ALP Form 1 CCP Form 3 & Form 4 - Curriculum Management and

Report
CORE CURRICULUM
PROGRAMME (CCP)
FORM 1
Curriculum Management Department 2014
Important characteristics

Learner centred learning

Assessment for Learning pedagogy

Parental involvement

High quality teachers

School leadership support

ICT enabled learning environment

Meetings for teachers & mentors

Assessment (ongoing & summative)
Emphasis
Effort to encourage
these students to move
up to level 5-7 class
Aims



Ensures learners are given opportunities to acquire the
core components of the curriculum that include the key
competences through a methodology that is more task
based and hands on.
Provide learning programmes that have a strong
element of continuous assessment that will value the
outcomes achieved during the course.
Emphasis on the effort that must be done to encourage
these students to move up to level 5-7 class
CCP Form 1 Time Table
Subjects
Number of Lessons
Maltese
5 (+1)
English
6 (+1)
Maths
5 (+1)
Religion/Ethics
2
Science
4
ICT
1
PHE
3 PE + 2 HE/D&T (~13 weeks each)
Expressive Art
2
PSCD
2
History + Social Studies + Geography
Mentoring (Soft Key Competences)
2, 1, 1
1
Difference between 40 lesson time
table and CCP Form 1 Curriculum


1 lesson more in Maltese, English, Maths if possible.
1 lessons mentoring: Soft Key Competences
Flexibility
Introduce CCP as developed by DCM
 Introduce CCP but with modifications to what is
developed by DCM
 CCP not introduced at all
 Develop a modified programme that provides for
the entitlement of the learners and respects the
ability of the learner.
The AIM will always be to reinsert these learners in
the mainstream after this intervention.

CCP Form 1
Mentor
http://www.ncfhe.org.mt/uploads/filebrowser/Descriptors_of_Key_Competen
ces.pdf
CCP Mentor

Form teacher for the CCP class

1 lesson

Will address the ‘soft’ competences in the EU Key
Competences Framework:
o Learning to learn
o Entrepreneurship
o Social and Civic Competence
o Cultural Awareness and Expression
Pedagogy


Inquiry Based Learning with Assessment for Learning
used as the underlying pedagogy.
Learners engaged in hands on activities working
towards known outcomes.
Assessment



Mostly Continuous Assessment based on the
achievement of these outcomes. (60%)
Summative Assessment during half yearly and
annual examination. (40%)
Assessment grade based on the combination of the
continuous and the summative.
Conversion of mark to grade
Mark
Grade
Criteria
80 - 100
MO
51 - 79
P
Partially achieved expected learning outcomes
31 - 50
S
Starting to work towards expected learning outcomes
1 - 30
WB
Mastered expected learning outcomes
Working below expected learning outcomes
Maltese and English Languages




CCP set class for Maltese and English within the low
bands
Speaking, Listening, Reading, Writing
More time on Speaking
10-15 minutes reading per lesson
Mathematics and Science



CCP set class within the Mathematics setting of the
lowest band.
CCP set class within the Integrated Science setting
of 3 groups formed from 2 classes within the lowest
band.
A number of tasks and experiments will be tackled
and continuous assessment will be based on the
accomplishment and evidence provided by working
through these tasks.
Students following Level 4 – 6 (CCP)


A separate CCP class will be set for English,
Maltese, Mathematics and Science
The students following the CCP programme will be
in different classes with other students of the same
band, for the rest of the subjects
Choosing Professionals



Creative Teachers with a high sense of initiative.
Mentors who are able to create networks with other
teachers teaching the group, with guidance
teachers, with the INCO, with the Learning Support
Zone teacher.
LSAs who collaborate with teachers and allow the
learners to provide true evidence of learning. No
more than 2 LSAs in one class
Continuous Professional Training

Both mentors and teachers teaching this group will
be trained by their EOs during the next scholastic
year.
Parents



Parents should be well informed prior to inserting
the student in the programme.
Parents need to sign a consent form.
Parents need to be kept updated about the
progress of their son/daughter.
Check-list: School-based alternative
programme (SBP)
 The total number of students on SBP needs to be contained.
 Learners selected according to the same criteria as per the CCP.
 The curricular entitlement of these students is to be respected.
 SBP needs to be engaging, hands-on and applied.
 Maximum class size – 13 students.
 Main aim of programme needs to remain that of reinstating these
learners into the mainstream.

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