Curriculum
The goal of the school curriculum is to have learners progress from one level to the next level in a seamless, continuous, coherent way through productive and meaningful experiences. Learning should be progressive and developmental. The continuum from pre-primary to secondary should provide signposts to point the way ahead and provide direction. It should link learning to assessment, the desired goals of the curriculum derived from national development goals and the national philosophy of education, while allowing for the pursuit of personal goals. Levels of sophistication should increase and tasks become more complex as students move through the continuum.
While no one ideal curriculum will suit the needs of all individuals, the following principles should inform the national curriculum so that all children can have the maximum opportunity to develop their potential:
- The curriculum should reflect and support our national ideals and aspirations;
- The curriculum should be flexible and responsive to the developmental needs, life experiences and unique abilities of each individual;
- The curriculum should provide learners with the experiences, tools, resources and social structures to construct knowledge that is relevant to their needs and interests;
- The curriculum should empower learners to become agents of personal and social transformation;
- The curriculum should prepare learners and support their motivation for lifelong learning;
- The curriculum should be structured to allow goals to be achieved within a coherent, coordinated and integrated structure and framework;
- The curriculum should equip all learners with the knowledge, skills and dispositions to attain a good quality of life;
- All dimensions of knowledge that will support students’ development should be equally prized and utilized.
Since the 1970s primary education has undergone a number of curriculum changes. Content and learning experiences meant to be more responsive to the social and cultural experiences of students in Trinidad and Tobago, and to changing understandings about developmentally appropriate curriculum, have been included.
In the last decade, the primary level curriculum has placed even greater emphasis on curriculum experiences that are developmentally appropriate, and reflect new understandings about effective delivery and assessment. In recent times also, renewed efforts have been made to institute promotion by attainment rather than by age and class. In addition, limited attempts have also been made to establish greater articulation between the primary and secondary levels of the curriculum. However, significant variation among schools exists in the design and delivery of the primary curriculum.
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