INTRODUCTION The four – member curriculum team of the second cohort of the University of Trinidad and Tobago (2007 – 2011), , has been asked to evaluate a …show more content…
Additionally, the curriculum endeavours to reach learners of varying learning styles and intelligences through a variety of theoretical constructs that aim at drawing on the experiential knowledge of the learners. In this vein the curriculum is both constrictivist and student centered in its approach. Therefore, the HFLE curriculum can be adjudged as pragmatic and should produce the desired outcomes foreseen by the developers. Proceeding on the assumption that training was given to a core group of teachers regarding the implementation of the HFLE curriculum into the primary system and, that those teachers returned to their respective schools and appraised their colleagues on the way the HFLE curriculum is to work within the school, but, that this conveyance of information was ineffective, we can foresee a instructional difficulties arising that would impact directly on the intended outcomes of the HFLE curriculum. For instance, given the time of development of the HFLE curriculum, that is, in 2003 that six-year period that elapsed should be able to give some insight regarding the instructional effectiveness and the level of achievement of the intended outcomes. Students who were in the primary school system at the introduction of the programme would have since moved on to the secondary level of their education.
PSYCHOLOGICAL VALIDITY The H.F.L.E curriculum has been designed to