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Associate Degree Handbook: Caribbean Examinations Council
(Caribbean Examinations Council, 2015) Caribbean Examinations Council
The CXC® Associate Degree Handbook is intended to provide students, parents, teachers and administrators with summative information on the awards offered. The handbook is divided into three main parts to ensure that information is easily accessible. They are as follows: Section I – Introduction. This section provides a summary of the content, objectives, assessment strategies, quality assurance mechanisms and the credits and grade points interpretations. Section II – Associate Degree Framework and Requirements. This section provides details on the types of degrees, the areas of specialisation and the required credit hours. Section III – Registration and Certification Arrangements. This section provides details on the registration process for certification.
A Teachers’ guide to the new child protection legislation
(2021) Children's Authority of Trinidad and Tobago
Persons ought to be aware of the following with respect to the new package of children’s legislation: 1) Who is a child in need of care and protection as identified under Section 22 of the Children’s Authority Act? 2) The categories of persons who have a mandatory duty to report the commission of a sexual offence against a child, to the police. Section 31 of the Sexual Offences Act Chapter 11:28 as amended by the Children Act 2012. 3) Persons identified as occupying positions of trust in section 30 of the Children Act 2012. 4) Corporal Punishment and Reasonable Punishment. 5) There are several new offences against children as identified in the Children Act 2012. 6) Age of Criminal Responsibility 7) The Decriminalisation of sexual activity between children
Guidelines for Operations of Schools for the Academic Year 2022/2023 Term 2
(Ministry of Education, Trinidad and Tobago, 2023) Trinidad and Tobago. Ministry of Education
The following general guidelines are intended for implementation at schools in Trinidad and Tobago for Academic Year 2022/2023 - Term 2. These guidelines for the operations of schools should continue to take into consideration the new legislation issued by the Ministry of Health.
Guidelines for the Revised Operations of Selected Secondary Schools, September 2022-27
(Ministry of Education, Trinidad and Tobago, 2022-09) Trinidad and Tobago. Ministry of Education
Schools were closed in March 2020, due to the spread of the COVID-19 pandemic. Students were engaged in online schooling in their homes. Most students only returned to physical school in April 2022. Though online schooling provided a critical level of educational continuity, it is globally recognised that it is not a substitute for face-to-face school, especially for children at the early childhood and primary levels. One of the most deleterious effects of prolonged school closure is the learning loss experienced by students. The Curriculum Planning and Development Division (CPDD) of the Ministry of Education (MOE) provided a Diagnostic Test for administration by teachers in Mathematics and English Language Arts in October 2021. The results showed clear learning gaps. For remediation purposes, teachers were provided with the key learning objectives for each subject at all levels, along with recommendations for closing the students' learning gaps. An analysis of the results of the 2022 Secondary Entrance Assessment (SEA) showed a marked decrease in student achievement at the higher proficiency levels of over 90% and over 50%. However, there was a marked increase in students achieving less than 30%. This general decrease in performance is similar to global predictions of the learning loss and decreased performance of students associated with physical school closure.
Guidelines for Operations of Schools for the Academic Year 2022/2023 Term 1
(Ministry of Education, Trinidad and Tobago, 2022-08-24) Trinidad and Tobago. Ministry of Education
The COVID-19 pandemic has created a ‘New Normal’ to which schools must conform. As schools across the globe begin to reopen, the practices to conform to the ‘New Normal’ are varied and fluid based on the dynamics that exist in various countries, and advice issued from global medical Associations and Institutions. In the previous Academic Year 2021/2022, schools reopened in phases and Phase 4 operated throughout Term III 2021/2022, which involved the physical return to school of all students of public and private schools at the ECCE, primary and secondary levels. This level of attendance will be expected to continue for the Academic Year 2022/2023. The general guidelines are intended for implementation at schools in Trinidad and Tobago for the Academic Year 2022/2023.
Guidelines for the reopening of schools: Phase 4 - April 1st, 2022
(Ministry of Education, Trinidad and Tobago, 2022-04-01) Trinidad and Tobago. Ministry of Education
This document was developed for academic year 2021/22 in anticipation that all students will eventually, using a phased approach, return safely to the physical classroom. Term II of the academic year 2021/22 saw the successful implementation of Phase 3 with the physical return to school of all students of Forms 1 to 6, all students of Special Schools and all students of Standard 5. A rotation model was used at the secondary level. Approval has now been granted for Phase 4, which involves the physical return to school of all students of public and private schools at the ECCE, primary and secondary levels. The measures instituted by the Government of Trinidad and Tobago, beginning in March 2020, to curb the impact of the Novel Coronavirus (COVID-19) pandemic, including the vaccination drive which commenced on February 17, 2021, signalled a hopeful start for the safe return of our students to the physical classroom. All staff employed at schools and students above the age of 12 are part of this vaccination drive. Regardless of vaccination status sustained, strict adherence to existing COVID-19 protocols is required to ensure that the physical reopening process is “seamless, minimally disruptive, consistent with overall COVID-19 mitigation measures, reflective of the divergent needs and concerns of all stakeholders, and ultimately enhances the teaching and learning process.” The COVID-19 pandemic has created a ‘New Normal’ to which schools must conform. As schools across the globe gradually reopen, the practices to conform to the ‘New Normal’ are varied based on the dynamics that exist in various countries, and advice issued from global medical Associations and Institutions. These Guidelines are based on the multi-layered approach recommended by regional and international bodies and health organizations on the adoption of school health and safety reopening protocols during the pandemic. These include: • CARICOM’s Framework for Reopening of Schools in the Caribbean • American Academy of Paediatricians’ (AAP) COVID-19 Guidelines for Safe Schools • UNICEF’s Guidelines for Safe and Healthy Journeys to School During the COVID-19 Pandemic • Center for Disease Control (CDC) Science Brief-Transmission of SARS-CV-2 in K-12 Schools • World Health Organization (WHO) - Coronavirus disease (COVID-19): Schools
Guidelines for the Reopening of Schools - Phase 3, Term 2, 2021/2022
(Ministry of Education, Trinidad and Tobago, 2022) Trinidad and Tobago. Ministry of Education
This document was developed for academic year 2021/22 in anticipation that all students will eventually, using a phased approach, return safely to the physical classroom. At this time, approval has been granted for the implementation of Phase 3- all students of Forms 1 to 6, all students of Special Schools and all students of Standard 5 to physically attend school with effect from February 7, 2022. The measures instituted by the Government of Trinidad and Tobago, beginning in March 2020, to curb the impact of the Novel Coronavirus (COVID-19) pandemic, including the vaccination drive which commenced on February 17, 2021, signaled a hopeful start for the safe return of our students to the physical classroom. All staff employed at schools and students from the age of 12 are part of this vaccination drive. Regardless of vaccination status sustained, strict adherence to existing COVID-19 protocols is required to ensure that the physical reopening process is “seamless, minimally disruptive, consistent with overall COVID-19 mitigation measures, reflective of the divergent needs and concerns of all stakeholders, and ultimately enhances the teaching and learning process.” The COVID-19 pandemic has created a ‘New Normal’ to which schools must conform. As schools across the globe gradually reopen, the practices to conform to the ‘New Normal’ are varied based on the dynamics that exist in various countries, and advice issued from global medical Associations and Institutions. These Guidelines are based on the multi-layered approach to school health and safety recommended by officially issued documents on school reopening protocols during the pandemic; these include the following: • CARICOM’s Framework for Reopening of Schools in the Caribbean • American Academy of Paediatricians’ (AAP) COVID-19 Guidelines for Safe Schools • UNICEF’s Guidelines for Safe and Healthy Journeys to School During the COVID-19 Pandemic • Center for Disease Control (CDC) Science Brief-Transmission of SARS-CV-2 in K-12 Schools • World Health Organization (WHO) - Coronavirus disease (COVID-19): Schools
Guidelines for the Reopening of Schools - “The New Normal” for Term II January 2021 (To be used in collaboration with the MOH Guidelines)
(School Supervision and Management Division, Ministry of Education, Trinidad and Tobago, 2021) Trinidad and Tobago. Ministry of Education, School Supervision and Management Division
The COVID-19 (Novel Coronavirus) has created a ‘New Normal’ to which schools must conform. As schools across the globe gradually reopen, the practices to conform to the ‘New Normal’ are varied based on the dynamics that exist in various countries. In the Trinidad and Tobago context, the UNESCO Framework for Reopening Schools April 2020, the Ministry of Health’s Reopening Guidelines for Businesses, Facilities and Institutions (May 2020) and Operating Schools During Covid-19: Centre for Disease Control (CDC) School Considerations (December 2020) were used to develop these guidelines. These guidelines will be used in collaboration with the Ministry of Health’s Reopening Guidelines for Schools. The Trinidad and Tobago approach remains student centred and seeks to ensure that learners continue to have equitable access to quality education. As such, a multi-pronged intervention involving Divisions and Units of the Ministry of Education as well as other Ministries and major stakeholders has been employed. Term I, the longest term of the academic year, was based on remote teaching and learning, which will in turn impact the delivery of the curriculum for the rest of the academic year. In Term II, 2020/2021 there will be a shift from remote teaching and learning to a blended approach to curriculum delivery. The School Supervision and Management Division (SSMD) has adapted the July 2020 version of the Guidelines for the Reopening of Schools, for implementation in Term II 2020/2021. This document forms part of the MOE’s roadmap for the physical reopening of schools to be used by principals and takes into consideration the 6 ft. (head to head) physical distancing enforced by the Ministry of Health (MOH).
Guidelines for the Operation of Schools (September – December 2020)
(Ministry of Education, Trinidad and Tobago, 2020) Trinidad and Tobago. Ministry of Education
This contains general guidelines intended for implementation at both Primary and Secondary Level Schools in Trinidad and Tobago with respect to curriculum coverage and operations in Term I 2020/21, in the first instance. The Guidelines for reopening of school dated 9 th July, 2020 should be referred to ensure necessary protocols are in place for accommodating all staff, and for possible student attendance in Term 2.
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.
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.
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.
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.
Recommended remediation strategies for developing core content and skills in secondary mathematics: Form One – Form Three
(The Mathematics Unit , Curriculum Planning and Development Division, Ministry of Education, GOVTT, 2021-11) Trinidad and Tobago. Ministry of Education, Curriculum Planning and Development Division, Mathematics Unit
The Recommended Remediation Strategies for developing Core Content and Skills in Secondary Mathematics: FORM ONE – FORM THREE document has been produced to provide support for teachers to support concepts and skills’ development in students, in order to mitigate learning loss due to the COVID 19 Pandemic. Diagnostic tests were constructed and administered to students in classes from Form One to Form Three in Government and Government Assisted Secondary Schools. The tests were based on the content strands: Number; Number Operations and Number Theory; Algebra; Sets, Relations and Functions; Measurement; Geometry; and Statistics as identified in the Curriculum Guide for Mathematics at the Lower Secondary Level. A response to the findings from these tests is a set of recommended strategies for remediation classified into three levels based on the number of correct items, per strand. The strand specific classification of bands of performance by levels is included in this document in Appendix 1. Three levels of students’ performances were addressed in each strand: Level I, Level 2, and Level 3. Level 1 recommendations address very little or no understanding of content in the respective strands, Level 2 recommendations address minimum to average understanding of content in the respective strands, and Level 3 recommendations address above average understanding of content in the respective strands.
Recommended remediation strategies for developing core content and skills in primary mathematics: Infant two – Standard five
(Mathematics Unit, Curriculum Planning and Development Division, Ministry of Education, GOVTT, 2021) Trinidad and Tobago. Ministry of Education, Curriculum Planning and Development Division, Mathematics Unit
The Recommended Remediation Strategies for developing Core Content and Skills in Primary Mathematics: INFANT TWO – STANDARD FIVE document 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. Diagnostic tests based on the four content strands; number, measurement, geometry, and statistics as identified in the Primary Curriculum were constructed and administered to all students in classes from Infant II to Standard Five in all Government and Government Assisted Primary Schools. A response to the findings from these tests is a set of recommended strategies for remediation classified into three levels based on the number of correct items, per strand. The strand specific classification of bands of performance by levels is included in this document in Appendix 1. Three levels of students’ performances were addressed in each strand: Level I, Level 2, and Level 3. Level 1 recommendations address very little or no understanding of content in the respective strands, Level 2 recommendations address minimum to average understanding of content in the respective strands, and Level 3 recommendations address above average understanding of content in the respective strands.
Recommended remediation strategies for parents and guardians to support students’ development of core content and skills in mathematics: Form one – Form three
(The Mathematics Unit Curriculum Planning and Development Division Ministry of Education, GORTT, 2021) Trinidad and Tobago. Ministry of Education, Curriculum Planning and Development Division, Mathematics Unit
The Recommended Remediation Strategies for Parents and Guardians to support Students’ development of Core Content and Skills in Mathematics FORM ONE – FORM THREE 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 Form One to Form Three in Secondary Government and Government Assisted Schools. These tests were based on the content strands: Number; Number Operations and Number Theory; Algebra; Sets, Relations and Functions; Measurement; Geometry; and Statistics as identified in the Curriculum Guide for Mathematics at the Lower Secondary Level. A response to the findings from these tests is a set of recommended strategies for remediation per strand or subtopic. 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.
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.
Optimal Learning Guidelines: Secondary Mathematics
(Division of Curriculum Planning and Development, Ministry of Education, 2021) Trinidad and Tobago. Ministry of Education, Division of Curriculum Planning and Development
During the pandemic, face-to-face school in Trinidad and Tobago was closed in March 2020. Although some teachers continued teaching via online media, this did not become standardised practice until September 2020. Therefore, students would have lost approximately twelve (12) weeks of teaching time in 2020. In September 2020, remote learning was the prescribed mode of schooling with teachers using a combination of online teaching and preparing printed packages. At this time some students did not have access to devices and/or internet so they may have lost some teaching time due to these issues. Other factors may also be associated with a loss of learning time. Factors Associated with Loss of Learning • Students confined to their homes may spend less time in learning than when at school physically • Students confined to their homes may be stressed and anxious and this may negatively affect their ability to concentrate on schoolwork • Lack of in-person contact may cause students to be less externally motivated to engage in learning • Switching to online learning may negatively affect students who have difficulty adapting to this new learning environment • Switching to remote learning may exacerbate existing educational inequalities due to lack of access to adequate resources, unsuitable • home environment and parental support • Isolation from friends and teachers may result in unequal distribution of behavioural and psychological problems
Optimal Learning Guidelines: Secondary
(Division of Curriculum Planning and Development, Ministry of Education, 2021) Trinidad and Tobago. Ministry of Education, Division of Curriculum Planning and Development
During the pandemic, face-to-face school in Trinidad and Tobago was closed in March 2020. Although some teachers continued teaching via online media, this did not become standardised practice until September 2020. Therefore, students would have lost approximately twelve (12) weeks of teaching time in 2020. In September 2020, remote learning was the prescribed mode of schooling with teachers using a combination of online teaching and preparing printed packages. At this time some students did not have access to devices and/or internet so they may have lost some teaching time due to these issues. Other factors may also be associated with a loss of learning time. Factors Associated with Loss of Learning • Students confined to their homes may spend less time in learning than when at school physically • Students confined to their homes may be stressed and anxious and this may negatively affect their ability to concentrate on schoolwork • Lack of in-person contact may cause students to be less externally motivated to engage in learning • Switching to online learning may negatively affect students who have difficulty adapting to this new learning environment • Switching to remote learning may exacerbate existing educational inequalities due to lack of access to adequate resources, unsuitable • home environment and parental support • Isolation from friends and teachers may result in unequal distribution of behavioural and psychological problems.
Optimal Learning Guidelines: Primary Mathematics
(Division of Curriculum Planning and Development, Ministry of Education, Trinidad and Tobago, 2021) Trinidad and Tobago. Ministry of Education, Division of Curriculum Planning and Development
During the pandemic, face-to-face school in Trinidad and Tobago was closed in March 2020. Although some teachers continued teaching via online media, this did not become standardised practice until September 2020. Therefore, students would have lost approximately twelve (12) weeks of teaching time in 2020. In September 2020, remote learning was the prescribed mode of schooling with teachers using a combination of online teaching and preparing printed packages. At this time some students did not have access to devices and/or internet so they may have lost some teaching time due to these issues. Other factors may also be associated with a loss of learning time. Factors Associated with Loss of Learning • Students confined to their homes may spend less time in learning than when at school physically • Students confined to their homes may be stressed and anxious and this may negatively affect their ability to concentrate on schoolwork • Lack of in-person contact may cause students to be less externally motivated to engage in learning • Switching to online learning may negatively affect students who have difficulty adapting to this new learning environment • Switching to remote learning may exacerbate existing educational inequalities due to lack of access to adequate resources, unsuitable • home environment and parental support • Isolation from friends and teachers may result in unequal distribution of behavioural and psychological problems.