QUALITY
[nom]
August 2024
[nom] of [nom]
Evidence-based approach towards Seamless Implementation
1 Interim Report on st
Piloting of the Curriculum
Transformation
August 2024
[nom] of [nom]
AUTHOR
Prof. Prasad Sethunga
Director General
EDITORIAL BOARD
Mr. K.R. Pathmasiri - DDG (Science & Technology)
Dr. S.A.D. Samaraweera - DDG (Languages, Humanities & Social Sciences)
Mrs. M.P.R. Dhanawardena - DDG (Research, Planning & Development)
Dr. A.D.A. De Silva - DDG (Teacher [nom] & Alternative [nom])
IT SPECIALIST
Mr. E.M.M.A. Wijeratna - Assistant Director (Programming)
TYPESETTER
Ms. K.A.N.N Perera
Published in August 2024 by the [nom] of [nom]
Maharagama
Sri Lanka
[e-mail]
[lien]
ISBN [téléphone]
Cover page illustration symbolizes the relevance of the curriculum transformation with the SDGs.
[nom] of [nom] 2024
1 st INTERIM REPORT ON PILOTING OF THE CURRICULUM TRANSFORMATION
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Abbreviations
and Acronyms
4.0
5.0
ADB
ARH
DDG
DoE
G.C.E. (A/L)
G.C.E. (O/L)
ICT
ILs
ISA
MoE
NCF
NCoEs
NEC
NEGs
NEPF
NIE
NLCDs
NSAF
SDGs
SESIP
SOCE
STEAM
STEM
TA
TSF
Fourth Industrial Revolution
Fifth Industrial Revolution
Asian Development Bank
Applied Resource Hub
Deputy Director General
Department of Examinations
General Certification of [nom] (Advanced Level)
General Certification of [nom] (Ordinary Level)
Information and Communication Technology
Innovation Labs
In-Service Advisor
Ministry of [nom]
[nom] Curriculum Framework
[nom] Colleges of [nom]
[nom] Commission
[nom] Goals
[nom] Policy Framework
[nom] of [nom]
[nom] Learning Competency Domains
[nom] Student Assessment Framework
Sustainable Development Goals
Secondary [nom] Sector Improvement Programme
Sectoral Oversight Committee on [nom]
Science, Technology, Engineering, Arts and Mathematics
Science, Technology, Engineering and Mathematics
Technical Assistance
Teacher Standard Framework
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1 st INTERIM REPORT ON PILOTING OF THE CURRICULUM TRANSFORMATION
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Foreword
t is with great pleasure and a deep sense of responsibility that we present this 1st Interim
I
Report on the Piloting of the NCF for the Grades 1, 6, and 10. This initiative marks a significant milestone in the journey of curriculum transformation in Sri Lanka, driven by the NIE.
[nom] is the cornerstone of [nom] development, and it is imperative that our [nom]
frameworks evolve to meet the dynamic needs of our society. The NCF embodies the principles of authentic learning and inquiry-based learning, aiming to foster critical thinking, creativity, and a lifelong passion for knowledge among our students. This transformation is not merely a change in content but a paradigm shift in how we perceive and deliver [nom] The piloting phase has been an essential step in this journey, allowing us to gather invaluable insights and feedback from a diverse [nom] sample of 210 schools. Through meticulous observations and rigorous action research studies, we have been able to evaluate the efficacy and impact of the proposed changes in real classroom settings. The data collected during this phase has been instrumental in refining our approach, ensuring that the final framework is robust, effective, and tailored to the needs of our learners.
At the progress review meeting of the piloting held on the 4th of July 2024, the feedback from the principals of the sample schools was overwhelmingly positive, particularly regarding the piloting of the Activity Books and Modules. We administered a survey to gather their honest opinions and comments about the piloting process, and their responses have been incorporated into this report. The survey revealed that the principals viewed this transformation as a timely initiative, eagerly anticipated by the community. Frankly, I was not expecting such positivity from the sample, and I was truly amazed. This encouragement has been a significant motivator for me and the team as we continue the piloting phase towards the full implementation of the NCF in 2025 for the Grades 1, 6, and 10.
As we look towards the full implementation of the NCF in 2025, we remain committed to our mission of providing a holistic and forward-thinking [nom] to every child in our nation. We are confident that this new approach will not only enhance academic outcomes but also equip our students with the skills and competencies needed to thrive in an ever-changing world.
We invite all stakeholders to join us in this transformative journey, as we work together to build a brighter future for our children and our country.
Prof. Prasad Sethunga
Director General
[nom] of [nom]
Maharagama
Sri Lanka
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Message from the Hon. Minister of [nom]
would like to extend my heartfelt congratulations to the Secretary to the Ministry, the I
Director General, and the entire team at the NIE for their outstanding efforts in implementing the piloting of the NCF, despite the significant challenges encountered along the way. Your dedication and resilience in the face of these obstacles have been truly commendable.
From the outset, I have been fully committed to supporting the NIE team in this critical endeavor.
It has been my privilege to provide my fullest support, ensuring that the necessary resources and guidance were made available to facilitate this transformative process.
As we look ahead, I am encouraged by the scientific and research-based approach the NIE team has adopted. The interim results of the piloting have already contributed to the enhancement of the first-term Activity Books and Modules, and I am confident that the continued gathering of feedback will be instrumental in ensuring a smooth implementation of the curriculum transformation in 2025.
The findings and recommendations from this piloting process will be invaluable for the final stages of preparation, and I urge all relevant authorities and stakeholders to consider them seriously.
The commitment to producing a final report at the end of the piloting process is essential, as it will guide us in making informed decisions that will benefit the future of [nom] in Sri Lanka.
I commend the tireless efforts of everyone involved in this process and look forward to witnessing the positive impact that this curriculum transformation will have on our nation's [nom]
landscape.
Dr. Susil Premajayantha
Hon. Minister of [nom]
Ministry of [nom]
Isurupaya, Battaramulla
Sri Lanka
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Message from the Secretary to the Ministry of [nom]
s the Chairperson of the Council of the [nom] of [nom], I would like
A
to extend my heartfelt congratulations to the entire NIE team for their unwavering commitment and efforts in conducting the piloting of the NCF, despite the challenges faced. Your dedication to this significant endeavor is truly commendable.
The importance of this curriculum transformation cannot be overstated. It holds the potential to significantly reduce the unskilled population in our country, while offering a seamless array of [nom] opportunities for all our students. I firmly believe that this transformation addresses several longstanding issues and criticisms, such as the overloaded curriculum, the high-stakes nature of assessments, and the examination-centered approach to teaching and learning. The introduction of new subjects, particularly the Further Learning Areas, is a pivotal step in empowering our children to develop the skills necessary to contribute meaningfully to the sustainable development of Sri Lanka.
As someone who has served as Secretary to multiple Ministries in our nation and as a mother, I fully understand the critical need for this curriculum transformation. The scientific approach taken by the NIE in proceeding with the piloting process, as reflected in this report, provides us with initial results that are invaluable for the ongoing review of the Activity Books and Modules. These findings and recommendations will be essential as we move towards the smooth implementation of these transformations in 2025 for Grades 1, 6, and 10.
This Interim Report is just the beginning, and I would like to request the Director General to continue this research-based data collection throughout the piloting process, culminating in a comprehensive final report. Finally, I want to take this opportunity to commend the tireless efforts of everyone involved in this process. Your dedication is paving the way for a brighter future for our [nom] system and our country.
Ms. J.M. Thilaka Jayasundara
Secretary
Ministry of [nom]
Isurupaya, Battaramulla
Sri Lanka
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Acknowledgements
W
e extends our deepest gratitude to all those who have contributed to the successful piloting of the curriculum transformation. To the Honorable Minister Mr. Susil
Premajayantha, your overall guidance has been a tremendous motivational factor, and we owe much of our progress to your leadership.
Without the careful attention and facilitation by the Secretary to the Minister of [nom], Ms. Thilaka Jayasundera, this piloting would not have implemented smoothly. Your faith in us and dedication have been invaluable.
Mr. Anura Disanayake the Secretary to the Prime Minister who chaired the Cabinet Appointed
Committee to develop the NEPF has played a pivotal in this exercise and also we would like to thank the team of the Presidential Secretariate for their facilitation.
We would like to express our sincere gratitude to our former Secretaries, Mr. Nihal
Ranasinghe and Ms. Wasantha Perera, for playing a crucial role in accelerating the initial stages of the piloting process. Their timely interventions were invaluable, and we take this opportunity to extend our heartfelt thanks for their significant contributions.
Committed contributions of the twenty-five member Cabinet Appointed Committee to develop the NEPF is highly commendable.
Our sincere thanks go to the entire team of MoE officials. The Additional Secretaries, especially from [nom] Reforms and the Policy Planning and Performance Review, along with the respective Directors, have been truly supportive. Their prompt and timely support during the early stages for budget allocations and maintaining smooth coordination with the school sample is commendable.
We also acknowledge the members of the Academic Affairs Board and the Council. These two committees are the decision-making bodies at the NIE. In this endeavor, the members engaged enthusiastically, ensuring that the piloting process was conducted with utmost dedication and commitment.
We gratefully acknowledge the support in the form of generous funding provided by the ADB and the World Bank. Without their financial backing, this entire process would not have been possible. Their continuous monitoring has effectively contributed to the smooth success of this initiative. The ADB Mission's timely intervention was both rigorous and supportive, and their flexible approach was particularly helpful in continuing our work despite setbacks.
The local and [nom] TA teams from ADB provided invaluable support, which was crucial for conducting the piloting meaningfully. Their constructive feedback has imparted many valuable lessons. We also greatly appreciate the continuous encouraging support from
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UNICEF and the Child Fund through their direct and indirect activities and the relevant projects.
Special thanks to our local team of facilitators—Lead Economist of the World Bank, Dr. Harsha Athurupana, Principal Social Sector Specialist and the Mission Leader of the ADB, Dr. Uzma Hoque, Senior Social development Officer Mr. Herathbanda Jayasundera, Programme Head SESIP Mr. P.A.S.P. Jayalath and Programme Consultant Mr. R. Karunasiri.
Your exceptional roles as liaisons between the Government of Sri Lanka and the higher levels of the donor agencies have been instrumental in this endeavor. The ADB [nom] and Local TA team, in particular, supported the entire curriculum transformation from the point of the designing the curriculum. We record here with our appreciation of their contribution.
Our heartfelt thanks go to the team from the NIE. The six DDGs, Directors, Senior Lecturers, Lecturers and Assistant Lecturers of the respective Faculties have been instrumental in this endeavor. Special recognition goes to the three DDGs Mr. K.R. Pathmasiri, Dr. S.A.D.
Samaraweera and Dr. A.D.A. De Silva, who were directly involved in the implementation of the piloting process under very challenging circumstances. Their leadership, along with the efforts of their team members, ensured the smooth conduct of the piloting.
We would like to express our appreciation for the efficient intervention of DDG Mr.
K.W.B.M.P. Wijesundera, whose timely efforts ensured the prompt printing of the modules.
His dedication has been instrumental in the successful execution of this phase of the piloting.
Our sincere thanks to our council member Prof. Carmen S. Wickramagamage for reviewing the report and Mrs. N.D. Dissanayake and her team for proof reading of the report.
Lastly, we greatly appreciate the continuous commitment of the Director General's Secretary and Staff. Your dedication has been crucial to our progress.
We extend our deepest gratitude to the students, teachers, and principals of the sample schools. This entire piloting has been in your hands, and your participation, cooperation, and enthusiasm have been vital to its success. This achievement is a testament to the power of collaboration and understanding. It is clear that this is not a task that can be accomplished in silos. Success is born from the spirit of collaboration. As we move forward, credit must go to you for this remarkable accomplishment.
Let us continue to work together with the same spirit of cooperation and determination.
Thank you all for your unwavering support and contributions.
Printing charges sponsored by the unicef Sri Lanka
Illustration charges sponsored by the Childfund Sri Lanka
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Executive Summary
BACKGROUND OF THE [nom] CURRICULUM FRAMEWORK
The development of the NCF marks a pivotal moment in the evolution of [nom] in Sri Lanka.
Initiated by the NIE, this framework is designed to address evolving [nom] needs in the 21st century, ensuring that our students are equipped with the necessary skills and knowledge to thrive in a rapidly changing world.
Even though Sri Lanka has made notable strides in [nom], the country still faces significant challenges in ensuring that [nom] outcomes are relevant to the labour market and meet the needs of the modern world. The current curriculum is often criticized for being content-heavy and overly theoretical, with insufficient emphasis on practical applications and inquiry-based learning.
The NCF 2025 is an ambitious reform initiative led by the MoE and the NIE. This transformation seeks to address the existing challenges in the country’s [nom] system, particularly in terms of quality, relevance, and equity, with a focus on STEAM subjects.
VISION FOR GENERAL [nom] CURRICULUM TRANSFORMATION
A sound [nom] reform movement is always guided by a strong vision based on the needs of the country and its people. A people-oriented [nom] system is manifested by the [nom]
curriculum crafted based on the lessons learnt over time, considering the specific [nom]
development goals derived in association with the SDGs. The ultimate Goal of the general
[nom] system proposed for Sri Lanka finds inspiration from three main concepts - challenges of and beyond the 21st century, sustainable [nom] development and sustainable peace.
GENERAL OBJECTIVE
To lay the foundation to creating a citizen ready for the challenges of and beyond the 21 st century, and to contribute to the process of sustainable [nom] development and peace of the country.
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Enhance curriculum · Foster 21st Century
relevance and quality · Skills
Improve Learning · Specific · Ensure Equity and
Outcomes · Inclusivity
Increase Enrolment · Objectives · Strengthen
in Science and · School-Community
Technology Streams · Relationships
Promote SDGs and · "Align with NEGs"
Citizenship [nom]
Promote
Entrepreneurial mindset
SPECIFIC FEATURES OF THE PROPOSED NCF UP TO GRADE 11
The impetus for this transformation stems from a comprehensive analysis of the existing
[nom] system, coupled with an urgent need to incorporate modern pedagogical approaches.
Grounded in the principles of authentic learning and inquiry-based learning, the new curriculum aims to foster a deeper engagement with the material, promote critical thinking, and encourage a lifelong passion for learning. This framework represents a significant shift from traditional rote learning methods, emphasizing instead the development of competencies that are essential for personal and societal growth.
A module-based school credit system (36 credits a term/360 hours)
Reducing the number of subjects tested at the G.C.E. (O/L) to 7 and categorization of subjects under the area of essential learning as two groups based on the nature of the subject
More weight on qualitative assessment
Authentic learning activities powered by blended learning
Further learning modules addressing regional needs and specializations
Further learning areas focusing G.C.E. (A/L) and further [nom]
Introduction of ILs
Teacher training through ARH
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HIGHLIGHTS OF THE NCF
PRIMARY [nom]
As part of the transformative vision of the NCF, we are introducing several significant changes to primary [nom] subjects. These changes mark the beginning of a comprehensive transformation starting at the primary level, aimed at enhancing the overall learning experience and better preparing students for future [nom] stages.
SUBJECT · DESCRIPTION
Mother Tongue · Sinhala/Tamil Language skills of listening,
speaking, reading and writing
English Language · Activity Based Oral English and English as a
subject from Gr 3 to Gr 5
Second [nom] Language · Only to develop oral skills
(Tamil for Sinhala medium students and Sinhala for Tamil medium students)
Mathematics · Pre-math skills, use of numbers, mathematical
operations etc .
Religion and Values [nom] · Buddhism, Saivanery, Catholicism, Christianity,
Islam
Elementary Science and Environment related · Integrated with elementary science, Basic
Activities · technology skills, Environmental Studies
Integrated Aesthetics [nom] · Singing, Drama and Dancing, Art and handwork
Health and Physical [nom] · Physical development activities
INTRODUCTION OF ENGLISH AS A SEPARATE SUBJECT:
For the first time, English is being introduced as a separate subject in the primary curriculum.
This change underscores our commitment to enhancing English language proficiency from an early age, equipping students with essential communication skills that are crucial in a globalized world.
INTRODUCTION OF AESTHETICS [nom]:
We are also introducing Aesthetics [nom] as a dedicated subject. This addition recognizes the importance of fostering creativity, cultural awareness, and artistic expression among young learners. By integrating arts [nom] into the core curriculum, we aim to develop well-rounded individuals who can appreciate and contribute to the richness of their cultural heritage.
RENAMING AND EXPANDING ENVIRONMENTAL STUDIES:
The subject previously known as Environment Related Activities is being transformed and renamed to include Science and Technology. This change reflects our emphasis on providing a more comprehensive understanding of the natural world, scientific principles, and technological advancements. By integrating these elements, we aim to cultivate curiosity, critical thinking, and problem-solving skills in our students.
These new transformations at the primary level are designed to create a robust foundation for lifelong learning. By starting these changes early, we ensure that our students are well-prepared to meet the challenges and opportunities of the 21 st century.
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JUNIOR SECONDARY [nom]
From the Junior Secondary [nom] the subjects are categorized under Essential Learning
Areas and Further Learning Areas.
BROAD · ESSENTIAL LEARNING
LEARNING · AREAS
AREA
Language · Mother Tongue
and Literacy · English Language
[nom]
Second [nom] Language
STEM · Mathematics
Science
Health and Physical [nom]
Information & Communication
Technology
Technology for Life
Humanities and · History
Social Sciences · Geography
[nom]
Civic [nom]
Religion and Values [nom]
Aesthetics · Aesthetics subjects
[nom]
Commerce · Entrepreneurship & Financial
and · Literacy
Entrepreneurship
[nom]
Cocurricular
Activities
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FURTHER LEARNING
AREAS
Appreciation of Literature
Media Studies
Mathematics
Science
Information & Communication
Technology
Applied Technology
Orientation to World History
Global Studies
Social Service Projects
Aesthetics
Entrepreneurship
Industrial
Exposure
Service Sector Studies
SENIOR SECONDARY [nom]
The NCF for Senior Secondary [nom] introduces a strategic and analytical approach to subject structuring, aimed at addressing some of the key challenges in our [nom] system.
BROAD
LEARNING
AREA
Language and Literacy [nom]
STEM
Humanities and Social Sciences
Commerce and Entrepreneurship
[nom]
Aesthetics
[nom]
FURTHER
ESSENTIAL LEARNING AREAS · LEARNING
AREAS
Category 1 · Category 2 · Category 3
Mother Tongue · Second [nom] Language · Appreciation of Literature
English Language · Media Studies
Classical Languages
Modern Languages
Mathematics · Health and · Mathematics
Physical
Science · [nom] · Science
Information & · Information &
Communication Technology Communication
Technology
Agriculture
& Technology · Applied Technology
History · Mindfulness Training · Orientation
(Non Credit) · to World History
Social Studies
Global Studies
Religion and · Civic [nom]
Values [nom]
Social Service Projects
Entrepreneurship · Entrepreneurship &
& Financial · Financial
Literacy · Literacy
Industrial Exposure
Service Sector Studies
Aesthetics [nom] · Aesthetics
Cocurricular
Activities
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Essential Subjects categorized into Two Groups: A significant feature of the new framework is the division of essential subjects into two distinct groups, both of which are mandatory. The first group comprises traditional academic subjects, while the second group focuses on skills-based subjects such as Information and Communication Technology (ICT) and Aesthetics. This dual-group approach ensures that students receive a balanced [nom] that nurtures both academic knowledge and practical skills, essential for their holistic development.
SKILLS-BASED GROUP OF SUBJECTS: The inclusion of skills-based subjects in the essential category marks a pivotal transformation in our [nom] approach. By emphasizing ICT and Aesthetics, we aim to cultivate a set of diverse skills in our students, fostering creativity, technological literacy, and practical problem-solving abilities. This shift is designed to prepare students for the demands of a rapidly evolving job market and to inspire a skills-oriented person from an early age.
DIVERSE MODULES IN FURTHER LEARNING AREAS: Another notable transformation is the offering of diverse modules under the section of Further Learning Areas. These modules provide students with the opportunity to select optional subjects based on their interests, thereby promoting greater engagement and personalized learning experiences. This flexibility allows students to explore various fields and gain exposure to different career paths, ultimately aiding in the development of well-rounded individuals.
ADDRESSING [nom] CHALLENGES: These changes are a strategic response to the main struggles we face, such as the dearth of students with a skills-oriented mindset and interest in vocational or diverse streams after completing Junior and Senior Secondary [nom] By integrating a balanced mix of academic and skills-based subjects alongside optional modules, the NCF aims to foster a more dynamic and adaptable student body, ready to pursue a wide range of post-secondary [nom] and career opportunities.
Overall, the new framework for Senior Secondary [nom] is designed to create a more inclusive, engaging, and skill-oriented learning environment, addressing the needs of our students and the demands of the modern world.
CONSTRUCTIVE ALIGNMENT WITH THE GENERIC LEVEL AIMS
AND OBJECTIVES
Constructive alignment is a fundamental principle in curriculum design that ensures coherence between learning activities, assessment tasks, and learning outcomes. In the context of the NCF, the importance of constructive alignment cannot be overstated. It serves as the backbone of the [nom] approach, ensuring that all components of the curriculum are harmoniously integrated to achieve the desired NEGs.
The NCF is developed in alignment with Sri Lankan NEGs and the Global Goals and the 2030
Agenda for sustainable development. This agenda calls for equitable and quality [nom] for all, fostering skills that are essential for the changing world of work influenced by the 4.0, 5.0 characterized by automation and digitization. The NCF aims to reform the general [nom]
curriculum by reflecting on lessons learned from the current curriculum, incorporating global best practices, and aligning with the priorities outlined in the [nom] development strategy.
The reform initiative is guided by Sri Lanka’s commitment to sustainable development, peace, and achieving the goals set forth in the above Global Goals and the 2030 Agenda of the SDGs.
The country aims to transform its [nom] system to meet the demands of the 21st century, including adapting to the impacts of globalization.
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CURRICULUM IMPLEMENTATION PLAN
PILOTING · IMPLEMENTATION · [nom] EXAM
Year 1 2024 · Gr 1, 6, 10
Year 2 2025 · Gr 2, 7, 11 · Gr 1, 6, 10
Year 3 2026 · Gr 3, 8, 12 · Gr 2, 7, 11 · G.C.E. (O/L) - August 2026
Year 4 2027 · Gr 4, 9, 13 · Gr 3, 8, 12
Year 5 2028 · Gr 5 · Gr 4, 9, 13 · G.C.E. (A/L) - December 2028
Year 6 2029 · Gr 5
Printing Modules · Data Collection
for Piloting · and Analysis
Distribution · Process · Evaluation and
of Modules · Feedback
Teacher, ISA · of the · Review & Revision
Training · Piloting · of the Modules
Awareness Programmes · Approval from
for Principals and · Programme · the AAB and Council
Directors · of the NIE
Practicing in Schools · Submitting the final
version for printing
The piloting programme is a crucial step in the seamless implementation of the NCF. This phase serves several essential purposes, ensuring that the curriculum is not only theoretically sound but also practically applicable and effective in real-world experiences.
Evaluating Curriculum Effectiveness: The piloting process allows us to evaluate the effectiveness of the new curriculum in achieving its intended learning outcomes. By implementing the curriculum on a smaller scale, we can assess how well it aligns with the [nom] goals and whether it meets the needs of students and teachers.
Identifying Strengths and Areas for Improvement: Piloting provides an opportunity to identify the strengths and areas for improvement within the curriculum. Feedback from teachers, students, and other stakeholders during this phase is invaluable in highlighting what works well and what may need adjustments. This iterative process ensures that the final curriculum is robust and well-refined.
Real-World Application and Feasibility: Testing the curriculum in a real-world environment helps us understand its practical feasibility. This includes evaluating the adequacy of resources, the effectiveness of teaching methods, and the appropriateness of assessment strategies. By observing the curriculum in action, we can make informed decisions about necessary modifications to enhance its implementation.
Building Teacher Capacity: The piloting programme also plays a vital role in building the capacity of teachers to deliver the new curriculum effectively. Through training and hands-on experience, teachers become familiar with the curriculum content, teaching methodologies, and assessment techniques. This preparation is essential for ensuring a smooth transition to the new curriculum.
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Gathering Data for Evidence-Based Decisions: The data collected during the piloting phase provides a strong evidence base for decision-making. Quantitative and qualitative data from observations, assessments, and feedback surveys offer insights into the curriculum's impact on student learning and engagement. This evidence is critical for making data-driven decisions and justifying the adoption of the curriculum on a wider scale.
Enhancing Stakeholder Engagement: Engaging various stakeholders, including educators, parents, and policymakers, in the piloting process fosters a sense of ownership and collaboration.
Their active participation and feedback contribute to the curriculum's relevance and acceptance, paving the way for successful implementation.
Mitigating Risks: By piloting the curriculum before full-scale implementation, we can identify and mitigate potential risks and challenges. Addressing these issues early on reduces the likelihood of encountering significant obstacles during the broader rollout, ensuring a more seamless transition.
In summary, the piloting programme is an indispensable component of curriculum development.
It provides a comprehensive evaluation of the curriculum's effectiveness, feasibility, and impact, guiding us toward a refined and successful implementation. Through this process, we ensure that the NCF is not only visionary but also practical, meeting the diverse needs of our [nom]
community.
METHODOLOGY
THE DATA COLLECTION METHODS FOR THE PILOT PROGRAMME INCLUDED:
- Observations and Action Research Studies:
To assess teaching practices and student outcomes.
With principals, teachers, and students to understand [nom]
practices and challenges.
With teachers and students to gather collective insights.
- Classroom and School Activity Observations:
To evaluate teaching methods and student engagement.
Reviewing school records, lesson plans, and student performance.
These methods provided a comprehensive evaluation of the pilot programme's implementation and impact.
KEY FINDINGS
COMPARATIVE ANALYSIS OF FINDINGS ACROSS GRADES
- Students at the primary level showed significant improvements in engagement and comprehension, particularly in subjects like Mother Tongue, Mathematics, and Environmental Activities, when interactive and activity-based learning methods were used.
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- Secondary students excelled in subjects requiring analytical and critical thinking skills, such as Science and Technology, indicating that older students benefit more from structured, subject-specific content.
- Schools with instruction in the mother tongue outperformed those using the bilingual media, highlighting the importance of linguistic context in student performance.
ALIGNMENT WITH THE GOALS OF THE NCF
- The pilot programme's success in integrating activity-based learning at the primary level aligns with the NCF's goal of fostering a student-centred and engaging [nom] environment.
- Improvements in Science and Technology at the secondary level support the NCF’s emphasis on strengthening STEM [nom], showcasing the benefits of practical, hands- on learning experiences.
- The discrepancies in performance based on the medium of instruction indicate a gap in achieving the NCF’s equity goals, necessitating targeted interventions to support linguistic diversity and inclusion.
IMPLICATIONS FOR BROADER IMPLEMENTATION
- Activity-Based Learning : The positive outcomes at the primary level suggest the need for expanding activity-based learning methodologies nationwide, supported by comprehensive teacher training and instructional materials.
- STEM Investments: Continued investment in laboratory facilities, technological tools, and professional development for STEM teachers is crucial for maintaining and enhancing secondary level students' performance in STEM subjects.
- Linguistic Support: Addressing the challenges related to the medium of instruction is essential for ensuring equitable [nom] outcomes, with recommendations to include bilingual [nom] models and additional language support.
These findings provide a detailed understanding of the successes and challenges observed during the pilot programme, offering a foundation for refining and implementing the [nom]
Curriculum Framework more effectively.
RECOMMENDATIONS
ENHANCE ACTIVITY-BASED LEARNING AT PRIMARY LEVEL
- Teacher Training: Conduct comprehensive training sessions for primary school teachers on activity-based learning methodologies.
- Instructional Materials: Develop and distribute high-quality, age-appropriate instructional materials to facilitate interactive learning.
- Learning Environments: Equip classrooms with flexible seating and ample space for group activities to support interactive learning.
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STRENGTHEN STEM [nom] AT SECONDARY LEVEL
- Laboratory Facilities: Invest in upgrading and maintaining science laboratories and technological tools.
- STEM Teacher Development: Provide ongoing training and support for STEM teachers through workshops and online courses.
- Inquiry-Based Learning: Encourage the adoption of inquiry-based learning approaches in STEM subjects.
ADDRESS LINGUISTIC EQUITY
- Bilingual [nom] Models: Implement and support bilingual [nom] models to provide a strong foundation in both the mother tongue and the second language.
- Language Support Programmes: Establish additional language support programmes for students struggling with the medium of instruction.
- Multilingual Resources: Develop and distribute [nom] materials in multiple languages.
FOSTER HOLISTIC [nom]
- Social and Emotional Learning (SEL): Incorporate SEL into the curriculum and provide training for teachers on SEL practices.
- Extracurricular Activities: Encourage a wide range of extracurricular activities to promote holistic development.
- Parental and Community Engagement: Strengthen parental involvement and community participation in the [nom] process.
MONITOR AND EVALUATE IMPLEMENTATION
- Monitoring Systems: Develop robust monitoring and evaluation systems to track the progress and impact of curriculum reforms.
- Feedback Surveys: Conduct regular feedback surveys from teachers, students, and parents to inform ongoing improvements.
- Best Practices Sharing: Create platforms for schools and educators to share best practices and success stories.
These recommendations aim to build on the pilot programme's successes, address identified challenges, and ensure a practical and effective approach to implementing the NCF on a broader scale.
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O1
O2
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Contents
Abbreviations and Acronyms · 04
Foreword · 05
Message from the Hon. Minister of [nom] · 06
Message from the Secretary to the Ministry of [nom] · 07
Acknowledgements · 08
Executive Summary · 10
Introduction · 23
Sustainable Development Goals (SDGs) and [nom] · 27
[nom] Policy Framework (NEPF) · 31
Key Expected Transformations
Vision and Mission of the Ministry of [nom] (MoE) · 35
Vision and Mission of the [nom] of [nom] (NIE) · 37
[nom] Goals (NEGs) · 39
[nom] Learning Competency Domains (NLCDs) · 41
New Progression Pathway: Proposed Structure · 43
Transforming [nom]: Framework · 47
[nom] Curriculum Framework (NCF) · 51
10.1 Background of the [nom] Curriculum Framework
10.2 Objectives of the [nom] Curriculum Framework
10.2.1 General Objective
10.2.2 Specif ic Objectives
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11
12
13
14
15
16
17
18
Piloting of the [nom] Curriculum Framework (NCF) · 53
11.1 Description of the Sample Selection (n=158)
11.2 Methodology
11.3 Analytical Approach for Qualitative Data
Data Analysis and Findings · 61
12.1 Primary Level
12.2 Secondary Level
12.3 Preliminary Findings of the Action Research Studies
Discussion · 83
13.1 Comparative Analysis of Findings Across Grades
13.2 Alignment with the Goals of the [nom]
Curriculum Framework
13.3 Implications for Broader Implementation
Recommendations · 87
14.1 Enhance Activity-Based Learning at Primary Level
14.2 Strengthen STEM [nom] at Secondary Level
14.3 Address Linguistic Equity
14.4 Foster Holistic [nom]
14.5 Monitor and Evaluate Implementation
Conclusion · 91
Way Forward · 93
References · 95
16.1 · List of all References and Sources used in the Report
Appendices · 99
17.1 · Additional Data and Analysis
17.2 · Questionnaire for the Principals of the Sample
17.3 · Observation Schedules
17.4 · Questionnaire for the Teachers of the Sample
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01
Introduction
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Introduction
01 T
he NCF is a visionary [nom] reform initiative aimed at transforming Sri Lanka's [nom] system to meet the demands of the 21st century. This comprehensive approach encompasses curriculum design, assessment, teacher professional development, inclusiveness and equity, technology integration, and collaborative partnerships.
The NCF focuses on developing a · curriculum to enhance teaching and
balanced and relevant curriculum that · learning, incorporating technological
aligns with [nom] priorities and global · advancements to make learning more
best practices, emphasizing an inquiry- · interactive and engaging.
based approach to foster critical thinking,
creativity, and problem-solving skills · The NCF encourages collaboration
among students. These reforms enable · between schools, communities, industry,
a shifts from high-stakes examinations · and other stakeholders, recognizing
to continuous, formative assessments, · these partnerships as vital in creating a
including benchmarking studies to ensure · supportive learning environment and
alignment with [nom] standards, · ensuring the successful implementation
providing a more holistic evaluation of · of · curriculum · transformation.
student learning. · Providing a detailed roadmap for its
implementation, including timelines,
A significant aspect of the NCF is · roles, and responsibilities, the NCF
the enhancement of teacher training · establishes mechanisms for monitoring
programmes, aiming to improve subject · and evaluating its effectiveness, ensuring
knowledge and pedagogical skills, · continuous improvement and adaptation
fostering a student-centred approach that · to emerging [nom] needs.
encourages active and engaged learning.
The overarching goal of the NCF is to
The framework emphasizes equal access · develop citizens who are ready to meet
to quality [nom] for all students, · the challenges of the modern world and
regardless of their geographical location, · contribute to Sri Lanka's sustainable
socioeconomic · status, · or · ethnic · development and peace. By transforming
background, ensuring that every child has · the [nom] system, the NCF aims to
the opportunity to succeed. Leveraging · create a generation of learners equipped
digital tools and resources, the NCF · with the knowledge, skills, and values
aims to integrate technology into the · necessary for the 21st century.
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1943 · 1972 · 1981
Kannangara · New Horizon · White Paper
Reforms · (Nawa Maga) · in [nom]
Reforms
2019
[nom] Reforms Secretariat established at MoE
NCF team established at NIE
2020
Finalizing the ADB SESIP Agreement
Report of the Presidential Task Force (Sep)
Finalization of NCF (Nov)
Finalization of TSF (Nov)
2021
Curriculum development (G 1,6,10)
[nom] Student Assessment Framework (DoE)
2022
NIE Council approval for NCF
Pre-piloting of the Curriculum (G 1,6,10)
2023
Cabinet approval for NCF
Cabinet approval for NEPF (Oct)
Discussion with Council & AAB of NIE
2024
SOC approval for NEPF
NCF aligned to NEPF
Piloting of the Curriculum (G 1,6,10)
Reapproval for the NCF by the Council
EVOLUTION OF MAJOR
CHANGES IN SRI LANKAN
GENERAL [nom]
- 1945: Introduction of Free [nom] - A landmark reform that made [nom] free for all students, significantly increasing access to [nom] across the country.
- 1956: Swabhasha Medium [nom] -
Implemented the use of Sinhala and Tamil as the mediums of instruction in schools.
- 1961: [nom] Schools - Establishment of [nom] schools to standardize
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1997
General
[nom]
Reforms
Competency
Based · 2007
Curriculum
Rationalization
of the School · 2015
Curriculum
[nom]
Transformation · 2025
(To be implemented)
FIGURE 1 : Evolution of Curriculum in Sr Lanka
and improve the quality of [nom]
nationwide.
- 1972: · Integrated · Curriculum · -
Introduction of an integrated curriculum focusing on Science, Mathematics, and Technology.
- 1977: [nom] Reforms - Major reforms aimed at decentralizing the administration of
[nom] and introducing technical subjects in the curriculum.
- 1981: Curriculum Revision - Revision of the school curriculum to include more practical and skill-oriented subjects.
- 1997: · Competency-Based
Curriculum - Shift towards a competency-based curriculum to enhance the skills and abilities of students.
- 2006: School-Based Assessment
- Introduction of school-based assessments to complement public examinations.
- 2015: Curriculum Modernization
- Modernization of the curriculum to incorporate ICT and align with global [nom] standards.
These reforms reflect the continuous evolution and modernization of Sri
Lanka's [nom] system, aiming to provide equitable, high-quality
[nom] and preparing students for the challenges of the modern world.
PREPARATION FOR THE TRANSFORMATION
From 2019 to 2024, several significant activities were undertaken in preparation for the curriculum transformation, planned for 2025.
In 2019, the [nom] Reforms
Secretariat was established at the MoE, and the NCF team was set up at the NIE. The following year, 2020, the finalization of the ADB SESIP
Agreement and the publication of the Presidential Task Force report in September. November 2020 marked the finalization of both the NCF and the TSF.
In 2021, curriculum development began for Grades 1, 6, and 10, and the NSAF was created by the DoE. By 2022, the NIE Council had approved the NCF, and pre-piloting of the curriculum for Grades 1, 6, and 10 took place. The year 2023 involved obtaining Cabinet approval for the NCF and NEPF in October, followed by discussions with the NIE Council and AAB.
Finally, in 2024, SOCE approval was secured for the NEPF, and the NCF was aligned with the NEPF. Additionally, piloting of the curriculum for Grades 1, 6, and 10 commenced, and reapproval was obtained by the Council of the NIE for setting the stage for the comprehensive curriculum transformation set for 2025.
[nom] CURRICULUM
TRANSFORMATION 2025
The 2025 new curriculum represents a significant milestone in Sri
Lanka's curriculum transformation, aiming to align with global best practices and address the evolving needs of students. The curriculum emphasizes student-centred learning, inquiry-based approaches, and the integration of technology to foster essential 21st-century skills. With a focus on reducing student stress, encouraging collaborative learning, and promoting practical knowledge, this transformative initiative seeks to create a more dynamic, inclusive, and effective [nom] environment across the country.
- Evolution of School Curriculum in Sri Lanka (), [nom] of [nom] 1 st INTERIM REPORT ON PILOTING OF THE CURRICULUM TRANSFORMATION 26
02
Sustainable
Development Goals
(SDGs) and
[nom]
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Sustainable Development
Goals (SDGs) and [nom]
02
PARTNERSHIPS · NO
FOR THE · POVERTY
GOALS · ZERO
PEACE & · HUNGER
JUSTICE
GOOD
LIFE ON · HEALTH &
LAND · WELL-BEING
LIFE BELOW · QUALITY
WATER · [nom]
CLIMATE · GENDER
ACTION · EQUALITY
SUSTAINABLE
CONSUMPTION & · CLEAN WATER &
PRODUCTION · SANITATION
SUSTAINABLE · AFFORDABLE
CITIES & · & CLEAN
COMMUNITIES · DECENT · ENERGY
WORK &
REDUCED · INDUSTRY, · ECONOMIC
INEQUALITY · INNOVATION & · GROWTH
INFRASTRUCTURE
FIGURE 2 : SDGs
(source: [lien])
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SDGS [nom] - TARGETS
4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary [nom] leading to relevant and effective learning outcomes
4.2 By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary
[nom] so that they are ready for primary [nom]
4.3 By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary
[nom], including university
4.4 By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
4.5 By 2030, eliminate gender disparities in
[nom] and ensure equal access to all levels of [nom] and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations
4.6 By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
4.7 By 2030, ensure that all learners acquire the knowledge and skills needed to
promote · sustainable · development,
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including, among others, through
[nom] for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
4.a Build and upgrade [nom] facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
4.b By 2030, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher [nom], including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries
4.c By 2030, substantially increase the supply of qualified teachers, including through inter- [nom] cooperation for teacher training in developing countries, especially least developed countries and small island developing States (source: [lien]
[lien])
Above targets are integrated into the NCF to foster an [nom] environment that promotes sustainability, inclusiveness, and quality learning outcomes, in line with global standards and priorities.
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03
[nom]
Policy Framework
(NEPF) key Expected
Transformations
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[nom] Policy Framework (NEPF) key Expected Transformations
03
The NEPF highlights the key transformations · A phased approach to establishing bilingual
and they are organized by three main domains. · [nom] in all schools, which would eventually
facilitate improved [nom] in English 1
The Teaching Learning and Credentialing
is the first domain and there are 21 · All students are proficient in the two [nom]
transformations are listed as given below. · languages, English, numeracy and digital
literacy appropriate to stage of [nom]
Blended Learning, STEAM, Mindfulness
Learning, and other 21st century
approaches · incorporated · into · all
classrooms
All students to be made aware of artificial intelligence, climate change, sustainable development and other emerging global priorities
Entrepreneurship, financial literacy and other functional skills through curricular or co-curricular activities
[nom] curricula and assessments at all levels in [nom] standardized against suitable [nom] benchmarks
Standards and curricula in skills development in major sectors of the economy shall be developed by relevant Skills Councils 1
Combination of subjects in either academic and/or skills tracks with multiple pathways
TEACHING, LEARNING AND · of progression along professional or
CREDENTIALING DOMAIN · vocational paths
Religions and Values subject allowing · 13 Years of [nom] with Completion
students to learn about all religions for · Certificates at the end of Year 11 and Year 13
increased harmony in society · capturing the full extent of their learning 1
1 Report of the Sectoral Oversight Committee on [nom] on [nom] Policy Framework - Sri Lanka (2023 - 2033)
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Less weightage placed on final examinations and increased emphasis on project-based assessments
Re-entry at any point at skills sector and higher [nom] and transfers across programmes 1
Mandatory career guidance at key stages
Mechanism · for · evidence · based
benchmarking and transfer between
[nom] and local qualifications 1
Inclusive learning approaches facilitated to benefit students with special needs
Specially targeted learning processes facilitated to address the learning requirements of children with special learning needs as well as the needs of high achieving students
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Teaching profession transformed to attract qualified individuals by introducing
Certification and Rewarding mechanism and a [nom] Council for Teachers, and readjustment of teacher remuneration
Teachers and educators continuously trained and their capacity built for delivering enhanced services
Internships and apprenticeships across all stages of [nom]
Artificial intelligence, among other technologies as teaching and learning tools
Opportunities created for teachers through
[nom] linkages to foster global exposure exchanges, and collaborations
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04
Vision and Mission of the Ministry of
[nom] (MoE)
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Vision and Mission of the Ministry of [nom] (MoE)
04
VISION
To reach excellence in global society through competent citizens who share the Sri Lankan identity
MISSION
Develop competent citizens keeping with the global trends through innovative and modern approaches to [nom] leading to efficiency, equity and high quality performance ensuring stakeholder satisfaction
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05
Vision and Mission of the [nom]
[nom] of
[nom] (NIE)
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Vision and Mission of the
[nom] of [nom] (NIE)
05
[nom] of [nom]
Vision
To be the premier institution for transformative [nom] in Sri Lanka
Mission
To empower educators and learners through innovative [nom] approaches, capacity building, research & development with commitment to equity, excellence and sustainability.
Empower Learners
and Educators
Innovative [nom]
Approaches
Research and Development
Commitment
to Equity
Commitment to Excellence
Commitment to Sustainability
FIGURE 3 : Vision and Mission of NIE
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06
[nom]
Goals (NEGs)
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[nom] Goals
06
Promote the physical, mental, spiritual, · socio-economic · and · cultural
socioemotional, and environmental · advancement, in keeping with [nom]
well-being of individuals necessary for · needs and global trends
a healthy and happy way of life, based · Develop · productive · individuals
on respect for human values · with curiosity, critical thinking,
problem-solving skills, creativity, and
Develop knowledge, skills, attitudes · innovativeness
and human qualities for technological, Promote respect for human rights and laws of the country, while fulfilling duties and obligations in
NEG 04 · NEG 05 · keeping with the norms of
RESPECTFUL AND · RESILIENT · social justice and democratic
TRUSTWORTHY · INDIVIDUAL
PERSON · way of life
Develop individuals to manage change and cope with complex and unforeseen
NEG 03 · NEG 06
situations
PROGRESSIVE · CULTURALLY
LEARNER · FORTIFIED
A PRODUCTIVE, CARING, · CITIZEN · Uphold the nation’s
AND PATRIOTIC CITIZEN · cultural · and · ecological
heritage while responding to local and global challenges
Promote a mindful and self-conscious learner to
NEG 02 · NEG 07 · enhance the capacity for
PRODUCTIVE · REFLECTIVE · learning to learn
INDIVIDUAL · LEARNER
Develop a patriotic Sri
Lankan citizen fostering
[nom] cohesion, [nom]
NEG 01 · NEG 08
integrity and [nom] unity
HAPPY AND · PATRIOTIC · while respecting cultural
HEALTHY · CITIZEN
HUMAN BEING · diversity
(NEC,2023 p 6)
FIGURE 4 : NEGs
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07
[nom] Learning
Competency
Domains (NLCDs)
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[nom] Learning Competency Domains
(NLCDs)
07
NLCDs are designed to align fully with the NCF, ensuring that students develop a well-rounded set of competencies essential for personal and professional success. The twelve
NLCDs include:
Subject/ Theoretical Knowledge
Practical Knowledge and Skills
Communication
Teamwork and Leadership
Creativity and Problem Solving
Managerial and Entrepreneurship Skills
Information Usage and Management
Networking and Social Skills
Adaptability and Flexibility
Attitudes, Values and Professionalism
Vision for Life
Updating Self / Lifelong Learning
(Source: 2020-2030 NEC P36,37)
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08
New Progression
Pathway; Proposed
Structure
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New Progression Pathway;
Proposed structure
08
NCF supports the new progression pathway by aligning with [nom]
reforms that promote comprehensive learning and vocational pathways. The proposed completion certificates at the end of Year 11 and Year 12+ are significant transformations that aim to recognize the full extent of students' learning.
These certificates not only acknowledge academic achievements but also emphasize vocational skills, making them valuable in promoting vocational pathways.
This approach ensures that students are equipped with the necessary skills and qualifications to pursue various professional or vocational careers, thereby enhancing their employability and readiness for the job market.
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A NEW PROGRESSION PATHWAY TO REDUCE THE UNSKILLED POPULATION
& OFFER A SEAMLESS ARRAY OF [nom] OPPORTUNITIES FOR ALL
WORLD OF WORK
ISCED 6|7|8 · Bachelor’s | Masters | Doctoral Charters
ISCED 5 · NVQ, HND or Other Diplomas
School Years(4)
ISCED 4 · Short Course Certificates
(2)
Senior Secondary II Completion Certificate ([âge]-18)
(1)
ISCED 3
Senior · 12+ · Academic · Other(3) · Vocational
Secondary II
Senior Secondary I Completion Certificate ([âge]-16)
ISCED 3 · 11
Senior · Narrower Core+ · Narrower Core+
Secondary II · 10 · Academic Electives · Skills Electives
ISCED 3 · 9
8 · FOUNDATION FOR LIFE
Junior · 7
Secondary · Common Core with STEAM coverage across the curriculum
6
5
ISCED 0 · 4
Primary · 3 · LIFE SKILLS
[nom] · 2 · Literacy, numeracy, critical thinking and social-emotional development
Years · 1
ISCED 0 · LIFE SKILLS
Early · Aesthetics & creative activities, discovery of world, language & literacy,
Childhood · motor skills development, numeracy & social & emotional development
Years
(1) Re-entry to ISCED 3 level at any stage through GCE A/L equivalent to be defined
(2) Entry into any track is possible with top-up credentials as needed
(3) Other streams may include Foundation for higher [nom] programme or other skills qualifications
(4) The start of the 1-13 School Year span may be adjusted according to future circumstances
ABBREVIATIONS : FT- full time l NVQ - [nom] Vocational Qualifications l PT - Part Time
(Source: NEPF P21)
FIGURE 5 : A new progression pathway to reduce the unskilled population
& offer a seamless array of [nom] opportunities for all
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09
Transforming
[nom]:
Framework
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Transforming [nom] : Framework
09
Authentic learning experiences in the new [nom] transformation
I
t is incumbent on [nom] transformation to prepare school children to face the rapidly changing global surroundings. In order to ensure that our students do not lose track of holistic knowledge in a world which is experiencing a knowledge expansion in all aspects, Sri Lanka has taken steps to introduce a module-based curriculum design enriched with authentic learning methodology.
This new pedagogical approach aims to facilitate students' comprehension and retention of learning materials effectively so that they can easily grasp the subject.
The framework for new [nom] transformation is depicted in Figure 6.
New Curriculum Framework
Current Teaching · Constructivist approach
Learning Process
Transforming [nom]
Learning by · Inquiry Based · Learning
Authentic Learning Practices
Experience · Learning · Modules
Rote
Learning · Low Stake · Problem Based · Activity
Assessment · Learning · Books
High Stake · Tasks
Assessment · Project Based · Formative
Tasks · Active · Learning · Assessment
Engagement
Passive · Activity Based
Learning · Learning etc.
TEACHER CENTRIC · STUDENT CENTRIC
FIGURE 6 : Transforming [nom]: Framework
S tudents may encounter difficulties in · of information. Also, the high-stakes
understanding complex subject concepts · assessment tasks used to measure progress
within a traditional teaching-lea
