Browsing by Author "Trinidad and Tobago. Ministry of Education, Curriculum Planning and Development Division"

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    Criteria for Assessment of Qualifications for Teaching at the Secondary Level in Trinidad and Tobago
    (Ministry of Education, Curriculum Planning and Development Division, Trinidad and Tobago, 2019-01-01) Trinidad and Tobago. Ministry of Education, Curriculum Planning and Development Division
    The information in this document provides an overview of the subject content and skill criteria for assessment of teachers at the highest possible assessment in the respective subject areas. A summary of each identified criteria and the relative credit weighting is provided so that prospective applicants may select courses at any institution where the programme of study offered meets the stated requirement. Attention needs to be paid also to the level of the content specified, introductory in some cases, but more advanced or specialized studies in others. For the purpose of this document, one (1) credit is accepted as being equivalent to twelve (12) to fifteen (15) hours of contact time for the university course taken. Since programmes of study with similar titles have variability across tertiary institutions the world over, detailed course outlines may be required in order to ascertain the breadth and depth of content and skill covered by a particular programme or institution.
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    English Language Arts Recommendations for Parents Secondary
    (Curriculum Planning and Development Division, Ministry of Education, 2021) Trinidad and Tobago. Ministry of Education, Curriculum Planning and Development Division
    In September – October 2021 comprehension and writing assessments were conducted with students of Forms One, Two and Three in all secondary schools. This was done to determine the level of learning loss that students may have experienced during the Covid 19 pandemic. Based on the results of these assessments, students were placed in four performance levels in each form. Recognising the importance of parents’ contribution to their children’s education, the Ministry of Education has created this document to give parents ideas on how to help their children improve their comprehension and writing skills at home. The parent recommendations provided in the document are presented according to forms (Forms One to Three) and performance criteria (Levels I to IV). Parents should speak to form teachers to find out the level(s) at which their children performed. Based on their performance levels, parents are encouraged to use the recommendations below to help their children improve their comprehension and writing skills. For example, if a student scored within Level 1, use the Level 1 recommendations to provide extra support. Recommendations for students scoring within Level 4 can be used to further develop their skills.
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    English Language Arts Recommendations for Parents: Primary
    (Curriculum Planning and Development Division, Ministry of Education, 2021) Trinidad and Tobago. Ministry of Education, Curriculum Planning and Development Division
    In September – October 2021 comprehension and oral reading assessments were conducted with students of Infants Two to Standard Four in all primary schools. This was done to determine the level of learning loss that students may have experienced during the Covid 19 pandemic. Based on the results of these assessments, students were placed in four performance levels in each class. In September – October 2021 comprehension and oral reading assessments were conducted with students of Infants Two to Standard Four in all primary schools. This was done to determine the level of learning loss that students may have experienced during the Covid 19 pandemic. Based on the results of these assessments, students were placed in four performance levels in each class. Recognising the importance of parents’ contribution to their children’s education, the Ministry of Education has created this document to give parents ideas on how to help their children improve their comprehension and oral reading skills at home. The parent recommendations provided in the document are presented according to classes (Infants Two to Standard Four) and performance criteria (Levels I to IV). Parents should speak to class teachers to find out the level(s) at which their children performed. Based on their performance levels, parents are encouraged to use the recommendations below to help their children improve their comprehension and oral reading skills. For example, if a student scored within Level 1, use the Level 1 recommendations to provide extra support. Recommendations for students scoring within Level 4 can be used to further develop their skills.
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    Recommendations for Teaching of Reading Comprehension and Writing to Remediate Learning Loss: Secondary
    (Curriculum Planning and Development Division, Ministry of Education, 2021) Trinidad and Tobago. Ministry of Education, Curriculum Planning and Development Division
    The recommended strategies for the teaching of Reading Comprehension and English Language Arts (ELA) Writing document in secondary schools has been produced to provide support for teachers and parents to build concepts and skills in students, to mitigate learning loss due to the COVID 19 Pandemic. Secondary school assessments were conducted with students of Forms One to Three. The following is a brief description of the assessments. Forms One to Three: The assessments included the compulsory Reading Comprehension and ELA Writing and the optional Fry’s Oral Reading Test. Based on students’ performance on the Fry’s Oral Reading Test, teachers were encouraged to conduct additional assessments to determine students’ areas of weakness. The additional tests were the Informal Phonics Inventory and Sight Word Recognition Test. The recommendations provided in this document are presented according to class (Forms 1 to Forms 3). Students have been placed in performance levels based on the analysis of scores in the Reading Comprehension and ELA Writing assessments.
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    Recommendations for the Teaching of Reading Comprehension and Oral Reading: Primary
    (Curriculum Planning and Development Division, Ministry of Education, 2021) Trinidad and Tobago. Ministry of Education, Curriculum Planning and Development Division
    The recommended strategies for the teaching of Oral Reading and Comprehension document in primary schools has been produced to provide support for teachers and parents to build concepts and skills in children, to mitigate learning loss due to the COVID 19 Pandemic. Primary Assessments were conducted with students of Infant Two to Standard Four. The following is a brief description of the assessments. Infant Two: There were three assessments at this level. Assessment A focused on students’ ability to read words and sentences. Based on students’ performance on Assessment A, teachers were directed to conduct additional assessments to determine students’ areas of weaknesses. Assessment B (blending and segmenting sounds) was conducted with students who performed at Levels I and II on Assessment A. Assessment C (letter sound and letter name identification) was conducted with students who performed at Levels I and II on Assessment B. Standards One to Four: The assessments at this level included the Reading Comprehension and the Oral Reading Fluency (ORF) assessment. Based on students’ performance on the Oral Reading Fluency assessment, teachers were directed to conduct additional assessments to determine students’ areas of weaknesses. The additional tests were the Infant Two Assessment (conducted with Levels I and II students in Standards One and Two), and the Informal Phonics Inventory and the Sight Word Recognition Tests (conducted with Levels I and II students in Standards Three and Four). The recommendations provided in the document are presented according to class (Infant Two to Standard Four). Students have been placed in performance levels based on the analysis of scores in the Reading Comprehension and Oral Reading assessments.
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    Recommended remediation strategies for parents and guardians to support students’ development of core content and skills in mathematics: Infant two – standard five
    (Curriculum Planning and Development Division, Ministry of Education, 2021) Trinidad and Tobago. Ministry of Education, Curriculum Planning and Development Division
    The Recommended Remediation Strategies for Parents and Guardians to support Students’ development of Core Content and Skills in Mathematics INFANT TWO – STANDARD FIVE document has been produced to provide strategies for parents and guardians to support the development of their children’s content and skills, to mitigate learning loss due to the COVID-19 Pandemic. Diagnostic tests were developed and administered to all students in classes from Infant Two to Standard Five in Primary Government and Government Assisted Schools. These tests were based on the content strands: Number; Geometry; Measurement; and Statistics as identified in the Curriculum Guide for Mathematics at the Primary Level. A response to the findings from these tests is a set of recommended strategies for remediation per strand or subtopic. These recommended strategies are grouped in the document according to class levels: Infant 2 and Standard 1; Standards 2 and 3; and Standards 4 and 5. They are being suggested as a guide to assist parents and guardians in developing students’ understanding by engaging students in activities which complement and reinforce classroom instruction, while students are at home in their natural environment. The recommendations are structured to sequentially develop the students’ understanding of concept and skill in each strand. Parents and guardians are therefore invited to use the strategies in sequence.