Criteria for Assessment of Qualifications for Teaching at the Secondary Level in Trinidad and Tobago

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

Recommended remediation strategies for parents and guardians to support students’ development of core content and skills in mathematics: Infant two – standard five

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

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 problem

Recommended remediation strategies for parents and guardians to support students’ development of core content and skills in mathematics: Form one – Form three

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 developing core content and skills in secondary mathematics: Form One – Form Three

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