LEARNER SUPPORT PROGRAMMES

1. LEARNER SUPPORT PROGRAMMES

Learner Support Programmes entail interventions, strategies, and learning opportunities that facilitate learners’ personal, psychosocial, physical, and career development. These programmes include Parental Empowerment and Engagement and Career Guidance.

All Senior and Vocational Schools shall implement learner support programmes to ensure holistic learner development.

2. PARENTAL EMPOWERMENT AND ENGAGEMENT (PEE)

Parents and guardians share responsibility with learning institutions in providing a conducive learning environment that motivates learners to achieve their full potential.

All Senior Schools shall ensure the following:

Implement strategies provided in the Parental Empowerment and Engagement (PEE) Guidelines.

Organise forums to empower parents and guardians on best practices that support learning.

Sensitise parents and guardians on disability mainstreaming in education.

Encourage parents and guardians to:

Provide basic needs for learners

Ensure regular school attendance

Supervise assignments

Attend school meetings

Discuss learners’ performance and progress with teachers

Involve parents and guardians in decision-making concerning learners’ wellbeing, including discipline matters.

Provide timely feedback to parents and guardians on issues affecting learners’ learning using appropriate and varied communication channels.

3. CAREER GUIDANCE

Career Guidance shall be implemented to support learners in making informed and appropriate career choices based on their abilities, interests, and aspirations.

Leadership of Senior and Vocational institutions shall:

Establish a Career Guidance Committee to coordinate and implement career guidance activities.

Offer needs-based career guidance to all learners.

Sensitise learners on career pathways in relation to their subjects of specialisation.

Collaborate with parents and guardians to guide learners in choosing careers aligned with their abilities and interests.

Utilise services of career experts and role models approved by the Ministry of Education (MoE).

Expose learners to job shadowing, mentorship, industrial visits, and career talks to nurture future career opportunities.

4. PROFESSIONAL DOCUMENTS

Professional documents are prepared by teachers to guide effective and efficient implementation of the curriculum. These documents include:

Schemes of Work

Lesson Plans

Record of Work Covered

Timetable

Individualised Education Programme (IEP) for learners with special needs and disabilities

Schools shall ensure that:

Schemes of Work based on Curriculum Designs are developed by teachers.

Schemes of Work include the required administrative details such as:

Week and lesson

Strand and sub-strand

Specific learning outcomes

Learning experiences

Key inquiry questions

Learning resources

Assessment and reflection

Schemes of Work are prepared and ready by the first week of each term.

Teachers prepare and use lesson plans for every lesson in line with the Schemes of Work.

Lesson plans break down content into manageable and teachable units.

Teachers formulate lesson-specific learning outcomes and provide opportunities for extended learning.

Lesson planning considers learners’ age, ability, background, learning styles, available resources, and learning environment.

Lesson plans integrate values, core competencies, and Pertinent and Contemporary Issues (PCIs).

Teachers maintain a Record of Work Covered as evidence of content taught and for continuity during handover or transfer.

Records of Work Covered include:

Administrative details

Time frame

Lesson content covered

Teacher reflection

Individualised Education Programmes (IEPs) are developed to address the unique needs of learners with special needs and disabilities.

Progress records are maintained weekly, monthly, or termly to monitor learner achievement.

Progress records are used by both teachers and learners to reflect on and reassess the teaching-learning process.

All professional documents are endorsed by the school administration.

Teachers prepare a master timetable to guide curriculum implementation.

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