Curriculum developers of the NIE were able to introduce Competency Based Learning and Teaching curricula for grades 6 and 10 in 2007 and were also able to extend it to 7, 8 and 11 progressively every year and even to G.C.E. (A/L) classes in 2009. In the same manner syllabi and Teacher’s Instructional Manuals for grades 12 and 13 for different subjects with competencies and competency levels that should be developed in students are presented descriptively. Information given on each subject will immensely help the teachers to prepare for the Learning – Teaching situations.
At this juncture students should be assessed continuously and the teacher should confirm whether the skills of the students get developed up to expected level by assessing continuously. Learning teaching process should not only provide proper experiences to the students but also check whether the students have acquired them properly. For this, to happen proper guiding should be given.
Instructions for the group exploration from the next section of the exemplar activities the teacher plans these instructions in such a way to allow different groups studying different facets of the same problem to reach the expected ends through a variety of learning-teaching methods. For this, further the teacher can select either Inquiry-based Learning carried out through a series of questions or Experiential Learning where children learn by doing. It is the responsibility of the GCE (A/L) teacher to use the knowledge that the children acquire by any of the above methods to solve problems that are specific to the subject or that runs across a number of subjects of the curriculum is meaningful to plan such problem-based learning-teaching methods on the basis of real-life situations. For this you can select dilemmas, hypothetical situations, analogies or primary sources. Some techniques that can be used for the explorations are reading, information management, reflection, observation, discussion, formulation and testing of hypotheses, testing predictions, preparing questions and answers, simulation, problem solving and aesthetic activities such as drawing or composing. There is room here even for memorization although it is considered as a form of mechanical learning.