RATIONALE

The Interim Language Arts Standards for Primary Schools was developed to address the shortcomings of the present curriculum. Based on its approach, the present curriculum is deemed vague as concepts are not explicitly stated and clearly defined. It lacks scope and sequence of concepts and does not contain sufficient content to meet the needs of primary school students. Additionally, its underlying philosophy and approach are not in sync with students’ needs and our cultural and social context. Considering the fact that English is a Second Language for many students, varied forms of dialect are predominantly used in the homes and during playtime. Hence there is no standard form.

AIMS

The main objectives of this document are to:

1. stipulate the standards that students should master in specific grade levels
2. provide an insight into the standards for previous and successive grades
3. demonstrate that the teaching of Language Arts is spiral
4. standardise the Language Arts content for each grade level and all primary schools within the Federation of St. Kitts and Nevis
5. facilitate smooth movement of teachers and students among schools within the Federation of St. Kitts and Nevis.

Rationale

There have been a number of changes to the original Social Studies Curriculum document that are reflected in this document in an attempt to address the glaring issues that existed within the documents developed 2000, 2001 and 2003. The interim document contains academic standards in Social Studies for students in Kindergarten to Grade 6. These standards reflect the most important knowledge and skills that students at this level are expected to learn.

The performance standards found in each Unit sub-topic indicate what students must demonstrate to ensure that they have met the standards that measure the knowledge, skills and cognitive processes that they should have mastered by grade level.

The knowledge, skills, and cognitive processes are important if the Social Studies interim curriculum is to cultivate responsible, well-informed, independent critical and reflective thinkers, good listeners, individuals who have competent skills in seeking and organizing information armed with the appropriate attitudes and values to become change agents in their communities, nation and the global arena. It is also important that students develop a positive self-image within their society or wherever they may find themselves. If students are to grow into well-adjusted individuals they must first feel comfortable within their ‘own skin’ and learn how to make decisions trusting their own thinking while respecting and valuing the opinions of others, regardless of the other person’s nationality, religious affiliation, race or gender. This will engender a respect for all persons, a willingness to work together to build their country for the benefit of self and others.

Aims

This document seeks to support teachers in creating well-adjusted students who:

1. develop healthy emotion
2. take responsibility for their own actions
3. learn to love and respect self and others
4. participate in decision-making in the classroom, and wider community
5. appreciate their own culture and to be tolerant of the culture of others
6. exhibit the knowledge, skills attitudes and values needed to participate in the democratic process
7. appreciate their role and assume the responsibility of being caring, loyal citizens of their country.
8. nurture dispositions to show concern for the world in which they live and demonstrate empathy in their relations with others

Rationale 

Mathematics is being used more increasingly in other subject areas such as Social Studies, Science and Technology. Children need to master mathematical concepts and skills to find answers to questions and problems which arise in everyday life. Children need to acquire and develop knowledge of shapes and measures, the ability to calculate and to see and use relationships. Mathematics can be a means whereby children are helped to think for themselves as they learn through their own activities and enjoy what they are doing. Mathematics can help develop an inquiring mind.

General Aims 

To assist pupils to: 

• Understand and use mathematical language and symbols. 
• See patterns and relationships in math and in their environment. 
• Find common elements among Mathematical concepts. 
• Search for, recognize and generate mathematical ideas. 
• Appreciate the role and application of mathematics in their daily activities. 
• Understand the structure and organization of mathematics while developing proficiency in its processes and operations. 

Overview

The development of the Primary Science and Technology Curriculum for St. Kitts and Nevis is based on the philosophy that the students live in an integrated world. Their lives are impacted by scientific, technological, societal, and environmental factors all of which influence the kinds of challenges which students must face in school and in the wider community. It is hoped that exposure to the experiences provided by this program will help to prepare students to live meaningful lives and to be valuable assets to the communities in which they live. Teachers are encouraged to become familiar with the information in the following pages of this overview before embarking on their teaching assignments.

  Mission

The Primary Science and Technology programme will help students develop scientific and technological literacy,
sensitize them to the relevance of science and technology in their lives, and give them insights into coping with the
challenges provided by science and technology in their environment.

Dimensions of Scientific and Technological Literacy1
By actively participating in primary science and technology, the students will be enabled to:
a) understand the nature of science and scientific knowledge;
b) understand the nature of technology and its role in various aspects of life;
c) understand and accurately apply appropriate science concepts, principles, laws and theories in interacting
with society and the environment;
d) use science processes in solving problems, making decisions, and furthering understanding of society and
the environment;
e) think in a logical way about everyday events, weigh alternatives and use technological processes to solve
everyday problems;
f) understand and appreciate the joint enterprise of science and technology and the interrelationships of these
with each other and with other aspects of society and the environment;
g) develop manipulative skills associated with science and technology;
h) interact with the various aspects of society and the environment in a way that is consistent with values that
underlie science;
i) develop a richer, more satisfying, and exciting view of society and the environment, and continue to extend
this interest and attitude throughout life.