New Subject Combinations and Timetabling for All SHS/SHTS/STEM Curriculum

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New Subject Combinations and Timetabling for All SHS/SHTS/STEM Curriculum

Introduction to the new subject combination for SHS/SHST/STEM

This document provides guidance to schools as to how subject combinations will work for the new SHS, SHTS and STEM Curriculum. One of the key principles of this new curriculum is that there will be greater flexibility than has previously been the case.

New Subject Combinations and Timetabling for All SHS/SHTS/STEM Curriculum

• Learners can now exit with a minimum of 7 subjects (4 core and 3 electives) and a maximum of 9 subjects (4 core and 5 electives) to be externally assessed through the WASSCE. In addition, learners may select additional subjects which can be studied for one year or two years instead of the full three years. These subjects will be assessed in the schools and the results captured in the transcripts, which can be used to supplement requirements in the tertiary admission.

• All schools must adhere to the guidance in this note. External assessment will still take place through WASSCE.

• JHS graduates entering the Senior High School will choose from eight 8 ‘Learning Areas’ – General Arts, Science, STEM, Applied Technology, Home Economics, Business, Agriculture and Art. This is dependent on the schools’ capacities, strength and focus areas, as far as the subjects are concerned.

•Once they are placed in schools, learners will have much more freedom than is currently the case to combine different subjects around their chosen learning area. This provides learners with more flexible options to pursue different career options at the tertiary level.

•This document provides comprehensive guidance to schools as to how these flexible options are to be put together. The Ministry of Education recognizes that the precise number of subject combinations which a school can offer depends upon the teachers and facilities present in that school, as well as focused areas. As such it is up to individual schools to make this guidance work for them based on their own unique situation.

• Schools can make their own decisions if there are specific electives which they want to make compulsory for Year One ONLY, Year One and Two or FOR THE FULL DURATION OF THE PROGRAMME. If, for example, a particular school has a strong tradition and track record in Agriculture then they are free to choose to make Agriculture a mandatory subject for Year One learners, or for the duration of the programme, likewise if the school has a strong tradition in Business Studies or if they have sufficient teachers to make learning a language compulsory.

• Each subject is to be timetabled for a minimum of 3 and maximum of 4 hours a week apart from PEH (Core) which is to be timetabled for 1 hour a week.

• To ensure flexibility, certain subjects under the previous programmes, such as Home Economics and Business Studies, have been merged into one or two subjects. For example, Home Economics now covers Management in Living, Clothing and Textiles, and Food and Nutrition as major strands. Business Studies is a single, combined subject in Year One and then, in Years Two and Three it has been divided into two subjects-i.) Business Management and ii.) Accounting. Learners will now be able to combine Home Economics or Business Studies with other subject combinations which would not have been possible before.

• Subjects under the Visual Arts programme have been merged to form two distinct subjects: Arts and Design Studio & Arts and Design Foundation. Arts and Design Studio covers Painting, Textiles, Ceramics, Sculpture, and Graphic Design, while Arts and Design Foundation focuses on fundamental principles of drawing, art and design.

• Applied Technology covers Automotive Technology, Building Construction Technology, Electrical and Electronics Technology, Metal Technology, and Woodwork Technology. Design and Communications Technology (Technical Drawing) equips students with essential skills, knowledge, and competencies applicable to Applied Technology, Arts and Design, Home Economics, and Engineering. This subject encompasses conceptual drawing including free hand sketches, graphic communications, and extended drawing. All these aspects will be covered in Year One and learners then have the opportunity to specialize in Years Two and Three.

INTERVENTION SUBJECTS FOR THE NEW SHS/SHTS/STEM

The new curriculum makes room for students who need extra support in English and Mathematics to do Intervention English and Intervention Mathematics, to help boost their proficiency levels. Initially, in the 2024/25 academic year these Intervention subjects will be introduced in 274 SHS and SHTS, before being rolled out to all school from 2025/26 onwards.

In the first week of enrollment at the start of Year One, these 274 schools are required to do two things:

Conduct and mark a Mathematics and English Language assessment provided by NaCCA for all new learners who have joined from JHS. Learners who score below a certain mark during these assessments will need support and are required to offer one or both of Intervention English and Intervention Mathematics to be timetabled during the school day. These intervention subjects will have to be taken in addition to Core Mathematics and Core English Language.

Give each learner a choice of different subject combinations using the guidance set out below for each Learning Area. Schools should ensure that they spend time with learners explaining about each subject and what is involved before learners choose their combinations.

The Ministry of Education recognizes that schools may be constrained by the number of teachers, facilities and other timetabling constraints so do not have to offer all of the subject combinations set out in this guidance note. Every school should endeavour to offer as many options as they can within these constraints.