Social Studies Training Manual: Common Core Programme (CCP) Curriculum

Ministry of Education
REPUBLIC OF GHANA
SOCIAL STUDIES
TRAINING MANUAL
Common Core Programme (CCP) Curriculum
September 2020
CCP TM 4 Social Studies.indd 1 17/11/2020 8:59 PM

Writing Panel
NAME INSTITUTION
Rev. Prof. Kankam Boadu UCC, Cape Coast
Prof. Wilson K. Yayoh UCC, Cape Coast
Alhaji Seidu Mahama NaCCA
Dr. Lucy Atom UEW, Wineba
Dr. Emmanuel Saboro UCC, Cape Coast
Mr William Asamoah GES
Mr. Osman Ibn Umar GES
Mrs. Wilma Titus Glover MOE
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 SOCIAL STUDIES CURRICULUM...............................................15

Day 2 Agenda...................................................................................................................................................................................... 15
DAY 3: PEDAGOGY & ASSESSMENT IN THE CCP SOCIAL STUDIES CURRICULUM...........................16

Day 3 Agenda...................................................................................................................................................................................... 16
DAY 4: PLANNING AND PRACTISING THE CREATIVE LEARNING-CENTRED PEDAGOGIES AND

ASSESSMENT FOR LEARNING STRATEGIES IN SOCIAL STUDIES.................................................18
Day 4 Agenda...................................................................................................................................................................................... 18
DAY 5: BASIC FEATURES OF A PROFESSIONAL LEARNING COMMUNITY (PLC) AND

SIMULATION OF PLC COACHING SESSION IN SOCIAL STUDIES.................................................20
Day 5 Agenda...................................................................................................................................................................................... 20
Materials Developed for the Training of JHS Teachers, Headteachers and School Improvement Support Officers
(SISOs) toward the Implementation of the Common Core Programme (CCP) Curriculum.............................. 21
APPENDICES.........................................................................................................................................................23
Appendix A: WELCOME, INTRODUCTIONS & OVERVIEW.............................................................................................. 23
Appendix B: COMMON CORE PROGRAMME (CCP) CONCEPT..................................................................................... 24

Appendix C: GUIDELINES FOR THE FORMATION OF PROFESSIONAL LEARNING COMMUNITIES (PLCs) .25
Appendix D: ASSESSMENT IN THE CCP CURRICULUM..................................................................................................... 29
Appendix E: DESIGNING SCHOOL TIMETABLES.................................................................................................................. 37
Appendix F: LEARNING SCENARIOS......................................................................................................................................... 39
Appendix G: FIDELITY OF IMPLEMENTATION OF THE COMMON CORE PROGRAMME (CCP)........................ 41
References/Bibliography........................................................................................................................................44

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 Assess- 4. MMD Level Training: Nationwide training of
ment (NaCCA) has developed this Training Manual 100,000 JHS Teachers, Headteachers and School
for the preparation of JHS classroom practitioners Improvement Support Officers (SISOs).
and other education managers, to implement the
Common Core Programme (CCP) curriculum
(Basic 7 to Basic 10) ( JHS1 – SHS1). This Manual
has been developed to facilitate the training teachers
for the implementation of the CCP curriculum.
The Manual covers four key training 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).
This initial training shall be followed by regular
The second session highlights the contents of the
in-service training, refresher courses at the school,
subjects-curricula. These include Introduction to the
cluster and circuit levels through Professional
CCP Subject-Curricula, Front Matter and Changes
Learning Communities (PLCs) and Continuous
in the Curricula.
Professional Development (CPD) sessions.
The remaining two sessions concentrate on
pedagogy and assessment. There are slots for
Assessment in the CCP Curriculum, Teaching and
Aims of the Training Manual
Learning Resources, Barriers to Learning, Creative These are to:
Pedagogies and demonstrations. • equip facilitators with the necessary guidelines,
skills and experiences for training teachers, head-
teachers, school improvement support officers
Structure of the Training Manual (SISOs) and other stakeholders for the effective
The Manual is arranged in sessions. Each session implementation of the CCP curriculum;
has a catalogue of activities for both participants • enable trainees understand the concept of the
and facilitators. These are carefully packaged to help CCP curriculum and its importance in the
the teacher who is the focus of the implementation education, growth and development of the
of the CCP curriculum, to follow the sequence and Ghanaian learner.
progression of learning areas in the curriculum.
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 con-
stitute 230 subject experts selected from the 12 • consult officials of NaCCA for any clarification
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;
made up of 24 Trainers from each of the • note that the approaches suggested for effective
260 MMDs. delivery of the training are not exhaustive;

• use other creative strategies that can help achieve 1. what trainees must know and be able to do;
the goals of 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 effec-
reflection stages. tiveness; and
1. Planning: What do my trainees need to know,
understand and be able to do? 4. what steps can be taken to continuously improve
and build upon effective classroom instruction.
2. Facilitation: How do I teach effectively to ensure
trainees are learning? The programme is laid out in three columns labelled:
time/duration, activity and resources. The column
3. Reflection: How do I know trainees are learning? for resources gives a summary of key resources
What do I do to ensure that participants have required by facilitators and participants to ensure an
mastered what they are expected to do? effective orientation programme. For example:
Among other things, facilitators should therefore
consider the following:
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 they will be addressed in lessons in the Social
trainees with the opportunity to: Studies curriculum (Goal 4);
1. understand major learning gaps for which the 8. examine the Learner and Teacher Resource
CCP curriculum has been designed to address; Packs to see how they can support teachers in
2. develop an awareness of the importance of their preparation to implement the curriculum,
the National Pre-tertiary Curriculum Frame- particularly in designing lesson plans and assess-
work (NPCF); ment tasks;
3. understand the Common Core Programme 9. engage in curriculum planning activities for the
(CCP) concept and explain how the National implementation of the Social Studies curriculum
Pre-tertiary Learning Assessment Framework including the use of essential tools for lesson
(NPLAF) can improve performance outcomes; planning, assessment, monitoring and reporting
4. appreciate the process of establishing and on learners’ progress;
engaging in Professional Learning Communities 10. show understanding of inclusive, creative,
(PLCs) as a tool for promoting reflective practice learning-centred pedagogies and assessment for
and whole school/department development; learning (AFL) strategies in the Social Studies
5. study the Front Matter of the Social Studies cur- curriculum through demonstration lessons; and
riculum and describe the changes in the contents, 11. examine the assessment reporting tools
pedagogies and core competencies; and record-keeping system for monitoring pro-
6. explore the contents of the Social Studies gress 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, inclu-
sivity and resources availability), and explain how

LEARNING OUTCOMES
At the end of the training, the participants will be 11. identify the necessary resources and support
able to: structures needed to ensure smooth implementa-
1. describe the major learning gaps the Common tion of the CCP Social Studies curriculum (Goal
Core Programme (CCP) Curriculum is designed 5, 6 and 7);
to address (Goal 1); 12. use various tools for lesson planning and
2. explain features that shape the Common Core assessment to plan demonstration lessons that
Programme (CCP) Curriculum and how these will employ inclusive, creative learning-centred
can lead to the development of the common core pedagogies in the Social Studies curriculum
learner attributes to meet the career and tertiary (Goals 7 and 8); and
education ready standards set by the curricu- 13. carry out demonstration lessons that are
lum (Goal 2); planned to use creative learning-centred pedago-
3. demonstrate an understanding of the Pre-tertiary gies and assessment for learning (AFL) strategies
Learning Assessment Framework (NPLAF), in the Social Studies curriculum (Goals 8).
explain the component of 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 Learn-
ing 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 Social Studies curriculum (Goal 3);
7. explain common core learner attributes and the
core competencies in the CCP Social Studies
curriculum (Goal 4);
8. explain the major differences between the stand-
ards-based curriculum and the existing Social
Studies syllabus (Goal 4);
9. describe the changes in the content and pedago-
gies of the Social Studies curriculum (Goal 4);
10. identify barriers to learning, particularly
those related to the cross-cutting issues (gender,
inclusivity and resources availability), and
explain how they will be addressed in lessons in
the Social Studies Curriculum (Goal 6);
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
0. 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
1. 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
2. 9:00 – 10:00am Session 1.1: Session 2.1: Session 3.1: Session 4.1: Session 5.1:
[1 hr] National Pre- Introduction to the Assessment in the Lesson Planning for Review of PLC
Tertiary Curriculum CCP Social Studies CCP Social Studies Demonstration (by Concept &
Framework (NPCF) Curriculum Curriculum participants) on Planning PLC
Creative Pedagogies Simulation
3. 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 the Lessons Simulation of PLC
the Common Core Matter and the CCP Social Studies Demonstration (by Session
Programme (CCP) changes in CCP Curriculum participants) on
Social Studies Creative Pedagogies
Curriculum and Discussions
4. 11:00 – 11:30am SNACK BREAK
5. 11:30 – Session 1.3: Session 2.3: Session 3.3 Session 4.3: Session 5.3:
12:30pm Pre-tertiary Group discussion Teaching and Lessons Simulation of PLC
[1 hr] Learning and presentation Learning Resources Demonstration (by Session
Assessment on the Front for the CCP Social participants) on
Framework Matter and changes Studies Curriculum Creative Pedagogies
(NPLAF) in CCP Social and Discussions
Studies Curriculum
6. 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 use of The Barriers to Micro Lesson Fidelity of
on the NPCF, CCP the TRP & LRP in Learning CCP Social Planning for Implementation
and NPLAF CCP Social Studies Studies Curriculum Demonstration (FoI)
Curriculum (by participants)
on Assessment
for Learning and
Discussions
7. 1:30 – 2:30 p.m. LUNCH BREAK
8. 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 use of The Barriers to Micro Lessons General Plenary
Learning the TRP & LRP in Learning CCP Social Demonstration Evaluation
Community (PLC)/ CCP Social Studies Studies Curriculum (by participants)
Next Steps &
School-Based In- Curriculum on Assessment
Closing
service (SBI) for Learning and
Discussions
11

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

DAY 1: OPENING, PRESENTATIONS AND DISCUSSIONS ON
NATIONAL EDUCATIONAL POLICIES
Day 1 Learning Outcomes explain what assessment involves in the CCP

and the amount of emphasis to be given to the
1. Describe the major learning gaps for which various forms of assessment in the CCP (Goal 2)
the CCP curricula have been designed to
address (Goal 1). 4. Explain the basic features of a Professional Learn-
ing Community (PLC) and their potential for
2. Explain features that shape the Common Core creating a new teaching culture, where teachers
Programme (CCP) and how these can lead to the will be willing to support each other in their
development of the common core learner attrib- subject area (Goal 3).
utes, to meet the career and tertiary education
ready standards set by the curricula (Goal 2).
Day 1 Agenda
3. Demonstrate understanding of the Pre-tertiary
Learning Assessment Framework (NPLAF),
Time Activity Resources

0. 8:00 – 8:20am [1 hr] Registration and Protocols
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1. 8:20 – 9:00am. Session 1.0:

[40 mins] PLENARY: Opening, Overview, Norms & Expectations Appendix A
- Opening Ceremony
- Training Environment and Workshop Norms
- Participants Expectations & Self-assessment
- Overview of Role & Responsibilities of Facilitators
2. 9:00 – 10:00am. Session 1.1:
[1 hr] PLENARY: National Pre-Tertiary Curriculum PPT 1
Framework (NPCF)
- Presentation (40 min)
- Discussion (20 min)
3. 10:00 – 11:00am. Session 1.2:
[1 hr] PLENARY: The Concept of the Common Core PPT 2
Programme (CCP) Curriculum
4. 11:00 – 11:30am. SNACK BREAK
5. 11:30 – 12:30pm Session 1.3:
[1 hr] PLENARY: Pre-tertiary Learning Assessment PPT 3
Framework (NPLAF)
6. 12:30 – 1:30pm Session 1.4:
[1 hr] PLENARY: Questions and Discussion on NPCF, CCP
and NPLAF
7. 1:30 – 2:30pm. LUNCH BREAK
13

8. 2:30 – 3:30pm. Session 1.5:
[1 hr] PLENARY: Professional Learning Community (PLC)/ PPT 4
School-Based In-service (SBI) Appendix C
9. 3:30 – 4:30pm. Session 1.6:
[1 hr] PLENARY: Professional Learning Community (PLC)/ Appendix C
School-Based In-service (SBI)
- Questions and Discussion on PLC/SBI (60 min)
10. 4:30 – 5:30pm. Session 1.7
[1 hr] PLENARY: The Roles of Stakeholders in the PLC PPT 5
- Presentation (40 min) Appendix C
11. 5:30 – 5:40pm End of Day Checks
14

DAY 2: INTRODUCTION TO THE CCP SOCIAL STUDIES CURRICULUM
Day 2 Learning Outcomes 3. Describe the changes in the content and pedago-
gies of the CCP (standards-based) Social Studies
1. Explain common core learner attributes and the curriculum (Goal 4).
core competencies in the CCP Social Studies
curriculum (Goal 3). 4. Identify the necessary resources and support
structures needed to ensure smooth imple-
2. Explain the major differences between the CCP mentation of the Social Studies curriculum
(standards-based) curriculum and the existing (Goal 5 and 6).
Social Studies syllabus (Goal 4).
Day 2 Agenda
8:00 – 8:20am Registration and Protocols
[20 min]
8:20 – 9:00am Session 2.0:
[40 min.] Review of previous day’s work & overview of day’s
work
9:00 – 10:00am Session 2.1:
[1 hr] PLENARY: Introduction to the CCP Social Studies PPT 6
Curriculum
Introduction to the new Social Studies curriculum
highlighting the changes in content, pedagogies, 4Rs,
core competencies and cross-cutting issues including
gender, inclusion, etc.
10:00 – 11:00am Session 2.2:
[1 hr] GROUP WORK: Study of the Front Matter and Curriculum document
changes in the CCP Social Studies Curriculum
11:00 – 11:30am SNACK BREAK

11:30 – 12:30pm Session 2.3:
[1 hr ] GROUP PRESENTATIONS: The Front Matter and
changes in the CCP Social Studies Curriculum
12:30 – 1:30pm Session 2.4 PPT 7
[1 hr] PLENARY: Features and Use of the TRP & LRP Teacher’s & Learner’s Resource Pack
Curriculum document
1:30 – 2:30 p.m. LUNCH BREAK
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
3:30 – 4:30pm. Session 2.6 PPT 8

[1 hr ] PLENARY: Yearly and Termly Scheme of Learning (SoL) Teacher’s & Learner’s Resource Pack
for the CCP Social Studies Curriculum Curriculum document
4:30 – 5:30pm. Session 2.7 PPT 9
[1 hr] PLENARY: Lesson Planning Format and Phases of a Teacher’s & Learner’s Resource Pack
lesson Curriculum document
5:30 – 5:40pm End of Day Checks
6.00 … SUPPER
15

DAY 3: PEDAGOGY & ASSESSMENT IN THE CCP SOCIAL STUDIES
CURRICULUM
Day 3 Learning Outcomes

1. Identify barriers to learning, particularly those related to the cross-cutting issues (gender, inclusivity, and
resources availability), and explain how they will be addressed in lessons in the Social Studies curricu-
lum (Goal 4).
2. Identify the necessary resources and support structures needed to ensure smooth implementation of the
Social Studies curriculum (Goal 5 and 6).
3. Use essential tools for lesson planning and assessment to plan demonstration lessons to practice creative
and learning-centred pedagogies and assessment for learning (AFL) strategies in the Social Studies curricu-
lum (Goals 7).
Day 3 Agenda
0. 8:00 – 8:20am Registration and Protocols
[20 min]
1. 8:20 – 9:00am Session 3.0:
[40 min.] Review of previous day’s work & overview of day’s work
2. 9:00 – 10:00am Session 3.1 PPT 10

[1 hr] PLENARY: Assessment in the CCP Social Studies Teacher’s & Learner’s Resource Pack
Curriculum Curriculum document
3. 10:00 – 11:00am Session 3.2 PPT 10
[1 hr] GROUP WORK & PRESENTATIONS: Assessment in the Teacher’s & Learner’s Resource Pack
CCP Social Studies Curriculum Curriculum document
4. 11:00 – 11:30am. SNACK BREAK
5. 11:30 – 12:30pm. Session 3.3: PPT 11
[1 hr ] PLENARY: Teaching and Learning Resources for the Teacher’s & Learner’s Resource Pack
CCP Social Studies Curriculum
6. 12.30 – 1.30pm Session 3.4: PPT 12
[1 hr] PLENARY: The Barriers to Learning Social Studies Teacher’s & Learner’s Resource Pack
Curriculum Curriculum document
7. 1:30 – 2:30pm. LIUNCH BREAK
8. 2:30 – 3:30pm. Session 3.5: PPT 12
[1 hr] GROUP WORK & PRESENTATIONS: The Barriers to Teacher’s & Learner’s Resource Pack
Learning Social Studies Curriculum Curriculum document
9. 3:30 – 4:30pm. Session 3.6:
[1 hr ] DEMONSTRATION of Creative Pedagogies in the Teacher’s & Learner’s Resource Pack
Social Studies Curriculum Curriculum document
Subject Facilitators plan and carry out demonstration
lessons to illustrate the inclusive, creative learning-centred
pedagogies
16

10. 4:30 – 5:30pm. Session 3.7: Teacher’s & Learner’s Resource Pack
[1 hr] DEMONSTRATION of Creative Pedagogies in the Curriculum document
Social Studies Curriculum
Subject Facilitators plan and carry out demonstration
lessons to illustrate the inclusive, creative learning-centred
pedagogies
6.00 - …
17

DAY 4: PLANNING AND PRACTISING THE CREATIVE LEARNING-
CENTRED PEDAGOGIES AND ASSESSMENT FOR LEARNING
STRATEGIES IN SOCIAL STUDIES

1. Use essential tools for lesson planning and assessment, to plan demonstration lessons to practise inclusive,
creative and learning-centred pedagogies and assessment for learning (AFL) strategies in the CCP Social
Studies curriculum (Goals 7).
2. Identify barriers to learning, particularly those related to the cross-cutting issues (gender, inclusivity, and
resources availability), and explain how they will be addressed in lessons in the CCP curriculum (Goal 4).
3. Carry out demonstration lessons that are planned to use inclusive, creative, learning-centred pedagogies
and assessment for learning (AFL) strategies in the CCP Social Studies curriculum (Goals 8).
Day 4 Agenda
[20 min]
1. 8:20 – 9:00am Session 4.0:
[40 min] Review of previous day’s work & overview of day’s work
2. 9:00 – 10:00am Session 4.1: Curriculum document
[1 hr] LESSON PLANNING for Demonstration/ Discussion Teacher’s & Learner’s Resource Pack
(Creative Pedagogies)
Participants plan demonstration lessons to illustrate the
inclusive, creative learning-centred pedagogies
3. 10:00 – 11:00am Session 4.2: Curriculum document
[1 hr] LESSON DEMONSTRATION/ Discussion (Creative Teacher’s & Learner’s Resource Pack
Pedagogies)
Participants carry out demonstration lessons to illustrate
the inclusive, creative learning-centred pedagogies
1. 11:30 – 12:30pm Session 4.3: Curriculum document
[1 hr] LESSON DEMONSTRATION/Discussion (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
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
Subject Facilitators plan demonstration lessons to illustrate
Assessment for Learning strategies
18

10. 3:30 – 4:30pm. Session 4.6:
[1 hr] LESSON DEMONSTRATION/ Discussion (Assessment Appendix D
for Learning)
Subject Facilitators carry out demonstration lessons to
illustrate Assessment for Learning strategies
11. 4:30 – 5:30pm. Session 4.7:
[1 hr] LESSON DEMONSTRATION/ Discussion (Assessment Appendix D
for Learning)
Assessment for Learning strategies
6.00 - … SUPPER
19

DAY 5: BASIC FEATURES OF A PROFESSIONAL LEARNING
COMMUNITY (PLC) AND SIMULATION OF PLC COACHING SESSION
IN SOCIAL STUDIES

1. 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 4).
2. Explain the roles and responsibilities of the key actors2 in the PLC (DDE, SISO, HT, CL/Coach and teach-
ers) in your subject area (Goal 4).
3. 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 Social Studies curriculum (Goal 4).
Day 5 Agenda
[20 min]
1. 8:20 – 9:00am Session 5.0:
[40 min] Review of previous day’s work & overview of day’s work
2. 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
3. 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.
20

Materials Developed 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 Social Studies 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
21

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 Social Studies Curriculum
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.
22

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.
23

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 to the 4Rs.

RE
CO
s
M
4R
EN
In the first four years of high school education,
PE
G
TE
AG
NC
S
CT
learners are expected to take a Common Core
EM
IES
PROJE
ENT
COMMON
CORE LEARNER
Programme (CCP) that emphasises a set of high, ATTRIBUTES
PE DA
internationally-benchmarked career and tertiary
GO
S
EA
PEDAGOGICAL S E RV I C E LEARNING
education ready standards. Learners need to acquire
GI
AR
APPROACHES AREAS
CA
LA
G
The CCP emphasises PP IN
RO N The CCP comprises of
AR
these for post-secondary education, the workplace creative and inclusive
pedagogies that are anchored
AC H
ES LE the following subject areas:
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
cooperative learning, differentiated 4. Creative Arts & Design 5. Career
expected to know, understand and be able to do by and holistic learning as well as cross Technology 6. Social Studies
disciplinary learning. 7. Computing 8. RME 9. PHE.
focusing on their social, emotional, cognitive and
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 competencies
domains of learning (i.e. cognitive, psychomotor and describe the relevant global skills for learning
affective), are at the centre of the CCP (see Figure that the CCP helps learners to develop, in
1). Inspired by the values which are important addition to the 4Rs. The global skills for learning,
to the Ghanaian society, the CCP provides an allow learners to become critical thinkers,
education of the heart, mind and hands in relation problem-solvers, creators, innovators, good
to the learner’s lifetime values, well-being, physical communicators, collaborators, digitally literate
development, metacognition and problem-solving and culturally and globally sensitive citizens, who
abilities. Ultimately, this will produce character- are life-long learners with a keen interest in their
minded learners who can play active roles in dealing 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,
• learning areas – Mathematics, Science, Comput- which all learners must become competent in.
ing, Languages (English Language, Ghanaian
Language, French and Arabic), Career Technol- Learning context
ogy, Social Studies, Religious and Moral Educa- The CCP places emphasis on the engagement of
tion, Creative Arts and Design and Physical and learners in classroom activities and projects (in and
Health Education. outside the classroom). These projects can involve
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.
24

Learning Areas Appendix C: GUIDELINES
The CCP comprises the following learning areas: FOR THE FORMATION OF
1. Languages (English Language, Ghanaian Lan- PROFESSIONAL LEARNING
guages, 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
7. Computing (PLCs).
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
Social Studies 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 Social Studies for
advanced countries in their quest for making educa-
post-secondary education, workplace training or
tion delivery robust and responsive in meeting their
both. The curriculum has been designed to be user
developmental needs. Ghana is no exception.
friendly because it provides a detailed preamble
An article published by Glossary of Education Reform
that covers the rationale, philosophy, aims, profile of
describes the professional learning community
expected learning behaviours (i.e. knowledge, skills,
(PLC), as a group of educators that meets regularly,
attitudes and values), pedagogical approaches, core
shares expertise, and works collaboratively
competencies and the 4Rs, assessment practices and
to improve teaching skills and the academic
instructional expectations.
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.
25

How is PLC formed? • Creates time for collaborative work.
• The head-teacher through consultation with his/ • Focuses collectively on learner’s learning.
her teachers and the major stakeholders (PTA,
• Encourages collaborative work by creating
SMC, school improvement support officer
common work spaces using proximity.
(SISO), the education directorate, etc.) puts a
committee in place. • Ensures leadership support for all PLC activities
– school heads must be supportive.
• The committee is headed by a curriculum lead
who must be a staff of the school. • Respects and trusts one another.
What are the terms of reference of the What are the Guidelines for PLC’s Activities?
committee? • PLCs should be conducted once every week.
The PLC in consultation with the entire member-
• The session should be for a minimum of one hour
ship and other stakeholders:
and should be set as the last hour of the day.
• agrees on the PLC session (or meeting) sched-
ules for the term; • The head of school will take the lead role.
• identifies for PLC sessions, individual challenges • Roles should be assigned to encourage par-
in effective lesson delivery and innovative prac- ticipation.
tices 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 devel-
• Identifies and invites facilitators for each session; oped at the end of each meeting for participants
to prepare adequately for effective participation.
• Ensures that the focus of the school is changed
from teaching to learning; The minutes for each meeting should be made avail-
able after each session and sent to the regional PLC
• Sets SMART goals for best practices in the
platform for headquarters’ validation. The platform
school to meet expected performance outcomes
will be made up of the following officers from the
and targets;
Metropolitan, Municipal, District and Regional
• collates data on all issues that relate to teach- level:
ing and learning in the school for informed • Training Officers
decisions;
• Supervision and Monitoring (S&M) Officers
• keeps records of attendance of members during
• Basic School Coordinators
PLC meetings;
• Heads of School
• considers ways of changing the school’s climate
positively; • School Improvement Support Officers (SISOs)
• plans and shares best practice lessons and inte- • Curriculum Leads
grated cross-curricular projects to all staff; NB: PLC sessions should be conducted from the
• creates a database on learner achievement scores second week of the term through to revision week.
that guides decisions for interventions;
Who are the Key Actors in the PLC?
• reviews and reflects on school data to plan
• District Education Oversight Commit-
instruction across the school curricular;
tee (DEOC)
• considers extra-curricular experiences
• MMD Director of Education
for learners.
• MMD Head of Monitoring and Supervision,
What are some Characteristics of an
Effective PLC? • School Improvement Support Officer (SISO)
• Shares values and norms. • Head of School
26

• Curriculum Lead Head of School
• JHS and SHS subject teachers • Attends initial training on PLC programme
• Ensures the support of the School-based Man-
MMD Education Oversight Committee
agement Committee (SMC), Parents-Teacher
• Validates the PLC programmes Association (PTA) and other stakeholders for
• Develops guidelines for the effective implemen- the PLC programmes.
tation of all PLC programmes in the MMD • Ensures the active participation of all teachers
• Provides a supervisory role for the MMD Educa- during PLC Sessions, as well as the implementa-
tion Office in the performance of duties relating tion of innovative lesson-delivery strategies and
to PLC programmes and activities. best practices discussed at PLC meetings.
• Identifies and puts in place measures to acknowl-
MMD Director of Education
edge teachers who make an effort to implement
• Approves the calendar for the integration of PLC
best practices discussed at PLC meetings.
activities into MMD plan
• Puts in place measures to monitor and report
• Provides overall leadership and supervision of all
on learners’ progress concerning performance
PLC activities in the MMD and assigns targeted
indicators and established national performance
roles and responsibilities to subordinates.
standards.
MMD Supervision and Monitoring Officer • Adopts the FOI of learning for accountability.
• Develops, in collaboration with DDE and School
Improvement Support Officers (SISOs), a plan JHS and SHS Subject Teachers
for monitoring Fidelity of Implementation (FOI) • Participate actively in all PLC Sessions (activities
initiative and the overall evaluation of the success and programmes).
of the PLC initiative. • Follow the revised CCP Curriculum, prepare
• Reviews (with support from SISOs) monitoring, scheme of learning and lesson plans/notes
evaluation & fidelity of implementation data for according to specification and keep track of chal-
each term and implement needed changes. In lenges or difficulties encountered.
consultation with the DDE, select/recruit curric- • Try out new teaching activities, strategies and
ulum leads for the PLC for each school. practices discussed during PLC Sessions.
School Improvement Support Officer (SISO) • Share challenges and successes with teaching
• Participates in the selection/recruitment of colleagues in future PLC meetings.
curriculum leads for the schools.
How Do We Conduct an Effective PLC
• Collects, collates, and submits to the MMDEO Session?
M&E and FOI data (nature of data and regularity Pre-Discussion
of collection and reporting to be determined by • Register and introduce participants and key
GES in consultation with NaCCA). facilitators if any.
• Identifies the training needs of the heads of • Nominate a PLC secretary to take note of discus-
schools and subject-teachers in partnership with sion points.
the MMD Training Officer.
• Identify and discuss challenging themes, i.e.
• Trains the heads of schools and curriculum leads themes evolving from the CCP Curriculum
and refers matters relating to attitudes and behav- training and implementation.
iours that are detrimental or advantageous to the
intervention to the MMD Head of Monitoring • Identify and invite an expert or colleague with
and Supervision for moderation, share/promote in-depth knowledge of the theme identified to
the experiences of the various interventions facilitate a PLC session or lead the discussions.
among schools under his supervision.
27

• Assign specific themes to different teachers CONTINUOUS PROFESSIONAL
(members of the PLC) to research and lead DEVELOPMENT DAY (CPDD) FOR JHS
future PLC sessions. BEGINNING 2020/21 ACADEMIC YEAR
• Encourage mutual discussions and contributions Teachers in the Public JHS shall observe a Con-
by all members. tinuous Professional Development Day beginning
2020/21 Academic Year.
Discussion stage (action)
The observation of the CPDD shall help the teachers
• The lead facilitator takes participants through
(facilitators) develop and/or adopt new strategies
the content and demonstration lessons (where
for teaching which will help them overcome
applicable) associated with the theme.
identified challenges in their day to day activities
• Facilitation should be participatory, engaging and as teachers (facilitators). Continuous Professional
interactive. Development is in two folds:
Post-Discussion Stage
• At this stage participants evaluate the content 1. Professional Learning Communities
and demonstration lesson learnt and assess the (PLCs)
extent of improvement through reflection and PLC, as explained earlier, is a group of educators
debriefing. and other stakeholders who meet regularly to
share expert knowledge, skills and experiences
• The agenda for the next meeting should be devel-
for the improvement in the performance of
oped (or agreed upon) at the end of each meeting
learners, through effective lesson delivery and
for participants and the PLC lead to prepare
assessment. PLCs serve as an innovative mech-
adequately for effective participation.
anism for transforming the learning culture and
• Participants are expected to improve on their social environment of the school. It connects and
daily teaching skills through leading questions. equips teachers from not only the same school,
• Participants are encouraged to use group plat- but from other schools within or outside the
forms strictly dedicated to PLC for professional geographical location with information, learning
learning and providing colleagues with useful and teaching strategies and best practices.
professional materials. About 50 minutes (one period of co-curricular
activities) has been assigned to PLC activities
Who Monitors the Activities of PLC?
every week on the school’s timetable. It can be
• The Ghana Education Service (GES) organised at the cluster or circuit level as well
- Headteacher as subject-based. On PLC days, learners will
close and go home while teachers meet at PLC
- Circuit Supervisor
sessions to learn and share ideas, concepts, skills,
- MMD Monitoring Officers knowledge, and experiences to upgrade and
- Regional Monitoring Officer improve themselves.
• National Inspectorate Board (NIB) 2. Continuous Professional Development
• National Teaching Council (NTC) Days (CPDDs)
This will be organised once every quarter – 4
• National Council for Curriculum and Assess-
ment (NaCCA) times a year. On these days, learners will be given
a holiday to stay at home. Teachers will have a full
http://www.allthingsplc.info/ training day to update their content knowledge,
http://www.sedl.org/pubs/change34/2.html sharpen their lesson delivery and pedagogical
http://www.inspiringteachers.com skills, as well as share experiences and best prac-
tices – leadership for learning, conducive social
environment, sustainable learning concepts, etc.
28

Appendix D: ASSESSMENT IN learners’ learning. Two of such approaches are
THE CCP CURRICULUM assessment for learning and assessment as learning.
Formative assessment deals with finding out on day-
to-day basis, information about learners’ progress
The ultimate goal of Assessment is to
improve Learner’s learning
and difficulties so that immediate measures can be
taken.
[This document was prepared by the Assessment Any instructional activity that allows teachers
Unit of NaCCA led by Antwi Aning] 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, ques-
Assessment is the bridge between teaching and tions, activities, and tasks that offer the right type
learning and the central process in effective instruc- of evidence of how learners are progressing to the
tion. agreed learning goals.
Generally, we assess to find out: • Providing feedback that moves learners forward.
• what learners know • Activating learners as learning resources for
• what learners can do, and how well one another.
they can do it • Activating learners as owners of their
• improve learners’ learning own learning.
• gather evidence of learning • Using varied instructional methods to meet

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 achieve- Summative Assessment
ment gaps among learners It is an assessment which is generally taken by
• assist teachers in the process of remediation. learners at the end of a unit, a term or semester, end
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
learning forward. • It evaluates mastery of learning and offers infor-
mation on what learners know and do not know.
Formative Assessment • It provides educators with the metrics to know
Formative Assessment is a concept which covers what’s working and what’s not.
various approaches for using assessment to improve
29

• Usually, it is high stakes, for example when used Why is Af L important?
for promotion, admission, certification, selection, Assessment for learning is a key pedagogical tool for:
accountability, etc. • establishing where the learners are in
• Can also be used formatively if it provides feed- their learning
back to inform teaching and learning. • establishing where they are going
• Does not provide teachers with vital information • working out how to get them there
to use in crafting remedial instruction. (William, 2009)
• Plays a pivotal role in education by trouble-
shooting weaknesses in the system despite its 2. Assessment as learning (AaL)
shortcomings. In this approach, learners are their own assessors.
• Provides educators with valuable information They monitor their own learning, ask questions
to determine the effectiveness of instruction for and use a range of strategies to decide what they
a particular unit of study, to make high-stakes know and can do, and how to use assessment for
decisions and to evaluate the effectiveness of new learning. AaL helps learners to take more
schoolwide interventions. responsibility for their own learning and monitoring
future directions. Learners are able to learn about
• Works to improve overall instruction.
themselves as learners and become aware of how
- by providing feedback on progress measured they learn. They reflect on their work on a regular
against benchmarks, basis, usually through self and peer assessment and
- by helping teachers to improve, and decide what their next learning will be.
The teacher’s role in assessment as learning is to:
- as an accountability instrument for continu-
ous improvement of systems • model and teach the skills of self-assessment
(Hart et al., 2015). • guide learners in setting their own goals, and
monitoring their progress towards them
Formative Assessment Approaches
• provide examples and models of good
1. Assessment for learning (AfL)
practice and quality work that reflect curricu-
Assessment for Learning (Af L) is an approach, lum outcomes
integrated into teaching and learning, which creates • work with learners to develop clear criteria of
feedback for learners to improve learning. i.e. occurs good practice
when assessment and learning are integrated.
Af L is not a means of evaluating schools, teachers or Feedback in Assessment
learners, rather it is a feedback mechanism.
Feedback is an important component of the forma-
It provides learners with rich, meaningful and timely tive assessment process. Formative assessment gives
feedback on their learning and progress throughout information to teachers and learners about how
a programme of study. Assessment for Learning is learners are doing relative to learning goals. Giving
an ongoing part of teaching & learning in which good feedback is one of the skills teachers need to
both teachers and learners share the responsibility master as part of good formative assessment. (Ref:
for learning. It can take many forms, and may be Susan M. Brookhart)
either formal or informal (Yorke 2003). With Af L, For feedback to be effective for learners, they
teachers can understand better how their learners need the following:
are learning and use this to plan what they will do
next with a class or individual learners. Af L helps • an understanding of the desired learning goal;
the learner to see what they are aiming for and • evidence about their present position in relation
understand what they need to do to achieve those to that goal;
aims. Af L therefore focuses on the teacher and the • guidance on the way to close the gap
learners’ understanding. between the two.
30

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 about
Sample success criteria
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 will solid-solid
I can I can form I can separate
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 how mixture
he/she should respond and;
• provide strategies or act as guidance showing Assessment for Learning Strategies
how the learner can improve; and The following are samples of activities that you can
• encourage a dialogue (where appropriate), so try in your classroom. These can be adapted to be
the learner can probe for clarification on next applied to all subjects and stages of education.
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,
and most importantly the success criteria.
It is important in the learning cycle that the learners
Learners write or ask questions
and teacher are all aware of what will show that
learning has taken place. For example –
Why Are Success Criteria Important? • About what they would like to know on a new
• Improve understanding topic;
• Empower learners • To ask the teacher or other learners in order to
• Encourage independent learning assess their learning;
• Enable accurate feedback • To demonstrate their learning/misconcep-

tions/areas they would like to further explore.
• Enhance quality assessment which is totally
dependent on the use of success criteria Lesson Target Setting
• Make the lesson more purposeful for learners
What Are Success Criteria? by setting targets at the beginning about what
‘… success criteria summarise the key steps or ingre- you and the class are going to do;
dients the learner needs in order to fulfil the learning
goal – the main things to do, include or focus on.’ • These can be referred to through the lesson
(Shirley Clarke) and/or revisited in the plenary;
Effective Success Criteria • Learners could then show how they have met
• are linked to the learning intention; targets in the plenary and/or set targets for
next lesson.
• are specific to an activity;
Making Learning Goals Clear
• are measurable;
• Put lesson goals on the board at the beginning
• are discussed and agreed with learners prior to of the lesson;
undertaking the activity;
• Talk to learners about why they are studying
• provide a scaffold and focus for learners while what they are studying;
engaged in the activity; and
• Contextualise short-term goals in long-term
goals and make real life application clear
31

(e.g. understanding the nature of things in Observations
the environment – living and non-living will
contribute to our wider understanding of the Teacher observations can be made in the course of
world around us) and; delivery, during times of questioning and feedback
and when learners are engaged in activities, either
• Check with learners whether they understand alone or with peers or groups. Look out for the look
the goals of the lesson. of confusion, nod or spark of understanding etc.
Brainstorming We observe to be responsive and adjust to keep the
learning going or notice when it is time to stop or
• Brainstorming is a technique used to deter-
recap a concept.
mine what a learner may already know about
Tell your neighbour
a particular topic. Learners often feel free to
participate because there is no criticism or • Learners ‘tell their neighbour’ as a means of
judgment. articulating their thoughts.
• Follow this with a clear description of what • Ask a question, give thinking time and then
concepts to be covered in the lesson (to con- ask learners to tell their neighbour their
solidate and clarify understandings) thoughts.
• This can either prepare whole class for ‘hands
down’ questioning (where teacher asks ran-
domly selected learner to contribute) or can
precede a whole class discussion.
Think–Pair–Share
Give learners the opportunity to articulate their
thinking before answering:
• Allow 30 seconds – 1-minute silent thinking
Devising Questions
before any answers
Devise questions that –
• Ask learners to write some thoughts down
• Challenge common mistaken beliefs about a before answering
topic (misconceptions) • Ask learners to brainstorm in pairs first for 2-3
• Create conflict that requires discussion minutes
• Explore ambiguity and encourage discussion • Then, get learners ready to talk about their
and clarification own ideas or their group’s ideas in a whole
class discussion
Wait time
Think–Pair–Square
• Wait time allows learners time to think and
therefore to produce answers. Also, not • Think-Pair-Square is the same as Think-Pair-
everyone in the class thinks at the same speed Share except that learners share their answers
or in the same way – waiting allows learners with another pair instead of the whole class.
to build their thoughts and explore what has Debates
been asked.
• Debates enable the teacher to informally
• 2 types of wait time – evaluate learners’ oral work by assessing their
• Teacher speaks and then waits before oral presentation skills in terms of their ability
taking learners’ responses. to understand concepts and present them to
others in an orderly fashion.
• Learner response ends and then teacher
waits before responding. This gives the
learner space to elaborate or continue – or
for another learner to respond.
32

Post-It /Slate/ Mini-whiteboard/ 2 Stars and a Wish
Rough-workbook For peer assessment, ask learners to give two stars
Use post-it notes (or the other materials above) and a wish.
to evaluate learning. Groups, pairs or individuals • Two stars = 2 things that are good about the
can answer: piece of work.
• Did I meet the success criteria? • A wish = something they can improve to make
• What should be done to improve next time? it even better.
Or: Traﬃc Lights
• What have I learnt? Use traffic lights as a visual means of showing
• What have I found easy? understanding. Coloured card or paper
could be used.
• What have I found difficult?
• What do I want to know now?
K–W–L
• At the beginning of a topic let learners create a
grid with three columns –
• Variation – Using smiley faces
What They Know What They Want What They Have Where coloured card is unavailable, simple
To Know Learnt
face emojis can be used to communicate
• They begin by brainstorming and filling in the learners’ understanding.
first two columns and then return to the third JKL
at the end of the unit (or refer throughout).
Hand Signals
• Variation – extra column ‘How Will I Learn?’
• Hand signals range from learners raising their
Response Partners hands to respond to a question posed by the
• Paired or partnership oral marking. Learners teacher to a group to “thumbs up/down”
invite a partner or a group to discuss or signal to determine learners “acknowledged”
comment on their work. For it to be effective, understanding of a concept or process.
learners should be aware of the learning goals
and success criteria. They should also appre-
ciate the role of a response partner – to offer
positive and constructive feedback around the
learning goals. When using traffic lights or hand signal techniques,
it is important to ask a few follow up questions
• Learners could be given prompt questions to to check learners’ actual level of understanding.
ask the person who has done the work. Learners who are confident can also be used
Exemplar Work to support or explain to others who are not
as confident yet.
• When setting learners a piece of work, show
them examples that make it clear what it is Show and Tell
they are being asked to do – and what they
• During teaching, you can use mini-white-
need to do in order to meet the assessment
boards/slates/rough-work book so that every
criteria.
learner can write or draw their answer and
• Learners could mark exemplar work using the show it to you (or their peers) immediately.
assessment criteria. This will help model what Follow up with questioning to check for gen-
is being asked for and how it relates to the uine understanding or to build upon answers
process of assessment.
33

especially in subjects like [insert subject] Comments should make it clear how the
where there is often one answer. learner can improve.
Active Learners Plan activities and work with feedback in mind – let
Key to Af L is learners being active, engaged partici- the design assist the process.
pants in their learning. Think of ways in which con-
tent can be manipulated for these ends, rather than Mid-unit Assessment
the other way round. If the content seems boring Having an assessment at the end of a unit may not
make the approach fun or interesting. 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
an opportunity to focus explicitly on areas of weak
understanding supported by evidence.
Learners write Questions
Might
For example –
When questioning, insert the word ‘might’ to give
• About what they would like to know on
learners greater opportunity to think and explore
a new topic
possible answers.
• To ask the teacher or other learners in order to e.g.
assess their learning
What is meaning of democracy?
• To demonstrate their learning/misconceptions/
areas they would like to further explore What might the meaning of democracy be?
The classroom could have a question box where The first infers a single answer known by the teacher
learners drop questions at the end of a lesson. whereas the second is inherently more open.
Or, a plenary could involve learners writing What might the Great Depression look like today?
questions that the class then work on together, or
forms the basis of the next lesson. Wait time
Wait time allows learners time to think and therefore
Learners ask Questions to produce answers. Also, not everyone in the
Create opportunities for learners to ask questions. class thinks at the same speed or in the same way –
This could be of their peers, of the teacher or as a waiting allows learners to build their thoughts and
means to develop discussion. explore what has been asked.
A ‘question box’ for written questions offers a 2 types of wait time –
different means of communication for learners
i) Teacher speaks and then waits before taking
Allow time for learners to ask questions about learners’ responses.
pieces of work. This helps open up assessment and ii) Learner’s response ends and then
eliminate ambiguity teacher waits before responding.
This gives the learner space to elabo-
Comment-only Marking rate or continue – or for another
Comment-only marking provides learners with a learner to respond.
focus for progression instead of a reward or punish-
ment for their ego (as a grade does). Open vs closed
Comments could be made in books, in a table at the Closed questions can be useful however they are not
front of their books, in a learning diary or journal. great at facilitating the use of abstract thinking skills,
The latter are helpful for teacher and learner to track encouraging talking or eliciting much understand-
the progression of comments and see improvement. ing. Open questions are more likely to do this and
thus improve learning. E.g.
34

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
2 Stars and a Wish
process of assessment.
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 • 30 seconds silent thinking before any answers
By taking part in the process of assessment, learners • Brainstorm in pairs first for 2-3 minutes
gain a deeper understanding of topics, the process • Write some thoughts down before answering
of assessment and what they are doing in their own • Discuss with your neighbour first
work. This helps to make them more aware of ‘what
Tell your Neighbour
learning is’ and thus see their own learning in this
way. Learners ‘tell their neighbour’ as a means of articu-
Learners could self- or peer- mark homework lating their thoughts.
or assessments. • Ask a question, give learners time to think
and then ask learners to tell their neighbour
This could be done in pairs or individually with a their thoughts.
learner-made or ‘official’ mark-scheme.
• Tell learners what the new topic is and ask
them to tell their neighbour everything they
know about it.
35

Idea Thoughts Opportunities to do this throughout individual
When you have received an lessons and schemes of work.
answer to a question, open up
the thinking behind it by asking
what others think about the idea.
E.g. “What do others think about
_________’s idea?”
Devising Questions
Devise questions that –
• Challenge common misconceptions
Teach Collaboration
• Create effective classroom activities, ques-
Peer assessment requires learners to act collabo-
tions and tasks that prompt the right type of
ratively. Indeed, Af L is a collaborative enterprise
discussions
therefore, explicitly teach skills of collaboration.
• Explore ambiguity and encourage discussion and This process can be assisted by discussing
clarification collaboration with learners and making it visible as a
part of the classroom.
Learning Journal
Create a learning journal in which learners can
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
different areas with learners and ask them to traffic
light according to their grasp of each.
Group Feedback Subsequently, learners should be able to target their
Group feedback to a teacher concerning peer-assess- revision more carefully and engage in it actively,
ment of work can help make the teacher aware of rather than simply reviewing everything they have
learning needs in a manageable way. done or reading passively over their entire notes.
If a group feeds back then it draws more attention
and presents information that has already been
ordered and sorted (meaning less repetition
for the teacher).
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
Peer Marking
over the validity of the consensus answer, as
Learners mark each other’s’ work according to well as reasoned negation of misconceptions
assessment criteria. or wrong answers.
Encourages reflection and thought about the
learning as well as allowing learners to see model
work and reason past misconceptions.
36

Appendix E: DESIGNING SCHOOL
TIMETABLES
A school timetable is a table for regulating and
coordinating activities of the learners, teacher and
school. Timetables are cyclical. These activities
recur every week or every fortnight (in cases of shift
schools).
Think-through Talking The timetable for the Common Core Programme
Talking allows learners to articulate their thoughts (CCP) Curriculum to be rolled out in the 2020/21
and thus to learn. academic year has the following characteristics.
Encourage thinking through talking with – 1. Proposed Contact Hours (Time on Task)
• Discussion activities Number of periods per 8 periods
day:
• Structured group/pair work
Number of periods per 40 periods (8 periods
• Modelling by teacher and learners (small week: × 5days)
group work increases the ‘surface area’ of talk
in the classroom as opposed to whole class Duration per period: 50 minutes
discussions)
2. Length of School Day
Time on Task: 400 minutes (50
minutes x 8 periods)
Break Time 60 minutes (two
breaks at 30 minutes
each)
Extra-curricular activities 50 minutes per day
Total length of school day 510 minutes (8.5
hours)
3. Proposed options for Length of School Day

Communication
S/No Lessons Lessons Extra-Curricula
Ask learners to communicate thinking through dif- Start Close
ferent mediums – not just writing; drawing, drama,
1 7.00am 2.40pm 2.40pm – 3.30pm
maps, sculpture etc.
The medium is the message and therefore 2 7.30am 3.10pm 3.10pm – 4.00pm
circumscribes to some extent how communication 3 8.00am 3.40pm 3.40pm – 4.30pm
can take place. Using alternative mediums allows
the teacher to ‘see’ learners’ understanding from 4. Proposed Co-Curricular Activities
different angles. • 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.
37

• Research, Science, Agriculture (Gardening) Ghanaian Languages 3
and Community Project
French/Arabic 3
• Entrepreneurship Development, Guidance
Science 4
and Counselling.
Computing 3
• Library, Sustainable Learning and Study Skills
Social Studies 3
• Professional Learning Community (PLC),
CPD and School/Cluster-based INSET Religious and Moral Education 3
5. Period Allocations for Subjects Career Technology 4

Creative Arts and Design 4
Subject No. of
Periods Physical Education 3
Mathematics 4 Worship and Library Studies 2
English 4 TOTAL 40
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
• Activity-based lessons such as Computing,

Career Technology, and Creative Arts and
• Things to consider when populating Design can be organised after lunch.
the Timetable
• PLC should be allocated one of the 5 slots for
In populating the template to develop a school- co-curricular activities.
based community friendly timetable, the officer
should consider the following:
For further inquiries contact
• Local dynamics – average walking distance National Council for Curriculum and Assessment
from home to school. (NaCCA)
• Socio-cultural and economic activities etc. Tel. No. +233 302 909 071
within the community. Email: info@nacca.gov.gh
• If possible, the periods for Mathematics and Website: www.nacca.org.gh
the languages should be completed before
lunch.
38

Appendix F: LEARNING 1. What things did you find in your school?
SCENARIOS 2. What things do we find in our community?
Case Study 1 3. When we classify the things in the school
compound what did we get
Consider these two lesson scenarios and then
discuss and answer the questions below: 4. Write down 5 examples in each category
5. Explain environment in your own words
Scenario 1
Teacher enters the classroom and writes topic on
Discuss and answer:
the board. Teacher commands class to stand up
and sit, two times. She announces to the class. ‘We 1. Which of the two lessons do you think is most
are going to learn about the environment today’. effective and why?
She explains the meaning of environment and 2. How does the teacher gain and maintain all learn-
writes on the board. She also shows pictures of ers’ attention, participation and engagement?
types of environment to learners. The textbooks
3. What does the teacher do to accommodate all
were given out and identified learners called
ability levels?
to read aloud relevant pages on environment.
Learners were then allowed some time to do 4. How does each teacher assess learning?
silent reading and answer the following questions: 5. Can you find any missed opportunities in
i. List ten different things in the environment scenario 2 where the teacher could have used
assessment for learning techniques?
ii. If you were to classify things in the environ-
ment into two types, what will they be? 6. How does the teacher use existing material and
human resources in an interesting way?
iii. In your own words explain the environment.
The teacher sits back to mark exercises from Case Study 2
another class and intermittently announces Consider these two lesson scenarios and then
time left to stop work. Unnoticed to the teacher, discuss and answer the questions below:
learners were comparing notes and reproducing
material from the textbook. Scenario 1
Scenario 2 A few minutes after the school bell rang for break
The lesson was introduced with a poem on over, the teacher enters the class and ask the
creation. Learners were taken out on a field trip students to sit down and get ready for the next
of the school compound. They were asked to lesson. She writes the topic for the days lesson,
note things seen, felt and heard as they walk adolescent behaviour and reproductive health
around the compound. on the board. She goes on to give a lecture about
the concept governing adolescent behaviour and
Back in the classroom learners were put into reproductive healthy after which she gave them
groups and asked to discuss and write down their questions to answer as home work
observation. The groups were further collapsed
and leaders of the groups compiled their results
and findings were written on manila cards.
The leaders and secretaries of the larger groups
presented their work to the whole class. The
groups were further tasked to come out with
their own explanation of environment. The
teacher summarizes their work using question
and answer e.g.
39

Scenario 2
The teacher enters the class with a box containing
molds of part of the reproductive system. She
makes enquires about how well each learner
feels. She went on to engage them with question
and answer; on how one must take good care
of the body to feel healthy and strong including
exercising. She asked them to get up and stretch
out a little; after which she tells them the topic,
areas to be studied. She introduces the topic of
adolescent behaviour and reproductive health.
She takes the relias from the box and passes them
round for the learners to have a look and touch
them. She tries to situate these parts within the
body for the learners to clearly understand how
the parts function in the body.
Being quite a sensitive area, she encourages the
students to share stories on issues they have
encountered in this area. She also asked questions
about they having noticed behavioural changes
among their friends as she had earlier indicated.
Discuss and answer:

1. Which of the two lessons do you think is most
effective and why?
2. How does the teacher gain and maintain all learn-
ers’ attention, participation and engagement?
3. What does the teacher do to accommodate all
ability levels?
4. How does each teacher assess learning?
5. Can you find any missed opportunities in
scenario 2 where the teacher could have used
assessment for learning techniques?
6. How does the teacher use existing material and
human resources in an interesting way?
40

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
41

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)
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
42

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
43

References/Bibliography
CEBM (2016) Bloom’s Taxonomy Teacher Planning Kit [Online] www.cebm.net/wp-content/

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.
William, D. (2009). From ten classrooms to ten thousand: heuristics for scaling up formative assessment. In
Presentation at the annual meeting of the Association for Educational Assessment-Europe, November 2009:
Malta [Online] https://www.udir.no/globalassets/filer/vurdering/vfl/andre-dokumenter/felles/
scaling-up-formative-assessment.pdf
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Ministry of Education

CCP TM 4 Social Studies.indd 1 17/11/2020 8:59 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 SOCIAL STUDIES CURRICULUM...............................................15

DAY 3: PEDAGOGY & ASSESSMENT IN THE CCP SOCIAL STUDIES CURRICULUM...........................16

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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12. 6.00 - … SUPPER

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Day 1 Learning Outcomes explain what assessment involves in the CCP

Time Activity Resources

1. 8:20 – 9:00am. Session 1.0:

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11:00 – 11:30am SNACK BREAK

3:30 – 4:30pm. Session 2.6 PPT 8

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Day 3 Learning Outcomes

2. 9:00 – 10:00am Session 3.1 PPT 10

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Day 4 Learning Outcomes

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Day 5 Learning Outcomes

7. 1:30 – 2:30pm LUNCH

2 DDE – District Director of Education; SISOs; HT – Head teacher; CL – Curriculum Leader.

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11:30 – 12:30pm Session 3.3:

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Appendix A: WELCOME, INTRODUCTIONS & OVERVIEW

Opening/Welcome (10 min)

Explain the scale that they should use:

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Introduction proficient. CO to the 4Rs.

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8. Religious and Moral Education (RME) FORMATION OF PROFESSIONAL LEARNING

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• gather evidence of learning • Using varied instructional methods to meet

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• Enable accurate feedback • To demonstrate their learning/misconcep-

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