THE NSC FRAMEWORK FOR LEARNER CENTRED EDUCATION

GETTING READY

Analysis of image and sharing of observations

Objectives of the Session

It is hoped that by the end of this session, participants
would have:
Reflected on their practice from a review of selected
principles of the learner-centred approach
Reviewed features of the NSC that convey the need for a
learner-centred environment
Agreed on steps that may be taken at selected levels of
leadership to ensure that a learner-centred environment is
fostered within their schools as they undertake to
implement the National Standards Curriculum (NSC)

BASED ON THE IMAGE, WHAT SHOULD BE

THE PROFILE OF THE 21ST CENTURY LEARNER
AND WHAT SHOULD WE DO DIFFERENTLY?

Source: https://alexbellars.wordpress.com/2015/03/07/ililc5-teaching-my-dog-to-whistle-dominicmcgladdery/

Examining answers based

the Philosophy of the NSC

1. What is the vision of the Learner?

he information and knowledge

T
era has been rapidly changing the
world physically, socially,
culturally, economically etc.

creative
problem solvers, critical
thinkers, lifelong learners
and stewards of the
environment.
Everyone must now be

A dynamic, challenging, inspiring

and inclusive curriculum for the 21st
Century learner.

Prepared with support

from:
The Centre for International
Development and Training
University of Wolverhampton,
UK DPK Information Systems,
Kingston, Jamaica Pearson
Education, UK

2. What are the Key Aims ?

Key Aims
of the
Curriculum
Condent
and
Successf productive
Jamaican
ul
individuals identity
lifelong
&
learners
Citizenship
These three key aims underpin all learning
in the curriculum and
provide its purpose and direction.
Develop a love for learning and a belief in success for self and others
As individuals, demonstrate belief in their capabilities and relate well to
others
Identify the place of values, morals and attitudes that build a Nation and

3. What are the values and principles that are to

serve as guides?

Values
The Jamaican
culture
and heritage
Tolerance and
respect
Inclusivity
Social justice and
Democracy
Sustainable
development

Principles
The Jamaican Curriculum is based
on principles that emphasize:
The development of
competencies

Attention to present day

realities and the future

Learning progression

Learning styles

Divergent thinking and

outcomes

The place of culture in

learning

NB: THE CONSTRUCTIVIST PHILOSOPHY

IS EMPHASIZED

CORE VALUES

CONCEPTUAL FRAMEWORK

Active learning

Changing Paradigms in
Education

Respect for Diversity

Curriculum Modernization
Change
Inquiry into Practice

A Modern Approach to
Assessment
Constructivism
e-Learning
Change and Sustainability in
Educational Transformation

3. What are some other theories to consider?

THEORIES THAT LEAD TO A COMPLEMENTARY

DESIGN AND EDUCATIONAL PRACTICE ABOUT:

INSTRUCTION/
LEARNING/
CHANGE
HUMAN
LEARNING
DEVELOP-MENT
FACILITATION

3. What are some other theories?

EXAMPLES OF THEORIES FOR COMPLEMENTARY

DESIGN
THE 5E
INSTRUCTIONAL
MODEL

21st
Century
Skills (4Cs)

DEPTH OF
KNOWLEDGE
DOK
(BLOOMS +
Other
Taxonomies)

COMPLEMENTAR
Y INTEGRATION
OF THEORIES

PROJECT-BASED
LEARNING
(STEM/STEAM
INTEGRATION)

CURRICULUM
DRIVERS
AESTHETICS
ICT, CULTURE
MOVEMENT

Based on the values, principles , aims

and vision, what competencies should
the learner develop?

4. The Competencies

Knowledge

+ Skill

+ Attitude

Learning to think supports

problem solving and
decision making
Developing personal skills
contribute to self
knowledge and monitoring
and interpersonal
relationships and the
ability to work condently.
Their identity as
Jamaicans, is dependent
on an understanding of
their heritage and culture

= Competency

Student
Competen
cies

Thinking
and
learning
skills

Personal/Li
Jamaican
fe skills
heritage
and culture

4. Linking Competencies to learning areas?

Personal/Lif
e Skills

Jamaican
Heritage

Communicate
eectively
Work
independently
Work in a team
Take account of

Take pride in
Jamaican identity
Build
understanding of

Jamaican Heritage

Foreign Languages

Visual Arts

Health & Family

Life

Performing Arts (Music,

Drama)

Personal/Life Skills

Physical Education

Jamaican
heritage
in relation to the
wider world
Appreciate
Jamaican culture

others views
Make Judgments
Tackle new work
condently
Practice healthy
Life style

Religious Education

Information and Communication

Technology

Resource and Technology

Investigate
Analyze and think
critically
Reflective &
reflexive thinking
Question
assumptions
Solve problems
Evaluate solutions
Apply Learning

Civics

Social Studies

Science

Mathematics

Language and Literature

Competencies are in
the context of the
subject areas. Any
skill can be
developed within the
context of any
subject area.

Thinking and
learning
skills

21st Century Competencies: Outcomes of Great

Learning Experiences
Leaves:
National Curriculum
Outputs Competent
Learners

Trunk:

Great learning
Experiences provided
through
Pathways

Thinking
Roots:
and
Universal 21st century
learning
skills
Skills, attitudes and understandings

Personal
skills

Jamaican
heritage and
culture

What role do the subject

areas serve?

5. The Role of Subject Areas: Context for Problem

Solving
In Grades 1-3, children
are still exploring the
world around them
Grades
whilst developing
1-3
basic literacy and
numeracy skills, and
so the subject areas
are approached in an
integrated way.
In Grades 4-6,
learning becomes
progressively more
focused and analytic.
Problems are explored
within the context of
discrete subject areas
but with an element of
cross curricula and
inter linking of subject

Integrated approach to learning

Focusing on early Literacy and Numeracy
skills with an integrated approach to Civics,
Drama, Information and Communication
Technology, Language and Literature,
Mathematics, Music, Physical Education,
Religious Education, Resource and
Technology, Science, Social Studies and
Visual Arts.

Subject Areas for Problem Solving

in Context
Civics, Drama, Foreign Languages,
Information and Communication
Technology, Language and Literature,
Grades
Mathematics, Music, Physical
4-6
Education, Religious Education,
Resource and Technology, Science,
Personal
Social Studies,
and Visual Arts.
Thinking
Jamaican
skills
and
heritage and
Grades learning
culture
10-11
skills

5. The Role of Subject Areas: Context for Problem

Solving

ALTERNATIVE SECONDARY PATHWAYS 1, 11,

111
There are three
Pathways that are
distinguished by the
level of reflective
coaching support
and customized
learning required to
help students
succeed.
SP1- Standard
programme with
minimal coaching up
to Grade 13.

Subject

Grades
7-9

Areas for Problem

Solving Pathways
Similar to Grades 4-6 but with
broad-elds broken into related
areas: Biology, Chemistry,
Integrated Science & Physics,
Social Studies, History and
Geography.

Specialization for Career

through CXC and other syllabi
options
CSEC/CXC/CAPE
academic /
Personal
Grades
Thinking
vocational skills
options
Jamaican
10-13
and
heritage
and
Other vocational options
(NVQ,
learning
City and Guilds etc.) culture
skills
School Programmes (e.g.

ALTERNATIVE SECONDARY PATHWAYS 1, 11,

111
SP 11 2 Year
transitional with
moderate coaching
support.
Customized/individual
ized plans
Formative
assessment (school
based) to monitor
learning progress and
to intervene as
necessary.
Assessment at
the end of
Grade 8 will
determine

Subject

Grades
7-8

Areas for Problem

Solving Pathways
Personal Empowerment, PE,
Language Arts, Communication &
Technology, Mathematics,
Integrated Science, Social Studies
etc.

Specialization for Career

through CXC and other syllabi
options
CSEC/CXC/CAPE
academic /
Personal
Grades
Thinking
vocational skills
options
Jamaican
10-13
and
heritage
and
Other vocational options
(NVQ,
learning
City and Guilds etc.) culture
skills
School Programmes (e.g.

ALTERNATIVE SECONDARY PATHWAYS 1, 11,

111
SP 111 5 Year
flexible customized
programme with ongoing intensive
instructional support
and coaching to Grade
9.

Subject

Grades
7-9

Areas for Problem

Solving Pathways
Personal Empowerment, PE,
Language Arts, Communication &
Technology, Mathematics,
Integrated Science, Social Studies
etc.

Career guidance using

Interest Inventory.
Learners transition into
a Career Programme
such as CAP and
Apprenticeship
programme to Grade
13.

Specialization for Career

through CXC and other syllabi
options
CSEC/CXCPersonal
academic / vocational
Grades
Thinking
options
Jamaican
skills
10-13
and
heritage
and
Other vocational options
(NVQ,
learning
City and Guilds etc.) culture
skills
School Programmes (e.g.

APSE 11 & 111 - RESPONSE TO INTERVENTION

RtI levels provide instructional response across three tiers:
Tier I - assumes that all children have the potential to access
instruction. Through universal screening academic and
behaviour skills are evaluated as all children access
Grades
instructional and behavioural
supports and are exposed to
7-9
high quality instruction.
Tier II caters to those learners whose performance data
reflected achievement gaps and need preventive or remedial
intervention.
Tier III serves learners who, after comprehensive diagnostic
evaluation, would have been found in need of more intensive
instructional support, possibly identied with special
Personal
educational needs. Grades Thinking
RtI may be implemented

and
learning
within
grades,
skills

Jamaican
heritage and
grade levels,
culture or

skills

10-13

across

school-wide or system-wide congurations

in

How can we organize for learning to

prevent a subject centred approach?

See Scheduling Framework

5. Role of Subject Areas: Organized Learning

Experiences

Example: Scheduling for

Learning (Grades 1-3)
DEVOTION & REGISTRATION

Circle Time, Scheduled Play, Culture

ENRICHMENT Time, Spanish Centre (Digitized),
Club activities
PROBLEM/
WORK BASED
ORIENTATION

Project Time

EXPLORATION

Integrated Studies,
Mathematics, Language

Dramatic Play/Story Telling/Drawing

CREATIVE
EXPRESSION (ICT)

Example: Scheduling for

Learning (Grades 4-6)
RE, Civics, PE, Club Time, HFLE,
ENRICHMENT
Spanish
PROBLEM/
WORK BASED
ORIENTATION

EXPLORATION

Project Resource & Technology

Mathematics, Language Arts,
Science, Social Studies

Drama/Music/ Dance/ Visual Arts (+

CREATIVE
Digital)
EXPRESSION
ROTATION SYSTEM BASED ON SCHOOL
CONTEXT

Example: Scheduling for

Learning (Grades 7-9)
DEVOTION & REGISTRATION & MOTIVATION/EMPOWERMENT FORM TIME

ENRICHMENT

PROBLEM/
WORK BASED
ORIENTATION

EXPLORATION

CREATIVE
EXPRESSION

RE, Civics, PE, HFLE, Spanish, French, CIE sessions, Clubs &
Societies must have a community service centred
dimension Volunteerism. (one day/week)
Project Resource & Technology /TVET (Grade 9 Junior
Achievement)

Mathematics, English Language, Integrated

Science (Chem., Phys., Bio.), Social Studies, Hist.,
Geo.,

Drama/Music/ Dance/ Visual Art (ICT) Rotation/Options

DISCRETE LEARNING AREAS OF SCIENCE AND SOCIAL STUDIES

ONE PER TERM/RELATIVE TO SCHOOL CONTEXT

Scheduling for Learning

(Grades 7-9)
DEVOTION & REGISTRATION & MOTIVATION/EMPOWERMENT FORM TIME

ENRICHMENT

PROBLEM/
WORK BASED
ORIENTATION

EXPLORATION

CREATIVE
EXPRESSION

RE, Civics, PE, HFLE, Spanish, French, CIE sessions, Clubs &
Societies must have a community service centred
dimension Volunteerism. (one day/week)
Project Resource & Technology /TVET (Grade 9 Junior
Achievement)

Mathematics, English Language, Integrated

Science ( P1 -Chem., Phys., Bio.), Social Studies,
(P1 - Hist., Geo., )

Drama/Music/ Dance/ Visual Art (ICT) Rotation/Options

DISCRETE LEARNING AREAS OF SCIENCE AND SOCIAL STUDIES

ONE PER TERM/RELATIVE TO SCHOOL CONTEXT

What are the methods that are to be

used to provide experiences for
competencies to be developed?

6. Methodologies Emphasized

Although there is a set of subject areas that forms the content of the
curriculum, the problems presented are to be explored through methods that
are learner centred by nature. Eective use of these methods depends on an
understanding of constructivism as a fundamental theory that has influenced
the values and principles upon which the curriculum rests and other
complementary theories that support a learner centred environment.
CULT
URE
IN
EDUC
ATIO
N

REFL
ECTI
ON

PRO
BLE
M
BASE
D
LEAR
NING

ICT &
THE
AEST
HETI
CS

STEM
/
STEA
M

PROJ
ECT
BASE
D
LEAR
NING

METHODS

PROBL
EM
SOLVIN
G
METHO
DS
such
as
STEM/
STEAM
Integra
tion
central

Play as a
principle for
meaningful learning
while having fun
DANCING
, GAMES,
MUSIC,
DRAMA
VISUAL
ARTS
(Called
Curriculu
m
Drivers)

R&T
PROJ
ECTS
CHIL
DREN
LEAR
N
THRO
UGH
REFL
ECTI
ON
using
STAN
DAR
DS

Technical &
Vocational Learning
to set the stage for
the world of work
COMP

UTER
BASE
D
TOOL
S
Called
ICT
Integr
ation
Children

get help in
checking how well they
are learning based on
their behaviours,
(thoughts, feelings and
conduct)

What are some key

features of the learning
environment?
See Leading in a Learner
Centred Environment

7. The Learning Environment : Supporting Holistic

Development
Some general characteristics of the supportive learning environment
are:
Inclusive
Care based
Engaging
Collaborative
Team or Learning Community oriented
PSY
Reflective Practice
CHO

LEARNER
CENTRED

SOCI
AL
SUP
POR
T
DIMEN
SIONS
OF THE
ENVIRO
NMENT

ENTREP
ENEURI
AL

HEA
LTH
&
WEL
LNE
SS

INCL
USIIV
E
&
COAC
HING
ORIE
NTD

TECHN
OLOGYRICH

8. The Overall Framework

All these
elements come
together to
form the
overall
Curriculum
Successfu
Framework.
l lifelong

The Vision
Key Aims of the
Curriculum
Condent and
productive
individuals

learning

Proud
citizens of
Jamaica

Values and Principles

A LEARNER CENTRED
ENVIRONMENT

Student
Competencies

Personal skills
Thinking
and
learning
skills

Jamaican
Heritage

Subjects as Experiential, ProblemSolving Contexts

The Jamaican Curriculum

Learner-Centred
Leader/Teacher
Are you a learner-centred ?
Provide evidence to support your answer.
Share with an elbow partner.

Required Dispositions of a
Learner Centred School Leader
Understands and appreciates the value of a
learner centred environment
Values the knowledge and skills of
stakeholders who must experiment with the
learner-centred methodology
Willing to make changes to foster and
facilitate a learner-centred environment

Leadership & Learner- Centredness

Ensures that other leaders and

teachers are clear about learning
expectations
Active Curriculum Implementation
Team(CIT)
Common Planning Time is supported
Flexible learning schedule
Teamwork

Leadership & Learner- Centredness

Consistent in curriculum monitoring. For
example:
school walkthroughs are used to verify claims
to progress and to intervene where necessary
Lesson plan quality
Lesson delivery method
School and classroom Climate

Learning from working together and from

collaborating to solve problems

TYPICAL FEATURES
OF THE
ENVIRONMENT

Empowering
Negotiated
Context
Learners
as selfGoals
monitors,
researchers, initiators & inventors

TYPICAL
FEATURES OF
THE
ENVIRONMENT
Multiple learning
Knowledge
sharing
Creative
Problem
Solving
Strategies

Learner-centredness: Inside
Classrooms
Students collaborating in meaningful
ways to create products/performances
and to solve problems
Students providing meaningful feedback
to their peers using rubrics and checklists
Metacognitive strategies , for example
thinking aloud are being exhibited
Reflection is a natural part of the learning
process

Learner Centredness: What if it is not

happening?

Consultations
Teachers
CITs
Individual Programme Coordinators
QECs/External stakeholders
Application of strategies at the school level
Highlighting successful practices
Sta Development

Implications
CONSIDER THE PROFILE OF YOUR
LEARNERS:
Are they ready? Why/Why not? What next?

CONSIDER YOUR ROLE IN LIGHT OF

THE FOCUS OF THE NSC
Are you ready? Why/Why not? What next?

 Self check: What should you/we do

dierently?

YOU/WE CAN MAKE THE DIFFERENCE

LETS
GET
READ
Y