For participants to: understand the structure of the Revised Primary Curriculum (RPC) Be able to break down a unit into teachable chunks
Integrated Curriculum Language Window Mathematics Window
GRADE 1GRADE 2GRADE 3 THEME ALL ABOUT ME AND MY ENVIRONMENT TERM SUB THEME M Y S E L F Unit 1 Unit 2 Who Am I? My Body (i) My Body (ii) Care & Safety of Self My Body (iii) Satisfying Other Needs1 SUB-THEMEMY HOMEMY FAMILYMY COMMUNITY, THE NATION AND THE WIDER WORLD Unit 1 Unit 2 Unit 3 My Family Things in the Home ___________ Living Together as a Family Satisfying Our Needs _______________ Providers of Goods and Services Relating to Others outside Jamaica Aspects of the Jamaican Culture 2 SUB-THEMEMY SCHOOLMY COMMUNITYMY PHYSICAL ENVIRONMENT Unit 1 Unit 2 Unit 3 Myself At School Together at School ____________ This is My Community Places of Interest in My Community Plants and Animals in My Community Living and Non Living Things in My environment Caring For My environment ____________________ 3
Language Arts Mathematics Religious Education Social Studies Physical Education Drama Discrete Subjects with opportunities for some integration Science Music Visual Arts
1. Identify the number of focus questions in the unit (whether 2, 3 or 4) 2. Identify the suggested time allocated for the unit (e.g. 3 or 4 weeks) 3. Identify the objectives along with the suggested activities aligned to each focus question 4. Determine for each focus question the length of time needed P 52
– Allocate time for each focus question (e.g. focus question 1 ……2 weeks focus question 2 ………1 week focus question 3 …….2 weeks 5. Further break down each focus question allocated for more than a week into week 1 and week 2 etc. 6. Further break down week 1 into smaller chunks – matching objectives and activities so that you have objectives and activities for day 1, day 2, day 3 etc.
The Mathematics Window describes: The Mathematics Window in the curriculum refers to a particular session in grade 1, 2 or 3 which concentrates on numeracy. The Mathematics Window may be used to: introduce skills necessary for learning in a particular area of the integrated content. reinforce skills previously introduced through an integrated lesson. teach areas not included in the integrated content assess pupils’ learning
The Mathematics Window describes: The interest and enjoyment that should be experienced in learning in the integrated content and should be maintained in this Window. The Mathematics Window should be used every day for periods not exceeding sixty (60) minutes. The teacher may ‘open’ this Window at any time of the day he / she chooses, although most schools prefer to have the Window periods scheduled on a weekly timetable.
To be found in the Curriculum Guides on pages : 50 – 51 of the Grade 4 43 – 44 of the Grade 5 47 – 48 of the Grade 6 Participants need to read these sections so as to familiarise themselves with what is expected of them as they teach the Units. These sections also give: the number of hours per week needed for teaching Mathematics insights on how to use the Objectives ideas for writing lessons
Four relational contexts for aiding the understanding of new concepts RELATE TO REAL-LIFE EXPERIENCES NEW CONCEPTS RELATE TO CONCEPTS ALREADY LEARNT RELATE TO CONCRETE VISUAL MODELS RELATE TO OTHER SUBJECT AREAS
1. For grades 1-3, not all the objectives are readily covered in the integrated units. 2. The other objectives must be taught in the windows. 3. There must be at least one hour of windows time every day.
4. Where ever there is mathematics in the integration, it must be taught there.* 5. Ensure that all activities are directly linked to your objectives. 6. Do the activity ahead of class time to foresee any difficulty that may arise. 7. Students are to be given opportunity to orally explain and then write the process they use in solving a problem.
8. Make the activity fun-filled and yet encourage the development of Mathematics concepts. 9. Encourage the use of games and investigations in the mathematics class. 10. The focus of the games should not be win / lose, but the development of concepts and skills.
11. Out door activities are encouraged in the development of mathematics concepts. 12. After a game, reinforce the concepts learned. 13. Endeavour to integrate within and across the strands e.g. use shapes to teach fractions.
14. Give a lot of practice in mental computation*. 15. Ensure that students are equipped with prerequisite skills e.g. for the teaching of angles, knowledge of line segment, rays, and ideas of a turn are necessary. 16. Share best practices, ideas and current trends and practices as well as mentorship in mathematics to ultimately improve learning outcomes.
LIST OF OBJECTIVES AS A CHECKLIST. Mathematics attainment targets and related objectives are listed on pages of the Curriculum Guides as follows: 305 – 315 (Grades 1 – 3) 411 – 415 (Grade 4) 384 – 388(Grade 5) 394 – 398 (Grade 6) As the teacher covers objectives under the focus questions they can be checked off on these pages.