LANGUAGE ARTS 1 Language Arts is the core of the curriculum. The ultimate aim of a Language Arts programme is to prepare students to communicate effectively in speech and writing. A strong language programme is essential and should reflect:
In preschool, primary and high schools, Language Arts skills are developed along a continuum. It is therefore of vital importance that teachers become more proficient in Language Arts instruction, make classrooms language-rich, schedule instruction appropriately and use relevant materials. The Language Arts teacher should provide students with a clear purpose for learning. Students should see and make the connections between real life situations and what they are learning, - listening, speaking, viewing, reading, writing, grammar and usage, handwriting and literature. Teaching should be student-centered. Through the administration of various types of Language Arts related assessments (individually and group- administered), teachers should diagnose the needs, prescribe what is needed, and establish flexible learning communities where students’ strengths are built upon and their weaknesses addressed. In these communities students should be provided with opportunities to develop language skills in challenging and interesting simulated and “real life” experiences, if they are to become effective listeners, prolific writers and fluent speakers. It is also essential for students to distinguish between Bahamian dialect and Standard English. Every effort must be made for students to receive adequate practice in the oral use of Standard English. This type of interaction will enhance students’ social skills, and allow them to acquire healthy self-concepts and much needed language confidence. At every level, Language Arts should be taught in an integrated manner and reinforced in content area subjects. This integration should be encouraged through the block scheduling of strands. Ideally, these blocks should be scheduled during the first periods of the day. Teachers should aim to integrate Literature in the development of other Language Arts skills. Through exposure to Literature, students will, among other things, develop critical thinking skills, appreciate the universality of human emotions and values, and experience a deeper understanding of themselves and others. The physical environment, instructional charts, games and students’ work should reflect what is currently being taught. The reading corner should offer a variety of materials from which students can choose. These may include, but are certainly not limited to, picture books, chapter books, stories, informational books (content related, language arts related, biographies), poetry books, newspapers, magazines, flyers and brochures. Many textbooks are available to assist in the teaching of Language Arts. Recognizing the availability of print and non-print materials that may be used during Language Arts instruction, we encourage teachers not to become textbook addicts. Students at the primary and high school levels write national examinations. Third and sixth grade students sit the Grade Level Assessment Test (GLAT). Both examinations assess listening and reading comprehension and written communication. Additionally, at the third grade level, grammar and usage, and spelling skills are assessed in separate components. At the end of the ninth and twelfth grades, students write the Bahamas Junior Certificate (BJC) and the Bahamas General Certificate of Secondary Education (BGCSE) Examinations respectively. Both Examinations assess listening, reading comprehension, and written communication. Literature is normally assessed as a separate component during internal and school-based national examinations. Situations vary for the two national examinations, the Bahamas Junior Certificate (BJC) and the Bahamas General Certificate of Secondary Education (BGCSE). AT the BJC level, assessment of literary skills is included in the Literary Appreciation section of the Language examination. At the BGCSE level, Literature is written as a separate subject with emphasis on response to an unseen extract, set texts and the production of a Coursework Folder. Indeed, Language Arts is the pathway to literacy. The diligent teacher will seek to creatively develop language confidence through a variety of techniques and strategies. HEALTH AND FAMILY LIFE EDUCATION (HFLE) 1 The overall goal of Health and Family Life Education is to empower children and youth to make life-enhancing choices, which they will carry into adulthood. Health and Family Life Education is a comprehensive, life-skills based curriculum which is taught from grades one through twelve. Aspects of HFLE are incorporated in the Pre-school curriculum. HFLE is divided into three (3) major components, one of which is taught each term. The Health and Family Life Education Curriculum includes instruction, appropriate for the age of the student, in areas such as the family structure, family roles and responsibilities, growth and development, human sexuality, disease control and prevention, substance abuse prevention and managing the environment. The fostering of laudable attitudes and values is set alongside the knowledge component, and the emphasis is on helping children develop the personal and social skills they need to become responsible, independent and contributing adults. These life-skills include problem-solving, decision- making, critical and creative thinking, self -awareness, the ability to empathize, coping with emotions and resistance skills. Evaluation Procedures In Health and Family Life Education classes, students and educators are afforded the opportunity to explore life together in a positive learning environment. Teachers are expected to evaluate student performance throughout the year and submit a grade, which will contribute toward the student's GPA. The following evaluation/teaching strategies are recommended but should not be viewed as exhaustive in addressing the needs of different kinds of learners. Projects (encouraging creative expression) Research (providing key information) Post-tests, Pretests, Quizzes Portfolios (organizing key information) Games (developing critical thinking/problem solving skills) Role Play (developing critical thinking/problem solving skills) Written and Artistic Expression (sharing thoughts, feelings and opinions) Field Trips The Health and Family Life Education Unit provides a number of services The activities of the Health and Family Life Education Unit, the home, ART & DESIGN PROGRAMME 1 ‘Art Education is for all students. It provides learning opportunities for the artistically talented, as well as the many students who may never produce art outside the classroom’. Students also have the opportunity to demonstrate their multiple intelligences every day as they practice problem solving and critical thinking, and learn about history and culture through art. The Art and Design programme includes fine arts, graphical design, observational study, art appreciation and creative crafts. Art is a form of communication and a means of expressing ideas and feelings. Art and Design can complement literature, mathematics and science by developing visual perceptions and aesthetic experiences and the broadening of cultural horizons.
In Fine Arts, students are exposed to aspects of line, form, shape, interrelationship of objects, composition including perspective and the development of depth and texture by the use of colour and tone. In Graphical Design students work on patterns as developed through line and form, which involve letter formation as used for logos, posters, signs and book jackets. Observational Study covers studies of natural and man made forms. Art appreciation examines all areas of art history, with an emphasis on the works of Bahamians. Students are exposed to both the indigenous crafts and international crafts in the Creative Craft section of the programme. The indigenous crafts include straw, shell, junkanoo, pottery, quilting and carving. The international crafts include jewellery making, batik, tie dying, printing, stained glass, puppetry, macramé, string art and photography. Students are prepared for the National Examinations in Art and Design, the Bahamas Junior Certificate (BJC) grade 9 and the Bahamas General Certificate of Secondary Education (BGCSE) grade 12.
The Modern Language curricula are designed to provide students with target language competence by developing the four communicative skills of listening, speaking, reading and writing. Cognizant of the fact that no language is static, and given the interdependence between language and culture, the curricula also aim to develop an awareness and appreciation of the evolving nature of the language as well as of the diverse cultures found in Hispanic and Francophone communities.
PRIMARY SPANISH: At present, there are Spanish teachers in all primary schools in New Providence and the principal Family Islands. At this level, students are offered Spanish instruction in Grades 4-6. Grade 3 students may be offered Spanish in instances where the school population is very small. The Primary Spanish curriculum guideline emphasizes listening and speaking -the first two of the four skills developed during normal linguistic progression. Extended research on second language acquisition has shown that children at the primary school level - ages 6 to 11 - are more receptive to foreign language studies than older children. Some of the research findings include: 1) children' s ability to master the pronunciation of the language being studied; 2) students' heightened sensitivity to, and appreciation of other cultures; and 3) greater cognitive development with higher order thinking. Teachers of Spanish at the primary level are encouraged to focus on these two skills, but not to the exclusion of the reading and writing skills. Emphasis is to be placed on the development of these two skills through:
ü Songs - carefully chosen for content, pronunciation practice and cultural insights The !Viva el Español! series of textbooks, workbooks and audiotapes is available to facilitate the instructional programme. Basic materials such as tape recorders, text-related tapes, blank tapes, charts and flash cards are provided by the Department of Education. Teachers are expected to make good use of audio and visual aids. Some schools provide television monitors and access to computers. Teachers are encouraged to be innovative in their preparation of instructional aids. Classroom assessment should be well correlated with classroom instruction, reflecting the emphasis on the development of speaking and listening skills. Classroom experiences should provide students with the skills that they will require in order to interpret assessment instruments accurately and perform proficiently. As with all language learning experiences, the Primary Spanish classroom is to have an anxiety-free, learner-friendly climate. Teacher-student rapport is very necessary, as are interactive learning centres, the posting of instructional and motivational posters/charts, and the display of students’ work. Apart from being a source of personal enjoyment and fulfillment, knowledge of a second - strengthen their first language skills The French and Spanish programmes prepare students to perform effectively in an increasingly challenging world by providing them with the skills they need to communicate in a second language. To make the curriculum relevant to students' lives, knowledge and skills are taught in contexts that reflect their interests, experiences and real life situations.
Although differing in intensity depending on the level of the students, the Modern Language programmes aim to develop the students' oral communication (Speaking and Listening) along with Reading and Writing skills integrated with an understanding of francophone and Hispanic cultures. The Modern Languages national examinations for school leavers, BGCSE, offers four compulsory components: Speaking, Listening Comprehension, Reading Comprehension and Writing. The target language should be the language of communication in the Strategies: Cooperative learning Instructional Resources:
Music’s firm position in the school curriculum may be due not only to its power as an activity, but also to its basic essence art, (the ability to symbolize the feelings of humankind that cannot be put into conventional language). The Performing Arts Unit comprises Music, Theory, Instructional Music, Dance and Drama. Throughthese media, students are given the opportunity to create, analyze, interpret, visualize, organize, compose and perform. Upon completion of an intensive course of studies in the performing arts at primary and high school levels, the students are well-prepared to pursue a vast range of careers in the field of the arts. As the performing arts have a great impact on the culture of the Bahamas, touching the social, spiritual, physical and educational aspects of our experiences; the instructional programmes are carefully designed to augment, promote and enhance these areas. Music is taught to all students at the primary and junior high levels and is optional at the senior high level. Dance is only taught at the junior and senior high levels, although at the primary level there are a few schools which are prepared for special functions by trained dance teachers. In studying the arts, students learn about artistic principles and elements that are common to all the arts. Dance and drama share techniques in preparation and presentation, and require similar interpretive and movement skills. Music, like dance, communicates through rhythm, phrase structure, and dynamic variation having classical, traditional and contemporary compositional features. Students who excel in music at the primary school level are prepared to sit external examinations such as the Royal Schools of Music or the Trinity College of London grade I. At the junior high level, students are prepared for these external exams at the grade 2 level. Also, students who show a great talent and aptitude for the performing arts at the end of grade 9 can audition to go into the performing arts magnet programme at the Government High School. Those students who opt for performing arts at the senior high level are expected to sit the B.G.C.S.E. examination at the end of grade 12. Students involved in the performing arts have numerous occasions where they are able to display and showcase their talents. Some of these events are:- school assemblies, Thanksgiving services, music days, National Arts Festivals and Christmas concerts. Music is key to an enjoyable, successful life, therefore students are given every opportunity to achieve this success.
Fully embedded in Bahamian culture, is the Christian faith. The Bahamas is a Christian nation. In keeping with this, The Education Act states that Religious Studies should be taught in all schools. The Programme is designed to provide knowledge and experiences that relate to religious beliefs and practices. Additionally, students are given opportunities to use critical thinking skills to build self esteem, improve academic achievement and develop good moral values that would allow them to contribute to society. Religious Studies provides experiences that help students understand our history, legal system, institutions and customs. Following the child-centered approach to learning, students are exposed to: * a) Life and teachings of Christ f) Other world religions
Teachers are encouraged to assist students in: conducting research At the Secondary Level there are two National Examinations. The Bahamas Junior Certificate (BJC) is offered at the end of the ninth grade. The Bahamas General Certificate of Secondary Education (BGCSE) at the end of the twelfth grade. The BGCSE Examination includes a coursework component, which encourages individual research and the use of processing skills. Appropriate achievement assists in entry to tertiary level education or the job market.
SOCIAL STUDIES (PRIMARY) 1 Social Studies is a synthesis of the Social Sciences. Its primary focus is upon the study of people -individuals, and their interaction with the various groups to which they belong and to those to which they do not. It is the study of people and all their strengths, weaknesses, problems and expectations. The Social Studies programme includes courses in Religious Education, History, Geography, Tourism Education and Civics. This programme provides students with the knowledge, values and skills necessary for living in the twenty-first century and beyond. The Social Studies programme is designed to educate our students to know the rights and duties of Bahamian citizens. Such an aim is fulfilled by the provision of opportunities for a comprehensive examination of the responses of Bahamians to their several environments, for the development of concern for others and a commitment to participate in community affairs, by utilizing the tools pertinent to the Social Sciences. There have been predictions that in this millennium the population will increase and live longer. The family structure will be altered and technological advancement will reshape the Bahamian society , as well as the world. The only prediction of any certainty is that the world of the future will be marked by continuity and change. Therefore, in order to facilitate this change, the role of Social Studies in the Commonwealth of The Bahamas must be to: * (i) Equip young citizens with a sound knowledge of The Bahamas * (ii) Foster nationalism
The Social Studies Curriculum, comprising a six-book course on Social Studies and Tourism Education for The Bahamas (published between 1991 and 1996), includes two teachers’ guides which provide: Step by step instructions on how to use the material in the Students' books to teach the themes Ideas on how to extend activities and provide extra practice so that children of all abilities can enjoy learning Guidance on how to integrate Social Studies into other areas of the curriculum Suggestions on how to use local resources to supplement the text. Grade 1: Myself, my family, my school Grade 3: My island home All primary School students are required to write the Grade Level Assessment Test (GLAT) in Social Studies at the end of grade 6. THE SOCIAL SCIENCES (HIGH SCHOOL) The Social Science curricula engage students in construction of understanding through disciplined inquiry that has value for their personal lives, for work and for democratic citizenship, in a world that is increasingly culturally diverse and interdependent. Social Studies at the junior high level, draws upon such disciplines as geography, history, civics and economics and aims to help students to develop the ability to make informed decisions for the public good. Through this three - year course of study, students acquire knowledge of key social science concepts such as democracy, power, culture, environment, and interdependence. They learn about The Bahamas and their roles as citizens, both in their local communities and in the wider world. Through the use of maps and globes, historical evidence and field trips, they learn to organize, synthesize, and evaluate complex information in addressing a concept, problem or issue. History examines people, nations, institutions and events and how each impacts the local community, the region and the world. Students of History learn how lessons from the past help to make informed, wise decisions for the future through the analysis of historical evidence and varying points of view. Geography, the examination of the earth’s physical systems and the people in them, covers five basic themes: location, place, environment, movement and region. Students of Geography investigate, through field- work, aerial photographs, maps, simulations, and computers, how people and environments affect each other. These students have a unique opportunity to learn about the world around them. At the end of the three - year course of study, students of Geography sit the Bahamas General Certificate of Secondary Education. Civics helps prepare students at the 10th -12th grade levels to be contributing and responsible citizens, valuing their roles in a complex world characterized by rapid social, economic, political and technological change. Through role - play, discussion, simulation, field trips, and collaborative group assignments, students learn to accept and respect differences and to appreciate the role of interdependence in the global village. Social Science teachers, understanding that students come to us with varied backgrounds and abilities, must address the needs of students in a non-threatening atmosphere, which encourages mastery of skills. Through varied activities and performance assessment tasks, highlighting the multiple intelligences, students must be afforded every opportunity to show what they know, understand and can do. Teachers must enhance instruction through the use of technology in the classroom making adequate use of the television, the videocassette recorder, the overhead projector, the compact disc player and the computer. Moreover, charts and posters appeal to the visual learner and ought to be an integral part of the instructional programme. |
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