Curriculum development and assessment

The development of the new English curriculum for all grades is currently in progress. The MoE has partnered with Cambridge University Press (CUP) to deliver a curriculum that will raise English language standards at all levels across public schools. Cambridge will deliver the following:

  • Bridge to Success Books Grades 1-12
  • English Assessment Framework with a bank of test items
  • Teacher Training Package

Grades 2-9 will be an adaptation of the current CUP series ‘Global English’. Grades 1, 10, 11 and 12 will be new writes. Specialist teams from both the MoE and CUP are working together to create a bespoke curriculum and assessment framework that is tailored to the needs and interests of the local students.

Materials for the new curriculum are currently being piloted in Grades 1, 4 and 7 in all schools. As a result of rigorous monitoring and evaluation procedures, the teams are working together to ensure not only successful implementation of the new curriculum and assessment but also the smooth transitioning of the current cohort of students. The new curriculum will be ready for implementation in August 2016.

*Grades 2, 4, 5, 7, 8 will be full adaptations in August 2016. Grades 3, 6, 9 will be light adaptations in 2016 and will be implemented as full adaptations in August 2017.

Grade 12 English Curriculum 2016 / 2017

CUP G12 will be ready for implementation in August 2017 (in line with Grades 3, 6 and 9). In light of this, the English CDAU will be authoring the G12 Curriculum for 2016. The CDAU will then collaborate with CUP to publish the G12 Curriculum for 2017 implementation.

Cycle 3 Curriculum Support

The Curriculum Department has supported the Cycle 3 Curriculum in the following areas:

  • Grade 10 Lesson Plans
  • Grade 11 & 12 Enrichment material (CEPA & IELTS focussed Books) Term 2 and 3 Assessment

Term 2 and 3 assessment

The CDAU is authoring the following English Assessment:

Term 2: G 12 Short Test 1 Term 3: Short Test 1 G 3-12 (Speaking) Term 2: Short Test 2 – G 3-11 Term 3: Short Test 2 G 3-12 (Listening) Term 3: Final Assessment (G 3-12)

Enrichment materials

Enrichment materials are produced by the English Department, English Language Development & Assessment Team (CDAU) for G12 students in order to support Teachers in effectively delivering the curriculum. They provide an additional resource to ensure those students of differing abilities can achieve the learning outcomes. The content and type of materials is informed by regular testing and data analysis, as shown:

Enrichment doughnut

Diagnostic testing

Testing takes place twice a year with grades 10, 11 and 12. It is accessible online with a paper- based test as a back-up. The tests provide key information on the most effective approaches to realize the aims of the project in improving English levels. Results are almost instantaneously available, and can be analysed by zone, school and class, down to individual students. Action plans can then be focused accordingly.


Based on the data from the diagnostic testing, and teacher input, Teachers ensure there are ‘Intervention lessons’ for those G12 students who are ‘borderline’ for achieving 180 in the CEPA test. Intervention classes are CEPA-focused work groups of a maximum of 6 students. They are carried out during allocated enrichment periods. The Lead Teacher arranges these with the School.

The English Intervention materials are based on domains and categories directly related to the CEPA. The following illustrates the relationship between intervention and enrichment materials and activities:

Enrichment vs Intervention

Language camps

After school and weekend study camps are run to help raise the English language proficiency levels of students and to better prepare them for tertiary level study.


The project has a number of targets against which its success is measured and these are directly linked to the objectives set for staff.  The overarching targets for the project are:


Key Performance Indicators (KPIs) and SMART Objectives

Derived from the overarching targets the project reports progress against KPIs.  Staff report against SMART objectives which tracks overall performance of the programmes.

We encourage all staff to become involved in development initiatives, and below is just some of the areas where staff share their expertise to realise the aims of the English programme.

The ‘Mastery Learning for Writing’ Programme [course, materials, training]

The idea behind the project is to use the theory of ‘Mastery before Progression’ in relation to the skill of writing. The students would continue to practice a skill until they master it against the framework that we are putting together.  Staff work on –

  • design of programme:
    • framework – levels and outcomes
    • materials design
    • training
  • implementation
  • pilot
  • evaluation
  • creation of final course book and training programme

We have already begun work on the framework design and are currently looking at the definitions and outcomes at each level. We have also begun some tentative work on creating the materials that align with each working level.

Supporting Students: Materials and Methods [course, materials, training]

This is already a well-established project with the BtG initiative. The foundation of this project is to provide those students who are not able to access the curriculum with material that is suitable to their needs, yet still in line with the curriculum for Grades 10,11,12. The project aims to provide, not only materials to support teaching and learning, but also active strategies that that can be applied in the classroom for those students who require additional provision.

Staff work on –

  • design of programme:
    • materials design
    • training
  • implementation
  • evaluation

AFL [ Assessment for Learning ] Working Group

We are looking at making a significant change to the way assessment is carried out across the cycles and with the new curriculum a new assessment framework will be introduced. Along with changes to the summative assessment, which is moving to testing all four skills, we will be looking at establishing both formative assessment and assessment for learning as core teaching practices within the classrooms.

Whilst we will be making provision for this change both in the books and through various resources, we need to ensure that teachers fully understand the purpose and practical applications of formative assessment and assessment for learning.

In order to achieve this we have established a working group to develop supporting materials and training that demonstrates these methods of assessment to be directly translated into classroom use .

CEPA ‘Masterclass’ Working Group

‘Masterclass’ were piloted, which involved schools hosting ‘skills’ stalls, aimed at supporting students to work on weaker areas of their language skills.  We are building upon this by convening a core working group who gather or create activities for use in the next Masterclass. This working group evaluates feedback from the pilot and will work to ensure that each subsequent Masterclass improves on the last. The responsibilities of this working group is:

  • Gathering feedback from the Masterclass pilot
  • Gathering teaching resources
  • Creating teaching resources
  • Ensuring soft copies and the completed activities are available
  • Ensuring all required additional resources are provided to the schools on the day
  • Logistics for the day of the Masterclass