OECS PRIMARY GRADES' LEARNING STANDARDS FOR SOCIAL STUDIES . - Camdu
ORGANIZATION OF EASTERN CARIBBEAN STATESEDUCATION SECTOR STRATEGYOECS PRIMARY GRADES’ LEARNING STANDARDSFORSOCIAL STUDIESGRADES K – 6 2018
ContentsBACKGROUND . 4CXC – An Overview . 5GENERAL FRAMEWORK OF THE LEARNING STANDARDS . 6GOAL . 6OBJECTIVES . 6STRUCTURE . 6FORMAT . 7BENEFITS TO BE DERIVED . 8BASIC GUIDELINES FOR USING THE LEARNING STANDARDS . 9LINKING LEARNING STANDARDS AND LEARNING OBJECTIVES . 10SOCIAL STUDIES . 14INTRODUCTION . 14Organisation of the Learning Standards . 15THE LEARNING STANDARDS - GRADE K . 17CONTENT STANDARDS . 17PERFORMANCE STANDARDS – GRADE K . 18THE LEARNING STANDARDS - GRADE 1 . 26CONTENT STANDARDS . 26PERFORMANCE STANDARDS – GRADE 1 . 27THE LEARNING STANDARDS - GRADE 2 . 32CONTENT STANDARDS . 32PERFORMANCE STANDARDS – GRADE 2 . 33THE LEARNING STANDARDS - GRADE 3 . 38CONTENT STANDARDS . 38PERFORMANCE STANDARDS – GRADE 3 . 39THE LEARNING STANDARDS - GRADE 4 . 44CONTENT STANDARDS . 44PERFORMANCE STANDARDS – GRADE 4 . 45THE LEARNING STANDARDS - GRADE 5 . 54CONTENT STANDARDS . 54PERFORMANCE STANDARDS – GRADE 5 . 55THE LEARNING STANDARDS - GRADE 6 . 64
CONTENT STANDARDS . 64PERFORMANCE STANDARDS – GRADE 6 . 65
SECTION AINTRODUCTION TO THEOECS PRIMARY GRADES’ LEARNING STANDARDSForSOCIAL STUDIES
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BACKGROUNDThe Organisation of Eastern Caribbean States (OECS) member countries have made significantstrides in increasing access to primary education and secondary education. The Net PrimaryEnrollment Rate (6-11 year age children) is close to 100%. Gross enrollment rate at the secondarylevel (11-16 years) are also approaching 100%. However, low-learning outcomes remain themajor challenge faced by the education sector in all OECS countries.In order to address the underlying causes of low learning outcomes, the OECS countriesdeveloped a Regional Education Strategy "Every Learner Succeeds" whose focus is ensuring thatall children learn and succeed in school. The strategy was developed in a consultative mannerand has been endorsed by the OECS Ministerial Forum for implementation. With the aim ofenhancing the quality of education, the Education Sector Strategy sets out the educationpriorities for the period 2012-2021.The “Every Learner Succeeds” regional education strategy is results based and includes thefollowing imperatives:(i)(ii)(iii)(iv)(v)(vi)(vii)improve the quality and accountability of education leadership;improve teacher quality, management and motivation;improve the quality of teaching and learning using learner-centered approaches;improve curriculum and strategies for assessment to meet the needs of all learners;increase access to quality early childhood development services;provide opportunities for all learners to develop the knowledge, skills and attitudesto enable them to progress to further education and training and productiveemployment; andincreased access to and relevance of tertiary and continuing education.In order to implement this Regional Education Strategy, the OECS countries have received aGlobal Partner for Education (GPE)-funded Education Plan Development Grant to provide fortechnical assistance for finalizing the development of an education quality framework, and todevelop an implementation framework and assessment framework for primary grades. Theimplementation plan encompasses all education sector activities to be implemented as part ofthe OECS Education Sector Strategy (OESS).A portion of the grant funding has been used to develop regional learning standards for theprimary grades. The purpose of the learning standards is to serve as a regional benchmark forthe quality of primary pupils’ learning outcomes that are to be achieved in each of the ninemember countries of the OECS. The learning standards are built on regional consensus of whatpupils need to know and be able to do in Mathematics, Science & Technology, History andLiteracy as represented in both the OECS Harmonized Primary Curriculum, and in the CaribbeanPrimary Exit Assessment (CPEA).4
CXC – An OverviewThe Caribbean Examinations Council (CXC) was established in 1972 under Agreement by theParticipating Governments in the area to conduct examinations and then award certificates anddiplomas on the results of any conducted examinations. The Council is also empowered toregulate the conduct of any such examinations and prescribe the qualification requirements ofcandidates and the fees payable by them.It comprises sixteen (16) Participating Territories: Anguilla, Antigua and Barbuda, Barbados,Belize, British Virgin Islands, Cayman Islands, Dominica, Grenada, Guyana, Jamaica, Montserrat,St. Kitts and Nevis, St. Lucia, St. Vincent and the Grenadines, Trinidad and Tobago and Turks andCaicos Islands.CXC has over 40 years of experience in developing syllabuses, formulating tests, administeringexaminations, issuing results and analysing statistics for large-scale examinations. CXC alsoengages in the provision of orientation and training of teachers to deliver our syllabuses, as wellas training in item generation and fundamentals of classroom assessment.CXC has introduced a comprehensive suite of qualifications to meet the needs of the region:Caribbean Primary Exit Assessment (CPEA ); Caribbean Certificate of Secondary LevelCompetence (CCSLC ); Caribbean Vocational Qualification (CVQ); Caribbean SecondaryEducation Certificate (CSEC ); Caribbean Advanced Proficiency Examination (CAPE ); and theCXC Associate Degree (CXC AD ).Over the years, the organisation has developed and expanded its repertoire of services in severalconsultancy areas related to Training and Professional Development, Measurement andEvaluation Services, Examinations Development and Production, Examinations Administrationand Security as well as Syllabus and Curriculum Development, to name a few.In developing the OECS Primary Grades’ Learning Standards, CXC has devised a set of standardsand descriptors that describe the knowledge, skills and attributes a pupil should attain by the endof Primary Grade 6. The standards describe educational objectives that concisely delineate whatpupils are expected to know and be able to do by the end of a grade level. The learning standardsare sequenced according to learning progression across grades, where each grade level learningexpectations build on previous expectations while preparing the pupils for more challengingconcepts and coursework at the higher level.5
GENERAL FRAMEWORK OF THE LEARNING STANDARDSGOALTo document a set of standards and associated descriptors that describe the skillsand attributes a pupil should attain by the end of Primary Grade 6.The OECS Primary Grades Learning Standards describe the overarching long-term educationalgoals that pupils should have achieved by the time they complete a specific grade or educationlevel. These learning standards describe the important knowledge, skills and personal attributesthat educators should be continuously addressing and cultivating at all stages throughout thepupils’ educational journey at the primary level. This must be done to ensure that the pupils areprepared for success at the secondary level and beyond.OBJECTIVESThe Learning Standards detailed in this document are concise, clearly articulated descriptions ofwhat pupils are expected to know and reliably demonstrate on successful completion of a gradelevel. It is expected that the Learning Standards will provide benchmarks for relevant educationalprogress and be utilised in the formulation of policies aimed at improving and enhancing thequality of the teaching-learning transactions. In addition, the Learning Standards can be used asguides in structuring instructional units as well as in determining how content learning shouldproceed within and across the primary grades in broad sub-related topic areas.STRUCTUREThe Learning Standards are detailed for four content areas – Language Arts, Mathematics,Science and Technology and Social Studies. The standards have been developed based oninternational benchmarks drawn from several international education systems including theCaribbean, Australia, Canada, Singapore and the United Kingdom. These content-relatedstandards may be integrated in a system of developing learning indicators at the classroom levelthat will help determine learning growth in the pupils over time. Consequently, by knowingbeforehand the expected standards the pupils are expected to meet by the end of a grade level,teachers can design assignments and assessments to determine whether pupils are movingtowards achieving specific learning standards. This system will also inform whether remedialaction is required on an individual pupil or group basis.The Learning Standards also address learning progressions across the grade levels. Theprogressions establish learning expectations of pupils at a specific level as well as learning needsand abilities at a particular stage of their intellectual, emotional, social and physical development.These progressions represent clearly articulated learning sequences in that the standards arepurposefully designed to prepare pupils to meet the standards of the next grade level.6
FORMATEach Learning Standard or cluster of related standards is tied to an overarching strand. Thestrand is sub-divided into sub-strands to ensure adequate coverage of the knowledge, skills andattributes required for achievement across the content area. These sub-strands representcontent standards.Each standard represents a performance standard and is formatted as follows:Each Learning Standard is identified by an alpha numeric descriptor that indicates thecontent area (subject), the grade level and the strand and sub-strand if applicable, andthe standard number.E.g.Standard Descriptor:Where,ST3TENT3ST.3.TE.NT.3represents the content area – Science and Technologyrepresents the Grade levelrepresents the Strand – Technologyrepresents the Sub-Strand – Nature of Technologyrepresents the Standard NumberThe content area codes are assigned as follows:Language Arts – LAMathematics – MTScience and Technology – STSocial Studies – SSInformation on the coding for the strands and sub-strands will be given in Section B of thisdocument.7
BENEFITS TO BE DERIVEDIt is envisaged that the following benefits will be derived by consistent integration of the LearningStandards in the teaching-learning transactions across the OECS grouping:Consistent use of the Learning Standards across the grouping will help guide theplanning, implementation and assessment of pupil learning.This contributes to the streamlining of instruction and ensures that teaching practicesdeliberately focus on agreed learning benchmarks. The Standards will also assist in theplanning of focused instruction to meet the specific needs of pupilsThe Learning Standards will encourage equitable learning experiences.By organizing concepts and skills around the standards identified as those which all pupilsshould attain at designated points of time, educators will ensure that all pupils at theprimary level within the grouping are afforded adequate and equitable opportunities tolearn.Consistent use of the Learning Standards will reduce overlap and aid in the scaffoldingof the curriculum.The standards are articulated and aligned within and across the grade levels in such a waythat the overlap of knowledge and skills is reduced or avoided. In addition, the standardsare designed so that content is scaffolded by increasing the depth, breadth and cognitivecomplexity as pupils move from one grade level to the next.Standardisation of the preparation of all pupils in the OECS for secondary leveleducation. Adherence to regional standards would be beneficial for an increasinglymobile population that is taking advantage of job opportunities available across the OECSterritories. This standardisation would make it easier for pupils to settle into new schoolswhen they move from one territory to another.It must be noted that Learning Standards found in this document do not dictate the teachingmethodologies or curriculum design that should employed in order for pupils to attain thestandards associated with any content area and respective grade levels.8
BASIC GUIDELINES FOR USING THE LEARNING STANDARDSThe OECS Primary grade Learning Standards may be utilised in the development of learningobjectives and learning indicators. In most instances, the learning objectives will be similar tothe Learning Standards. However, it is expected that the learning objectives will be more specificand have a narrower focus than the standards.In utilising the learning standards in their everyday teaching activities, educators are encouragedto use the following approach:1. When designing a unit/lesson plan, it is beneficial to compare your current curriculumwith the standards for the respective grade level in the content area.2. Check to see how many standards are addressed for the particular unit/lesson by thecurriculum. Determine whether additional activities or content will be required in orderto ensure that the pupils will achieve the required standard(s).3. Using the standards as a foundation, ensure that the learning experiences designedsupport the key learning areas addressed in the standards.4. Utilise the standards to ensure that teacher expectation and proposed learningexperiences are appropriate for the pupils. This can be achieved by focusing on a specificstrand within the learning standard.5. Link the learning standards to daily learning activities by determining which strands andsub-strands will be addressed in a particular lesson and deciding how specific learningexperiences will build pupils’ learning and support their skill and attribute development.Formative assessment is one tool that should be utilised to identify knowledge and skillsthat may require specific attention on an individual pupil or whole group basis.9
LINKING LEARNING STANDARDS AND LEARNING OBJECTIVESAs stated previously, learning standards are concise, specific, written descriptors of what pupilsare expected to know and be able to do at a specific stage of their education. The standardsdetail long-term educational goals which indicate what pupils should have learned and be ableto do by the end of a grade level. It must be noted that learning standards do not describe orprescribe a particular teaching practice, curriculum or assessment method.On the other hand, learning objectives are brief statements that describe what pupils will beexpected to learn by the end of a unit, lesson, project or course. These forms of objectivesrepresent short-term academic goals that are established by teachers for pupils who are workingtowards meeting a long-term goal or learning standard. The learning objectives also articulatethe academic expectations of pupils so that they know what is expected of them.It must be noted, that the terms standards, learning expectations, learning outcomes andachievement expectations are sometimes used interchangeably. There are two forms ofstandards that are used in curriculum and assessment literature – content standards andperformance standards.Content standards are broad statements that describe specific content areas that pupilsshould learn at each grade level.Performance standards incorporate content standards and define the level of work thatdemonstrates achievement of the content standards.In the OECS Primary Grades’ Learning Standards for Social Studies Grades K – 6, the contentstandards are represented by grade level and the performance standards are described in therespective tables under the sub-strands.The learning standards form the foundation of what is taught in the classroom. Therefore, increating learning objectives from the standards, the teacher determines what they want pupilsto learn and how the pupils will demonstrate that learning. This allows teachers the flexibility ofdetermining how the standard should be reached and what additional information should betaught. See examples below.Example 1. MathematicsLearning Standard Addressed: MT.6.UM.LM.2Working in small groups, use knowledge of relationship between units of length to convert froma larger unit to a smaller unit (e.g. metres to centimetres) using measures that are equivalent towhole or fractional parts (halves, quarters, and tenths) of the larger unit.10
Suggested Learning Objective:Pupils working in groups of three, will compute lengths and areas of the classroomWHAT?to create a plan or blueprint drawing of the classroom indicating the scale used.HOW?Groups will then make a presentation to the class on why their plan or blueprintis accurate.Example 2. Language ArtsLearning Standard Addressed: LA.4.R.UT.3Ask and answer questions, who, what, when, where, when, why, and how to demonstrate understandingof key details in text.Suggested Learning Objective:Working in pairs, pupils will read the story entitles “Paco Takes a Bath”. Pupils willWHAT?then complete the fishbone organiser to help them identify the key details of thestory.HOW?Each pair will then discuss their completed organizer with the whole class. Eachorganizer will be assessed using pre-determined criteria.11
SECTION BTHE OECS PRIMARY GRADES’ LEARNING STANDARDSForSOCIAL STUDIESbyGrade Level12
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SOCIAL STUDIESINTRODUCTIONRationaleThe design used to frame the OECS Primary Grade Social Studies Learning standards comprises the spiralapproach supported by an expanding horizons paradigm. The assumption is that every higher level buildson all the previous levels and expands the lower grade levels. In this way, the process emphasisescontinuity and sequence. In implementing the curriculum to allow pupils to attain the standards theteacher may choose to make horizontal linkages. For example, the correlated and broad field designs maybe more appropriate than a single-subject design in some cases. Aspects of the Character EducationCurriculum and Health and Family Life programme may be integrated to foster attainment of thesestandards. The scope of the curriculum that supports these standards may be adjusted to suit theparticular class and school setting.The standards have been built around a set of core strands (themes) that recur at each grade level withslight modification and integration/absorption in a few cases. The approach to the achievement of thestrands provides for optimum participation of pupils in grade-appropriate ways. Every effort has beenmade to organise the standards in a way that stimulates and rewards pupils both psychologically and in asociological sense through the emphasis on discovery and cooperative learning in class groups.The communicative skills required at the Grade 1 are mainly listening and speaking (aural and oral), withopportunity provided for visual arts, drama and music. Reading and writing are introduced later as pupilsgain more proficiency in these skills. The approach to these standards also suggests that pupils will havegained competence in problem solving and decision-making as they move to higher grades. The standardsadvocate active participation and research, and also suggest that pupils put forward well-reasonedarguments to defend a position. Further, throughout the standards implementation, the emphasis is onwhat pupils can do when the learning experiences in a strand or sub-strand have been completed.Each pupil may not reach the standard competently in a given time frame. The teacher has to providevaried activities requiring multi-sensory approaches to provide for the multiple abilities. The teachershould exercise flexibility in the organisation of the activities that will promote attainment of thestandards.14
Organisation of the Learning StandardsThe grades are presented sequentially from 1 to 6. The table below presents a summary of the distributionof strands and sub-strands across the grades. Then the detailed strands, sub-strands, standard identifiersand standards follow.Table 2. Social Studies Learning Standards Strand/Grade Level GridsSOCIAL STUDIES LEARNING STANDARD /STRAND GRADE LEVEL GRID 1STRANDSub- StrandGrade Level123456Personal /Individual Identity(PI)Group Identity(GI)CommunityIdentity (CI)KIndividual as Member of aFamilyBenefits of GroupActivities to PreAdolescentsSpecial Family GroupsSocial ProblemsGroup Formation andMembershipFamily as a ional andRegional Identity(NRI)National IdentityCaribbean IdentityNICICivicResponsibility(CR)Human RightsJudicial SystemHRJSPunctuality and RegularityCharacter EducationEthics of CaringMoral conflictPRCEECMCMorals, Ethics andValues (MEV)115
Standards of MoralBehaviourSchool and Class Rules78SMBSCRSOCIAL STUDIES LEARNING STANDARD STRAND/GRADE LEVEL GRID 2STRANDSub- StrandGrade LevelK1234Communicationand InteractionBasic Processes inBPC(CAI)CommunicationObstacles toOCCommunicationCommunication acrossCARthe RegionSocial MediaSMTechnology and EducationTETelevision and LocalTLCCultureEarly Means vs. ModernEMTechnologySustainability ofthe Environment(SE)EnvironmentalDegradationImproving Quality of LifeIQLGreening the EnvironmentGTEGlobal Warming andEffectsEarthquakes andVolcanoesWeather andConsequencesKey:56EDGWEEVWCindicates the Strands that form part of the learning engagement at the different grade level.indicates the Sub-Strands that form part of the learning engagement at the different grade level.16
THE LEARNING STANDARDS - GRADE KCONTENT STANDARDSAt the end of Grade K pupils will display evidence of coverage of the following content standards:SS.K.CS.1Explore ideas of identity, including self and others and recognize their place in the family;differentiate identity by specific social and emotional characteristics.SS.K.CS.2Engage in activities that demonstrate group formation, roles of individual groupmembers, and coordination of activities to form a group product.SS.K.CS.3Identify physical and cultural features of the community and the way in which people usethese features.SS.K.CS.4Describe the symbols and actions that define national identity; distinguish their nationalsymbols from those of other countries and to develop emotional attachment to them.SS.K.CS.5Describe essential components of civic responsibility that enable their society to exit in aharmonious way.SS.K.CS.6Recognize and practise basic standards of ethical behaviour.SS.K.CS.7Engage in elementary processes of basic communication and interaction that build theirlevel of proficiency in relating to one another.SS.K.CS.8Describe resources are useful components of the environment/society; understand thatresources are the building blocks of production and services.SS.K.CS.9Associate resources with production in the home and community; identify workers byuniform, related machinery/equipment/tools etc.SS.K.CS.10Appreciate the natural environment through coming into contact with and examining thebenefits of its health.17
PERFORMANCE STANDARDS – GRADE KAt the completion of Grade K, pupils who demonstrate understanding will:STRAND: PERSONAL/INDIVIDUAL IDENTITY (PI)SubjectGradeStrandStandard #Performance StandardsSSKPI1Identify self” “I”; “Me”. (Points to self).SSKPI2Recognise self from photograph electronically (video, slide) and paper.SSKPI3SSKPI4Differentiate between self and others (friend, classmate, teacher) – actual (realia)and from picture/photograph.Draw image of self, differentiating boy/girl (sex);SSKPI5Recognise picture of self from earlier period (one year);SSKPI6Demonstrate individual skill in class – singing, jumping, clapping, etc.18
STRAND: GROUP IDENTITY (GI)SubjectGradeSSKGI1Identify various group members from pictures – family; class/class group; playmates, andfrom realia – touching, listening to voice (blindfolded).SSKGI2Identify visible characteristics of groups: school uniform; resemblance in family.SSKGI3Draw images to represent group members; draw images to represent unity/group.SSKGI4SSKGI5Say appropriate words to show recognition (group, brother, sister, friend, mother, father,grandmother, grandfather, teacher).Demonstrate individual’s role in group (singing, chanting, dancing, cheering);SSKGI6Recognise group names (e.g. in team games with classmates);SSKGI7Create and draw symbols to represent team-spirit/unity (within-group effort);SSKGI8Respect all classmates, including the differently abled;StrandStandard #Performance Standards19
STRAND: COMMUNITY IDENTITY (CI)SubjectGradeStrandStandard #SSKCI1State their home address (Lot number, street, village, town).SSKCI2Recognise picture of street/neighbourhood on which home lies.SSKCI3Describe home/school including shape, name, colour.SSKCI4Represent their community in drawing/play dough model.SSKCI5Say the names of neighbours in their home community.SSKCI6Identify pictures/photographs/videos of neighbours and neighbourhood.SSKCI7Make up poem/song about neighbourhood/community.SSKCI8Recognise major landmarks in the local community (pictures, visits);SSKCI9Give important detail about at least two landmarks in the community.SSKCI10Draw and colour one landmark in community.Performance Standards20
STRAND: NATIONAL IDENTITY (NI)SubjectGradeStrandStandard #Performance StandardsSSKNI1Recognise the colours of the national flag; insert correct colours on template of national flag;SSKNI2Identify national flag from at least six different national flags;SSKNI3Name at least four places where the national flag is flown regularly;SSKNI4Recite and sing at least one stanza of national anthem (entire anthem as year progresses);SSKNI5Recite the national pledge.SSKNI6Adopt correct posture to show respect for national flag, national pledge, national anthem;SSKNI7Identify self and others in country as nationals/citizens;SSKNI8Colour and name national flower using template;SSKNI9Colour national bird/animal using template;STRAND: CIVIC RESPONSIBILITY (CR)SubjectGradeStrandStandard #SSKCR1Demonstrate sharing responsibility for cleaning up after using learning materials.SSKCR2Identify ways in which everyone is responsible for keeping the environment clean.SSKCR3Show respect for school property and property of classmates.Performance Standards21
SubjectGradeStrandStandard #SSKCR4Show respect for all children in the class/school.SSKCR5D
CXC has over 40 years of experience in developing syllabuses, formulating tests, administering examinations, issuing results and analysing statistics for large-scale examinations. CXC also engages in the provision of orientation and training of teachers to deliver our syllabuses, as well as training in item generation and fundamentals of .
OERU OECS Educational Reform Unit OESS OECS Education Sector Strategy PLA Prior Learning Assessment PPP Pillars for Partnership and Progress – the second OECS Education Sector Strategy STAVEP Strengthening Technical and Vocational Education Project SVGe
Social Studies in OECS Primary schools (Grades K - 6). Using existing curriculum guides in Social Studies from OECS countries, participants at a workshop in Antigua, October 3 - 5, 2001, generated an initial set of learning outcomes across these grades.
Primary Science & Technology Teacher Manual – Weather – K – 4 3 Preface The development of learning outcomes for the core curriculum in OECS primary and lower secondary schools is an essential part of the harmonization of OECS educational systems. The curriculum harmoni
3 GENERAL FRAMEWORK OF THE LEARNING STANDARDS GOAL To document a set of standards and associated descriptors that describe the skills and attributes a pupil should attain by the end of Primary Grade 6.
WIPO -OECS/IP/JU/ROS/06/4 page 7 Slide 16 Author’s rights The common law does not recognise the concept of an author ’s right to the same extent as does the civil law. Commercial interests are often more important than those of the author. Slide 17 Moral rights Independently of the author's economic rights,
The OECS Early Childhood Care and Education Curriculum Framework is intended to support curriculum planning and enactment in different early childhood settings throughout the OECS countries. These will include child care centres, both public and privately owned, nurseries or creches, home or community based child care, and other .
The Mathematics Curriculum in Primary and Lower Secondary Grades The mathematics syllabus in the primary grades is divided into a lower primary syllabus9 (Grades 1 to 4) and an upper primary syllabus10 (Grades 5 to 7). In Grade 4, students take national achievement tests in three subjects, including mathematics. The lower primary school .
Third and fourth graders had access to 129 programs, while youth at both ends of the age spectrum had far fewer programs serving these critical transition periods. GRADES Preschool, K Grades 1-2 Grades 3-4 Grades 5-6 Grades 7-8 Grades 9-10 Grades 11-12 Transition to College 46 119 129 119 80 66 57 15 NUMBER OF PROGRAMS SERVED
