The present school curriculum has been reviewed to respond to the national priority of shifting the structure and content of the education system from merely passing examinations to building character, nurturing values, and raising literate, confident and engaged citizens, with emphasis on science and mathematics as building blocks for success in either tertiary education or early entry in the workplace.
Development of Ghanaian Curriculum
The Standards Based Curriculum (SBC) addresses the challenges with the previous curriculum and ensures that the content of the curriculum is benchmarked to international standards. Based on the current education reforms, Basic Education has been redefined to include Senior High School. The formal Basic Education system is divided into five key phases:
- Key Phase 1 ( Foundation level comprising Kindergarten 1 & 2)
- Key Phase 2( Lower Primary level comprising B1 to B3)
- Key Phase 3 ( Upper Primary level of B4 to B6)
- Key Phase 4 ( Junior High school level of JHS 1 – JHS 3)
- Key Phase 5 ( Senior High school of SHS 1- SHS 3)
NaCCA has developed curricula for Key Phase 1, Key Phase 2 and Key Phase 3 which have been implemented from September 2019 for the following subjects:
- Creative Arts
- Our World Our People
- Physical Education
Senior secondary (B7-B12)
NaCCA has completed the development of a Common Core Programme (CCP) curriculum for Key Phase 4 (JHS 1 –JHS 3) which will be implemented progressively next academic year -2021/2022. Consultative processes for the development of Key Phase 5 (SHS 1-SHS 3) curriculum are far advanced.
The National Curriculum Framework
The broader nature of our curricular presents a challenge to teachers. There are far too many curricular aims to teach and test. The result has been narrowing out too many curricular targets. It has therefore become important that we explore opportunities for building a national curriculum framework that holds teachers and students accountable to high levels of desirable achievements. The National Curriculum Framework broadly brings learners into contact with an agreed range of areas for teaching and learning experiences. This framework, therefore, has at its heart educational strategies that ensure that learners leave school better positioned to contribute societal development.