1. CORE CURRICULUM PROGRAMME (CCP) FORM 1 Curriculum Management Department 2014

2. Important characteristics  Learner centred learning  Assessment for Learning pedagogy  Parental involvement  High quality teachers  School leadership support  ICT enabled learning environment  Meetings for teachers & mentors  Assessment (ongoing & summative)

3. Emphasis Effort to encourage these students to move up to level 5-7 class

4. Aims  Ensures learners are given opportunities to acquire the core components of the curriculum that include the key competences through a methodology that is more task based and hands on.  Provide learning programmes that have a strong element of continuous assessment that will value the outcomes achieved during the course.  Emphasis on the effort that must be done to encourage these students to move up to level 5-7 class

5. CCP Form 1 Time Table SubjectsNumber of Lessons Maltese5 (+1) English6 (+1) Maths5 (+1) Religion/Ethics2 Science4 ICT1 PHE3 PE + 2 HE/D&T (~13 weeks each) Expressive Art2 PSCD2 History + Social Studies + Geography2, 1, 1 Mentoring (Soft Key Competences)1

6. Difference between 40 lesson time table and CCP Form 1 Curriculum  1 lesson more in Maltese, English, Maths if possible.  1 lessons mentoring: Soft Key Competences

7. Flexibility  Introduce CCP as developed by DCM  Introduce CCP but with modifications to what is developed by DCM  CCP not introduced at all  Develop a modified programme that provides for the entitlement of the learners and respects the ability of the learner. The AIM will always be to reinsert these learners in the mainstream after this intervention.

8. CCP Form 1 Mentor http://www.ncfhe.org.mt/uploads/filebrowser/Descriptors_of_Key_Competen ces.pdf

9. CCP Mentor  Form teacher for the CCP class  1 lesson  Will address the ‘soft’ competences in the EU Key Competences Framework: o Learning to learn o Entrepreneurship o Social and Civic Competence o Cultural Awareness and Expression

10. Pedagogy  Inquiry Based Learning with Assessment for Learning used as the underlying pedagogy.  Learners engaged in hands on activities working towards known outcomes.

11. Assessment  Mostly Continuous Assessment based on the achievement of these outcomes. (60%)  Summative Assessment during half yearly and annual examination. (40%)  Assessment grade based on the combination of the continuous and the summative.

12. Conversion of mark to grade MarkGradeCriteria 80 - 100MOMastered expected learning outcomes 51 - 79PPartially achieved expected learning outcomes 31 - 50SStarting to work towards expected learning outcomes 1 - 30WBWorking below expected learning outcomes

13. Maltese and English Languages  CCP set class for Maltese and English within the low bands  Speaking, Listening, Reading, Writing  More time on Speaking  10-15 minutes reading per lesson

14. Mathematics and Science  CCP set class within the Mathematics setting of the lowest band.  CCP set class within the Integrated Science setting of 3 groups formed from 2 classes within the lowest band.  A number of tasks and experiments will be tackled and continuous assessment will be based on the accomplishment and evidence provided by working through these tasks.

15. Students following Level 4 – 6 (CCP)  A separate CCP class will be set for English, Maltese, Mathematics and Science  The students following the CCP programme will be in different classes with other students of the same band, for the rest of the subjects

16. Choosing Professionals  Creative Teachers with a high sense of initiative.  Mentors who are able to create networks with other teachers teaching the group, with guidance teachers, with the INCO, with the Learning Support Zone teacher.  LSAs who collaborate with teachers and allow the learners to provide true evidence of learning. No more than 2 LSAs in one class

17. Continuous Professional Training  Both mentors and teachers teaching this group will be trained by their EOs during the next scholastic year.

18. Parents  Parents should be well informed prior to inserting the student in the programme.  Parents need to sign a consent form.  Parents need to be kept updated about the progress of their son/daughter.

19. Check-list: School-based alternative programme (SBP) The total number of students on SBP needs to be contained. Learners selected according to the same criteria as per the CCP. The curricular entitlement of these students is to be respected. SBP needs to be engaging, hands-on and applied. Maximum class size – 13 students. Main aim of programme needs to remain that of reinstating these learners into the mainstream.