CURRICULUM GUIDES VISUAL AND PERFORMING ARTS (VAPA .
REPUBLIC OF TRINIDAD AND TOBAGOMINISTRY OF EDUCATIONPRIMARY SCHOOL CURRICULUMCURRICULUM GUIDESVISUAL AND PERFORMING ARTS(VAPA)INFANTS 1 – STANDARD 5Curriculum Planning and Development Division2013
Ministry of EducationPublished in 2013 by theCurriculum Planning and Development DivisionMinistry of EducationRudranath Capildeo Learning Resource CentreMc Bean, CouvaRepublic of Trinidad and TobagoPrinted by The Office Authority Ltd. – Trinpad Division
Table of ContentsForeword of the Minister of Education . 1Acknowledgements . 2The National Curriculum Framework. 8Introduction . 8Background . 9Definition . 10Foundation of the National Curriculum . 11The New Primary Curriculum . 13Components of the Primary Curriculum . 18Timetable. 19Subject Rationale . 21Dance . 22Drama . 22Music . 22Visual Arts . 23Infants 1 . 24Infants 2 . 37Standard 1. 47Standard 2. 58Standard 3. 66Standard 4. 72Standard 5. 81
Foreword of the Minister of EducationThe Ministry of Education sees thateducation is the key to preparing ourcountry to have a knowledge-driveneconomy that can be competitive in theregion and across the world. It isfundamental to the development ofTrinidad and Tobago.We arecommittedtomakinghumandevelopment the central focus ofeducation through the creation ofmechanisms for skills-building, life-longlearning and institutional strengthening.in Education, a Continuous Assessment Programme and ImprovingInfrastructure in Schools. Also significant are the movement of theSEA examination, teacher training and other measures geared towardimproving academic performance. All these initiatives work togetherto bring our primary sector to a quality that will support therequirements for a world-class education for each of our children.Within this context, the primary curriculum has been rewritten in orderto prepare our children for successful living in the 21st century. Theprinciples underlying this project were:xAdditionally, in this world in whichinnovation is essential, fosteringcreativity and higher-order thinking skills in our citizens is animperative. We recognise too that Literacy and Numeracy are coreskills which need to be developed, since these constitute the mainareas on which the performance in education of our country ismeasured.xxWithin my tenure as Minister of Education, sixteen priority areas havebeen identified for significant change in the educational landscape ofour nation. Our primary sector has been an area of concern, with manyof our students not attaining the knowledge and skills necessary forsecondary education nor for functioning as young citizens of ournation. The priority areas targeted for intervention at the primary levelare: Curriculum Reform, Literacy and Numeracy, Integration of ICTsThe belief that curriculum reform must address the needs of21st century development and the labour market needs of thesociety, as well as build the foundation for responsiblecitizenship and ensure the optimisation of multiple talents,including the arts and sports.The creation of a learning system that accommodates all typesof learners, not limited to the academically gifted.The strengthening and enhancement of the cognitive, social andpsycho-motor skills learnt at the primary level for a seamlesstransition to the secondary level.The new primary curriculum has been carefully designed anddeveloped in accordance with international best practice and inaccordance with these requirements. This curriculum will meet theneeds of our country’s development through the achievement of thefull potential of each child.1
AcknowledgementsThe Ministry of Education wishes to express its sincere appreciation to all those who contributed to the design and development of this integratedprimary curriculum.PROJECT LEADERSHIPIngrid KemchandProject Lead – Reform Primary CurriculumFarishazad NagirGillian PilgrimJohn RoopchanGaynelle HoldipIndira RoopnarineGregory SarkarCo-ordinator – Logistical MattersCo-ordinator – Technical MattersDirector- Curriculum Development DivisionFormer Director (Ag.) Curriculum Development DivisionManagement Support TeamManagement Support Team – PPPMUCURRICULUM WRITING TEAMAgricultural ScienceSubject Leads:Khalel MohoyodeenKaren NandaramCurriculum Co-ordinatorCurriculum OfficerWriters:Marcia GriffithRajdai Danielle GangaMucurapo Boys RCEdinburgh Government2
Shazaad MohammedVenessa SooknananZaida MohammedMontrose GovernmentWilliamsville SecondaryCharlieville ASJA PrimaryEnglish Language ArtsSubject Lead:Soren BijaramCurriculum OfficerSupport Team:Mala Morton-GittensLawrence JaggassarAmia Kimoy Conrad-ChristopherZandra Kailah-DeonarineDayah Dookie-RamkelawanCurriculum Co-ordinatorCurriculum OfficerCurriculum OfficerCurriculum OfficerCurriculum OfficerWriters:Anderlene Mohan-RagbirDixon GhouralalElizabeth Bernis-BoodooJoan Elizabeth NoelMargaret Toni BabwahMarion TrimRichard MorealyRichard Wade ChaitramSiparia West SecondaryPiparo PresbyterianCurepe PresbyterianMarabella Government SchoolPrinces Town R CSt Joseph GovernmentCarapichaima Roman CatholicBonne Aventure Presbyterian3
MathematicsSubject Leads:Karen MitchellJacqueline PariagCurriculum OfficerCurriculum OfficerSupport Team:Shereen KhanIndrawatie Nanlal-DassNicole Harris-KnudsenAndra SalandyCurriculum Co-ordinator (retired)Curriculum Co-ordinator (retired)Curriculum OfficerCurriculum OfficerWriters:Cheryl BradshawEgan McCallisterHazra BakshMohan SadalLa Horquetta South Government Primary SchoolTunapuna Boys’ R.C. SchoolBarrackpore A.S.J.A. Primary SchoolIere Government Primary SchoolPhysical EducationSubject Leads:Caroline FordeVeronica Dolan-SamuelPhysical Education and Sport Officer IIPhysical Education and Sport Officer IWriters:Dave PhillipsEvelyn Ferreira-LarrierSt. Margaret Boys’ AnglicanSt. Mary’s Children’s Home Anglican4
Janelle EdwardsJanice CelestineParletuvier Anglican (Tobago)Point Fortin West SecondaryScienceSubject LeadsHollis SankarAnna SinghWriters:Curriculum CoordinatorCurriculum OfficerCarlene Hayes- SimmonsClayton ManickDavid RagoonananEathra StephenRyan MongrooSan Fernando Boys’ R.C. SchoolLa Horquetta North Government Primary SchoolLas Lomas R.C. SchoolEdingburgh Gov’t Primary SchoolCurepe Presbyterian SchoolSocial StudiesSubject Leads:Curriculum CoordinatorCurriculum OfficerVashtie RamnarineYeon GlasgowWriters:Dianne BakshDonna Mungal-PulwartyMohan RamsewakNargis Patricia RatiramTrisha Des VignesCunjal Government PrimaryChandernagore Presbyterian PrimaryTulsa Trace HinduMacaulay Government PrimaryTunapuna Anglican Primary5
SpanishSubject Leads:Elicia GordonGail BarnardCurriculum Coordinator (Ag.)Curriculum OfficerWriters:Beverly Cooper GordonCyd Wilson-SmithGlenrose JosephJennifer SeemungalMaltee SinananPatna/River Estate Government PrimarySt. Paul's Anglican SchoolSt. David's R.CQueen's Royal CollegeReform Hindu SchoolTechnology Education SupportOfficers:Curriculum OfficerCurriculum OfficerCurriculum OfficerIndira RoopnarinePeter FraserSimone Haynes-NoelVisual and Performing Arts (VAPA)Subject Leads:Victor EdwardsAllison Seepaul (Dance)Iezora Edwards (Drama)Marceline Peters (Music)Reynold Ramlogan (Visual Arts)Curriculum Co-ordinatorCurriculum OfficerCurriculum OfficerCurriculum OfficerCurriculum Officer6
Writers:Ancil Rooplal (Visual Arts)Anderson La Barrie (Drama)Christopher Nunes (Visual Arts)Jo-ann Clement (Drama)Joanna Francis (Dance)Kathy-Ann Serrieaux (Music)Yolande Nicholas-Joseph (Music)Joyce Kirton (Dance)Ursuline Nelson- Williams (Dance)Joanna Charles-Francis (Dance)San Fernando East SecondaryPreysal SecondaryCarapachaima West SecondaryMayaro SecondaryBarataria South Secondary SchoolManzanilla/Nariva Government PrimaryDiamond Vale Government PrimaryLes Enfants Dance CompanyLes Enfants Dance CompanyBarataria South Secondary SchoolValues Character and Citizenship Education (VCCE)Subject Leads:Cheryl Huggins-NeptuneTheresa Neblett-SkinnerCurriculum Co-ordinator (Ag)Curriculum Co-ordinator (Ag)Writers:St Theresa Girls’ R.C. SchoolSanta Rosa Government Primary SchoolSanta Cruz R.C. SchoolFreeport Presbyterian SchoolHoly Saviour (Curepe) Anglican SchoolAvenelle Fortuné-JohnsonCheryl ParksClaudia Vialva-BrumantIndra RattanNigel ClarkeEDUNOVA- Consultants7
The National Curriculum FrameworkINTRODUCTIONnation because they establish common understandings about teachingand learning. These understandings inform how all schools areexpected to focus on the achievement of the goals laid out by theMinistry of Education for a future-oriented inclusive education for all.For Trinidad and Tobago, the National Curriculum Frameworkbecomes the basis for all education and curriculum decision-making,including the design, development and implementation strategies for anew system of teaching and learning covering those critical sevenyears of education. The statement of outcomes for students are a keypart of this education framework and forms the basis for all subsequentdecisions about teaching and learning, content, pedagogy andassessment. These must work towards fulfilling the vision forsuccessful students and future citizens of our nation.This curriculum framework is intended to outline the nature andpurpose of the curriculum as well as the parameters for consistentcurriculum implementation throughout primary education in Trinidadand Tobago. The document sets out the principles that govern andguide teaching and learning. The term curriculum' is used in thisdocument to describe the sum total of the planned experiences whichoccur within that environment, and which were designed to fosterchildren's learning and development. These include activities, andevents, with either direct or indirect impact upon the child.A clear understanding of the nature, role and function of the nationalcurriculum for Trinidad and Tobago is a critical part of the wholepositive transformation of education to provide a seamless pathway forall students through the system of teaching and learning. Thisframework provides the basis for the new primary integratedcurriculum, which includes specification of subject-areas selected tomaximize twenty-first century learning in a student-centred innovativeeducation system in Trinidad and Tobago. The components which arefundamental to transformation of primary education at this point intime form the underlying concepts which guided the development ofthe curriculum and give direction to teaching and learning. They are ofparticular importance to the development of our students and of ourIn order to establish common ground and ensure that the curriculumcan be implemented as designed, a set of foundational principles needsto be established. This National Curriculum Framework establishes aconsistent foundation for learning that is undergirded by the vision,mission and the five value outcomes for all children as detailed by theMinistry of Education. Given that this is the agency with ultimateresponsibility for the education, care and well-being of every learner inthe country, the National Curriculum Framework and the curriculum8
that devolves from it essentially provide the basis for all teaching andlearning activity.Ministry of Education were developed after extensive stakeholderdialogue and sound analysis of the current societal and nationalrequirements.Part of that foundation is the recognition that a curriculum is bothproduct and process, and that any new curriculum materials needs toreflect those notions in the design. Furthermore all curriculum design,development and implementation must be guided by the existingvision, mission and five value outcomes for education in the country.Finally, the foundation must ensure that all curriculum activity,including implementation at the classroom level, functions within theguiding principles of education established by the Ministry ofEducation. It must also be stated that the guiding principles of theFor an effective and relevant twenty-first century process of teachingand learning, these guiding principles are an indicator that the Ministryof Education seeks to place education in Trinidad and Tobagoalongside, if not ahead of international best practices. The Ministry ofEducation has established an Education Sector Strategic Plan 20112015 to achieve the goals of quality, innovative, challenging, flexibleeducation for all, and has begun an investment in human and materialresources to achieve this outcome in a purposeful and timely fashion.BACKGROUNDIn order to effectively administer the formal education sector, andensure that every child has the best opportunity to learn, the Ministryof Education provides direction and guidance based upon soundeducational theory and practices together with a considerations fromextensive stakeholder consultations. In 2011 the Ministry of Educationconducted two national consultations on the primary educationcurriculum, along with 7 district consultations and one in Tobago.Information received from these stakeholder consultations informedthe direction and decisions of the Ministry of Education to better meetthe requirements of education at the primary level. Alongside this, adetailed, critical examination of current practice, both within andoutside the country was conducted to identify elements that contributeto a quality education.A detailed and comprehensive plan to revise and update allcomponents of the teaching learning system to new internationallyaccepted standards emerged. Part of this transformation involvedreviewing and assessing current curriculum documentation andpractices. A professional review and assessment of the previouscurriculum documents was completed, and recommendations werepresented to guide the development of the new curriculum framework.A new standard for teaching and learning, which is evident ininternational best practice, shows that at lower grade level, childrenlearn best when presented with knowledge, skills and values that areintegrated and thematically organized. The integration of subjectmatter and skills or cross-subject connections is an important featureof the design, development, and implementation of the newcurriculum.9
Integration does not mean that the subject areas disappear. In fact, thesubject areas have become pillars and supports for innovative andtransformative learning experiences covering these critical seven yearsof formal education. This new twenty-first century curriculum forTrinidad and Tobago provides every opportunity for the child to learn,master new important skills, and develop character and values that arecritical to their role as productive, caring and responsible citizens,locally, regionally and internationally.This new integrated,innovative, flexible curriculum provides learners with a journey ofinquiry and discovery. This integrated thematic curriculum will placeTrinidad and Tobago s education system on par with internationalleaders in the education arena.DEFINITIONThe term 'curriculum' has several meanings, depending on the contextand the perspective of curriculum theory that is applied to thedefinition. Most theories concur that there are four fundamentalcomponents within definitions of curriculum:By suggesting that a curriculum provides a detailed learning plan andguide, we are also stating that the curriculum specifies precisely whatoutcomes we anticipate that all learners will achieve as well as howthey will achieve those outcomes. The new curriculum articulates aseries of sequenced general learning outcomes which are elaboratedthrough subject outcome statements. Abundant gui
Reynold Ramlogan (Visual Arts) Curriculum Officer . 7 Writers: Ancil Rooplal (Visual Arts) San Fernando East Secondary Anderson La Barrie (Drama) Preysal Secondary Christopher Nunes (Visual Arts) Carapachai
Visual and Performing Arts Framework. Curriculum Commission Chair Karen Yamamoto and the members of the Curriculum Commission’s Visual and Performing Arts Subject Matter Com-mittee, a subcommittee of the Curriculum Commission, provided outstanding leadership in overseeing the development and editing of the Visual and Perform-ing Arts Framework:
the visual and performing arts program at your child's school, key resources for getting started are provided. The arts learning examples in this guide are based on the Visual and Performing Arts Framework for California Public Schools, the California Visual and Performing Arts Content Standards and the National Core Arts Standards. While .
Early Childhood (K-3) Syllabus 1-4 The following diagram illustrates the connections among the Curriculum Framework, the progress maps, the Curriculum Framework Curriculum Guides and the K-10 syllabuses. Connections among the Curriculum Framework, the Curriculum Framework Progress Maps/Outcomes and Standards Framework, the Curriculum Framework Curriculum Guides and the Early Childhood (K-3 .
to View Grid and Guides. To see the guides in PPT 2007, right-mouse click on a blank area of the poster off to the side and select GRID AND GUIDES. At the bottom of the dialog box, check DISPLAY DRAWING GUIDES ON SCREEN. Click OK and the guides will appear. On a Mac, right-mouse click and choose Guides, make sure all options are selected.
Visual and Performing Arts Curriculum Framework for New Jersey. The intent of this Framework is to support the educational content reform in arts edu-cation that was initiated by the New Jersey Visual and Performing Arts Core Curriculum Content Standards and to generate higher levels of achievement for all students in arts education.
3.0 TYPES OF CURRICULUM There are many types of curriculum design, but here we will discuss only the few. Types or patterns are being followed in educational institutions. 1. Subject Centred curriculum 2. Teacher centred curriculum 3. Learner centred curriculum 4. Activity/Experience curriculum 5. Integrated curriculum 6. Core curriculum 7.
The Guides for the Jewelry, Precious Metals, and Pewter Industries ("Jewelry Guides" or "Guides") (16 CFR Part 23) address claims for precious metal, pewter, diamond, gemstone, pearl, and other industry products. 1. The Guides explain how to avoid making deceptive claims
Agile methods in SWEP Scrum (mainly) XP Head First Software Development Process The Scrum process follows the agile manifesto is intended for groups of 7 consists of simple rules and is thus easy to learn 15.04.2012 Andreas Schroeder 9
