STANDARD FOR CIVIC AND ETHICAL EDUCATION TEACHERS (Grade … · Where and how does civic education...

STANDARD FOR CIVIC AND ETHICAL EDUCATION

TEACHERS (Grade 5-8)

Introduction

Education is increasingly acknowledged as the best means of combating diverse societal

problems in Ethiopian education system. It is also widely accredited as preeminent in fostering

fundamental behaviors and skills of citizens essential for the well-being of societies.

Nevertheless, many societies today remained overwhelmed with numerous societal challenges,

such as corruption, deterioration of ethical behaviors, lack of moral qualities, lack of good

governance, negligence for the common good and As a result Civics and Ethical Education has

started to be taught at the primary, secondary and tertiary level. To promote the effectiveness of

civics and ethical education, the Ministry Education has taken different measures so far.

Hence to achieve the above goals a knowledgeable, skilled and compassionate civics and ethical

education teacher is indispensible and preparing professional standard for the subject matter of

civics and ethical education teacher is a timely requirement.

For civic education, to fulfill its societal mission, among others, it must include civic knowledge,

civic skill, and civic virtue. Civic knowledge comprises concepts, principles, procedures, etc,

based on how the society is organized and functions. Civic skills refer to the ability that citizens

require to put the theory, in to action being as active member of the community.

IV. Civics and ethical education mission

Individuals do not automatically become responsible, participatory citizens; rather need some

types of education that able to know that. Our forefathers, who were celebrated and remember

for the happening of the presented day this situation prepared a possibility to be thought about

citizenship education,. Hence the fundamental underneath of public education is to enable

citizens to participate equally at workplace. This requires helps the introduction of civics and

ethical education that enable them to know about their rights and responsibilities. This is known

as civics and ethical education mission .Hence, civics and ethical education mission is an

essential integral part of the education system.

Domains of teaching and teaching standards

Professional standards for teachers exist in many countries in the world and have number of

benefits. Education Queensland’s Professional Standards for Teachers provides a strong

definition of and a key reference point for the work of teachers towards achieving the learning

and social outcomes articulated in Ethiopian school Education and Training Reforms for the

Future.

The standards, which are generic in nature, also provide the context to recognize and celebrate

the complex and varied nature of a teacher’s work. They provide a platform for reflection on

professional practice, along with opportunities to examine learning culture and showcase the

responsibility of professionals prioritizing and driving their individual and collective learning in

a framework aligned to key systemic initiatives.

The aforementioned document prepared by the MOE (generic standards) which contains three

domains of teaching and seven standards in Ethiopian schools, is adopted from other counties

experience. In the minds of the writer the rationale why this standard is chosen is the relevance

with the contemporary education policy of Ethiopia.

DOMAIN OF TEACHING

STANDARDS

Professional

Knowledge

1. Know students and how they learn

2. Know the content and how to teach it

Professional

Practice

3. Plan for and implement effective teaching and learning

4. Create and maintain supportive and safe learning

environments

5. Assess, provide feedback and report on student learning

Professional

engagement

6.Engage in professional learning

7. Engage professionally with colleagues, parents/care givers

and the community

I. Civics and Ethical Education Teachers’ Standards: Primary (Grade 5-8)

STANDARD: 1. Know the Students and How they Learn

Element Performance Indicators

Teaching and

learning with

a diverse

population of

students(learn

ers)

Civics and Ethical Education teachers at grades 5-8 has to

recognize

Indicator 1; physical, social and intellectual development and

behaviours of students

Indicator 2: The Equality of culture, gender, language, abilities,

etc.

Indicator 3: the instructional delivery for physical differences in

classroom arrangements to meet the needs of all students

Indicator 4: providing an open and trusting environment for

sharing ideas and valuing differences

Indicator 5: Encouraging the expression of multiple perspectives

on issues and concepts.

Evidence Descriptions

Care and

mutual respect

Indicator 1: Teachers have as well as the legal duty of care which

teachers exercise

Indicator 2: Teachers maintain an atmosphere of mutual respect in

their schools with their students’ parents, school

community

Team working

and

collaboration

civics and ethical education teachers at grades 5-8 are expected:

Indicator 1: Teachers work collaboratively with student teacher

educators and other professionals in developing shared goals

towards the achievement of high quality education for all

Indicator 2: care and mutual respect to maintain harmonious

relationships with students, parents and school community

Indicator 3: select and use relevant method of teaching

Indicator 4: set induction and gain attention of students

Critical aspect of the

Standard

Civics and ethical education teachers at grades 5-8 are expected

To possess the knowledge, capabilities, and dispositions to

organize instruction to the stated level

To possess the knowledge, capabilities how to organize

instruction and channel it To foster self-esteem, motivation

and sense of responsibility

realizes the necessary connection of education and

democracy

respects values & defends basic human rights

Underpinning

knowledge

civics and ethical education Demonstrate knowledge that

Assist learners in articulating personal connections to time,

place, and social/cultural systems;

Help learners constant search for information about past,

present and future issues which have and continue to

influence our society.

Assist learners to describe how family, religion, gender,

ethnicity, nationality, socioeconomic status, and other group

and cultural influences contribute to the

development of a sense of self;

Guide learners as they analyse the interactions among

ethical, ethnic, national, and cultural factors in specific

situations

Underpinning

skills

Teachers of civics and ethical education the middle grades (grade 5-8) are expected to Provide learners with opportunities to examine instances of

human behaviour in light of sound discipline-based concepts,

principles, and factors associated with human memory,

thinking, feeling, and behaviour. For instance, learners may

examine behaviours associated with peer pressure,

conformity, personal identity, self-concept, deviance,

stereotyping, altruism, social expectations, norms, and roles.

Assist learners to consider personality and individual

differences

use sound concepts and principles to interpret and explain

them ..

Methods of

assessment

written exam, Interview and portfolio

Context of

assessment

Competency may be assessed in the TEST CENTER

standard 2: Know the Content and How to Teach It


knowledge of

civics and

ethical values

Civics and ethical education teachers of this level are expected to

understand the social science disciplines. Hence

Indicator1: understand the interdisciplinary nature of civics and

ethical education

Indicator 2: Appreciate the teaching of civics cannot be

differentiated from the existence of democracy, that is, the two

are inseparable

Indicator 3: Familiar with spatial and temporal concepts and their

relationships

Indicator 4: Develop awareness of the rights and responsibilities of

democratic citizenship

Indicator 5: Develop commitment to seek and acquire new

knowledge in the social sciences

Indicator 6: Teachers know and understand the subject matter of

the relevant curriculum/syllabus

Civics and ethical education teachers of this level are expected to

know

Indicator 1: What are the essential elements of a good Civics

teacher?

Understand

the Essence of

Civic

Dispositions

Indicator 2: Civic knowledge and Ethical character

Civic skills: intellectual and participatory

Civic dispositions: essential traits

Where and how does civic education take place?

Indicator 3: What is the relationship between civic education and

ethical education?

Indicator 4: Ethiopian Government and the sources of power at

local, state, federal level of government

Indicator 5: the concept of democratic election

Indicator 6: Environment in the framework of civics and Ethical

education

Subjects and

curriculum

Civics and ethical education teachers of this level have to describe.

Explain such values as

Indicator :1.Democracy and democratic system

Indicator : 2. The concept rule of law

Indicator :3.Equality,its importance, features

Indicator :4.The concept of justice and its system

Indicator : 5.About patriotism and features

Indicator : 6. Responsibilities

Indicator :7 Industriousness

Indicator:8 SEF-Reliance

Indicator:9 Saving

Indicator: 10. Active community participation

Indicator:11 The Pursuit of Wisdom

Demonstrating

Knowledge of

teaching

approaches

Civics and ethical education teachers of this level have to

Indicator 1: Select and use relevant methods of teaching

Indicator 2: Set induction(motivate)and gain attention of students

Indicator 3: Use closure (summary) properly

Indicator 4: Use clear language pertinent to the topic

Indicator 5.Give examples that attracts students interests

Indicator:6 use appropriate pedagogical approaches that assist


Critical aspect

of the

standard

Civics and ethical education teachers are expected to organize and

provide instruction at primary the study of:

culture and cultural diversity

Time, Continuity, and Change

People, Places, and Environments

interactions among Individuals, Groups, and Institutions

Power, Authority, and Governance

Civic Ideals and Practices

STANDARD 3: Plan for and Implement Effective Teaching and Learning


Planning

appropriate

Instruction

Civics and Ethical Education teachers of this level have required to

develop:

Indicator: 1. Ability to align instruction with the civics and ethical

education Syllabi for Ethiopian schools.

Indicator:2 Ability to establish an inviting, and stimulating

environment

Indicator:3 the ability to integrate units with appropriate arts,

languages and communication and information skills as well as

pedagogical approaches.

Selecting,

using and

evaluating

educational

materials

Indicator: 1. Ability to select and use appropriate resources, including

primary sources,

Indicator: 2. Ability to evaluate materials for historical and

geographic accuracy,

Indicator: 3. To apply his or her academic and professional

knowledge and a kills

Demonstrat

e ability to

connect

Civics and

ethical

education

with the

broad

curriculum

Indicator: 1. Related to communication

*Teachers incorporate in their lessons:

- A range of reading materials including

-primary documents, multicultural literature

- Writing assignments in accordance with the students ability

- Development of speaking skills by assigning oral reports,

historical debate, and speeches

-Deliver clear, timely communication

Indicator:2. Related to technology skills

*Teachers incorporate in their lessons

Collecting data

Organizing and sorting data

Displaying data in a variety of ways


Critical

aspects of

competence

Civics and ethical education teachers are models in the belief that all

students can learn and persist in efforts to help all students achieve;

set specific challenging expectations for each individual student and

each learning activity.

Underpinni

Demonstrate knowledge of: A variety of instructional strategies to

encourage student.

ng

Knowledge

Underpinni

ng Skills

Demonstrate knowledge in:

-Personal responsibilities:

- Adhering to moral principles, considering the rights and

interests of others, and behaving in a civil manner.

-planning frequent collaborative learning experiences that value

students to different situation

-Engaging students in generating knowledge

-using community resources to formulate options for

addressing the specific learning needs of an individual or group

of students;

Methods of

assessment

written exam

Context of

assessment

Competency may be assessed in the workplace,

Standards For

Civic and Ethical Education

Teachers (9-12)

II. Civic and Ethical Education Teachers’ Standards: First-Cycle Secondary (Grade 9-10)

Under this level students are prepared to set for Ethiopian General School Leaving Certification

Examination (EGSCE). Under this level the objectives are:

To inform pupils being about the basic structures, the functions and problems of Society

and international organizations

The pupils being fully aware of their rights and their obligations to the society

Learning to respect democratic proceedings

Being informed citizens about Ethiopia’s commitment to the world civilization and

especially the efforts made to establish African Union

Appreciate their national and cultural heritage to help

To develop social skills for their and adjust to modern multicultural society.

STANDARD: 1 Know the Content Knowledge

Elements Performance Indicators

Building a

Democratic

system

Civic and ethical education teachers of this level are

expected to demonstrate the contents of civics and ethical

education of

Indicators

1.1.Democarcy,principles,values and its features

1.2.Right,obligation and duties

1.3.Tolerance and diversity

1.4.Fedralism

1.5.Ethiopia’s Foreign Relation

The Rule of

Law

Indicators

2.1.Constituion

2.2.Rule of law and its main sources

2.3.Rule of law and its functions

2.4.Absences of rule of law and its effects

Equality

Indicators

3.1.The concept of equality

3.2.Equlity of Nation, Nationality and peoples of Ethiopia

under

the FDRE constitution

3.3.Prevalence of equality

3.4.Forms of equality

Gender equality

Cultural equality

Equality of individuals with disability

3.5.Equlity within diversity

Justice Indicators

4.1.The concept of justice and fairness

4.2.Jutice and social service

4.3.Equity and taxation

4.4.Effects of the absence of justice

4.5.Categories of justice

4.6.Overviewing justice system

Patriotism Indicators

5.1.The concept of justice

5.2.citizenship and justice

5.3.Manifestaion of justice

5.4.Volunteerism

Responsibility Indicators

6.1.The concept of responsibility

6.2.Forms of responsibility

6.3.The role of citizens in protecting cultural and

historical heritages

6.4.Responisibility of individuals to protect deadly

dieses such as HIV/AIDS

Industriousness Indicators

7.1.Work

7.2.Necessity of work

7.3.Factors that affects good work habits

7.4.Economic systems and ways to choose

7.5.Coomon work ethics

Self-reliance Indicators

8.1.Degining the concept self-reliance

8.2.Self-reliance and dependency

8.3.Manifestation of self-reliance

8.4.Decision-making

Saving Indicators

9.1,Saving

9.2.Purpose of saving

9.3.factors that affects saving

9.4.Planning and saving

Active

community

participation

Indicators

10.1.essence of community participation

10.2.Levels of community participation

10.3.civic society

Classifications of civic society

Functions of civic society

The pursuit of

wisdom

Indicators

11.1.Knowledge an wisdom

11.2.Basis of Knowledge

11.3.forms of knowledge

11.4. Information, data and its function.

Integrate

different subject

area with the

subject taught

. Civic and ethical education teachers of this level are

expected to demonstrate

Moderate ideas about international relations

State in international relations

Functionless of international relation

Basis of international relations

Horn of Africa politics

Knowledge about waters, such as Nile

Moderate ideas about law

o About international law

o Law and international and regional

organizations

OAU?/AU

IGAD

ECOWAS

UN

o Domestic law

Moderate ideas about economic concepts,

o Globalization

o World trade organization

o IMF

o WB

Moderate ideas about conflict

o Sources

o Types

o Mechanisms to solve


Critical aspect

of

competency

Civic and ethical education teachers of this level are

expected to :

have a deep and flexible understanding of their content

areas

incorporate and be able to draw upon content knowledge

as they work with learners to access information

Address meaningful issues to assure learner mastery of

the content.

Underpinning

knowledge

Civics and ethical education teachers of grades 9-10 are

expected understand and apply essential skills, central

concepts and tools of inquiry in their subject matter by:

incorporating contemporary students’ interests and

experiences discipline-specific knowledge and skills as

described in the relevant national and state professional

teaching standards;

understanding of how to use content area participatory

skills to enable students engage in social life

understanding of how to use content area analytical skills

to enable students to solve problems

understands and uses a variety of instructional strategies

to encourage learners to develop deep understanding of

content areas and their connections,

Civic and ethical education teachers o grades 9-10

Underpinning

skill

expected

Make learners feel valued and helps them learn to value

each other

Foster in students the full understanding, application and

preservation of democratic principles and processes

Guide students to acquire the requisite skills and

understanding for participatory citizenship

Assist students in the formulation of worthy, positive

goals

providing opportunities for students to make individual

and collaborative decisions about how they will undertake

learning tasks

providing stimulus materials that challenge students’ ideas

and encourage discussion, speculation and ongoing

exploration

Allowing time for discussions to arise naturally and

followed in class to encourage the resolution of questions

of the content area.

Methods of

assessment

Competency may be accessed through class room

observation,

teacher’s reflection, interview/oral questioning, written exam,

portfolio, etc

Context of

assessment

Competency may be assessed in the workplace, i.e., in

schools

where teachers teach and interact with fellow teachers,

students, parents, school management, etc.

STANDARD :2.Know how to teach the content Knowledge (pedagogy)

Element Civic and ethical education teachers of grades 9-10 expected

principles of

Teaching

and learning

to:

Sensibly establish learning goals based on relevant course

Deliberate awareness and thoughtful exploration of diversity

in students ideas, objects, values, and attitudes on a

continuum with multiple points of variance.

Proceed teaching based on common subject definitions which

have been agreed upon by the subjects' teachers.

Formulate learning objectives or the course on the basis of

these subject definitions,.

Plan coherent, progressive teaching programmes which match

their students needs and abilities, and justify what they teach

Set expectations and a pace of work which make appropriate

demands on all students.

operate effectively at all stages of the teaching and learning

cycle(planning for learning and assessment, developing

learning programs, teaching, assessing, providing feedback on

student learning and reporting to parents/caretakers

Work effectively in co-operation with other professionals,

staff and parents in order to promote learning.

Proper

Classroom

organization

and

management

.

Civic and ethical education teachers of 9-10 expected to

Demonstrate positive reinforcement and feedback to the

students’ achievements.

Discipline students with dignity and respect

Posts appropriate safety procedures

Collaborates with learners, families, and colleagues to build a

safe, positive learning climate of openness, mutual respect,

support, and inquiry.

Manage classes effectively, using approaches which are

appropriate to student’s needs in order to involve and

motivate them

promotes a culture of value and respect for individuals and

their communities

Maintain good relationships with students, exercise

appropriate authority, and act decisively when necessary.

promote a love of learning and children’s intellectual

curiosity

Methods of

assessment

Civics and ethical education teachers of 9-10 expected to have

to:

Indicator 1:Incorporate appropriate evaluation tools and

instruments need to be devised to ensure that subject areas,

inadequately assessed

Indicator 2: Understand and apply the principles of assessment,

recording and reporting

Indicator 3: Allow more wait time for students to respond to

higher-level questions

Indicator 4: Use the results of assessment to evaluate and

improve teaching and to improve standards of attainment

Indicator 5: Do this self-assessment more often to examine and

assess progress

Indicator 6:List the major learning targets one will be teaching

Teaching

_Learning

method(TL

M)

Civics and ethical education teachers of this level are

expected to

Indicator 1: collaborate with learners, families and colleagues to

build safe and positive learning climate of openness, mutual

respect, support and inquiry.

Indicator 2: manage classroom effectively by using approaches

which are appropriate to students’ needs in order to involve

and motivate them

Indicator 3: Deliberate awareness and thoughtful exploration of

diversity in student’s ideas, objects, values and attitudes with

multiple points of variance.

Indicator 4: set expectations and space of work which make

appropriate demands on all students

Indicator 5: Recognize individual differences in teaching

Planning

well

structured

lessons

civics and ethical education teachers of grades 9-10 are

expected to:

Indicator 1: plan coherent and progressive teaching programs

which fit to their students needs and abilities

Indicator 2:impart knowledge and develop understanding

through effective use of lesson plan

Indicator 3:set homework and plan other out-of-class activities to

consolidate and extend the knowledge and understanding

students have acquired

Indicator 4:reflect systematically on the effectiveness of lessons

and approaches to teaching

Indicator 5:Complete lesson planning which comprises four

components: (initial, active, in-flight, and follow-up

planning)


Critical

aspects of

competency

civic and ethical education teachers of grades 9-10 are

expected to

Selecting and employ appropriate assessment strategies to

monitor ongoing student progress

Demonstrate the Instructional resources that may include

materials, technology, and other support personnel

Manages the learning environment to actively and equitably

engage learners by organizing, allocating, and coordinating

the resources of time, space, and learners’ attention

Conduct teaching based on the subject’s research

performance

Underpinnin

g knowledge

Civic and ethical education teachers of grades 9-10

understand and apply essential skills, central concepts and

tools of inquiry in their teaching by:

Knowledge about the process of planning, its usage and the

benefits to the students

Appropriate mix of learning strategies to ensure mastery of

basic competencies and promotion of holistic development

Encompass both theory learned during their preparation as

well as experiences gained from ongoing schooling activities

Underpinnin

g Skill


understand and apply essential skills, central concepts and

tools of inquiry in their teaching by:

Assist learners to consider personality and individual

differences

Select and use proper concepts and principles to interpret and

explain personality differences

Encourage learners to interact with peers to accomplish their

learning goals

establishing (perhaps in consultation with students) clear

criteria for assessment before ‘apiece of work’ is begun

survey students to determine their learning preferences and

styles, such as visual, auditory or kinesthetic learners

Listens attentively to student questions and comments

Make instruction clear by using different instruction media

that appeal to the different senses

Recognize individual differences in teaching

Demonstrate a range of questioning techniques designed to

support student learning

Listen to students and engage them in classroom discussion

Methods

of

assessment

Competency may be accessed through class room observation,


portfolio, etc.

Context of

assessment

Competency may be assessed in the workplace, i.e., in schools

where teachers teach and interact with fellow teachers, students,

parents, school management, etc.

II. Civic and Ethical Education Teachers’ Standards: Second-Secondary level (Grades

11-12)

This is the stage or the cycle where students are prepared to sit for National exam (Ethiopian

Higher Education Entrance Examination (EHEEE) and prepared for higher educational

institution. Goal and Objectives for Civic Education in the Secondary School are:

To help secondary school pupils to gain awareness, develop abilities and skills and

acquire values necessary for the full development of personality and for the competent,

involved and responsible life in civic society with respect for human rights and

freedoms, peace, tolerance and gender equity,

Understanding and friendship among peoples, ethnic, national and religious groups.„

To develop the understanding of differences between people; and acknowledgement of,

and respect for these differences

STANDARD 1 : Know Content Knowledge


Building a Democratic

System


Indicator understands the central concepts, tools of

inquiry, and structures of the discipline(s) he or she

teaches

Indicators 1.1.The Necessity and main features of a democratic

system.

1.2.Human and democratic rights as they are

enshrined in the FDRE constitution

1.3. Authority and power.

1.4. Comparing and contrasting citizens

constitutional rights and obligations.

1.5.Federalism and its distinct features in Ethiopia

1.6.Ethiopia and its foreign relations

The rule of law Indicators 2.1.rule of law and Constitution

2.2.Rule of Law and its functions

2.3.Rule of Law and Governments.

2.4.Rule of Law as instrument to fight against

Corruption

Equality Indicators

3.1.The History of the Struggle of the Nation,

Nationalities and peoples of Ethiopia against

Oppression.

3.2. Conflict of Interest and how to address it.

3.3. Equality and the notion of Affirmative actions.

3.4.Unity in Diversity

3.5.Coflicting notions of equality

3.6.equality and affirmative actions

Justice Indicators 4.1.Equity and fairness

4.2.components of the justice system

4.3.courts,jutice and the judiciary

4.4 Crime and justice

4.5.Attributes of justice

4.6.Taxation

Patriotism Indicators 5.1.Basis of patriotism

5.2.Quality and duties of patriot

5.3.Attibutes of patriotism

5.4. Issues of development.

5.5. Ethiopian History in International Perspective.

5.6. The Duties of A Patriot Citizen.

5.7.Concern for the well-being of the International

Community

Responsibilities Indicators 6, 1.sources of responsibility.

6.2. Fulfilling Promise for Good International

Understanding.

6.3. Cooperation of Nations for Common Objectives.

6.4.Benefits and costs of shouldering responsibility

6.5.Deadly diseases and individuals responsibility to

protect them

Industriousness Indicators 7.1.Work and its benefits

7.2. Factors determining the World of Work.

7.3. Work in an International Perspective.

7.4.common work ethics

Self-Reliance

Indicators

8.1..self-relaince and dependency

8.2.self-relaince and its attributes

8.3.Self-Reliance and Morally Sound Decision Making

Capacity

Saving Indicators

9.1. Saving and ways to improve it.

9.2.Purpose of saving

9.3.Methods of saving

9.4.Money and capital

9.5. Categories of economic systems.

Active community

participation

Indicators

10.1.Methods to influence actions og government bodies

10.2.Effective leadership for active participation

10.3.civic participation

The Pursuit of Wisdom Indicators 11.1. Knowledge..wisdom and truth

11.2.Knowledge as basis of reading

11.3.sources of knowledge

11.4.Truth and myth

11.5.ways of acquiring knowledge

11.6. Information and data.

Integrate different subject

area with the subject taught

Civics and ethical education teachers of grades 11-12

are expected to incorporate

Moderate ideas about international relations

State in international relations

Functionless of international relation

Basis of international relations

Horn of Africa politics

Knowledge about waters, such as Nile

Moderate ideas about law

o About international law

o Law and international and regional organizations

OAU?/AU

IGAD

ECOWAS

UN

o Domestic law

Moderate ideas about economic concepts,

o Globalization

o World trade organization

o IMF

o WB

Moderate ideas about conflict

o Sources

o Types

Mechanisms to solve dispute


Underpinning knowledge

Civics and ethical education teachers of grades 11-12

are expected to

have a secure knowledge of the relevant subject(s) and

curriculum areas,

Teach students good study habits and provide a variety

of different study suggestions

Provide opportunities for every student to succeed.elp

students set realistic goals

Underpinning Skill

Civic and ethical education teachers of grades 11-12 are

expected

Give directions one step at a time and avoid long and

detailed directions

Promotes substantive discussion of ideas

Designs assessment practices that reflect the full range

of learning

Plans for students to interact with local and broader

communities ng program objectives

Uses technologies in ways that reflect professional and

community practices

Methods of assessment


schools



Context of assessment


schools


students, parents, school management, etc

STANDARD :2.Know how to teach the content(pedagogy)

principles of

Teaching and

learning

civic and ethical education teachers of this level have t

civics and ethical education teachers of this level have to

Set induction(motivate)and gain attention of students

Plan coherent, progressive teaching programmes which

match their pupils' needs and abilities, and justify what

they teach.

Communicate effectively, using a variety of media, to

stimulate pupils and achieve the objectives of lessons.

Employ a range of teaching strategies and justify their

approach.

Set expectations and a pace of work which make

appropriate demand

Teaching should be built on a framework of research-

based instructional strategies s on all students.

Perform action research as the basis for good teaching

Development of subject-specific criteria and indicators of

good teaching

Conducting educational research by teachers or faculties

is the best way to actively learn about

Planning well

structured

lessons


expected to:

Impart knowledge and develop understanding through

effective use of lesson time

Set homework and plan other out-of-class activities to

consolidate and extend the knowledge and understanding

students have acquired

Reflect systematically on the effectiveness of lessons and

approaches to teaching

Adapt teaching to respond to the strengths and needs of

all students

Complete lesson planning which comprises four

components: initial, active, in-flight, and follow-up

planning.

Teaching-

Learning

Methods and

Materials


expected to:

Makes it easier for schools to have resources on-hand.

Access to local and national data base national and

research database.

Make action research and be able to prepare teaching

learning materials to the respective grades

Search and apply the relevance teaching and learning

methods

Utilize proper

assessment

tools and

monitor

progress and

potential of

students.

Focusing on the reasons for answers or steps in

procedures as a vehicle for building understanding

Using a variety of methods to assess student

understandings at various points in a unit,( including

open-ended questioning, checklists, project work,

problems, practical reports and role-plays)

Use the results of assessment to evaluate and improve

teaching and to use multiple approaches and instruments to

perform Authentic,

Alternative and Performance Assessments improve

standards of attainment

Give timely feedback, acknowledging areas well handled

and suggesting areas for improvement

provide assessment instruments for self and peer

monitoring


Critical aspects

of competency


expected to:

Appropriate mix of learning strategies to ensure mastery

of basic competencies and promotion of holistic

development

encompass both theory learned during teacher preparation

as well as experiences gained from ongoing schooling

activities

Encourage learning activities to promote creativity and

experimentation with content-independent subjects while

maintaining sufficient rigor content dependent subjects

Underpinning

knowledge


expected to:

Teach subject matter, to a large extent by the depth of

their pedagogical content knowledge, making this an

essential component of their ongoing learning

Apply research-based, practical and theoretical

knowledge of the pedagogies of the content/discipline(s)

taught to meet learning needs of students.

Methods of

assessment

Competency may be accessed through class room

observation,


portfolio, etc.

Context of

assessment


schools



Annex.2. Test Framework

Table: Test Framework for civics and ethical education 9-12

Subareas Domains of Objective No of

Items Cognitive Affective Psychomo

tor

Objective

Items

Subjective

Items

Subjective

Items

Subjective

Items

Building a

Democratic

System

4 2 8 0 14

The Rule of Law 1 2 5 0 8

Equality 2 1 4 0 8

Justice 1 2 4 0 7

Patriotism

2 1 5 0 8

Responsibility 3 1 5 8

STANDARD FOR CIVIC AND ETHICAL EDUCATION TEACHERS (Grade … · Where and how does civic education...

Documents

Transcript of STANDARD FOR CIVIC AND ETHICAL EDUCATION TEACHERS (Grade … · Where and how does civic education...