL) monitoring their progress towards them
Assessment for Learning (Af L) is an approach, • provide examples and models of good
integrated into teaching and learning, which creates practice and quality work that reflect
feedback for learners to improve learning. i.e. occurs curriculum outcomes
when assessment and learning are integrated.
• work with learners to develop clear criteria of
Af L is not a means of evaluating schools, teachers or
good practice
learners, rather it is a feedback mechanism.
It provides learners with rich, meaningful and timely Feedback in Assessment
feedback on their learning and progress throughout
Feedback is an important component of the forma-
a programme of study. Assessment for Learning is
tive assessment process. Formative assessment gives
an ongoing part of teaching & learning in which
information to teachers and learners about how
both teachers and learners share the responsibility
learners are doing relative to learning goals. Giving
for learning. It can take many forms, and may be
good feedback is one of the skills teachers need to
either formal or informal (Yorke 2003). With Af L,
master as part of good formative assessment. (Ref:
teachers can understand better how their learners
Susan M. Brookhart)
are learning and use this to plan what they will do
next with a class or individual learners. Af L helps For feedback to be effective for learners, they
the learner to see what they are aiming for and need the following:
understand what they need to do to achieve those • an understanding of the desired learning goal;
48

• evidence about their present position in relation • are discussed and agreed with learners prior to
to that goal; undertaking the activity;
• guidance on the way to close the gap • provide a scaffold and focus for learners while
between the two. engaged in the activity; and
Effective feedback should: • are used as the basis for feedback and peer-/
• focus on what is being learned (learning self-assessment
outcomes) and how learners should go
Sample success criteria
about it (success criteria)
• occur as the learners are doing the learning, B 2.1.2.3.1 Low Medium High
Describe a
i.e. be given at a time when the response solid-solid
I can I can form I can separate
will help the learner improve their learning correctly and describe a solid-solid
mixture
identify a solid-solid mixture
and explain
• provide information on how and why the how to
and give an mixture into its
example of components
learner has or has not met the criteria separate the
a solid- solid
components
• be phrased so the learner can understand mixture
how he/she should respond and;
• provide strategies or act as guidance show- Assessment for Learning Strategies
ing how the learner can improve; and The following are samples of activities that you can
• encourage a dialogue (where appropriate), try in your classroom. These can be adapted to be
so the learner can probe for clarification on applied to all subjects and stages of education.
next steps needed to progress their learning. Shared Learning Goals
Promote learner’s autonomy over their learning
Success Criteria progression by sharing with them the learning goals,
It is important in the learning cycle that the learners and most importantly the success criteria.
and teacher are all aware of what will show that Learners write or ask questions
learning has taken place. For example –
Why Are Success Criteria Important? • About what they would like to know on a
• Improve understanding new topic;
• Empower learners • To ask the teacher or other learners in order
• Encourage independent learning to assess their learning;
• Enable accurate feedback • To demonstrate their learning/miscon-
ceptions/areas they would like to further
• Enhance quality assessment which is totally
explore.
dependent on the use of success criteria
Lesson Target Setting
What Are Success Criteria?
• Make the lesson more purposeful for learn-
‘… success criteria summarise the key steps or ingre-
ers by setting targets at the beginning about
dients the learner needs in order to fulfil the learning
what you and the class are going to do;
goal – the main things to do, include or focus on.’
(Shirley Clarke) • These can be referred to through the lesson
and/or revisited in the plenary;
Effective Success Criteria
• are linked to the learning intention; • Learners could then show how they have
met targets in the plenary and/or set targets
• are specific to an activity; for next lesson.
• are measurable; Making Learning Goals Clear
49

• Put lesson goals on the board at the begin- • Teacher speaks and then waits before
ning of the lesson; taking learners’ responses.
• Talk to learners about why they are • Learner response ends and then teacher
studying what they are studying; waits before responding. This gives the
• Contextualise short-term goals in long-term learner space to elaborate or continue –
goals and make real life application clear or for another learner to respond.
(e.g. understanding the nature of things in
the environment – living and non-living Observations
will contribute to our wider understanding Teacher observations can be made in the course of
of the world around us) and; delivery, during times of questioning and feedback
• Check with learners whether they under- and when learners are engaged in activities, either
stand the goals of the lesson. alone or with peers or groups. Look out for the look
of confusion, nod or spark of understanding etc.
Brainstorming
We observe to be responsive and adjust to keep the
• Brainstorming is a technique used to learning going or notice when it is time to stop or
determine what a learner may already know recap a concept.
about a particular topic. Learners often Tell your neighbour
feel free to participate because there is no
criticism or judgment. • Learners ‘tell their neighbour’ as a means of
articulating their thoughts.
• Follow this with a clear description of what
concepts to be covered in the lesson (to • Ask a question, give thinking time and then
consolidate and clarify understandings) ask learners to tell their neighbour their
thoughts.
• This can either prepare whole class for
‘hands down’ questioning (where teacher
asks randomly selected learner to contrib-
ute) or can precede a whole class discus-
sion.
Think–Pair–Share
Give learners the opportunity to articulate their
Devising Questions thinking before answering:
Devise questions that – • Allow 30 seconds – 1-minute silent think-
ing before any answers
• Challenge common mistaken beliefs about
• Ask learners to write some thoughts down
a topic (misconceptions)
before answering
• Create conflict that requires discussion
• Ask learners to brainstorm in pairs first for
• Explore ambiguity and encourage discus- 2-3 minutes
sion and clarification
• Then, get learners ready to talk about their
Wait time own ideas or their group’s ideas in a whole
• Wait time allows learners time to think and class discussion
therefore to produce answers. Also, not Think–Pair–Square
everyone in the class thinks at the same
• Think-Pair-Square is the same as Think-
speed or in the same way – waiting allows
Pair-Share except that learners share their
learners to build their thoughts and explore
answers with another pair instead of the
what has been asked.
whole class.
• 2 types of wait time –
50

Debates Exemplar Work
• Debates enable the teacher to informally • When setting learners a piece of work,
evaluate learners’ oral work by assessing show them examples that make it clear
their oral presentation skills in terms of what it is they are being asked to do – and
their ability to understand concepts and what they need to do in order to meet the
present them to others in an orderly fash- assessment criteria.
ion. • Learners could mark exemplar work using
Post-It /Slate/ Mini-whiteboard/ the assessment criteria. This will help
Rough-workbook model what is being asked for and how it
Use post-it notes (or the other materials above) relates to the process of assessment.
to evaluate learning. Groups, pairs or individuals 2 Stars and a Wish
can answer: For peer assessment, ask learners to give two
• Did I meet the success criteria? stars and a wish.
• What should be done to improve next • Two stars = 2 things that are good about the
time? piece of work.
Or: • A wish = something they can improve to
• What have I learnt? make it even better.
• What have I found easy? Traffic Lights
• What have I found difficult? Use traffic lights as a visual means of showing
understanding. Coloured card or paper
• What do I want to know now? could be used.
K–W–L
• At the beginning of a topic let learners
create a grid with three columns –
What They Know What They Want What They Have

To Know Learnt
• Variation – Using smiley faces
• They begin by brainstorming and filling Where coloured card is unavailable, simple
in the first two columns and then return face emojis can be used to communicate
to the third at the end of the unit (or refer learners’ understanding.
throughout). JKL
• Variation – extra column ‘How Will I
Hand Signals
Learn?’
• Hand signals range from learners raising
Response Partners
their hands to respond to a question posed
• Paired or partnership oral marking. by the teacher to a group to “thumbs
Learners invite a partner or a group to up/down” signal to determine learners
discuss or comment on their work. For it “acknowledged” understanding of a con-
to be effective, learners should be aware cept or process.
of the learning goals and success criteria.
They should also appreciate the role of a
response partner – to offer positive and
constructive feedback around the learning
goals. When using traffic lights or hand signal techniques,
• Learners could be given prompt questions it is important to ask a few follow up questions
to ask the person who has done the work. to check learners’ actual level of understanding.
Learners who are confident can also be used
51

to support or explain to others who are not Allow time for learners to ask questions about
as confident yet. pieces of work. This helps open up assessment and
eliminate ambiguity
Show and Tell
• During teaching, you can use mini-white- Comment-only Marking
boards/slates/rough-work book so that Comment-only marking provides learners with a
every learner can write or draw their answer focus for progression instead of a reward or punish-
and show it to you (or their peers) immedi- ment for their ego (as a grade does).
ately. Follow up with questioning to check Comments could be made in books, in a table at the
for genuine understanding or to build upon front of their books, in a learning diary or journal.
answers especially in subjects like [insert The latter are helpful for teacher and learner to track
subject] where there is often one answer. the progression of comments and see improvement.
Active Learners Comments should make it clear how the
Key to Af L is learners being active, engaged partici- learner can improve.
pants in their learning. Think of ways in which con-
tent can be manipulated for these ends, rather than Plan activities and work with feedback in mind – let
the other way round. If the content seems boring the design assist the process.
make the approach fun or interesting.
Mid-unit Assessment
Having an assessment at the end of a unit may not
provide time for you to go over areas learners have
struggled with, or in which there are general miscon-
ceptions.
Timing assessment during a unit allows time to
review, reflect and revisit. It also gives the teacher
Learners write Questions an opportunity to focus explicitly on areas of weak
For example – understanding supported by evidence.
• About what they would like to know on
a new topic Might
• To ask the teacher or other learners in order to When questioning, insert the word ‘might’ to give
assess their learning learners greater opportunity to think and explore
possible answers.
• To demonstrate their learning/misconceptions/
e.g.
areas they would like to further explore
The classroom could have a question box where What is meaning of democracy?
learners drop questions at the end of a lesson. What might the meaning of democracy be?
Or, a plenary could involve learners writing The first infers a single answer known by the teacher
questions that the class then work on together, or whereas the second is inherently more open.
forms the basis of the next lesson.
What might the Great Depression look like today?
Learners ask Questions
Create opportunities for learners to ask questions. Wait time
This could be of their peers, of the teacher or as a Wait time allows learners time to think and therefore
means to develop discussion. to produce answers. Also, not everyone in the
class thinks at the same speed or in the same way –
A ‘question box’ for written questions offers a
waiting allows learners to build their thoughts and
different means of communication for learners
explore what has been asked.
2 types of wait time –
52

i) Teacher speaks and then waits before taking learning is’ and thus see their own learning in this
learners’ responses. way.
ii) Learner’s response ends and then Learners could self- or peer- mark homework
teacher waits before responding. or assessments.
This gives the learner space This could be done in pairs or individually with a
to elaborate or continue – or learner-made or ‘official’ mark-scheme.
for another
learner to respond.
Open vs closed
Closed questions can be useful however they are not
great at facilitating the use of abstract thinking skills,
encouraging talking or eliciting much understand-
ing. Open questions are more likely to do this and
thus improve learning. E.g.
Did you go out last night? - (How can you make this
Lesson Target Setting
question open?)
Make the lesson more purposeful for learners by
What did you do after school yesterday? setting targets at the beginning about what you and
the class are going to do.
These can be referred to through the lesson and/or
revisited in the plenary.
Learners could show how they have met targets in
the plenary and/or set targets for next lesson.
Exemplar Work
When setting learners a piece of work, show them
examples that make it clear what it is they are being
asked to do – and what they need to do in order to
meet the assessment criteria.
Learners could mark exemplar work using the
assessment criteria. This will help model what
is being asked for and how it relates to the
process of assessment. 2 Stars and a Wish
For peer assessment, ask learners to
give two stars and a wish.
Two stars = 2 things that are good
about the piece of work
A wish = something they can
improve to make it even better
Articulate then Answer

Give learners the opportunity to articulate their
thinking before answering –
Learner Marking
By taking part in the process of assessment, learners • 30 seconds silent thinking before any answers
gain a deeper understanding of topics, the process • Brainstorm in pairs first for 2-3 minutes
of assessment and what they are doing in their own • Write some thoughts down before answering
work. This helps to make them more aware of ‘what • Discuss with your neighbour first
53

Tell your Neighbour If a group feeds back then it draws more attention
and presents information that has already been
Learners ‘tell their neighbour’ as a means of articu- ordered and sorted (meaning less repetition
lating their thoughts. for the teacher).
• Ask a question, give learners time to think
and then ask learners to tell their neighbour
their thoughts.
• Tell learners what the new topic is and ask
them to tell their neighbour everything they
know about it.
Peer Marking
Learners mark each other’s’ work according to
assessment criteria.
Encourages reflection and thought about the
learning as well as allowing learners to see model
Idea Thoughts work and reason past misconceptions.
When you have received an
answer to a question, open up Opportunities to do this throughout individual
the thinking behind it by asking lessons and schemes of work.
what others think about the idea.
E.g. “What do others think about
_________’s idea?”
Devising Questions
Devise questions that –
• Challenge common misconceptions
• Create effective classroom activities, questions
and tasks that prompt the right type of Teach Collaboration
discussions Peer assessment requires learners to act collabo-
• Explore ambiguity and encourage discussion ratively. Indeed, Af L is a collaborative enterprise
and clarification therefore, explicitly teach skills of collaboration.
This process can be assisted by discussing
Learning Journal collaboration with learners and making it visible as a
Create a learning journal in which learners can part of the classroom.
reflect and review their learning. It could include
plenary activities, a target setting chart, aims and
goals, etc.
Traffic-Light Revision
When revising a topic or subject, work through the
Group Feedback
different areas with learners and ask them to traffic
Group feedback to a teacher concerning peer-assess- light according to their grasp of each.
ment of work can help make the teacher aware of Subsequently, learners should be able to target their
learning needs in a manageable way. revision more carefully and engage in it actively,
54

rather than simply reviewing everything they have Communication
done or reading passively over their entire notes. Ask learners to communicate thinking through dif-
ferent mediums – not just writing; drawing, drama,
maps, sculpture etc.
The medium is the message and therefore
circumscribes to some extent how communication
can take place. Using alternative mediums allows
the teacher to ‘see’ learners’ understanding from
different angles.
Group Answers
Learners work in small groups to agree on answers –
when tests are returned or in other situations.
The process of agreeing should include reasoning
over the validity of the consensus answer, as
well as reasoned negation of misconceptions
or wrong answers.
Think-through Talking
Talking allows learners to articulate their thoughts
and thus to learn.
Encourage thinking through talking with –
• Discussion activities
• Structured group/pair work
• Modelling by teacher and learners (small
group work increases the ‘surface area’ of talk
in the classroom as opposed to whole class
discussions)
55

Appendix E: DESIGNING SCHOOL • Research, Science, Agriculture (Gardening)
TIMETABLES and Community Project
A school timetable is a table for regulating and • Entrepreneurship Development, Guidance

coordinating activities of the learners, teacher and and Counselling.
school. Timetables are cyclical. These activities • Library, Sustainable Learning and Study
recur every week or every fortnight (in cases of shift Skills
schools).
• Professional Learning Community (PLC),
The timetable for the Common Core Programme CPD and School/Cluster-based INSET
(CCP) Curriculum to be rolled out in the 2020/21
academic year has the following characteristics. 5. Period Allocations for Subjects
1. Proposed Contact Hours (Time on Task) Subject No. of

Periods
Number of periods per 8 periods
day: Mathematics 4
Number of periods per 40 periods (8 periods English 4
week: × 5days)
Ghanaian Languages 3
Duration per period: 50 minutes French/Arabic 3
2. Length of School Day Science 4
Time on Task: 400 minutes (50 Computing 3

minutes x 8 periods) Social Studies 3
Break Time 60 minutes (two
breaks at 30 minutes Religious and Moral Education 3
each) Career Technology 4
Extra-curricular activities 50 minutes per day
Creative Arts and Design 4
Total length of school day 510 minutes (8.5
hours) Physical Education 3
3. Proposed options for Length of School Day Worship and Library Studies 2
TOTAL 40
S/No Lessons Lessons Extra-Curricula
Start Close
1 7.00am 2.40pm 2.40pm – 3.30pm
2 7.30am 3.10pm 3.10pm – 4.00pm
3 8.00am 3.40pm 3.40pm – 4.30pm
4. Proposed Co-Curricular Activities

• Life and Psychosocial Skills:
- Sports and Games
- Tourism, Arts and Culture Club
- STEM Club
- Creative Writers/Debaters Club
- Human Rights Club
- Friends of the Earth Club
- NGO Activities: Talks and Sensitisation etc.
56

Timetable Template
30m 1 2 B1 3 4 5 6 B2 7 8 Co-Curricular
50m 50m 30m 50m 50m 50m 50m 30m 50m 50m
M
A
S
T S B B
E
M R R
W B
E E
L
Y A A
T
&
R K K
F E
G
• Things to consider when populating

the Timetable
In populating the template to develop a school-
based community friendly timetable, the officer
should consider the following:
• Local dynamics – average walking distance
from home to school.
• Socio-cultural and economic activities etc.
within the community.
• If possible, the periods for Mathematics
and the languages should be completed
before lunch.
• Activity-based lessons such as Computing,
Career Technology, and Creative Arts and
Design can be organised after lunch.
• PLC should be allocated one of the 5 slots
for co-curricular activities.
For further inquiries contact

National Council for Curriculum and Assessment
(NaCCA)
Tel. No. +233 302 909 071
Email: info@nacca.gov.gh
Website: www.nacca.org.gh
57

Appendix F: LEARNING ‘What colours are on the cover of this book?’
SCENARIOS ‘What is on the cover of this book?’
Case Study 1 ‘Who do you think are the main characters in this
book?’ ‘What is the name of the book?’
Consider these two lesson scenarios and then
discuss and answer the questions below: ‘Who is the author?’ What do you think
the book is about?
Scenario 1
When the teacher enters her B3 class, some of She waits a moment after each question to give
the learners are shouting at each other; some are an opportunity for all the learners to raise their
talking quietly; some are moving around restlessly; hands before choosing one to give the answer.
and others are quietly waiting for the lesson to Sometimes she asks a learner who hasn’t raised
begin. She claps her hands and the learners take their hand, if she thinks they will know the answer
out their books. The teacher asks the learners but are being lazy. The teacher goes on to ask
what they read yesterday. When they tell her, other members of the class to explain what an
she asks them to go to the next story, ‘The Hare author does, and then asks the learners to raise
and the Hyena’. their hands if they know what a hare and a hyena
are. She asks if any of the learners have seen these
One of the learners, who has been chosen to animals and what the animals did.
always be the reader in this class, stands up and
begins to read this story. While the boy is reading, The teacher asks the learners what they think
some learners are still trying to find their book, the hare and the hyena will do in the book. She
and others are still talking; many of them do not then asks them to work in pairs to discuss what
have a book to follow. Only a few learners are they think the story is about and how the story
paying attention to the text and listening to the might begin and end. After a few minutes, the
boy read. While this is happening, the teacher teacher asks one pair to give the results of their
completes the attendance register and occasionally discussion. She asks if any other pairs think the
looks up and shouts “Hey, look at your books and same and they raise their hands. She then asks any
follow. I am going to ask some questions. All of of the remaining pairs for their thoughts. Finally,
those who do not answer the questions correctly the teacher reads the first part of the story. As
will have extra homework.” homework, she asks her learners to bring stories or
information about the animals from their family,
When the text has been read aloud by the reader, community members or elder peers for the next
the teacher asks a few questions about the text. day. She tells them they will read and find out the
Those who are listening and know the answers end of the story tomorrow.
raise their hands and the teacher calls on them to
give the answers. The teacher tells the learners to
Discuss and answer:
read the text again at home for homework, then
the lesson ends. 1. Which of the two lessons do you think is most
effective and why?
Scenario 2 2. How does the teacher gain and maintain
When the teacher enters her B3 class she spends a all learners’ attention, participation and
few minutes talking to the class, encouraging them engagement?
to relax, interact, smile and laugh. The learners 3. What does the teacher do to accommodate all
see she is carrying a book, ‘The Hare and the ability levels?
Hyena’ and the teacher holds the book up so all
the learners can see it. Then the teacher introduces 4. How does each teacher assess learning?
the book by asking questions about it to gain 5. Can you find any missed opportunities in
their interest. She asks questions at different scenario 2 where the teacher could have used
levels for example: assessment for learning techniques?
58

6. How does the teacher use existing material and She asks learners to discuss in pairs what they
human resources in an interesting way? observed during the gallery walk. She calls on
each pair of learners to share their experiences
Case Study 2
with the rest of the learners. She then shows a
Consider these two lesson scenarios and then video of a traditional child naming ceremony
discuss and answer the questions below: and asks learners to pay attention to the various
Scenario 1
stages of the naming process. She asks them
to also jot down the items used at every stage
The Ghanaian Language teacher enters the JHS of the ceremony.
1 class and shouts for everyone to sit down and
listen. She waits while some of the learners take She puts learners into groups and assigns each
out their books. The teacher tells the class they will group one stage of the naming ceremony. Each
learn about naming systems. She asks the class to group is to write the items used at the assigned
open to the specific page in the textbook. Then she stage, as well as how they were used. Learners are
calls one of the learners to read aloud, while the also supposed to discuss why the items were used.
others follow the text in their textbooks.
After the group discussions, she calls the groups to
As the student reads the text, the teacher marks the make presentations in turn. She leads the class to
exercise books of another class. Although only few discuss every group’s presentation and adds on to
learners in the class paid attention to the reading, their views where necessary. She asks the learners
when it was complete, the teacher asks them to to make a short sketch on child naming ceremony,
re-read the text aloud together. She instructs the before giving them as homework how child
learners to answer in their exercise books, the naming ceremony is done in modern day.
questions that follow the text.
The teacher continues to mark the exercise of the Discuss and answer:
other class, until the end of the lesson. She stops 1. Which of the two lessons do you think is most
and asks learners to show by hand those who have effective and why?
completed the exercise. Five learners raise their
hands. The teacher says, “Good.” She tells those 2. How does the teacher gain and maintain
who are yet to complete the exercise to take the all learners’ attention, participation and
exercise home as homework. engagement?
3. What does the teacher do to accommodate all
Scenario 2 ability levels?
The teacher starts her JHS 1 Ghanaian Language 4. How does each teacher assess learning?
lesson by asking learners what they learned in the
previous lesson. She encourages learners to engage 5. Can you find any missed opportunities in
and interact with each other. She asks them to scenario 2 where the teacher could have used
submit their homework. assessment for learning techniques?
6. How does the teacher use existing material and
After this, she explains that they are going to talk
human resources in an interesting way?
about naming systems with the focus on child
naming in Ghana. She tells the learners that, they
will discuss the stages of naming and the items
used at each of the stages. She asks learners to
write what they know on child naming on a piece
of paper and paste it on the walls in the classroom
for a gallery walk.
59

Appendix G: FIDELITY OF IMPLEMENTATION OF THE COMMON CORE
PROGRAMME (CCP)
KEYS (ü TICK AS APPLIES): YES: Indicates indicator has been attained
NO: Indicates that indicator has not been attained
NOT YET: Indicates that the indicator is yet to be initiated
NEEDS SUPPORT: Indicates indicator where a teacher needs assistance
from a SISO, Head teacher, a colleague, a resource person, Curriculum lead
or any DEO. A teacher can tick any of the above three and this section. Write
specific area the teacher needs support in the Remarks Column. NB: Not
applicable to all indicators
A. TEACHERS CHECKLIST
S/N INDICATORS YES NO NOT NEEDS REMARKS
YET SUPPORT
1. Prepares and submits lesson notes on time
2. Applies differentiation and scaffolding in lesson
delivery
3. Understands Assessment for Learning, Assessment
as Learning and Assessment of Learning strategies
4. Frequently uses Assessment for Learning,
Assessment as Learning and Assessment of Learning
strategies in lessons
5. Gives immediate feedback to learners after
assessment
6. Has teacher learner resource packs available for
lesson planning and delivery
7. Understands issues of barriers to learning and takes
measures to assist learners overcome them
8. Partakes in PLC meetings
9. Partakes in school clubs and societies
10. Assists learners as individuals with differentiated
abilities, needs, achievement and learning styles
11. Shares learning goals and success criteria with
learners before lessons
12. Maintains consistent and proactive discipline
13. Anticipates classroom challenges
14. Remediates where learners have learning difficulties
15. Assists learners to reflect and take responsibility of
their own learning
16. Assists learners set their own goals
17. Works with learners to develop clear criteria of
good practice
18. Supports school administration with assigned tasks
and responsibilities effectively
60

B. HEADTEACHER
YET SUPPORT
1. Understands the Core Competencies, 4Rs,
Knowledge, Skills, Values and Attitudes
2. Specific remedial programmes are put in place
to help learners with learning needs
3. Conducts classroom observation (Select One)
A. Once a week
B. Twice a week
C. More than once a week
C. Once every two weeks
D. Once a month
4. Provides feedback on classroom observation

for teachers to improve teaching and learning
5. Supervises records keeping on PLC meetings
6. Takes part in INSETS and PLC sessions in the

school this term
7. Has Curriculum Lead (CL) in the school
8. Takes measures to overcome barriers of

learning in the school
9. Has functional clubs and societies in the school
10. Monitors activities of clubs and societies in the

school
11. Teacher and Learner Resource Packs and other
resources for each subject available
12. Teaches alongside administrative duties
13. Supports teachers to access additional

resources for implementation of the CCP
14. Involves the community in the
implementation of the CCP
15. The community provides support to the
school in implementing the SBC
16. SISO supports the school in the
17. Aside the SISO, other District Education
Officers come to this school to monitor
facilities, teaching quality, or teacher
attendance
61

C. CURRICULUM LEAD
YET SUPPORT
1 Organises PLC meetings in the school (Select
One)
A. Once a week
B. Twice a week
C. More than once a week
C. Once every two weeks
D. Once a month
2 Keeps record of PLC meetings

3 Partakes in INSET meetings in the school
4 Develops and initiates capacity building
programmes to support efficient
5 Involves resources person to address challenges
during PLC meetings
6 Has resources to assist during PLCs meetings
62

References/Bibliography
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uploads/2016/09/Blooms-Taxonomy-Teacher-Planning-Kit.pdf
Gershon, M. (2018) Assessment for Learning Toolkit V1. [Online] www.tes.com/teaching-resource/assess-
ment-for-learning-toolkit-6020165
Ideas photo credit www.libguides.butler.edu/c.php?g=117303&p=1940722
Moersch, C. (2008). Assessment Strategies: A-Z for the Math Classroom. LoTi Connection [Online] www.
docplayer.net/14740246-Informal-assessment-strategies-a-z-for-the-math-classroom.html
Thompson, M., & William, D. (2007). Tight but loose: A conceptual framework for scaling up school
reforms. In annual meeting of the American Educational Research Association. Chicago, IL.
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English Language Training Manual: Common Core Programme (CCP) Curriculum

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Ministry of Education

CCP TM 4 English - Final.indd 1 17/11/2020 8:47 PM

National Council for Curriculum and Assessment (NaCCA)

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DAY 1: OPENING, PRESENTATIONS AND DISCUSSIONS ON NATIONAL EDUCATIONAL

DAY 2: INTRODUCTION TO THE CCP ENGLISH LANGUAGE CURRICULUM......................................15

DAY 3: PEDAGOGY & ASSESSMENT IN THE CCP ENGLISH LANGUAGE CURRICULUM..................22

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DAY 4: PLANNING AND PRACTISING THE CREATIVE LEARNING-CENTRED PEDAGOGIES AND

DAY 5: BASIC FEATURES OF A PROFESSIONAL LEARNING COMMUNITY (PLC) AND

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Training Plan How to Use the Manual

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Time/duration Activity Resources

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1 DDE – District Director of Education; SISO - ; HT – Head teacher; CL – Curriculum Leader.

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Activity Time/ DAY 1: DAY 2 DAY 3 DAY 4 DAY 5

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13. 6.00 - … SUPPER

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Day 1 Learning Outcomes 3. Demonstrate understanding of the Pre-tertiary

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Day 2 Learning Outcomes 3. Describe the changes in the content and

4. 11:00 – 11:30am SNACK BREAK

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Review of Previous Day’s Work (15 mins) (see Day 2 on Programme)

Welcome and warm up (20 mins)

Review of previous day’s work

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Each module begins with an introduction that includes:

Session 2.1: Introduction to the CCP English Language Curriculum

Say: Special notes for the facilitator on the session.

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Say: Special notes for the facilitator on the session.

PPT Session Objectives

By the end of this session you will be able to:

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Each module begins with an introduction that includes:

Session 2.4: Features and

• A brief description of each session within the module.

• Identify and discuss the elements in the Teacher Resource Pack;

Each module begins with an introduction that includes:

Session 2.5: Features and

• A brief description of each session within the module.

• Identify and discuss the elements in the Learner Resource Pack;

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Each module begins with an introduction that includes:

the English curriculum,

Practice Group work] (25 mins)

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Session 2.7: Lesson

• A brief description of each session within the module.