Language Arts

Preface

The development of learning outcomes for the core curriculum in OECS primary schools is an
essential part of the harmonization of OECS educational systems. The curriculum harmonization
process commenced five years ago with discussions between the OECS Education Reform Unit
(OERU) and educational personnel in all member countries (See Eastern Caribbean Education
Reform Project: initiative on curriculum and remediation –design Mission report, February
1998). Subsequent to the preparation of the report, curriculum officers, teacher educators and
evaluation officers in a sub-regional workshop in Antigua and Barbuda developed basic
principles for language arts in the primary school. All language arts curricula from member
countries were examined during the workshop. The Report of proceedings: sub-regional
curriculum and remedial planning workshop held on October 25 – 30, 1998 presents a full
account of the decisions taken at the workshop.

Preface

The development of learning outcomes for the core curriculum in OECS primary schools is an
essential part of the harmonization of OECS educational systems. The curriculum harmonization
process commenced five years ago with discussions between the OECS Education Reform Unit
(OERU) and educational personnel in all member countries (See Eastern Caribbean Education
Reform Project: initiative on curriculum and remediation –design Mission report, February
1998). Subsequent to the preparation of the report, curriculum officers, teacher educators and
evaluation officers in a sub-regional workshop in Antigua and Barbuda developed basic
principles for language arts in the primary school. All language arts curricula from member
countries were examined during the workshop. The Report of proceedings: sub-regional
curriculum and remedial planning workshop held on October 25 – 30, 1998 presents a full
account of the decisions taken at the workshop

Preface

The development of learning outcomes for the core curriculum in OECS primary schools is an
essential part of the harmonization of OECS educational systems. The curriculum harmonization
process commenced five years ago with discussions between the OECS Education Reform Unit
(OERU) and educational personnel in all member countries (See Eastern Caribbean Education
Reform Project: initiative on curriculum and remediation –design Mission report, February
1998). Subsequent to the preparation of the report, curriculum officers, teacher educators and
evaluation officers in a sub-regional workshop in Antigua and Barbuda developed basic
principles for language arts in the primary school. All language arts curricula from member
countries were examined during the workshop. The Report of proceedings: sub-regional
curriculum and remedial planning workshop held on October 25 – 30, 1998 presents a full
account of the decisions taken at the workshop.