National Curriculum

National Curriculum Framework
Nine-Year Continuous Basic Education

Grades 7, 8 & 9
REPUBLIC OF MAURITIUS
Mauritius Institute of Education

under the aegis of
Ministry of Education and Human Resources, Tertiary Education and Scientific Research
National Curriculum Framework
Grades 7, 8 & 9
Curriculum Project Director
Dr Oomandra Nath Varma
Director, Mauritius Institute of Education
Coordinator – Organisation and Development

Dr (Mrs) Sarojiny Saddul-Hauzaree
Associate Professor, Mauritius Institute of Education
Writing
Dr Oomandra Nath Varma
Associate Professor & Director, Mauritius Institute of Education
Dr (Mrs) Sarojiny Saddul-Hauzaree
Associate Professor, Mauritius Institute of Education
Subject Coordinators and Writers

Extended Four-Year Cycle Mr Navin Hurreeram
English Mrs Radha Rani Baichoo &
Dr (Mrs) Aruna Ankiah-Gangadeen
French Dr Vicram Ramharai & Mr Kaviraj Peedoly
Mauritian Kreol Dr (Mrs) Nita Rughoonundun-Chellapermal &
Mrs Daniella Bastien
Science Dr (Mrs) Sarojiny Saddul-Hauzaree &
Dr (Mrs) Fawzia Narod
Social and Modern Studies Mr Jay Ramsaha, Dr (Mrs) Seema Goburdhun
& Mr Chandrasekhar Padaruth
Physical Education Mr Rajbirsingh Rajcoomar &
Mrs Bhamini Joggesser
Mathematics Dr Rajeev Nenduradu & Dr Ajay Ramful
Art and Design Mrs Mridula Beeharry-Konglar
Information & Communications Technology Mr Kaviraj Goodoory
Business and Entrepreneurship Education Mr Roodradeo Beefun
Food & Textiles Studies Ms Sangyaugita Kawol
Life Skills and Values Dr Vèle Putchay
Design & Technology Mr Gunsen Gunnoo
Assessment Mr Gian Sandhaya
Asian Languages Dr Jeeven Chemen (MGI)
Arabic Mr Swadeck Somally (State Secondary School)
We acknowledge the contribution of all academic staff of each department who provided their
views and critical comments.
Copyediting
Mrs Shalini Jagambal Ramasawmy, Senior Lecturer
Dr Pascal Nadal, Senior Lecturer
National Curriculum Framework Nine-Year Continuous Basic Education | 1

ACKNOWLEDGEMENT AND LIST OF CONTRIBUTORS
We acknowledge the valuable comments and views of the Honourable Minister of Education, Human
Resources, Tertiary Education and Scientific Research, Mrs Leela Devi DOOKUN-LUCHOOMUN, as
well as those of all the officials of the Ministry of Education, Human Resources, Tertiary Education and
Scientific Research.
We also acknowledge the valuable contribution of the Mahatma Gandhi Institute, particularly the
Director General MGI and RTI, Mrs Sooryakanti N. GAYAN, G.O.S.K and the Director of MGI, Dr (Mrs)
Veedotma KOONJAL.
List of Contributors Mahatma Gandhi Institute

Dr Jeevendiren Chemen Associate Professor, Head, School of Indian Studies and
Overall Coordinator, NCF Asian languages
Mrs Anjalee Chintamunnee Senior Lecturer, Coordinator, Hindi language
Dr Asuf Allymamod Senior Lecturer and Coordinator, Urdu language
Mrs Umadevi Allaghery Lecturer and Coordinator, Tamil language
Mrs Pravashi Chinniah Lecturer and Coordinator, Telugu language
Mrs Madhu Koonjul Lecturer and Coordinator, Marathi language
Mrs Priscille Ng Cheong Sang Lecturer and Coordinator, Modern Chinese language
List of Contributors Arabic Language

Fayaz Joomun
Arshad Bahadoor
Adil Bikhan
A number of Institutions as well as professionals, primarily from the field of education, have participated
in the various consultative meetings. Over 350 Educators, including Rectors and Deputy Rectors, were
consulted. Professionals from 25 different organisations also provided their views and insights based
on their respective expertise.
List of Contributors in CONSULTATIVE MEETINGS:

Educators and Rectors from:
• State Secondary Schools (Mauritius and Rodrigues)
• Private Secondary Schools (Mauritius and Rodrigues)
• Service Diocésain de l’Education Catholique (SeDEC)
• Mahatma Gandhi Secondary Schools and Rabindranath Tagore Secondary School
Professionals from other Institutions, Ministries and Unions:
• Aapravasi Ghat Trust Fund • Ministry of Environment, Sustainable

• External Advisor – National Institute of Development and Disaster and Beach
Education, Singapore Management
• Fashion and Design Institute • Ministry of Gender Equality, Child
• Food and Agricultural Research and Development and Family Welfare
Extension Institute • Ministry of Ocean Economy, Marine
• Government Secondary School Teachers’ Resources, Fisheries and Shipping
Union • National Heritage Fund
• Mahatma Gandhi Institute • National Parks and Conservation Services
• Mauritius Examinations Syndicate • Nelson Mandela Centre
• Mauritius Institute of Training and • Non-Governmental Organisation – Terre de
Development Paix
• Mauritius Oceanography Institute • Private Secondary Education Authority
• Mauritius Qualifications Authority • Rajiv Gandhi Science Centre
• Mauritius Research Council • Secondary and Preparatory School Teachers
• Mauritius Standards Bureau and Staff Union
• Ministry of Education and Human • University of Mauritius
Resources, Tertiary Education and • University of Technology, Mauritius
Scientific Research
2 | National Curriculum Framework Nine-Year Continuous Basic Education

Contents
Part 1: General Introduction and Orientation 9
1 The National Curriculum Framework 11

1.1 Background 11
1.1 The National Curriculum Framework 12
1.2 Embracing Change 12
1.2 Continuous Basic Education for All 12
1.3 Overall Goals 13
1.3.1 Specific Objectives 13
2 Curriculum for Grades 7-9 14
2.1 Curricular Change - A Fundamental Pillar of the NYCBE 14
2.2 NCF Grades 7-9 14
2.2.1 Attention to all Learners 15
2.3 Criteria for Curriculum Review and Development 15
2.4 General Goals of the Curriculum 16
2.5 Desired Outcomes 17
2.6 Curriculum for Grades 7-9 17
2.7 Learning Principles that Inform the Curriculum 17
2.8 Learning Areas and Subjects 18
2.8.1 Learning Areas 18
2.8.2 Subjects in Grades 7-9 18
2.8.3 21st Century Competencies 19
3 Transition from Grade 6 to 7 20
3.1 The Context 20
3.2 The New Measures 20
3.2.1 Admission to Regular and Extended Cycles 21
3.3 Principles of the Extended Four-Year Cycle 21
3.4 Aims of the Extended Four-Year Cycle 21
3.5 Curriculum for the Extended Four-Year Cycle 22
3.5.1 Differentiated Curriculum 22
3.5.2 Strategies for Differentiation 23
3.5.3 Learning Environment 23
3.5.4 Teaching Methods 23
3.5.5 Curriculum Time 23
3.5.6 Assessment and Progress Rate 24
3.5.7 Content 24
3.5.8 Textbooks and Learning Support Materials 24
3.5.9 Purpose of the Special Class 24
4 Early Learning Support (ELS) 25
4.1 General Objectives of the Early Support System 25
4.2 Principles of Early Learning Support 26
4.3 Key Players in the Provision of Early Learning Support 26
4.4 Provisions of Support 28
4.4.1 Diversity and Profile of Learners 28
4.4.2 Regular Support 29
4.5 Extended Support 29
4.6 Special Needs Education 29

4.7 Differentiation 29
4.8 Remedial Teaching 29
4.9 Structure of the Early Learning Support 30
4.9.1 Pedagogical Assessment of Support Needs 30
5 School Culture and the Home-School Nexus 32
5.1 A culture of respect 32
5.1.1 Home-School Relationship 33
5.1.2 Engaging Parents 33
5.1.3 The Culture of Inclusive Schooling 33
5.1.4 School Staff and Inclusion 33
5.1.5 Building Support 33
5.1.6 Modes of Accommodation 33
5.1.7 School Culture: A Long-term Goal 34
6 Pedagogy - Creativity and Innovation 35
6.1 Creativity 35
6.1.1 Schools and Creativity 35
6.2 Pedagogy 36
6.2.1 Innovative Pedagogy 36
7 Assessment and Evaluation for Grades 7-9 37
7.1 Assessment Principles for Grades 7-9 37
7.2 Assessing in Grades 7-9 38
7.2.1 Outcome-based Assessment 38
7.2.2 Selecting an Assessment Strategy 39
7.2.3 Forms of Formal Assessment 39
7.2.4 Language in Assessment 41
7.3 Planning for Assessment – Making It All Work 42
7.3.1 Levels of Planning 43
7.3.2 Designing the Programme of Assessment 43
7.4 Key Stage 4: Assessment at the end of Grade 9 -
National Certificate of Education (NCE) 44
7.5 Ethics in Assessment 44
Part 2: The Learning Areas in Grades 7, 8 and 9 45
8 English 46
8.1 Aims of the English Curriculum 46
8.2 The English Language Curriculum 46
8.3 Language Teaching Methodology 47
8.4 Assessing Language Learning 47
8.5 The Place of Literature in the Curriculum 48
8.5.1 Literature Teaching Methodology 48
8.5.2 Assessment in Literature 48
8.6 Specific Learning Outcomes 49
8.6.1 Grade 7 49
8.6.2 Grade 8 49
8.6.3 Grade 9 49

9 Français 50
9.1 Apprendre le français à Maurice et à Rodrigues 50
9.2 L’enseignement de l’oral 51
9.3 La littérature intégrée à l’enseignement de la langue 51
9.4 Objectifs généraux 51
9.5 Objectifs terminaux 52
9.6 Objectifs spécifiques en termes des 4 compétences et de la littérature 53
9.6.1 Grade 7 53
9.6.2 Grade 8 54
9.6.3 Grade 9 55
10 Asian Languages and Arabic 56
10.1 Aims of the Asian Languages and Arabic Curriculum 57
10.1.1 Expected Learning Outcomes for Asian languages and Arabic 57
10.2.1 Grade 7 58
10.2.2 Grade 8 58
10.2.3 Grade 9 59
10.3 Other Features of the Curriculum 60
10.3.1 Communication skills 60
10.3.2 ICT 60
10.3.3 Moral and Cultural Values 60
10.3.4 Literature 60
11 Mauritian Kreol 61
11.1 Aims of the Mauritian Kreol Curriculum 61
11.2 Expected Learning Outcomes for Mauritian Kreol 61
11.3 Referansiel Bann Kapasite Par Grad 62
11.3.1 Grad 7 62
11.3.2 Grad 8 63
11.3.3 Grad 9 63
12 Mathematics 65
12.1 Introduction 65
12.2 Aims of the Mathematics Curriculum 68
12.3 Expected Learning Outcomes 68
12.4.1 Grade 7 69
12.4.2 Grade 8 70
12.4.3 Grade 9 70
13 Science 72
13.1 Aims of the Science Curriculum 73
13.3 Unifying Themes of Science 74
13.3.1 Scientific Inquiry 75
13.3.2 Diversity 75
13.3.3 Models and Systems 75
13.3.4 Interactions 75
13.3.5 Energy 75
13.3.6 Measurement 76
13.3.7 Science, Technology and Society 76
13.4 Development of Inquiry Skills, Processes, Attitudes and Values 76
13.5.1 Grade 7 77
13.5.2 Grade 8 79
13.5.3 Grade 9 81
13.6 The Science Curriculum for Basic Education:
Standards for Implementation 83
14 Social & Modern Studies (SMS) 84
14.1 The Role of Social Sciences in the Curriculum 84
14.2 Organisation of the Social and Modern Studies Curriculum 85
14.3 Components of Social and Modern Studies 85
14.3.1 Interwoven Areas in the SMS curriculum 87
14.4 The Aims of the Social and Modern Studies Curriculum 88
14.5 Development of Skills, Processes, Attitudes and Values through SMS 88
14.5.1 Skills & Processes 88
14.5.2 Values and Attitudes 88
14.5.3 Expected Learning Outcomes 89
14.5.4 Learning through Inquiry 89
14.5.5 The 21st Century Competencies in the SMS curriculum 90
14.5.6 Overview and Content 91
14.6.1 Grade 7 91
14.6.2 Grade 8 92
14.6.3 Grade 9 92
15 Business and Entrepreneurship Education (BEE) 93
15.1 Content Areas for BEE 94
15.2 Aims of BEE 95
15.4.1 Grade 7 95
15.4.2 Grade 8 96
15.4.3 Grade 9 96
16 Technology Studies 97
16.1 Aims of the Technology Studies Curriculum 97
16.3 Design and Technology 97
16.4.1 Grade 7 98
16.4.2 Grade 8 98
16.4.3 Grade 9 98
16.5 Food and Textile Studies 99
16.6 Aims of Food and Textile Studies Curriculum 100
16.7.1 Grade 7 101
16.7.2 Grade 8 101
16.7.3 Grade 9 101
17 Information and Communications Technology 102
17.1 Aims of the ICT Curriculum 102
17.3.1 Grade 7 103

17.3.2
Grade 8 103
17.3.3
Grade 9 104
18 Art and Design 105

18.1 Aims of the Art and Design Curriculum 106
18.3.1 Grade 7 107
18.3.2 Grade 8 107
18.3.3 Grade 9 108
19 Performing Arts 109
19.1 Aims of the Performing Arts Curriculum 112
19.3.1 Grade 7 113
19.3.2 Grade 8 115
19.3.3 Grade 9 117
20 Physical Education 119
20.1 Aims of the Physical Education curriculum 119
20.3.1 Grade 7 120
20.3.2 Grade 8 120
20.3.3 Grade 9 120
21 Life Skills and Values (LSV) 121
21.1 Addressing Life Skills and Values 121
21.2 Intercultural Education 121
21.3 Sexuality Education 121
21.4 Values Education 121
21.5 Social & Emotional Well-being 121
21.6 Road Safety Education 122
21.7 Organisation of the LSV Curriculum 122
21.8 Transacting Life Skills and Values 122
21.9 The 21st Century Competencies and the LSV Curriculum 123
21.10 Aims of the Life Skills and Values curriculum 123
21.12.1 Grade 7 124
21.12.2 Grade 8 124
21.12.3 Grade 9 124
22 Curriculum Time Allocation 125
22.1 School Timetabling 125
22.2 Subjects for Grades 7-9 125
22.3 Curriculum Time Allocation: Regular 3-Year Cycle 126
22.4 Curriculum Time Allocation: Extended 4-Year Cycle 127
Glossary of Some Terms 129

Bibliography 137

List of Figures and Tables
Figures
Fig. 2.1: Curriculum and the Realisation of SDG-4 14
Fig. 2.2: Criteria for the Review and Development of the NCF 15
Fig. 2.3: Outcomes of the Nine-Year Curriculum - Source: NCF (2015a: 18) 17
Fig. 2.4: 21st Century Competencies for all learners - Source: NCF (2015a: 24) 19
Fig. 3.1: Strategies for differentiation 23
Fig. 4.1: Key Agents for ELS 26
Fig. 4.2: The Three Types of Support 28
Fig. 4.3: Structure of Early Learning Support 30
Fig. 4.4: Learning Support Team 30
Fig. 7.1: Assessment Principles for Grades 7-9 38
Fig. 7.2: Types of Performance Assessment 40
Fig. 7.3: Assessment Strategy 41
Fig. 7.4: Planning for Assessment 42
Fig. 10.1: The Asian languages 57
Fig. 12.1: Framework for Mathematics Curriculum 66
Fig 13.1: Aims of the Science Curriculum for Grades 7-9 73
Fig. 13.2: Unifying Themes of Science 74
Fig. 13.3: Implementation Standards for the Science Curriculum 79
Fig. 14.1: Strands of Social and Modern Studies 85
Fig. 14.2: Components of Social and Modern Studies 85
Fig. 14.3: 21 Century Competencies addressed through SMS
st
90
Fig. 14.4: Overview of Content 91
Fig. 15.1: Areas of Knowledge and Learning in Business &
Entrepreneurship Education Curriculum (BEE) 94
Fig. 16.1: Home Economics Curriculum: Key Considerations 99
Fig. 18.1: Components of Arts and Design 105
Fig. 19.1: Domains in Performing Arts 110
Fig. 19.2: The Four Strands in Performing Arts 110
Fig. 21.1: The Core Components - Source: Hong Kong Education Programme 122
Fig. 21.2: Core Values 123
Tables
Table 3.1: Student Promotion Pathways 21
Table 13.1: Skills and Processes 77
Table 13.2: Attitudes and Values 77
Table 15.1: Subjects under Business & Entrepreneurship Education 94

Part 1:
General Introduction and Orientation

1 The National Curriculum Framework
1.1 Background
This National Curriculum Framework draws from latest research in the field of curriculum,
learning and assessment. It responds to our country’s aspiration to produce an educated
workforce adapted to current and emerging challenges. We are facing demands of a fast-
changing economic configuration in a social context characterised by the challenges of late
modernism and postmodernism. This is true for any society, more so for small island states
like Mauritius, dependent on international contexts and global economic policies. In the 1980s
Mauritius adopted an economic model that led to what was described as the first economic
miracle in the 1990s and which we later built upon. Lately, with the dismantling of economic
protectionism, we are compelled to question and review that economic model. Furthermore,
we are facing other challenges that demand imagination and a new way of thinking so as to
enable us to face the present era.
Changes in education require the right thinking, the building of a foundation and the ability
to distance ourselves from a model based on reproducing facts and knowledge that have
increasingly shorter and shorter shelf life. We acknowledge that we simply cannot build the future
on the basis of the thinking that characterised the Industrial Age, with a body of knowledge to
be memorised. Today we value and reward those who can question, create, communicate and
are ready to adapt to sustaining and increasing economic growth that demands imagination
and inventiveness, the 21st Century Skills. We should also be bold enough to change and adapt
to the demands of this new world. An interesting quote from Mark Prenski makes the point very
well:
“…much of what is today touted as ‘education reform’ is really just ‘rearranging the
deck chairs on the Titanic’: we are applying Band-Aids to an education that is in need
of a blood transfusion. Even the many well-intentioned proposals to add on ’21st
century skills’ are not truly helpful, since without first deleting we have no room to
add anything” (Prenski, M., 2012: 7)
When we speak of 21st Century Education, we should also be conscious of the fact that change
is not simply putting the system right, but also ensuring that our system provides the right
education, one that interests our students, which is meaningful to them and gets them engaged
in their own learning.
This context necessitates a change in the ways in which we conceptualise and envisage
education. The education we provide should help young learners attain a degree of autonomy
as adults, empowered with the ability to learn and survive in an increasingly complex world. The
new NCF provides the foundation for an education for change and for the empowerment of the
learner as an active and responsible citizen of tomorrow. We should be able to make a judicious
decision to preserve the core values and useful ideas of the past while deciding on what we
need for the future (Prenski, M., 2012). This will also involve a thorough reviewing of the ways in
which we teach as well.

1.1 The National Curriculum Framework
The National Curriculum Framework is built taking into account our status as a country in terms
of our national expectations; achievement levels and goals; teaching, learning and assessment
practices; the infrastructure and culture prevailing at school as well as our thinking as a nation
on issues of education and learning. This document is a product of a series of consultations
and conversations with key stakeholders that contributed to bring in different perspectives
and capture the system, school and classroom realities. Discussions were held around many
key issues and concerns of actors in our education system through several workshops with
teachers, rectors, union leaders and other relevant stakeholders. Consultations covered a wide
array of issues, among them: functional literacy and numeracy, curriculum time, achievement
gap, school culture, infrastructure and resources, assessment and examination, the provision of
learning support and parental engagement, the future of the economy, and the type of learners
required for the development of a society that is geared towards the future. Expert input was
also received for special needs education, inclusive and innovative pedagogy, creativity, and
strategies for implementation, thus consolidating our vision of ‘no youngster left behind’.
1.2 Embracing Change
While seeking consensus on diverse issues and ways in which schools and Educators would
welcome the change, we have been guided by the needs of the learners and the future that they
will face as adults. We were wary of the latent desire to preserve the status quo, ignoring the
facts and demands of the new era. We have the responsibility to prepare the young people for a
world where they should be ready to change careers several times during a lifetime. We advocate
a system that prepares young people to be ready for what awaits them. We acknowledge that
notions of change, innovation and adaptation are more easily talked of than implemented. Our
challenge lies in effecting the change with the same people who have been accustomed to the
existing system. In such a context, the efforts to learn should be undertaken by one and all, and
not just by the child.
1.2 Continuous Basic Education for All
The Government is committed to making education and human resource development central
to the development of a knowledge-based economy (Government Programme 2015-2019 –
Achieving Meaningful Change). A globally competitive economy is dependent on knowledge
creation and sharing that lay the foundation for the production of cutting-edge technology,
research and innovation. Sustaining a knowledge-based economy and society is sine qua non to
our ability to adopt a culture of life-long learning. Learning starts in the home and is continuously
sustained from the home. Formal and institutional education starts with pre-primary education,
followed by nine years of continuous basic education, the upper secondary, post-secondary
and further education.
The curriculum for the Nine-Year Continuous Basic Education is grounded on UNESCO’s
Sustainable Development Goal Four (SDG-4) that seeks to “ensure inclusive and equitable
quality education and promote lifelong learning opportunities for all” (http://www.globalgoals.
org/global-goals/quality-education/). Mauritius is committed to the post-2015 international
development agenda. The Nine-Year Continuous Basic Education (NYCBE) is designed to
provide the condition and context for each and every child to climb the ladders of opportunity.

It lays the foundations for learning in a world characterised by constant change and challenges.
Education in the early years is designed to provide the foundational knowledge, skills, as well
as competencies essential for the new era. The NYCBE responds to the future that our children
will face and provides the means to develop preparedness for the future job market. While we
are not certain of the exact nature of the job they will undertake, we have the responsibility to
develop in them a capacity to think that will help them embrace that world with confidence and
determination.
1.3 Overall Goals
The overall goals of the NYCBE reform ensure that ALL of our children:
• complete nine years of quality basic education to achieve relevant learning outcomes; and
• complete successfully the secondary education cycle, whether General or Technical.
Source: Inspiring Every Child: Nine-Year Schooling (2016)
1.3.1 Specific Objectives
The specific objectives of the NYBCE are to:

• Equip all students with knowledge, foundational skills and attitudes that will guarantee
success to all in their future learning.
• Inculcate in all students a sense of moral responsibility, a set of values, and a strong sense
of belonging to the country.
• Promote the holistic and integral development of learners.
• Provide learning opportunities to all students, including those with special education
needs, enabling them to attain high levels of achievement according to their abilities and
strengths.
• Achieve a smooth transition to and completion of secondary education.
• Give greater recognition to the value of TVET in building human capital that will spearhead
the transformation of the Republic into a knowledge-based and skills-driven economy.
Source: Inspiring Every Child: Nine-Year Schooling (2016)

2 Curriculum for Grades 7-9
2.1 Curricular Change - A Fundamental Pillar of the NYCBE
The National Curriculum Framework for the Nine-Year Continuous Basic Education (2015)
documents government policy for the provision and implementation of nine years of continuous
basic education. Government policy centers on the child from birth, with early care followed by
pre-primary education, the NYBCE concerns the nine-year cycle, that is, from age 5 to 14. The
foundational principles of the education reform are also outlined in “Inspiring Every Child: Nine
Year Schooling” (2016). The general goals, desired outcomes and key features of the curriculum
are laid down and advocated as preconditions for a successful reform for the future of the child
and the economic model favoured by the Republic of Mauritius.
The country is committed to international agreements and declarations which require the
provision of quality education for all (SDG-4). The curriculum articulates the parameters of basic
continuous education that is designed to enable quality lifelong learning and critical in the
realisation of UNESCO SDG-4, as depicted in Figure 2.1.
Inclusive
Holistic
and
Development
Equitable
Curriculum
for
Basic Education
Lifelong
Learning Quality Learning
Time
Fig. 2.1: Curriculum and the Realisation of SDG-4
2.2 NCF Grades 7-9
The National Curriculum Framework-Grades 7-9 (2016) complements the two previous
documents, namely the National Curriculum Framework for Nine-Year Continuous Basic
Education (2015a) and the National Curriculum Framework–Grades 1-6 (2015b), thus completing
the whole cycle of 9 years of continuous basic education. All learners will follow the same
curriculum covering the nine-year cycle, while provisions are made for late developers and
those with special educational needs.

2.2.1 Attention to all Learners
The purpose of the curriculum is to set the parameters for the implementation of an education
system that caters for the holistic development of the learner. It sets the content of learning in
terms of learning areas and outcomes at the end of each grade and it links all the elements of
the diverse components of the curriculum that constitute basic education. Thus, pedagogy,
school culture, learning support, teaching, learning, and assessment are all carefully crafted
to support the successful implementation of the curriculum, in line with local imperatives and
aligned with international norms.
While the reform provides for a single curriculum for all, it also makes provision for assistance
and support for all learners to access the curriculum. Accordingly, this curriculum will be
implemented taking into account the diversity of learners and it will provide for the setting up
and implementation of an early learning support system in Grades 7 to 9.
2.3 Criteria for Curriculum Review and Development
Figure 2.2 below describes the criteria used for the review and development of the NYBCE
curriculum.
Relevance
Coherence
Balance NCF and
Consistency
Connectedness
Fig. 2.2: Criteria for the Review and Development of the NCF
The review and development criteria ensure that the curriculum is based on some key
elements, as follows:
- Relevance
A relevant curriculum:
• addresses the learners’ context and national priorities;
• caters for diversity in terms of gender, ability, readiness for learning, talents and other
characteristics; and
• addresses the Sustainable Development Goal 4 (SDG-4).

- Coherence and Consistency
A coherent and consistent curriculum:
• is based on principles and values applicable to all education levels and learning areas, as
described in the National Curriculum Framework for Continuous Basic Education (2015a);
• ensures that learning experiences are organised and sequenced for holistic development
and comprehensive learning; and
• provides effective links between different Key Stages and ensures smooth transition from
one stage to another.
- Connectedness
A connected curriculum:
• promotes and nurtures meaningful linkages among learning areas and subjects through
the reinforcement of cross-curricular areas and thematic approaches; and
• integrates and reflects interdependence of different learning areas.
- Balance
A balanced curriculum:
• ensures comprehensive development at intellectual, emotional, social, and psycho-motor
levels;
• provides a sound and rigorous coverage of important knowledge and skills;
• allows for the integration of emerging areas and cross-curricular themes;
• caters for both individual and societal needs; and
• addresses a wide range of learners’ needs.
2.4 General Goals of the Curriculum
The Curriculum:
• promotes an inclusive environment that will enable all learners to experience quality
education, realise their full potential and achieve excellence;
• provides opportunities for the development of critical, creative, logical and innovative
thinking;
• ensures that the school is a valorised and transformative space that sets the foundation for
creativity, self-expression and sharing;
• promotes a joy for learning and a sense of well-being;
• supports the development of 21st Century Competencies as well as Life Skills and Values
to facilitate participation in a knowledge-based economy as well as adapt to accelerated
change and compete at global level;
• develops autonomous lifelong learners, well-balanced and healthy individuals through a
broad-based curriculum;
• informs and transforms pedagogical and assessment approaches for authentic learning
experiences;
• promotes the responsible use of technology in teaching, learning and daily life;
• fosters intercultural understanding, national unity and pride for the country;
• encourages learners to appreciate the environment and adopt practices for a sustainable
future; and
• instils universal values to enable learners to develop a sound personality and character.

2.5 Desired Outcomes
The National Curriculum enables all learners to become responsible citizens; effective
communicators; critical, creative and innovative thinkers; well-balanced individuals; autonomous
lifelong learners and effective collaborators.
Responsible
Citizens
Effective
Effective Communicators
Collaborators
OUTCOMES OF THE
NINE-YEAR
CURRICULUM
Critical,
Creative
and
Autonomous
Innovative
Lifelong
Thinkers
Learners
Well-balanced
Individuals
Fig. 2.3: Outcomes of the Nine-Year Curriculum

Source: NCF (2015a: 18)
2.6 Curriculum for Grades 7-9
A Core Curriculum, which is inclusive, holistic and comprehensive, has been developed for
Grades 7, 8 and 9. It is a seamless and progressive continuation of the curriculum for Grades
1-6 and represents the body of knowledge to be engaged with, and skills, attitudes and values
to be developed by all students at the end of the Nine-Year Continuous Basic Education cycle.
2.7 Learning Principles that Inform the Curriculum
The NCF 2016 is constructed around the following key principles:
Knowledge is constructed in collaboration with

others.
Learning is progressively complex and
sophisticated.
Learning is multi-dimensional and meets the

needs of a variety of intelligences.
Learning is enhanced by the use of technology.
Assessment informs and transforms learning.

2.8 Learning Areas and Subjects
“Learning Areas” refers to the general grouping of the disciplines, “Subjects in Grade 7-9”,
provides a list of specific disciplines that will be taught in Grades 7, 8 and 9.
2.8.1 Learning Areas

The Learning Areas in Grades 7-9 are:
• Languages
• Mathematics
• Science
• Technology
• Social and Modern Studies
• Business and Entrepreneurship Education
• Physical Education
• The Arts
• Life Skills and Values
2.8.2 Subjects in Grades 7-9
Core Subjects
• English
• French
• Mathematics
• Science
• Social and Modern Studies (SMS)
• Business and Entrepreneurship Education (BEE)
• Technology Studies (TS) (Design and Technology & Food and Textile Studies)
• Information and Communications Technology (ICT)
• Art and Design
Optional Core Subjects

• Kreol Morisien
• Asian Languages (Hindi, Marathi, Modern Chinese, Tamil, Telugu, and Urdu)
• Other language
• Arabic
Non-Core Subjects
• Performing Arts
• Physical Education
• Life Skills and Values
Schools will be allowed to offer optional subjects and studies, for example, additional
languages that are already offered in some schools. In effect, the child will be exposed to 9 core
subjects that will be formally assessed. A student can also opt for an additional language, also
considered as a core component.
Note:
Social and Modern Studies (SMS) is drawn from History, Geography and Sociology. It will be
an extension of what has been learnt in Grades 4 to 6, while providing opportunities for learners

to benefit from more up-to-date knowledge and thinking through the lenses of the three social
sciences.
Business and Entrepreneurship Education (BEE) seeks to develop an entrepreneurial thinking

and attitude in all our students from an early age, as well as basic competencies that should be
part of any student’s repertoire of knowledge.
Technology Studies (TS) is a subject that seeks to do away with the gender bias as we
acknowledge that both boys and girls should benefit from the same core knowledge base to
access more opportunities and choices for the post-nine-year schooling.
2.8.3 21st Century Competencies
The development of 21st Century Competencies is an essential consideration in the

elaboration of the NCF 2015, which defines the key competencies to be developed and attained
in a progressive and consistent way by all learners across schooling for a holistic education.
Developing these key skills prepares learners to be critical and innovative thinkers, effective
communicators, confident people, autonomous lifelong learners, concerned and responsible
citizens, and active contributors in the 21st century landscape. (See National Curriculum
Framework Nine-Year Continuous Basic Education, December 2015, p. 24)
Civic
Skills
Critical,
Learning Creative and
Skills Innovative
21st CENTURY Thinking
COMPETENCIES Skills
FOR ALL LEARNERS
Information and Personal

Communication and Social
Skills Skills
Fig. 2.4: 21st Century Competencies for all learners

NCF (2015a: 24)
The development of 21st Century Competencies is an essential consideration in the elaboration
of the NCF which defines the key competencies to be developed and attained in a progressive
and consistent way by all learners across schooling for a holistic education. Developing these
key skills prepares learners to be critical and innovative thinkers, effective communicators,
confident people, autonomous lifelong learners, concerned and responsible citizens, and active
contributors in the 21st century landscape (Source: NCF 2015a).

3 Transition from Grade 6 to 7
3.1 The Context
NYCBE provides every child with an opportunity to education. It is meant to help chart out the
future that our children deserve. Mauritius focuses on equity and quality learning opportunity
for all. Every child deserves a fair and just education, one that will provide the opportunity to
each one of them to develop her/his intrinsic qualities, irrespective of social background.
This NCF proposes a common curriculum across Grades 1 to 9. While the curriculum sets the
knowledge base that will be accessible to all, care should be taken to ensure that every child
is given time and space to learn at her/his pace and with the most appropriate pedagogy and
method so as to ensure that the principle of equity is adhered to throughout this cycle, until the
completion of Grade 9. This will help to lay the foundation for better preparedness for the post
nine-year schooling. The ultimate aim is to ensure that the education system in place allows
for more students to exit with a better performance at the end of the period of compulsory
education, and reach a success rate comparable to that of higher achieving countries around
the world.
The provision of Nine-Year Continuous Basic Education will entail a phasing out of the
prevocational stream in the education sector. Previously, learners were tracked to mainstream
(general) and prevocational stream based on their performance at the Certificate of Primary
Education (CPE). Vocational education was unjustly considered as an option for the less able,
while we know today that vocational options offer new job options for all categories of learners,
especially in the context of the new economic model that the country espouses.
3.2 The New Measures
The NCF makes provision for the same body of basic knowledge for all students. It also takes
care of the learning pace and learning disposition of those who do not develop the desired
competencies at the end of 6 years of primary schooling. The new education policy provides
for an extended four-year cycle for those who do not meet the requirement of NQF Level 1 and
who need more time to develop required competencies.
With effect from January 2018, learners will be channelled to either the regular three-year
cycle or the extended four-year cycle, as shown in Table 3.1. After six years of primary education,
children will not be perceived as failures or labelled strictly performance-wise. Rather, the system
will provide evidence of different gains as well as set the parameters for gauging learning needs,
thereafter making provision for meeting them.
The NCF promotes learning that takes place in a context where there is cooperation and
peer learning and through experimentation or trial and error. School will provide learning
opportunities, use evaluation to support learning. Parents are called upon to be partners in
their ward’s education.

The new system provides multiple channels for success. Table 3.1 below, describes the
movement along the nine year cycle and the extended stream.
2017 2018 2019 2020 2021 2022
Repeat G9
Regular
G7 G8 G9 or
3-Year Cycle
Grade 10
PSAC
Cohort 1 Extended Grade 10
G7 G7/ 8 G8 / 9 G9
4-Year Cycle or TVET
Table 3.1: Student Promotion Pathways
3.2.1 Admission to Regular and Extended Cycles
Students who do not meet the conditions for the National Qualifications Framework Level 1
qualification of the PSAC will follow the four-year extended curriculum. Parents can also exercise
the choice to have their children admitted to the four-year extended programme of study, even
if the child has met the National Qualifications Framework Level 1 qualification, if they feel that
their child would need more time to complete the nine-year cycle.
The nine-year cycle can be completed in either 3 years or 4 years of post-primary schooling.
3.3 Principles of the Extended Four-Year Cycle
The extended four-year cycle has been drawn, based on the following universal pedagogical
principles:
• Learners can learn and are intelligent in multiple ways.
• Learners learn at their own pace and have their preferred style of learning.
• Learners must be provided with alternative routes to success.
• Learners must be provided with learning support based on their abilities, learning needs,
and levels of academic readiness and achievement.
3.4 Aims of the Extended Four-Year Cycle
• To offer an adapted curriculum that responds to the learning needs of students.

• To provide flexibility to adapt the curriculum to the needs of learners.
• To provide learning support to address learning difficulties.
• To allow learners with sufficient time to develop essential knowledge and skills, in line with
21st Century Competencies, in a systematic and planned manner.
• To allow for mobility of students from the regular cycle to the extended cycle for those
who face difficulties in the regular cycle.
• To provide orientation to future learning paths after basic education.

3.5 Curriculum for the Extended Four-Year Cycle
The Nine-Year Continuous Basic Education (NYBCE) curriculum is inclusive and caters for
diverse learners, as brought out in the Inspiring Every Child: Nine-Year Schooling document: “…
the curriculum will recognise and accommodate the diversity in learner abilities, aptitudes and
interests…” (MoEHRTESR, 2016: 10). Keeping in view the profile, specific learning needs and
styles of learners, a special support system will be provided in every regional secondary school
for students who join in the extended cycle to cater for their learning needs and learning styles.
Provisions will be made for a differentiated curriculum for those who would not have reached
the basic competencies or level required at the end of Grade 6. All learners will be given
opportunities to achieve the standards of knowledge, understanding and skills at the end of
each Grade, as prescribed in the core curriculum for Grades 7-9. A differentiated curriculum will
address the readiness, learning difficulties, ability level and learning pace of the learners.
Modifications should be brought to the pedagogy, learning materials, school culture, learning
environment, setting, and assessment, so as to achieve the same learning objectives. This includes
proceeding at different pace, stages and in different ways. In short, it is about transacting the
curriculum differently to address different needs through a learner-centred perspective.
3.5.1 Differentiated Curriculum
3.5.1.1 Objectives of a Differentiated Curriculum
• To address different abilities, learning needs, and levels of academic achievement of low-
ability students.
• To maximize learning opportunities of the 20-30% of learners whose profile is already
known (Report on Screening Diagnosis and Progress Monitoring, Pre-Vocational Education
Unit, MOEHR, 2016).
• To address the readiness level of learners by using appropriate learning experiences.
(Report on Screening Diagnosis and Progress Monitoring, Pre Vocational Education Unit,
MOEHR, 2016).
• To provide inbuilt learning support to lower-achieving learners so that they can “complete
nine years of quality basic education and achieve relevant learning outcomes” (Inspiring
Every Child – Nine-Year Schooling, 2016: 7) similar to students in the regular three-year
cycle.
• To present learners with experiences of success and opportunities to develop and learn
according to their own abilities.
• To ensure that students master essential knowledge, concepts, and skills.

3.5.2 Strategies for Differentiation
Learning
Environment
Textbooks
and Learning Teaching
Support Methods
Materials
Strategies for
Differentiation
Content Curriculum
Time
Assessment
and
Progress Rate
Fig. 3.1: Strategies for differentiation
3.5.3 Learning Environment
It is relatively complex to teach diverse students with different learning paces, difficulties and
readiness. Special classes will be organised in each regional secondary school for students who
would not have reached the required level at the end of Grade 6.
3.5.4 Teaching Methods
The mastery of content – essential knowledge and skills – remains the same for every student,
but teachers use different teaching strategies to help students meet the learning outcomes.
Teachers identify and address distinct learning difficulties and plan their teaching accordingly.
Teachers must diagnose readiness of learners – what they have learned and still need to learn –
before moving on to a new topic or concept and understand the readiness criteria for learning
at each Grade.
3.5.5 Curriculum Time
Students will be enrolled in an extended four-year cycle to allow more time to develop essential
competencies at this level. Low ability students will need more time to grasp concepts and
will be offered the individualised assistance they need through dedicated remedial teaching
classes.

3.5.6 Assessment and Progress Rate
Learners in the four-year cycle will progress across the curriculum at a slower rate, according to
their learning pace (see Report on Screening Diagnosis and Progress Monitoring, Pre-Vocational
Education Unit, MOEHR, 2016).
Assessment will be predominantly formative, continuous and related to the knowledge and
skills to be developed and the understandings to be acquired. Formative assessment will
evaluate the performance of students as well as a means for obtaining feedback that will help
to modify teaching methods.
Alternate assessment methods may also be used to help learners demonstrate what they
know, understand and can do. Diverse assessment tools include project works, portfolios,
showcasing and practical work involving hands-on experiences, role-play, exhibitions and
teacher observations. Such assessments form part of innovative and learner-centred methods
that are increasingly acknowledged as being suitable for all learners.
3.5.7 Content
Content comprises knowledge, understanding and skills that students need to master, based
on the curriculum. Though the Learning Outcomes will be the same, learners will work on
different content loads and complexity levels in a given year, depending on their ability and the
difficulties they face. Content will be covered depending on the current level of understanding
(readiness) with respect to a particular topic or skill. Curriculum content will be made to match
learning styles and learner needs and difficulties.
3.5.8 Textbooks and Learning Support Materials
For the extended four-year cycle, textbooks will develop Grade 7 readiness while also
emphasising remediation of Grade 6 deficiencies. Textbooks will emphasise literacy and
numeracy based on findings of the Report on Screening Diagnosis and Progress Monitoring
(Pre-Vocational Education Unit, MOEHR, 2016).
3.5.9 Purpose of the Extended stream
• It will allow students who are slower than their peers to have a separate classroom and a
dedicated teaching force specifically trained to work with them.
• It will provide special support for those not having attained Grade 7 readiness, which is
defined as the basic knowledge and competencies that learners should have acquired
upon reaching Grade 7.
• It will make teaching more efficient and provides learners with teaching, learning and
assessment adapted to their abilities and knowledge.
• Learners are guided into a learning pathway that reflects their aptitudes and interests.
• It will provide learners with equal opportunities, to develop competencies at their own
pace.
• There will be a small student-teacher ratio (20:1) to promote individual attention and it will
be possible to conduct lessons at the students’ pace.

4 Early Learning Support
The NYCBE reform efforts focus on the provision of an appropriate learning environment and
support to ensure growth and development for all our children and young people throughout
compulsory schooling years. Accordingly, every student will be entitled to education as well as
early support for learning during time in school whenever the need for such support becomes
necessary and evident.
The curriculum for Nine-Year Basic Continuous Education and learning support in schools
form a coherent whole and describe the principles, objectives, provisions and practical
implementation of learning support. Any type of support will have to be needs-based, flexible
and adjustable, planned, monitored, and evaluated.
It is acknowledged that diversity manifests itself in many different forms. These include abilities,
readiness level, learning paces and styles, learning motivation, interests, work, study culture and
home background.
We believe in giving equal opportunities, recognising diversity and a policy of inclusion.

Inclusion will include:
• Opportunity for every learner to continue and progress in education.
• Support for every learner to achieve the highest possible standard, as set in the curriculum.
• The recognition of the achievement of every learner.
• The provision of advice and guidance to all learners.
The curriculum will set learning challenges for all, while considering the necessity to provide
differentiation for those who fall below the level set for each stage. The school will have the
responsibility to promote, foster and fulfil the potential of every student, which is a precondition
for helping students succeed in their adult life.
4.1 General Objectives of the Early Support System
The NCF is guided by a set of general objectives of learning support and the provision of
same to all learners.
Early Learning Support seeks to:

• Ensure the efficiency of the education system.
o We believe that efficiency can only be achieved through education leading each
learner to be prepared for the world of work and be gainfully employed as an adult.
• Ensure the effectiveness of learning and educational achievement rather than mere
attainment.
o While the learner will be led to attain the final year of the nine-year schooling, there will
be more emphasis placed on her or his achievement. This reform seeks to eradicate
illiteracy, a condition that comes with an enormous social and economic cost for our
society.
• Reaffirm our commitment to the core values of quality, inclusion and equity, as laid out in
the NCF 2015.
o This curriculum provides multiple options, and is committed to catering for the needs
of every citizen, irrespective of origin, place of birth or social and economic status, and
gender.
• Give an opportunity to every learner to succeed in learning, develop as a learner, and
grow on her or his own terms.
o Acknowledge the need to ensure that the school builds on the strength of each learner,
acknowledging the fact that every learner has strength that needs to be tapped upon.
• Address the development and learning needs of individual learners.
o The school should attend to the learning needs of all the learners.
4.2 Principles of Early Learning Support
• All learners require appropriate support – the school should have the means to assist
those with learning difficulties as well as those who show exceptional abilities.
• Early identification of learning difficulties and exceptional abilities.
• Continuous and formative assessment of learners that inform both teaching and learning.
• All learners are entitled to a pedagogy that is built on the principles of differentiation and
remedial teaching.
• Diverse teaching methods must be sensitive to learners’ abilities and difficulties.
• There must be a situated and timely identification and diagnosis of learning barriers,
difficulties and needs, as well as of exceptional abilities.
• Support must be provided according to learners’ needs so as to minimise difficulties to
promote their growth and development.
• It is necessary to recognise factors that impede learning in relation to individual learners,
the school, and its operating environment.
4.3 Key Players in the Provision of Early Learning Support
Learning Support should be seen as a central part of the organisation, planning and teaching in
each school. This can only happen if all agents have a sound understanding of how to recognise
and address barriers to learning, and how to plan for diversity. The relevant agents within the
school community, namely learners, teachers, rectors, school staff, as well as parents, should
each understand their roles and responsibilities.
Learners
Parents
Key Agents
Teachers
Rector
and
School Staff
Fig. 4.1: Key Agents for ELS

Learners
• should be aware of learning outcomes, objectives and how the school is concerned
with developing competencies that are necessary for success later on as adults;
• should be empowered to conduct self-assessment and are aware of how one progresses
through school and are also able to articulate their difficulties and needs so as to take
best advantage of opportunities that the school offers;
• should be prepared to put in the effort to abide by the expectations of the school and teachers;
• should participate in counselling and cooperate with adults who offer help to deal with
personal issues; and
• should be empowered to assume responsibility for their own learning and to set
objectives and plans accordingly.
Parents
• create a suitable out-of-school learning environment;

• are prepared to support the school initiatives that are conducive to good teaching and
learning at school;
• understand the importance of participation in school events, and attend school
meetings when called;
• make it a point to regularly follow up the progress of their child(ren) in the home;
• keep the school informed of any matter related to the welfare of their child(ren); and
• are prepared to seek the support of the school as and when required.
The Rector and School Staff
• help to develop and maintain a learner-friendly, safe and enabling learning environment;
• involve relevant stakeholders in all decision-making processes;
• support school-based teacher continuous professional development and mentoring;
• focus on providing guidance and counselling for learners’ welfare;
• assess support needs and offer the necessary types of support in collaboration with
teachers and other experts, where required, and in consultation with learners and their
parents;
• assume responsibility for the provision, planning and implementation of support;
• develop procedures and ensure the maintenance of a culture that supports teaching
and learning; and
• are prepared to stand by the staff so as to maintain a school culture of mutual support.
Teachers
• are prepared to identify the different abilities and needs of each learner and use a
wide range of teaching methods adapted to the needs of the learners;
• are responsible for monitoring learners’ learning and growth;
• pay attention to any signs of student disengagement;
• participate in the development of learning support materials and other resources;
• conduct continuous formative assessment to provide guidance, counselling, support
and motivation to learners;
• guide learners to recognise their own potential, learning strengths and weaknesses;
• consolidate learners’ self-esteem, interest and learning-to-learn skills; and
• engage in networking to promote best practices in supporting learners.
4.4 Provision of Support
4.4.1 Diversity and Profile of Learners
It is important to acknowledge that the learners are characterised by considerable diversity. To

handle such diversity, it is important for teachers to be aware of differences and how to deal with
these without trying to impose a one-size-fits-all option. We should acknowledge the fact that
learners need to be understood first before we expect them to understand because learners
who are in need, and especially those with special needs, may lack the ability to understand the
importance of education the way we perceive it as adults.
Profile of Learners
• They are nearing the age of adolescence and are likely to be growing up in a context that
challenges as much the youngster as the teacher.
• There is a huge diversity in their learning needs and learning difficulties.
• Some have been less successful in their overall schooling and education, and have low
self-esteem due to little experience with success, both for themselves and for others in
their immediate environment.
• Factors related to family background and poverty may be primarily responsible for their
poor achievement, while this is often wrongly attributed to individual factors.
• In cases where learners have unique learning styles and favour tactile and kinaesthetic
engagement, concrete real-life examples may be more suited, rather than the abstract
methods that make demands on few faculties that the learner has more difficulty to develop.
• Some of these students may have special education needs as they suffer from learning
disorders, developmental and intellectual delays, and other mild to moderate disorders.
Unfortunately, so far, special education needs at secondary school level have received
little attention, to the detriment of learners.
• Some may still display poor functional literacy and numeracy skills and may not be prepared
for post-primary education, which is in fact already acknowledged, but there has been no
planned effort to minimize such difficulties (Report on Screening Diagnosis and Progress
Monitoring, Pre-Vocational Education Unit, MOEHRTESR 2016).
• Some may be unable to cope with language skills and the medium of instruction.
• Many students may choose the vocational path after Grade 9. They need career guidance
and must get the opportunity to develop competencies that will help them move
successfully along the vocational career path.
• Some may not continue their learning path after compulsory education (the age of sixteen).
Schooling must, therefore, prepare them effectively to face the demands of adult life and
citizenship.
Regular
Support
Extended
Support
Special Needs
Education
Fig. 4.2: The Three Types of Support

4.4.2 Regular Support
All learners joining the three-year regular cycle will be provided with support that any learner
requires in her/his day-to-day learning environment at school. It takes the form of spontaneous
differentiation by the classroom teacher and remedial teaching in the regular classroom setting.
4.5 Extended Support
Extended support is provided when regular support, as described above, is not sufficient. It
is a systematic and planned means of supporting students’ learning and schooling to prevent
problems and difficulties from developing, accumulating and aggravating.
The extended four-year cycle will have an inbuilt support system. While teachers responsible
for this class will be required to engage in teaching that is adapted to the needs of the learners.
The pace and method of teaching will vary to suit learning styles and performance of learners.
This will take the form of spontaneous differentiation by the classroom teacher in a special class
and remedial teaching in special classroom settings, or alternative settings planned for by the
teacher or the school.
4.6 Special Needs Education
It is by nature more intense than extended support. This type of learning support is provided
to learners with severe learning difficulties in both mainstream and SEN schools.
It takes the form of targeted differentiation by the classroom teacher in a special needs
classroom, remedial teaching and in special needs education by the SEN teacher. Learners in
need of SEN support for their learning or in need of several forms of support simultaneously
must be provided with special needs education.
This type of support will be based on pedagogical assessment. A learning plan will be prepared
accordingly. Curriculum adaptation and modification may be prescribed to meet the learning
requirements of a student with special education needs.
4.7 Differentiation
To address barriers in the classroom, teachers should use curriculum differentiation strategies
such as those described in the preceeding section. Differentiation, among other things, refers
to transacting the content differently according to the differences among learners. Diverse
teaching methods and materials make it possible to learn a topic or concept in diverse ways.
More importantly, differentiation allows access to the same curriculum by providing learning,
teaching and assessment, and detailing learning outcomes that are tailored to students’ needs
and different levels of achievement.
4.8 Remedial Teaching
When the classroom teacher’s support is not sufficient, support will be provided by the remedial
teacher. A pupil’s need for remedial teaching should be systematically assessed. Remedial
teaching has a strong bearing on learning and schooling. It often takes the form of short-term

support meant for those who find it difficult to cope with their studies. Every learner must have
the opportunity to participate in remedial teaching when the need arises. It should start as
soon as learning difficulties are observed so as to prevent the aggravation and escalation of
difficulties. Remedial teaching is given either during special periods in the timetable dedicated
to support the student’s needs, or outside of those periods. It may be provided in a small group,
or individually. Remedial teaching is provided in all types of support.
Key Stage 3: Mobility Curriculum, Pedagogy and

Assessment at the Early Learning Support
end of Grade 6
3-Year Curriculum
1. Innovative Pedagogies including
Regular
differentiation
3-year Cycle
2. Remedial Teaching
3. Other Learning Support such as
counselling
PSAC
Differentiated 4-Year Curriculum
1. Diffferentiated Content, Pedagogy
and Asssesment
2. Remedial Teaching
Extended
3. Other Learning Support such as
4-year Cycle counselling
4. Special Needs Assessment and
appropriate Adaptation and
Accomodation
Fig. 4.3: Structure of Early Learning Support
4.9.1 Pedagogical Assessment of Support Needs
The decision to provide support will be based on an assessment by a Learning Support Team at
school level taken at the end of the first term or through a first diagnostic test. The team comprises
the following:
Counsellor
Rector,
Deputy
Remedial Rector
Teacher and Senior
Educator
Form or
Subject
Grade
Teachers
Teacher
Fig. 4.4: Learning Support Team

The school will be responsible for devising and monitoring assessment and support to be
provided through the Learning Support Team. Parents, as partners in the students’ education,
will be kept informed of the progress of the student and any special support that the school
proposes for her/him. Support system will be closely monitored making use of continuous
formative and summative assessment and upon the advice of the subject teacher.
The Pedagogical Assessment will include:

• the status of the student’s learning abilities and difficulties;
• the status of the student’s special needs, in any;
• previous support (if any) that has been provided to the student; and
• an assessment of the impact of the support initiatives.
The Support Plan will include:

• an assessment of the types of pedagogical, learning environment, or other arrangements
to be made in order to support the student;
• a decision on the type of support recommended;
• collaboration of parents where necessary; and
• initiation of support and monitoring of support.

5 School Culture and the Home-School Nexus
Success in education is dependent on the school as well as adequate support of the home.
The home is not about parents only. It is about the background where the child comes from.
Success in school relies on valuing the child, her/his home and what the child brings to enrich
the school and learning. We believe that every child has a strength. Such strength may even
be channelled in wrong directions, but successful schools succeed in channelling the child to
develop fully her/his strength.
5.1 A culture of respect
Every child joins school with a cultural identity that has already been shaped from outside
school and that has a significant influence on her/him. The cultural identity based on one’s
experiences outside school provides the context from which the child views the world. Children
with different cultural histories converge to the same school. Therefore, the school experiences
a plurality of school culture based on the diversity of children who attend the school. While
schools are generally viewed as being rigid by some and as tolerant of diversity by others, the
challenge of the educational institution is to recognise the home culture while at the same time
creating a culture that is specific to the institution (Fisher et al., 2012).
A respectful school culture is one where each child feels respected and welcome, and where
children are helped to build an understanding of the world the way they would want to engage
in it as adults. If the culture of the child is ignored, children will form cliques and create separate
parallel journeys; they will not feel engaged to share in the school life or in its mission.
The school must have a mission, as this helps to gather everyone around a common purpose.
A school culture whereby quality is the focus and an enabling factor to achieve the school’s
mission is required. The school should have an internally shared ‘culture of achievement’ as well
as an acknowledgement of the culture that every person, especially the child, brings in.
A school has to serve several customers: family members, teachers, administrators, community
members, etc. Teachers need to have instructional skills and understanding of their content
areas. Yet, it is also necessary for every person in the school to contribute to building the school
culture.
5.1.1 Home-School Relationship
The child and every other person who walk into the school should feel that they are going to
have an amazing experience. Every child and every parent should feel that they are welcome in
the school. Only then can we expect everyone to participate, engage themselves and achieve
something. This is closely linked with the problem of school choice in our system. People will
choose a school which is welcoming.
Besides, a welcoming school has an impact on the child and parents alike. The child is eager
to get up and go to school rather than let himself be distracted by non-school options and peer
interests. Children make such choices every day and several times in the day. It is therefore
important that all stakeholders feel concerned by the ways in which they influence the decision
of the child.

5.1.2 Engaging Parents
Besides students, parents as well should be engaged in the school. They should be valued
as the prime partners who are kept informed and are in constant touch with the school. They
should be aware of how they can inquire and get information about their children. This will
also concern one key issue which is attendance. The school will place as much importance
on improving attendance as on improving achievement. Data available at school should be
properly communicated to parents and even to other key stakeholders, and where necessary,
to such services as the Child Protection Services for students in need.
5.1.3 The Culture of Inclusive Schooling
The new government policy aims at building inclusive schools. The notion of inclusivity
encompasses cultural diversity as well as the development of a sense of belonging to the
school by all children, irrespective of achievement level. The school should not lead to gradual
elimination of children because they are perceived as low achievers. The strategy for attending
to children with learning difficulties or children with special needs will be a prime focus. It is
necessary that attention be paid to children who do not achieve in the same way as the majority.
Every child, irrespective of achievement level, should be considered as an inclusive part of
the school and the school should have the prime responsibility to help every child achieve.
Children should not feel that they do not belong to the school community because they do not
achieve in the same way as their peers.
5.1.4 School Staff and Inclusion
The staff of the school should not be segregated into those looking after high achievers and
those who take care of children with special needs or learning difficulties. Educators should
not feel that the low achieving students belong to some special Educators only. Inclusion
will therefore also mean inclusion of all teachers with every type of learners; there will be
opportunities for all teachers to plan and work together with the support teachers, though there
will be a category of trained Educators to offer special support in the same line as the Support
Teachers in primary schools.
5.1.5 Building Support
The support system will be built around a three-fold method including the personnel, the
curriculum and technology. Personnel support includes Educators working together with
Support Teachers and other para-personnel. Curricular support will include accommodation
and modification. This will include changing the size of the assignment, changing the time
allotted, or changing the form of a test from the written to the oral medium.
5.1.6 Modes of Accommodation
Accommodation may also include changes to the input, such as listening to a recorded book.
Technology will be used as a supportive element to cater for the diverse learning styles of
learners. Technology will be a means of channelling information and knowledge through a
diversity of modes, while allowing more learner involvement and autonomy. In such a context,
we advocate a school where learners are encouraged to compete with themselves, set targets
for themselves, and ensure that there is continuous improvement through cooperation and
sharing with one another, while minimising comparison and unhealthy competition.
5.1.7 School Culture: A Long-term Goal
As we acknowledge the importance of developing and maintaining a school culture that

focuses on the school mission and the learning needs of each child, it is also understood that
culture does not develop overnight or by proclamation. We have to understand what school
culture is, how it is built and maintained in association with all stakeholders, both within and
outside schools. Each school should make a purposeful attempt to develop the awareness for
the need to develop and maintain a school culture of inclusivity and achievement.

6 Pedagogy - Creativity and Innovation
The current reform demands active engagement of one and all. The fundamental reform is
around what we teach and how we teach. ‘What’ we teach is creating a curriculum that is future-
oriented. The most difficult negotiations and discussions have been around changing ‘what’ we
teach. While we are all ‘vaguely’ aware that we are facing a new era that requires change, there
is often a lot of uneasiness about change. This new NCF is already a bold step into changing
the ‘what’. We should now understand that we should eliminate what is no longer needed or
else we will not be able to add what is required for the 21st century learner. However, we are not
suggesting deleting everything and starting from scratch.
Adults are concerned with ‘what they teach’ while they should pay more attention to what our
children should learn. Therefore, what we need now is changing ‘how’ to teach. Ultimately, we
agree that we should be able to adopt a pedagogy that works for today’s students. One of the
ways in which we can do this is by enlisting the full support and engagement of teachers, and
by providing them with the means to effect the change.
6.1 Creativity
The 21st century requires people with the ability to create and lead. The nation that fails to
develop skills of creativity is likely to use outdated methods and technology that competitors
are discarding as they move on to the next level. Our education should provide the foundation
for creativity.
We have, for far too long, believed in a fixed mind-set. We judge learners through tests and
label them in diverse ways. Examinations have made ‘measuring by failure’ inevitable. Instead
we should develop a ‘growth mind-set’ that motivates students to understand that every person
can develop skills and abilities with the appropriate pedagogy. Every student can be led to work
hard and demonstrate effort. Successful people learn from their mistakes. Effective learning and
teaching take place when teachers are able to understand how to teach better by looking at
mistakes students make, and students learn to grow from their mistakes.
6.1.1 Schools and Creativity
We need schools that provide the basis for creative learning. These schools support diverse
ideas, provide choice, and encourage multiple solutions. In such schools teachers provide
constructive feedback, and students are encouraged to express their creativity. Indeed,
“students will make it a habit to express their creativity in an environment where they
feel encouraged to do so. In the creative learning classroom, both teacher and students
are sensitive to diverse needs and respectful of others’ thinking and self-expression.
Creativity will not become a habit in a classroom where students are afraid of failure or
making mistakes, overly focused on grades or worried about being different, or where
they experience rejection, criticism, or bullying” (Drapeau, 2014: 13).
We should get rid of our obsession with assessment and examinations which dampens
creativity. Evaluation should look at ways of improving learning. This also implies self-evaluation
for both the learner and the teacher.

6.2 Pedagogy
One of the main requirements is to redesign teaching to connect to students’ reality. Several
options are suggested. One bold approach is the flipped classroom, whereby learners are
provided with enough materials that they learn on their own at home. A technology-enabled
education provides the materials to be mastered inside as well as outside classrooms. The
classroom becomes the place where teachers have additional time to help students master
the content based on what must be taught. Digital means to provide such materials should
be envisaged. While this has the risk of increasing the digital divide and favour some students
at the expense of others, the School Net Programme and the provision of technology to all
learners will be reviewed in light of the changing needs and the demands of the NCF. This will
also provide the opportunity for schools to ensure that absenteeism is minimized as students
will get back to school if they are convinced that the school is able to create the proper learning
environment for creativity and innovation.
6.2.1 Innovative Pedagogy
Innovative Pedagogy includes ‘active learning’, ‘student-centred learning’, ‘inquiry-based

learning’, and even ‘challenge-based learning’. We should make sure that conditions to
successfully implement such teaching and learning methods exist in our schools. Project-based
learning should also become one of the means for students to demonstrate their ability to master
the content and for teachers to evaluate attainment of learning outcomes. It will also serve as an
assessment tool and as a means for developing students’ engagement. Such approaches will
lend themselves to the provision of alternative methods of assessing, in both the normal and,
especially, the extended stream, where there should not be a one-size-fits-all approach.
A child learns to walk by falling several times and by experiencing pain as well. The child
gets up again and again and tries several times until s/he succeeds. This is because (s)he has
an inbuilt capacity to understand that success comes through hard work and failures. The child
is assured of success because human beings are all wired in the same manner. Thus, bringing
creativity and innovation in the classroom is not an option for a few, because all human beings
and students we face are wired in the same way. The teacher can make the difference. However,
we are conscious that we should help the teacher by changing our mind-set about teaching,
learning and assessment. The teacher cannot do it alone. “Creativity is not just about the product,
it is about the thinking” (Drapeau, 2014).

7 Assessment and Evaluation for Grades 7-9
This section provides guidelines for the effective use of assessment and evaluation across
Grades 7-9, in line with the stated philosophy of the Nine-Year Continuous Basic Education
(NYCBE). It suggests ways in which the use of formative and school-based assessment (SBA) will
be used to complement end-of-year summative assessment.
Teachers will be trained to select, plan and manage assessment methods and tools; keep
records and report appropriately on students’ achievement; and use assessment information
effectively for supporting students’ learning, and decision-making.
This document should be read in conjunction with the following policy statements:
1. The Nine-Year Continuous Basic Education Policy (2015)
• Overview
• Pillar 3: Assessment
• Curriculum in the Extended Four-Year Cycle
• The Assessment Framework
2. National Curriculum Framework, Grades 1-6 (2015)

• Stages of the Nine-Year Basic Education Curriculum
• Assessment and Evaluation of student achievement across Grades 1-6
7.1 Assessment Principles for Grades 7-9
The wider spectrum of learning areas at Grades 7-9, commonly referred to as lower secondary,
provides opportunities to prepare the learner for a holistic and integral development through
diverse learning experiences and challenges. Teachers should be aware that assessment, as an
integral part of the teaching and learning process, should help students to:
(i) progress through the curriculum, by meeting the expected outcomes;
(ii) demonstrate high achievement in the Key Stage 4 of the National Certificate of Education;
(iii) make appropriate orientation choices; and
(iv) effect a smooth transition to upper secondary.
To monitor the achievement and progress of learners across this broader range of learning
outcomes, it is proposed that assessment be unpacked based on the following principles:
Assessment should be:

• continuous, varied and authentic;
• largely formative to supplement summative assessment;
• objective, valid, fair and challenging;
• sensitive to differences, in particular for learners with different abilities and needs; and
• transparent, with clearly expressed expectations and assessment criteria, as far as possible.

Formative to
Continuous, varied supplement
05and authentic summative
examinations
Assessment
Principles for
Grades 7-9
Transparent, with
Objective,
clearly expressed
valid, fair, and
expectations and
challenging
criteria
Sensitive to learners
with different
abilities and needs
Fig. 7.1: Assessment Principles for Grades 7-9
7.2 Assessing in Grades 7 - 9
7.2.1 Outcome-based Assessment
Given its broad based nature, the lower secondary curriculum is more suitable to be evaluated
through the Outcome-based Assessment approach. Teachers and schools should consider the
following when planning their assessment programmes to suit classroom practices:
1. Relevant assessment outcomes identified are in line with curriculum outcomes of the
subject.
2. There is, to a certain extent, an assessment of knowledge, skills and values integrated as
per the curriculum requirements.
3. The best assessment strategy is chosen, which should include assessment more than one
time and using more than one tool.
4. Some amount of differentiation is included, to suit learners of different abilities and
learning styles.
5. Both assessment criteria and expectations are clear to the learners.
6. There is ample use of ongoing feedback between learners and teachers to enable the
former to self-assess their own strengths and weaknesses.
7. Assessment provides multiple opportunities to challenge each learner, to enhance her/
his potential, and to achieve and improve as an individual without being in a situation of
unhealthy competition.

7.2.2 Selecting an Assessment Strategy
The holistic and student-centred nature of this curriculum must be reflected in the assessment
used by the teacher, the school and also at national level.
At classroom level, teachers should use a variety of methods to collect data about students’
learning. These methods should be planned according to a Continuous Assessment Strategy
(CAS), which takes place over time and supports the growth and development of all learners
through timely feedback and remediation.
A time-efficient and effective CAS should incorporate both Formal and Informal Assessment
so that learning is assessed regularly. However, except for carefully planned formal assessment,
not all assessment information should be recorded.
In practice, Informal Assessment relates to daily teachers’ observations of independent

students’, pair or group performance of oral, written, practical or performance tasks set. These
moments of informal assessment are integrated in the teaching and learning situation, but
nevertheless require the conscious application of support and feedback, specifically when a
student is struggling with a task or concept. Informal assessment is useful as it provides insight
into how the student is learning, what her/his difficulties and potential are, and how s/he behaves
in the learning environment set. Some significant instances of critical incidents can be recorded
if the teacher wishes to do so for anecdotal reporting purposes.
Formal Assessment is normally confused with written tests and examinations. While formal
assessment provides a systematic way of assessing and evaluating learners’ achievement and
progression, it is proposed that it should be, as far as possible, authentic and varied.
Therefore, formal assessment should be planned, recorded and reported with care and should
include a blend of different forms of assessment suitable both for formative and summative
purposes.
Teachers must choose those forms of assessment that are most appropriate to the content
being assessed, the ability and learning styles of the learners and the grade of the student.
It is important to realise that most standardised assessments and particularly those at National
levels are in written form, so that teachers take ample opportunities to prepare their students to
achieve high in all kinds of assessment.
7.2.3 Forms of Formal Assessment
(i) Observation
Systematic observation, which includes the use of recording tools, is valuable to assess both
students’ performance and behaviour. These tools should be carefully designed to record validly
authentic learning gains against pre-determined learning outcomes. Recordings can therefore
be made during class activities and in a variety of performance (knowledge, skills and attitude)
– when students are working independently, in group, in pair or during conversations and
discussions. The use of checklists, rating scales and marking rubrics is therefore recommended.

(ii) Written work
When evidencing learning through written work, teachers should ensure that such work is
carefully prepared to meet clearly explained outcomes and that such work is marked to reflect
concisely clear assessment criteria.
(iii) Performance assessment
All subjects in the lower secondary curriculum offer possibilities for students to be assessed
through performance activities. These include any form of work where they are required to
evidence knowledge, skills and attitude development (including cross-cutting curricular learning
outcomes) through creation, production or demonstration.
Performance assessment is more authentic in nature and offers all students opportunities for
self-learning, self- and peer- assessment, as well as differentiated assessment.
The types of performance assessment that can be used in Grades 7-9 include:
Presentations,
Drawings,
Paintings, Artifacts,
or Models
Practical
ICT-based Demonstration,
Tasks Games or
Role-play
Performance
Assessment
Inquiry and Oral, Recital

Investigation or
Conversation
Problem-based
Projects, Posters
Portfolios - Group
or Individual
Fig. 7.2: Types of Performance Assessment
The above figure is very significant as it shows well how performance assessment provides
both for the development and assessment of 21st Century Competencies, which are at the
core of the curriculum. Again here, data gathering tools, such as checklists and assessment
rubrics, are mandatory for a fair, valid and objective assessment.

(iv) Written Assessment
Classroom tests, term tests and end-of-cycle assessments are modes of summative assessment,
and they are important to evaluate the effectiveness of teaching and learning. They allow
evaluation to take place and shape decision-making processes. Teachers should work to provide
ample guidance and support for lower ability students to engage with summative assessment.
As far as it is practically possible, end-of-year assessment results should account for a certain
percentage in the learning accumulated and already evidenced by students during the year,
notably at the end of Grades 7 and 8.
In a nutshell, the assessment strategy for the lower secondary curriculum can be represented
as follows:
Continuous
and Formative Assessment Forms of Tools for
Assessment Methods Assessment Assessment
Strategy
• Teacher assessment • Observational • Observational

• Peer assessment • Oral / Recital Checklists,
• Group assessment • Practical Rating Scales
• Self-assessment • Projects, Posters & Anecdotal
& Portfolios Records
• Inquiry • Rubrics
• ICT-based • Classwork
• Written
Assessment
Fig. 7.3: Assessment Strategy
7.2.4 Language in Assessment
Various reports have highlighted that students do not perform well in assessment due to the
language in which the assessment is set. Though it is expected that students at Grade 7 and
above should be conversant in reading and writing, some students, especially those in the
extended 4-year stream or those with some disabilities, may lack the literacy skill and confidence
to express themselves optimally during the teaching and assessment phases. Teachers should
therefore demonstrate sensitivity to such language barriers and take necessary steps as early as
possible to address such difficulties.

7.3 Planning for Assessment – Making it all work
Similar to teaching, assessment should be planned. The common misconception is that it is

solely the teacher’s responsibility to plan assessment and that also, after teaching. There is a need
to reconsider how teacher’s assessment decision fits in the overall Assessment Programme of
the school so that the student is not overloaded with assessments at the same time, in particular
when using a CAS approach. The Programme of assessment should provide evidence on how
the different curriculum outcomes are being assessed throughout the year within each subject
as well as across learning areas.
An Assessment Programme is “a year-long grade specific formal plan of assessment for a

Learning Programme or Learning Area or Subject”. Therefore, it is linked to the Departmental
Yearly Scheme of Work.
It is recommended that teachers plan out their assessment based on the outcomes of the
respective learning area as well as those stated as cross-cutting within the curriculum to design
a broader picture of how assessment will be carried out, recorded and reported.
The Assessment Planning Cycle shown in Figure 7.4 can help teachers, departments and
schools to structure their Programme of Assessment.
Levels of
Planning
Plan the
Reporting Programme
Methods of
Assessment
Assessment
Planning
Cycle
Recording Methods of
Tools Assessment
Forms and
Tools of
Assessment
Fig. 7.4: Planning for Assessment

7.3.1 Levels of Planning
Assessment should be planned at 3 levels:
(i) Programme Level
At this initial phase, subject teachers determine what learning outcomes (knowledge, skills
and attitudes) are to be met by students at that Grade level and chart out the number, types, time
schedule and resources needed for assessment over the year. This allows the close alignment
between curricular goals and assessment targets across all subjects offered by the school.
(ii) At Work Schedule or Scheme of Work Level
The Work Schedule is worked out to show where and when in the curriculum the different
types of assessment will be carried out. It helps to determine the deployment of the assessment
strategy and multiple forms of assessment to be used to assess students’ achievement. This
meso-level of planning ensures that teachers cater for a variety of learners through varied
assessment methods.
(iii) At Lesson Planning Level
Often an assumed or neglected aspect of classroom practice, lesson planning should be

considered by teachers as an opportunity to plan effectively for assessment activities within
the day-to-day teaching and learning process. It is here that the whole potential of formative
assessment can be exploited to shape teaching and learning in the different learning areas,
whilst addressing the needs of different learners through formal, informal and authentic
assessment and remediation.
7.3.2 Designing the Programme of Assessment
The first phase of the cycle leads to the planning of the Programme of Assessment which
captures at Department and/or School level the whole Programme of Assessment.
• Methods, Forms and Tools for assessment
When planning the assessment tasks, teachers would then use the same methods, forms and
tools for assessing the same outcomes for all the students in the Grade. This would ensure
fairness and validity of the assessment. It is recommended, however, that teachers should exert
autonomy in deciding the best methods, forms and tools according to their context and to the
perceived needs of their students.
• Recording and Reporting Tools
Whist teachers often use Observational Checklists and Rating Scales for in-class assessment
situations, it is important also to develop National Rating Codes and Performance Descriptors
to record and report on students’ achievement in Grades 7-9.

The current policy outlines the use of a 3-point rating scale to describe performance in non-
core subjects at Grades 1-6, as follows:
• Proficient
• Intermediate
• Basic
At lower secondary level, there is a need to develop an Assessment Framework to measure
and report students’ achievement of the curricular outcomes.
A 6-point rating scale and descriptors are proposed as follows:
RATING SCALE DESCRIPTORS

1 Excellent
2 Very Good
3 Good
4 Satisfactory Achievement
5 Partial Achievement
6 Not Achieved
7.4 Key Stage 4: Assessment at end of Grade 9 - National Certificate of

Education (NCE)
All Grade 9 learners will be assessed at the end of the nine-year basic education cycle.
Students will sit for the National Certificate of Education (NCE) assessment. The assessment will
test both core and non-core subjects. Assessment of core subjects will be set and marked by
the Mauritius Examination Syndicate (MES). Non-core subjects will be assessed at school level
through school-based assessment, monitored by the MES.
“This national assessment at end of Grade 9 will serve for the purpose of promotion to and
orientation in Grade 10.”
Source: Inspiring every Child: Nine-Year Schooling (2016)
For admission to Academies, students should get through both core and non-core components
of the NCE.
7.5 Ethics in Assessment
Assessment results are the most sensitive aspect of the evaluation system as a whole. Students’
motivation to engage with their learning and grow as learners is highly influenced by their own
and others’ perception of their worth as learners. Hence, it is important that all assessment
records and reports are kept confidentially and are only communicated to relevant stakeholders
in the best possible way, so as not to affect the self-esteem of learners.

Part 2:
The Learning Areas in Grades 7, 8 and 9
This section provides a detail account of each Learning Area

to be addressed in the NCF Grades 7, 8 and 9.

8 English
The English language holds a key position as an international language and, in the local context,
as the language of administration and medium of instruction. After sixteen years of compulsory
education, most of our youth aspire to engage in higher education or join the labour market.
It is thus crucial that their proficiency in English be developed for communicative, functional
and academic purposes to enable them to operate efficiently in society. The prominence of the
English language in the field of entertainment also calls for an awareness of how knowledge
of the language broadens the scope for leisure, be it through films, songs, books or travelling.
The English curriculum is based on the premise that language competency is founded on a
sound knowledge of how the language works and how its use is determined by the context
and the multiplicity of purposes for which it is used. It therefore recognises that learners must
develop all the language skills and use grammar and vocabulary accurately in order to become
effective users of the English language.
The English curriculum also foregrounds the notion that language education is a vehicle for
the development of the whole person. It achieves this through the inclusion of literature, via
which emotional and aesthetic sensibilities, values, critical and creative thinking, as well as
problem-solving skills are mediated.
Finally, the English curriculum recognises the diverse potential and range of levels of our
learners. It thus proposes a flexible approach to teaching and assessment so that teachers
can tailor their methodology according to the profile and needs of their learners. Further, the
curriculum seeks to create the impetus for the learning of language and study of literature, and
encourages the adoption of learner-centred instruction that takes into account the Mauritian
reality, namely the variety of languages with which our learners grapple and their prior
knowledge of language as a system and of its use.
8.1 Aims of the English Curriculum
The aims of the English curriculum are to ensure that learners:

• Use the English language with relative confidence
• Demonstrate the ability to understand and interpret information from different media
• Communicate appropriately, both orally and in writing, according to context, purpose and
audience
• Respond critically and creatively to common literary genres
• Demonstrate enhanced sensitivity to the way language is used to construct meaning
8.2 The English Language Curriculum
English remains one of the core subjects in the NCF at secondary level. In Grades 7-9 the
significance of the language is reinforced by the fact that it is the medium of instruction of a
wider range of subjects. It is therefore necessary that the learners’ developing competence in
English allows them to cope successfully with instruction and ensure positive experiences of
schooling. The need to develop an appreciable level of proficiency in English is also attributable
to the fact that after Grade 9, learners may opt for either an academic or vocational route.
They should be adequately equipped to manage effectively in the chosen field. In Grades
7-9, therefore, the English curriculum builds upon the learners’ prior knowledge and further

develops their proficiency in English. This constitutes the effective use of the four language
skills, namely listening, speaking, reading and writing, as well as the application of grammar
rules to understand and communicate effectively; and an enriched repertoire of words that
enables them to understand the language with more ease and use appropriate vocabulary
to express themselves with precision in different situations. The learners’ progress in learning
English englobes increased use of the language and growing ease during its use.
8.3 Language Teaching Methodology
In Grades 7-9, teachers are encouraged to adopt an inductive approach, whereby learning
takes place through guided-discovery and cooperation with peers, so that learners play a more
active role in the instructional process and gradually develop more autonomy in the use of the
language. However, in order to achieve the aims set by the English curriculum, teaching and
learning should be more situated and adapted to meet the needs of our learners, for whom
English is often a foreign language. This requires teachers to have a holistic understanding
of what happens in the classroom, and to be strategic thinkers and practitioners. As informed
decision-makers, teachers opt for the most appropriate strategies to be adopted for specific
lessons with particular learners in a given classroom context. They integrate language skills, and
maximise the creation and utilisation of learning opportunities while striking a balance between
their role as managers of teaching and mediators of learning. Teachers also use interactive
activities such as games and role-play to promote learner participation and interest. They
facilitate meaningful learner-learner and learner-teacher classroom interaction in which learners
are entitled and encouraged to initiate topic and talk, and not just react and respond. They
draw the learners’ attention to the formal and functional properties of the English language and
provide a language-rich classroom environment so that learners can infer and internalize rules
underlying grammatical usage and communicative use. The use of an array of teaching aids,
such as audio-visual and technological resources, ensures that adequate support is provided.
Further, teachers contextualise linguistic input by drawing from the different languages in the
Mauritian environment and ensure social relevance. Finally, through the teaching of English,
teachers raise the learners’ consciousness about varied topics such as culture, citizenship, the
environment, society, etc.
8.4 Assessing Language Learning
Assessment is an integral part of the teaching and learning process. It can be carried out in
class, both formally and informally, to provide an insight into learners’ progress and enable
teachers to give concrete feedback to their learners. In the teaching of English, formative
assessment is carried out continuously on a daily basis. This on-going process will allow teachers
and learners to evaluate their teaching or learning, and make readjustments accordingly. When
it comes to assessing the four skills, the performance of learners is measured according to the
objectives set for the task. Thus, teachers develop their own set of criteria depending on what
they seek to achieve by the end of the lesson. The learners are then informed about the various
assessment criteria so that they are fully conscious of what is expected of them. After the learners
have been assessed, constructive feedback is provided and necessary follow-up measures are
taken. On the other hand, summative assessment is carried out at the end of a unit or topic to
measure the learners’ overall mastery of skill and knowledge about what has been learnt.

8.5 The Place of Literature in the Curriculum
Literature is of considerable value to human life. This is because it often draws its inspiration
from human society and ‘reality’, and plays a central role in the transmission of knowledges
across generations and geographical barriers. When transposed to the curriculum as a subject,
the pedagogical benefits associated with literature are manifold. As an art form, it constitutes a
rich source of aesthetic gratification, as learners experience the sense of beauty associated with
the appreciation of different literary genres. Also, by virtue of its interdisciplinary nature, it cuts
across different subject areas and provides opportunities for the transfer of skills (such as creative
and critical thinking skills) to and from related fields, like history and sociology, for instance.
At experiential level, literature develops the affective domain and fosters the development of
values. It also contributes to a heightened sense of empathy, as learners undergo a process of
growth through their exposure to the different situations and intra/inter-personal relationships
depicted in literature texts. If properly exploited, this exposure can also pave the way to greater
intercultural understanding as well as ensure a form of cultural empowerment. Moreover,
the ‘performative’ dimension inherent to the subject provides enhanced opportunities for
engagement in active learning exercises like tableaux, mimes, role-plays, and simulations.
This realization of literature in performance adds practical and aesthetic elements to learning,
makes texts more accessible and enhances confidence in learners. In relation to language
study, literature has been hailed as a powerful tool to promote linguistic proficiency, especially
when avenues are sought for the establishment of links between the language and the literature
classes.
8.5.1 Literature Teaching Methodology
Given the nature of literature as an art form/subject, teaching should not be restricted to
the reading and explanation of texts. Instead, the more eclectic the teaching approach, the
more accessible and enjoyable literature is to learners with diverse learning styles, and the
broader are the perspectives opened up to learners. This also ensures the development of
higher order skills. To that end, the application of ICT is one avenue that is worth pursuing to
revisit the teaching of a subject that sometimes brings learners in contact with literary materials
dating back to the Classical era. Equally important is the need to take on board context-specific
factors while selecting literature texts, and planning, conducting and assessing the literature
lesson. This particularly matters in sociolinguistic contexts where learners have diverse linguistic
profiles. Finally, teaching approaches that are geared towards the setting of practical tasks are
strongly recommended to underscore the ‘performative’ attributes of the subject.
8.5.2 Assessment in Literature
In Grades 7-9, literature will be assessed separately from language and will carry a 100 %
weighting. Even though literature is more often assessed through written work, it is highly
recommended that alternative assessment modes be devised. These will, for example, be in
oral form or based on tasks and/or projects to be carried out either individually or in groups.
Assessment is also conducted in the form of practical exercises like role-plays, especially
when the objective is a formative one. Such exercises are particularly suitable to tap into the
creative potential of literature students and enable them to plough back personal insights into
the appreciation and analysis of texts on the syllabus. Finally, given the increasing focus on
language-based literary appreciation and criticism, it is imperative that both summative and
formative assessment tasks focus on the skills needed to appreciate and study literature with
growing confidence and autonomy. This is what will eventually lead to the assurance and skills
needed to engage in exercises like commentaries on unseen texts.

8.6 Specific Learning Outcomes
8.6.1 Grade 7
At the end of Grade 7, learners should be able to:

• Listen actively to different kinds of simple and familiar aural literary and non-literary texts
with understanding and appreciation
• Identify different aural texts and the purpose and gist of messages
• Communicate in English willingly
• Produce planned speech on familiar topics and provide simple responses to literary texts
with adequate clarity and accuracy, showing awareness of norms and conventions
• Demonstrate willingness and enthusiasm to engage in reading
• Read age-appropriate texts with relative fluency and accuracy, and apply a range of
strategies to read with understanding
• Provide simple critical responses to texts on familiar topics
• Produce texts on familiar situations for different purposes and audiences
• Engage in the process approach to writing to produce relevant and coherent texts with
accuracy, relative fluency, and some creativity
8.6.2 Grade 8

• Listen actively to a range of aural texts
• Demonstrate understanding of aural texts that are longer and increasingly complex
• Demonstrate the ability to communicate spontaneously with one or more persons,
adhering to social norms and conventions
• Produce speech that is increasingly complex in structure and accuracy
• Select and apply a range of strategies to read analytically and interpret longer literary and
non- literary texts
• Provide critical and creative responses to common literary and non-literary texts
• Write on a growing range of topics and for different purposes and audiences
• Demonstrate the ability to use the process approach to produce texts that reflect increasing
fluency, accuracy and creativity
8.6.3 Grade 9

• Use a variety of strategies to interpret, analyse and listen critically to a diversity of aural
texts
• Demonstrate the ability to listen for appreciation of aesthetic features contained in a range
of aural texts
• Communicate views and opinions on, and appreciation of various topics/texts with relative
confidence
• Produce planned and spontaneous speech using varied sentence structures and greater
accuracy
• Use strategies with increasing independence to self-monitor comprehension while reading
• Read and respond critically to a wider range of literary and non-literary texts that are
increasingly complex
• Demonstrate the ability to write with growing confidence on a variety of texts with accuracy,
using complex sentence structures and some stylistic devices for effect
• Use the process approach autonomously to reinforce and extend texts that reveal creativity
and critical thinking

9 Français
9.1 Apprendre le français à Maurice et à Rodrigues
L’apprentissage du français se fait en situation formelle pour la majorité des apprenants

à Maurice et à Rodrigues. Prendre en considération une progression logique dans leur
apprentissage afin qu’il n’existe pas de grand décalage entre la sixième et la septième année et
les années suivantes est très compréhensible. On croit souvent qu’à l’âge de 12 ans, l’enfant sait
lire, écrire et s’exprimer correctement dans une langue qui n’est pas la sienne mais l’expérience
a prouvé le contraire. Les connaissances fondamentales sont mal assurées à cet âge. Les
apprenants ne considèrent plus le livre comme le seul outil d’apprentissage. Ils vivent dans
un monde dominé par l’image et par la nouvelle technologie. Ils savent manier l’ordinateur ou
connaître toutes les fonctions d’un portable mais ont des difficultés de lecture et d’écriture en
français normatif.
L’oral, aussi bien que l’écrit, constitue la base dans le processus de construction des savoirs
et des savoir-faire disciplinaires. Développer des compétences chez les apprenants pour
diminuer les inégalités linguistiques et culturelles, réconcilier la langue de l’environnement
et l’apprentissage d’une langue étrangère sont souvent des tâches insurmontables pour les
enseignants. La classe doit être « le lieu où l’on perfectionne le maniement de la langue et des
discours, et celui où se noue une relation privilégiée avec la littérature, dans toute la variété de
ses formes et de ses origines» (Boissinot, A., 2001:7).
L’apprentissage dans les trois premières années du secondaire sera bientôt transformé en un
apprentissage gradué et la progression se fera étape par étape avec l’espoir de diminuer au
maximum les faiblesses chez les apprenants. Pour ce faire, il ne faut plus travailler en fonction
des examens de fin d’année mais en fonction des instructions qui figureront dans un curriculum
et en fonction des connaissances et des compétences à maîtriser à la fin de chaque année.
Nous souhaitons que la coupure entre l’enseignement au primaire et celui au secondaire
disparaisse pour laisser la place à une continuité dans l’apprentissage. Il ne suffit pas de mettre
l’accent sur la maîtrise de l’écrit pour répondre aux besoins des examens mais accorder autant
d’importance à l’oral et à la littérature.
Comment aider les élèves en difficulté sans pour autant pénaliser les « bons » élèves? Le NCF
des Grades 7 à 9 cherche à trouver des solutions surtout dans la didactique du français. Le NCF
de 2009 contient une série de propositions méthodologiques qui appelaient un changement
d’approche dans l’enseignement du français pour les élèves de grades 7 à 9.
Ce changement d’approche est essentiel si l’on veut régler les problèmes de l’enseignement
du français à Maurice et à Rodrigues. Le passage de Grades 7 à 9 à la place de Form I à III aura
« une efficacité très limitée quand leur mise en place ne s’accompagne pas d’une réflexion
sur les savoirs à transmettre, sur les compétences à acquérir et sur les méthodes à privilégier»
(Weinland, K. & Puygrenier-Renault, J., 1998:5).
Aussi, l’expérience du terrain et les conversations avec les enseignants, les élèves, les Chefs
d’établissement scolaire, les syndicalistes nous ont amenés à proposer un enseignement
laborieux du français. Cela sous-entend un enseignement qui vise « à faire acquérir
progressivement les outils d’analyse et d’expression permettant à un élève de lire et écrire …
indépendamment de ce que son milieu socioculturel lui a ou non apporté» (ibid).

C’est pour cette raison que nous avons recueilli des avis afin de mieux cerner les problèmes
et les besoins des enseignants et des élèves. Ces consultations ont été importantes car si on
n’écoutait pas les voix de « ceux sans lesquels l’enseignement du français n’existerait pas»
(Boissinot, A., 2001:13), toutes les propositions risqueraient d’être des discours théoriques.
Ajoutons aussi que l’enseignement et l’apprentissage de la langue française se feront avec
l’apport de la TIC dans une approche intégrée.
9.2 L’enseignement de l’oral
Dans tout enseignement/apprentissage d’une langue, l’oral est important. Il sert de lien
entre le développement cognitif, l’acquisition des savoirs et de la réflexion. Dans un rapport
du Département de l‘éducation de Londres (2011), les experts parlent de la pratique de l’oral
dans toutes les matières. La pratique de l’oral a une influence positive sur l’acquisition de la
connaissance. L’oral est aussi important dans la pratique de la lecture.
C’est pour ces raisons et pour d’autres que le NCF propose l’enseignement/apprentissage de
l’oral en français.
9.3 La littérature intégrée à l’enseignement de la langue
L’enseignement de la littérature pose un énorme problème aux enseignants dès les trois
premières années du secondaire. Dans les écoles où cet enseignement existe, les enseignants
constatent un manque d‘intérêt de la part des élèves, surtout, des garçons. Certains avancent
que ce manque de motivation découle du fait que la littérature n’est pas évaluée à la fin de
chaque année. Pour les enseignants, souvent l’évaluation conditionne l’enseignement et non la
maîtrise des compétences en littérature.
Dans les collèges où l’on enseigne la littérature, le découragement vient du choix des textes.
Souvent ceux-ci ne sont pas au goût des élèves. On les utilise justement au service de la langue
et non pour une connaissance littéraire. Une ouverture vers différents genres littéraires est
souhaitable, selon les enseignants. Les textes doivent motiver les élèves parce que ces derniers
cherchent à se retrouver soit dans le récit soit dans les personnages. De cette façon, on les
amènera à travailler leur imaginaire et leur imagination;
Dans cette optique, les supports technologiques: internet, projecteurs, tableaux interactifs et
autres outils technologiques pourront être aussi utilisés dans la classe de littérature.
Cependant, l’enseignement de la littérature à partir du Grade 7 doit obéir à des objectifs

précis et des manuels appropriés prescrits pour les élèves. À ce titre, introduire la littérature de
jeunesse, voire la bande dessinée dans la classe ne serait pas une mauvaise idée.
9.4 Objectifs généraux
• Proposer un socle commun des compétences à acquérir afin d’harmoniser l’enseignement

du français.
• Concevoir un cadre qui assure la continuité et l’évolution des compétences visées à savoir
la compréhension orale, l’expression orale, la compréhension de l’écrit, l’expression écrite.
• Adopter une nouvelle approche de l’enseignement du français en tant que langue étrangère
dans les manuels en intégrant la grammaire lors de l’acquisition des compétences.

• Définir des structures d’apprentissage qui développent la réflexion, la créativité et
l’imagination de l’élève.
• Établir un lien direct entre l’acquisition des compétences sus-mentionnées et les réalités
socio-économiques, culturelles et politiques.
• Permettre l’épanouissement des talents, des valeurs afin que les apprenants soient des
citoyens actifs et responsables.
• Mettre en place une nouvelle orientation de l’enseignement de la littérature
• Développer l’esprit critique de l’apprenant afin qu’ils/elles puissent donner du sens aux
textes.
9.5 Objectifs terminaux
A la fin du Grade 9, les apprenants doivent pouvoir:

• Saisir le sens d’une variété de textes oraux et écrits avec aisance ;
• Employer un lexique étendu et un registre de langue approprié à l’oral et à l’écrit ;
• Analyser un texte oral/écrit et/pour émettre une opinion, la nuancer et la soutenir ;
• Produire des textes en faisant preuve d’imagination et de créativité ;
• Démontrer un intérêt et une curiosité évidents pour s’épanouir et pour développer son
autonomie dans l’apprentissage du français.
• Découvrir différents genres littéraires ;
• Initier les élèves au fonctionnement du texte littéraire
• Faire preuve d’une culture littéraire et d’analyse critique

9.6 Objectifs spécifiques en termes des 4 compétences et de la littérature
9.6.1 Grade 7
À la fin du Grade 7, l’apprenant doit être capable d’/de:

[En termes de compréhension orale]
• Écouter avec attention une variété de textes
• Dégager du sens des textes écoutés
• Démontrer son appréciation des textes écoutés
• Différencier les types de textes écoutés (bulletin d’information, entretien, publicité, bande-
annonce, conversation téléphonique, …)
• Suivre des discussions (2 locuteurs maximum)

[En termes d’expression orale]
• Lire avec aisance en variant l’intonation et le rythme
• S’exprimer avec confiance sur soi et sur son environnement immédiat (milieu familial,
scolaire, amis, quartier, …)
• Comprendre un énoncé, une consigne et réagir en fonction
• Utiliser le lexique approprié
• Produire des énoncés grammaticalement et sémantiquement corrects en utilisant des
phrases simples

[En termes d’expression écrite]
• Saisir le sens des instructions.
• Ecrire lisiblement et de manière soignée.
• Répondre en écrit de façon littérale à des questions (discussion, livre, images).
• Construire des phrases en respectant la syntaxe.
• Maîtriser les signes de ponctuation.
• Produire des phrases en tenant compte du système verbal, des règles élémentaires
d’orthographe lexicale et grammaticale.
• Employer le lexique approprié ; expliquer des mots/expressions et donner un sens aux
phrases.
• Ecrire en fonction de diverses situations de communication (informer, expliquer, inviter,
s’excuser…)
• Produire seul(e) et/ou en groupe des textes courts en faisant preuve d’originalité et de
créativité (carte de vœu, carte postale, mot d’excuse, petite annonce…)

[En termes de compréhension de l’écrit]
• Identifier différents types de textes (bandes dessinées, publicités, poèmes…)
• Manipuler les livres et distinguer les différentes parties d’un livre (page de couverture, titre,
illustrations, quatrième de couverture)
• Lire une variété de textes avec intonation, débit et articulation et les comprendre.
• Relever les différents types de vocabulaire employés dans les textes.
• Comparer et analyser les différents types de production et registres de langue.
• Dégager judicieusement l’idée principale et trouver des informations spécifiques

[En ce qu’il s’agit de la littérature]
• Reconnaître les différents types de textes (poésie, théâtre, textes en prose)
• Faire un compte-rendu de sa lecture : recueillir ses impressions de lecture et les exprimer
• Faire des recherches sur l’auteur et son époque
• Comprendre le fonctionnement du texte (narration, description, dialogue)
9.6.2 Grade 8
À la fin du Grade 8, l’apprenant doit être capable d’/de :

• Différencier les types de textes écoutés (textes francophones, différents accents/
prononciations, différents registres de langue, …)
• Comprendre le lexique spécifique
• Suivre des discussions entre plusieurs locuteurs

• Lire avec assurance une variété de textes
• Converser clairement avec un locuteur sur des sujets plus spécifiques le concernant (choix
d’un métier, vie scolaire, relation avec les autres, …)
• Comprendre une problématique de la vie quotidienne et réagir en fonction
• Utiliser le lexique approprié et plus étendu
• Produire des énoncés grammaticalement corrects en utilisant des phrases composées

• Manifester en écrit une compréhension par inférence grammaticale et lexicale.
• Dégager le sens, organiser les idées et les transposer à l’écrit.
• Utiliser un lexique approprié et plus étendu.
• Développer une capacité à résumer les éléments clés de divers textes et/ou à donner son
opinion.
• Produire seul(e) et/ou en groupe des textes fonctionnels divers (récits de fiction, poèmes,
planches de BD, saynètes, mini- pièces de théâtre, etc).

• Reconnaître les différents types de production (journaux, magazines, romans d’aventure,
d’amour…)
• Développer une capacité à lire de différentes façons (lecture balayage, linéaire)
• Faire preuve d’une capacité à repérer un vocabulaire usuel
• Manifester une compréhension fine des textes (réactions des personnages, identification
des thèmes principaux, offre de titres appropriés, résumés et quelques procédés d’écriture)

[En ce qu’il s’agit de littérature]
• Développer l’esprit critique en approfondissant sa compréhension des textes
• Comprendre le fonctionnement du texte (initiation à l’étude des personnages, à l’espace et
au temps, au schéma narratif)
• Découvrir le texte dramatique et poétique
9.6.3 Grade 9

• Différencier les types de textes écoutés (reportages, documentaires, chansons, films,
émissions de radio, …)
• Relever le vocabulaire d’usage
• Préciser le contexte
• Suivre des discussions entre plusieurs locuteurs

• Présenter son opinion sur un sujet d’actualité et l’argumenter avec conviction
• Défendre son point de vue avec un/plusieurs locuteurs (débat)
• Être confronté à une situation de la vie quotidienne et être capable de la résoudre (jeux de
rôles)
• Utiliser un lexique riche et soutenu
• Produire des énoncés grammaticalement et sémantiquement corrects en utilisant des
phrases composées
• Faire un compte-rendu d’un texte

• Ecrire en faisant preuve d’une sensibilité à la langue et en employant quelques procédés
d’écriture (pronoms et reprises nominales, connecteurs logiques, formes verbales
dominantes…)
• Employer un lexique riche et soutenu
• Faire preuve d’une logique d’anticipation et de réécriture d’un texte.
• Produire seul(e) et/ou en groupe des textes informatifs, scientifiques et fonctionnels divers.

• Apprécier une variété de textes (romans policiers, de science-fiction, saynètes)
• Lire et faire preuve d’un esprit d’analyse et de synthèse)
• Internaliser le traitement des mots
• Manifester sa capacité à réagir à un texte (prendre position, s’identifier à un personnage ou
une situation)

[En ce qu’il s’agit de littérature]
• Relier sa lecture à son vécu (par exemple l’inter culturalité)
• Comprendre le fonctionnement du texte (les points de vue, les procédés stylistiques, le
schéma actantiel)
• Construire des hypothèses de lecture et les confronter.
N.B: Les TICE sont intégrées à toutes ces compétences en tant que supports pédagogiques en
sachant que la didactique du français saura les accommoder en situation de classe traditionnelle
ou inversée.

10 Asian Languages and Arabic
The Republic of Mauritius is a multicultural and multilingual nation as a result of migration

waves from Africa, Asia and Europe. The long French and British colonization periods have
made both French and English languages two of the most important languages of the island.
The settlement of people of African origin during the French colonization period has given
Mauritius its Creole language, which has become the lingua franca of almost all Mauritians
today, irrespective of their ethnic origins. The migrants from the Asian continent, mainly during
the British colonial period, brought Chinese and Indian languages which have hitherto been
preserved by the descendants to the best of their capacity. Among the Indian languages,
Bhojpuri, Hindi, Marathi, Tamil, Telugu and Urdu are still present in the Mauritian linguistic
landscape, although their uses at both written and spoken levels differ one from the other.
These Indian languages along with Modern Chinese and Arabic are present in the primary and
secondary curriculum in Mauritius.
The people of Mauritius, whose ancestors migrated from different corners of the globe, are
still deeply rooted in their respective linguistic and cultural traditions. The people have their
cultural practices inbuilt in their ways of life, and always wish to operate in an environment that
facilitates the maintenance and development of their traditions. The platform that can further
consolidate this environment is a broad-based and flexible curriculum that takes on board the
different traditions and cultures of the people.
Languages are also essentially medium of communication for better understanding and
proximity. In a multi-ethnic society like Mauritius, languages can surely help to secure greater
comprehension and integration among its population. When asked whether he was a Hindu,
Gandhi replied “Yes I am. I am also a Christian, a Muslim, a Buddhist and a Jew.” He also said:
“I do not want my house to be walled in on all sides and my windows to be stuffed. I want the
cultures of the all the lands to be blown about my house as freely as possible. But I refuse to be
blown off my feet by any.” It is obvious that one should always take advantage of the richness of
the world cultures and emerge as a universal person. Again, a curriculum that accommodates
different languages and cultures is the best platform to create Gandhi’s universal person.
With the rapid development of information and technology, cultural diversity has become
an integral part of the process of globalization and it is clear that cultural uniformity is no
longer a norm for the globalized world. Hence, cultural and linguistic diversity has to be further
strengthened to successfully position Mauritius on the world map.
The new curriculum for Asian languages and Arabic takes on board the above-mentioned
issues. Integration of oral communication skills and ICT, consolidation of literary and cultural
values, development of translation and research skills, and use of audio-visual materials in the
new curriculum will surely render the teaching and learning of these languages more functional,
practical and interesting.

Hindi
Urdu Marathi
Asian
Languages
Telugu Modern
Chinese
Tamil
Fig. 10.1: The Asian languages
10.1 Aims of the Asian Languages and Arabic Curriculum
The aims of the Asian languages and Arabic curriculum are to ensure that learners:
• Develop language proficiency and communicative skills with emphasis on linguistic,
sociolinguistic and strategic competences
• Develop interest to appreciate the language in different situations
• Develop understand a variety of aural and written texts
• Develop the proficiency in speaking and writing the language
• Develop basic translation skills
• Use relevant ICT tools in learning the language
• Develop an appreciation for the culture, values and literature related to the language
10.1.1 Expected Learning Outcomes for Asian languages and Arabic
By the end of Grade 9, learners should be able to:

• Develop interest in appreciating the language in a variety of contexts
• Demonstrate understanding of the spoken form of the languages used in different contexts
• Demonstrate the ability to articulate the languages with the correct pronunciation and
intonation
• Develop fluent reading skills, with understanding of a variety of curricular and extra-
curricular materials
• Develop accurate and coherent writing skills
• Translate simple texts from one Asian language and Arabic to other languages
• Develop cultural values through interaction with Asian languages and literature
• Use multimedia tools to learn the language and to communicate effectively

10.2.1 Grade 7

Listen with understanding
• Understand simple narrative texts, songs and poems
• Identify familiar words, phrases and expressions from aural texts
• Follow dialogues as aural texts
• Listen and respond to simple instructions and questions
• Appreciate audio-visual programmes
• Search and listen to appropriate and relevant audio-visual texts using ICT tools
Speak
• Introduce themselves and others
• Express ideas using simple vocabulary and structures
• Express ideas related to the immediate social and cultural environment
• Get involved in simple and routine conversations on familiar issues
• Use correct pronunciation and appropriate intonation
• Identify different speech acts in the language using ICT tools
Read with comprehension

• Read with correct pronunciation and intonation
• Read simple narrative and descriptive texts with understanding
• Read dialogues with understanding
• Derive factual information from simple texts
• Show eagerness in reading
• Read with understanding ICT-based texts
Write
• Produce simple and compound sentences accurately
• Construct paragraphs correctly
• Write narrative and informative texts correctly
• Describe aspects related to immediate social and cultural environment
• Translate simple and compound sentences
• Write correctly with the right spelling and punctuation
• Develop ability to type using appropriate software
10.2.2 Grade 8

• Understand and enjoy a range of aural texts of immediate relevance
• Identify and retain information from aural texts
• Follow aural texts in the form of conversations
• Listen and respond to various types of instructions and requests
• Appreciate audio-visual programmes
• Differentiate sounds accurately using audio-visual texts through ICT

Speak
• Express personal information
• Speak using a wider range of vocabulary and structures
• Talk about places, objects, likes and dislikes
• Express ideas related to socio-cultural events
• Get involved in conversations related to a wide range of contexts
• Speak coherently and with the right intonation
• Produce and analyse different speech acts using ICT tools

• Read fluently with correct pronunciation
• Read complex narrative and descriptive texts with understanding
• Read conversational texts with understanding
• Derive information from complex socio-cultural texts
• Engage in reading for pleasure
• Search and read specific ICT-based texts
Write
• Produce compound and complex sentences accurately
• Write short texts with correct paragraphing
• Write descriptive texts correctly
• Describe experiences, socio-cultural events, ambitions, as well as likes and dislikes
• Translate texts with compound sentences
• Write using appropriate vocabulary
• Use appropriate ICT tools for accurate writing
10.2.3 Grade 9

• Understand and appreciate a variety of simple and complex aural texts
• Identify implicit meaning from aural texts
• Follow aural texts in the forms of conversations and plays
• Listen and respond to discourses by native speakers
• Appreciate audio-visual programs through ICT on a variety of topics
Speak
• Express feelings and emotions correctly
• Use relevant and contextual expressions appropriately
• Express opinions on socio-cultural topics
• Engage in conversations in a number of situations and with native speakers
• Speak coherently and fluently
• Engage in conversations using ICT tools

• Read with confidence and understanding
• Read a variety of texts including argumentative and literary texts with understanding
• Read and respond to texts of socio-cultural nature
• Synthesize meaning from a variety of sources
• Retrieve and read relevant information from ICT-based texts for research purposes

Write
• Produce simple texts with a variety of sentences accurately
• Write long essays coherently and effectively
• Write different types of texts (e.g. dialogues, letters, reports, etc.)
• Express opinions on social and cultural issues
• Translate texts with complex sentences
• Write grammatically correct texts
• Prepare audio-visual presentations using ICT tools
10.3 Other Features of the Curriculum
10.3.1 Communication skills
Oral communication skills have an important role in the new curriculum framework. These will
enable the learners to communicate accurately, coherently and fluently. This component will
be equally assessed and integrated in the certification. Appropriate training will be offered to
relevant stakeholders.
10.3.2 ICT
ICT will form an integral part of the teaching and learning of Asian languages and Arabic.
Learners will be able to read and retrieve information from ICT-based texts and develop their
ability to type in the respective Asian languages and in Arabic. A number of ICT-based materials
such as multimedia CDs, interactive games, slideshows, and video books will be adapted and
developed for the effective teaching and learning of languages.
10.3.3 Moral and Cultural Values
Most of the Asian languages and Arabic are vehicles of rich cultural and moral values. They
will be threaded in the curriculum of languages with the objective of creating a responsible and
cultured citizen of Mauritius.
10.3.4 Literature
Most of the Asian languages and Arabic have a rich literary tradition. The main literature of
the respective languages and their salient literary features will be given due importance in the
curriculum.

11 Mauritian Kreol
The introduction of Mauritian Kreol as an optional language subject at secondary level

presents a wealth of avenues and opportunities for learners. First, it acts as a space of inclusion
and openness for the construction of the Mauritian identity via the preservation of ancestral
and cultural values. But more importantly, as the mother tongue of an overwhelming majority of
learners, it offers undeniable educational outlooks that can enable learners to realise their full
academic potential.
As advocated by an ever-increasing body of scholarship in language education, multilingualism

is emerging as THE linguistic norm for the new world order, with a realisation that multilingual
countries far outnumber monolingual ones (Baker, Prys & Jones, 1998; Cenoz, 2009; and
Garcia, 2011). As we move away from the traditional monolingual bias (Cenoz & Gorter, 2011)
claiming that a ‘one-language-at-a-time’ approach is most suited for the development of
linguistic proficiency in learners, language-in-education policies around the world are being
re-examined to take on board the multiple linguistic profile of learners (Cenoz & Jessner, 2009
and Blackledge & Creese, 2010).
Language being crucial for communication and interaction, it plays a central role in enabling
adolescents to develop their potential for the construction of their personality traits, the
fulfilment of their social needs and the realisation of their cognitive development. In this respect,
Mauritian Kreol being the channel through which the thinking process is mediated and the
emotional intelligence expressed, it affords to learners the required leeway to focus on meaning
and interpretation during the learning process, without any sense of linguistic insecurity.
The learning of Mauritian Kreol in Grades 7-9 will help in developing balanced multilingual
competences that will in turn bring learners to a heightened sense of autonomy and assurance
in a meaningful and participatory learning process that will concurrently valorize personality
development, social adaptability and academic potential across the wide spectrum of the
secondary school curriculum.
11.1 Aims of the Mauritian Kreol Curriculum
The aims of the Mauritian Kreol Curriculum are to ensure that learners:
• Develop a harmonious personality, grounded in the awareness of their home language
and culture, and in the desire to open up to other languages and cultures
• Develop language and communicative skills for a wide range of situations in the school
and community
• Use the appropriate mode of communication (oral, written, or media-based) according to
the situation and purpose
• Engage with and appreciate texts and works pertaining to various genres and media
11.2 Expected Learning Outcomes for Mauritian Kreol

• Interact with confidence and relevance in a wide range of situations and for a variety of
purposes
• Demonstrate mastery of Mauritian Kreol in terms of clarity, accuracy and creativity and use
it to enhance proficiency in other taught languages

• Demonstrate understanding of the overall linguistic structure of Mauritian Kreol, thereby
gaining some insight into how languages work
• Respond confidently and effectively to an array of situations that require various modes of
communication in Mauritian Kreol, or in a bi/tri/tetra-lingual mode, including Mauritian Kreol
• Demonstrate appreciation of literary texts written in Mauritian Kreol or other creoles
• Use their knowledge and appreciation of texts in other languages to enhance their
understanding of works in Mauritian Kreol and vice-versa
11.3 Referansiel Bann Kapasite Par Grad
11.3.1 Grad 7
Alafin sa lane-la (Grad 7), zanfan-la pou bizin kapav :

Demontre enn kapasite langazier
• Evalie striktir gramatikal bann fraz ek text ek koriz zot kot bizin
• Servi dan enn fason apropriye form ek tip fraz
• Demontre enn bon dispozision pou enn lekout aktiv
Langaz pou sosialize, kominike ek azir

• Demontre enn lantouziasm pou partisip oralman dan bann klas langaz ek literatir an Kreol
Morisien (KM)
• Partisip dan enn esanz/konversasion avek diferan interlokiter dan bann sitiasion varye, dan
diferan rol ek avek diferan obzektif kominikasionel
Langaz pou devlop kapasite panse

• Demontre kapasite ekoute avek enn lespri kritik
• Examinn bann prosede anrisisman lexikal ki servi kouraman an KM
• Formil enn definision kler ek apropriye pou diferan term ki li servi
• Demontre kapasite exprim bann resanti
Langaz pou literesi

• Demontre enn lantouziasm ek enn predispozision pou lir bann text an KM
• Rekonet diferan tip text oral
• Lir fasilman e avek presizion avek lizie ou oralman bann text dan ninport ki tipografi kouran
e ki varye an longer, stil, konplexite, zanr
• Ekout, lir, vizionn enn varyete text odio, ekri, (odio-)viziel ou mixt ek interpret zot
• Swazir ek aplik stratezi apropriye pou lir diferan text selon kontext, obzektif lektir ek tip
dokiman
• Ekrir klerman, avek enn vokabiler presi ek enn bon lortograf
• Prodir bann text spontane ou planifie kot pena fot gramatikal e ki textielman koeran, bien
organize ek koezif
• Revize, verifie, korize pou amelior lekritir ek prezantasion enn prodiksion
Langaz pou kreativite

• Ekout enn varyete text literer
• Partisip dan lekritir kreatif avek lintere
• Manifeste enn lintere pou serten text literatir dan enn langaz Kreol ou ki prodir dan enn
sosiete kreolofonn
• Devlop gou lir pou plezir ek devlopman personnel

Bann konsep ek zouti langaz
• Servi bann konekter gramatikal avanse pou mintenir enn size konversasion ou diskision
• Explik sinifikasion enn mo apartir so kontext
• Idantifie ek rekonet klas gramatikal bann mo Kreol Morisien
11.3.2 Grad 8
Alafin sa lane-la (grad 8), zanfan-la pou bizin kapav :

• Koz avek presizion ek klarte avek enn vokabiler presi, enn sintax bien artikile ek enn diksion
kler
• Ekout diferan sours text oral ki deplizanpli long ek konple

• Disteng ek itiliz diferan rezis langaz dapre sitiasion ek interlokiter
• Idantifie lobzektif kominikatif, lodians vize, tip text, tem ek bann lide prinsipal dan enn
varyete tip text oral

• Explor enn nosion/konsept abstre ou ki aplike dan enn domenn teknik spesifik
• Etidie rezo lexikal ek semantik ek deroulman/progresion dan enn text pou zistifie so
interpretasion
• Demontre kapasite pran par dan enn diskision/debat bann pozision
Langaz pou literesi

• Konstrir sinifikasion enn varyete text mem long e ki demann enn konsantrasion lektir, lor
nivo literal, inferansiel gramatikal ek lexikal, ek textiel
• Rakont enn zistwar invante ou vre, fer enn resitasion, enn lektir expresif, ou enn lot form
restitision ou prodiksion oral avek konfians ek exprim enn santiman/reaksion
• Fer lektir sistematik enn text informatif, fonksionel ouargimantatif ek restitie so konteni
oralman, an ekri ou par enn grafik dan enn fason striktire
• Prodir enn varyete text akademik ek fonksionel ek servi striktir textiel, rezis ek ton apropriye

• Manifeste enn lintere pou tradiksion patrimwann mondial literer
• Apresie enn text literer ou enn lot prodiksion artistik dan enn fason personel ek kreatif
• Prodir enn varyete text pou bann lobzektif kreatif ek servi rezis ek ton apropriye

• Transpoz enn text Angle, Franse ou dan enn lot langaz Kreol an KM
• Servi bann sinonim ou parasinonim pou fer referans a enn antite dan diferan fason
• Reper bann omonim e interpret zot korekteman
11.3.3 Grad 9
Alafin sa lane-la (grad 9), zanfan-la pou bizin kapav :

• Fer bann transformasion fraz (fokalizasion, klivaz, dislokasion)
• Manifeste konsians ek tolerans pou bann varyant lexikal

• Manifeste konsians ek tolerans pou diferan varyete rezional KM

• Prepar ek fer enn prezantasion oral an fonksion lodians, lobzektif ek kontext kominikasionel
apartir enn plan ou bann pwin esansiel dan enn langaz kler ek metrize

• Explor enn term ou enn konsept kouran ek examinn bann realite istorik ou sosial konplex
ki li rekouver
• Servi so profil pliriling pou aprofondi so kapasite/intelizans langazie
Langaz pou literesi

• Fer apresiasion argimante enn text ou enn oter
• Fer lektir metodik ou kritik enn text fiksionel apartir serten zouti langaz
• Zener swa fer resers, selekte ek organiz ek anfin prezant bann linformasion ou lide selon
diferan obzektif, odians, kontext
• Prodir diferan tip text kreatif selon bann stil varye, parfwa apartir enn model
• Rediz enn text direkteman lor ordinater ek servi bann « template » kouran pou amelior so
lefikasite estetik ou kominikasionel
• Formil enn repons kritik ek personel pou diferan tip text

• Swiv bann letap dan prosesis lekritir pou prodir bann text kreatif ek vinn deplizanpli
otonom pou fer sa
• Fer enn lektir kritik enn seleksion text literer
• Interpret seki li pe lir ek met lanfaz lor sinifikasion inplisit

• Rekonet polifonksionalite bann determinan dan Kreol Morisien
• Manipil avek fasilite bann konstitian fraz
• Demontre konesans striktir Group Verbal (GV)
• Manifeste enn konsians marker Tan, Mod, Aspe
• Idantifie diferan tio propozision (relatif, adverbial, konzonktif)

12 Mathematics
12.1 Introduction
In any educational system worldwide, the study of Mathematics is at the core of the curriculum.
Recent reforms in Mathematics curriculum, driven by research in mathematics education, are
increasingly oriented towards enabling learners to acquire 21st Century Competencies (NCF,
2015). In the field of mathematics education, research studies have skyrocketed in the twenty
first century with the goal of enhancing the teaching and learning of the subject. Mauritius
has been sensitive to changes to maintain international standards in Mathematics at various
levels. Mathematics is a compulsory subject from Grade 1 to Grade 11 (‘O’ level), as it provides
a fundamental set of knowledge and skills for life, and for a society concerned with promoting
equity and social justice.
The emphasis on mathematics learning and teaching is more pertinent in the current era
where its applications are omnipresent in all spheres of life such as citizenship, further studies,
business and industry. This curriculum proposes a structure for the mathematics curriculum for
Grades 1 to 9 that has been reviewed in line with the new challenges identified by Educators, as
well as with international trends and the need for our students to stay in tune with international
norms and requirements. As highlighted in the mathematics curriculum for Grades 1 to 6, much
emphasis is laid on mathematical proficiency, which includes problem-solving and strategic
thinking skills amongst others. The current mathematics curriculum (Grades 7 to 9) proposes a
smooth transition from Grade 6 to Grade 7, taking into consideration the competencies already
developed in the primary sector. Since the mathematics curriculum is spiral in nature, concepts
are revisited in each Grade for further learning of connected and of the more abstract concepts
identified by Educators.
The central focus of the mathematics curriculum framework for Grades 7 to 9 is sense-making
and reasoning, which comprise visualization, connection and representation, problem-solving,
communication, mathematical engagement, and ICT. These components are meant to enable
learners to acquire essential competencies in mathematics at the lower secondary level. The
framework (see Figure 12.1) aims at empowering lifelong learners to become autonomous and
to use their problem-solving skills acquired to make informed decisions for their own as well as
society’s benefit.
The National Curriculum Framework will be supported through an online depository of

resources based on the NCF to benefit both Educators and students. For more information, see
the implementation guide.

Visualization
Technology Connection
Sense-making
and Reasoning
Mathematical Problem-
Engagement solving
Communication
and
Representation
Fig. 12.1: Framework for Mathematics Curriculum
Focus Characteristics and justifications
• Meaningful learning takes place when students can make

sense of mathematical concepts and principles.
• With an understanding of the logical foundations of concepts
Sense-making and and principles, learners are less likely to cast mathematics as
reasoning a set of abstract rules, the memorization of particular formula
and the manipulation of rules.
• Reasoning is regarded as the mechanism that facilitates the
construction of mathematical knowledge.
• Students’ participation and dedication is a significant element

in the learning of mathematics at the lower secondary level.
• Mathematical engagement refers to cognitive, affective and
behavioural engagement.
• Cognitive engagement refers to the type of involvement
(surface and deep) that students exhibit towards the content
of mathematics (e.g. 12 ÷ 14 = 12 × 41, using rule-based
Mathematical invert and the multiply rule, and interpreting the operation
engagement as finding the number of quarters in half).
• Affective engagement encompasses aspects such as interest,
anxiety, confidence, motivation, and the value/reward
attached to the learning of mathematics (e.g. experiencing a
sense of satisfaction after solving a problem).
• Behavioural engagement includes students’ commitment,
willingness and perseverance to learn mathematics (e.g.
students persevere in solving challenging problems).

• Communication in mathematics may take forms such as
written, verbal and gestural.
• Learning mathematics involves appropriating the language
of mathematics fluently and rigorously together with its
Communication and conventions as in notations, symbols and signs.
representation • Communicate using different forms of representations (e.g.
tabular, graphical, and algebraic).
• Representation of mathematical concepts in terms of
concrete manipulatives and digital tools (e.g. models of 3-D
shapes and Geogebra).
• Visualization involves the use of pictures, images, and

diagrams in our minds, on paper, or with technological tools
to conceptualize an abstract concept or a mathematical
Visualization situation.
• It enables the representation of a word problem that may
trigger particular deductions and the type of operations that
may be used to solve it.
• The mathematics curriculum is spiral in nature where concepts

are interdependent, building on each other (e.g. connecting
the equation of a line and its graphical representation).
Connection • Connections among concepts allow smooth transition
between Grades.
• Connection also involves seeing the application of
mathematics across subject areas and in real-life applications.
• Problem-solving is regarded as a means for learning

mathematical concepts as well as an end in applying
concepts in solving mathematical problems.
Problem-solving • Problem-solving creates opportunities to reason and apply
mathematical concepts in contextual situations.
• Exposure to rich-tasks provides opportunities to be
mathematically creative.
• Use virtual manipulatives to make sense of mathematical

concepts.
ICT
• Use interactive dynamic tools to represent, explore and solve
mathematical problems.

12.2 Aims of the Mathematics Curriculum
The new mathematics curriculum for Grades 7-9 aims at building a strong foundation to
prepare students for further studies, to develop competencies for vocational purposes, and
to empower them to be functional as global citizens in the 21st century. Premised on sense-
making and reasoning, the curriculum engages students in developing the requisite disposition,
motivation, and commitment in the learning of mathematics. It enables them to confidently use
the appropriate mathematical language to reason logically and communicate with rigour via
different means, including the use of modern technological tools.
The Aims of the Mathematics Curriculum are to ensure that learners:

• Extend the mathematical knowledge and skills acquired at the primary level (Grades 1-6)
• Acquire and apply knowledge and skills in number, algebra, measure, geometry,
probability, and statistics
• Construct a solid mathematical foundation for further studies
• Use appropriate mathematical language to reason logically and communicate with rigour
• Develop a positive disposition towards mathematics
• Engage in the learning of mathematics with perseverance and confidence
• Use ICT to enhance mathematical experience
• Appreciate the historical, cultural, utilitarian and aesthetic values of mathematics
• Arouse curiosity and enhance creativity
• Make connections between mathematical concepts, real-life situations and other disciplines
• Develop mathematical knowledge and skills to be functional citizens and for vocational
purposes
12.3 Expected Learning Outcomes

• Make sense of mathematical concepts related to numbers, measure, geometry, algebra,
probability and statistics
• Communicate mathematical concepts and principles using appropriate mathematical
symbols, diagrams and geometrical tools
• Present mathematical arguments and solutions in a logical and clear manner
• Perform the four arithmetic operations involving real numbers
• Apply systems of measurement, such as length, area, mass, capacity, volume, money, and
time, to solve problems in real-life situations
• Develop estimation skills
• Develop spatial sense and geometric reasoning
• Generalise relationships such as in number patterns
• Model and solve mathematical situations algebraically
• Develop graphical sense and statistical reasoning
• Use probability to model and understand uncertainty in real-life
• Make meaningful connections among various concepts in routine and non-routine
situations
• Develop confidence to study mathematics in higher Grades
• Value mathematics as a discipline
• Use ICT to make sense of mathematical concepts
• Relate mathematics to other disciplines and appreciate its relevance in real-life contexts

12.4.1 Grade 7

Numbers
• Recognise different types of numbers
• Work with positive and negative integers
• Recognise the relationship between square numbers and square roots
• Perform arithmetic operations
• Use the BODMAS rule
• Identify and complete number patterns
• Find the prime factors of a given number to obtain its H.C.F. and L.C.M. , including word
problems
• Work with fractions and decimals
• Solve ratio and proportion problems
Geometry
• Develop familiarity with fundamental geometrical terms
• Work with triangles and quadrilaterals and their properties
• Use the properties of angles in a given geometrical configuration to find unknown angles
• Locate and plot points in the Cartesian plane
• Determine the equation of lines parallel to the x- and y-axes
• Use ruler, set squares, protractor, compasses and dividers as well as digital tools for
geometrical constructions
• Draw and/or determine the lines of symmetry in plane shapes
• Reflect points, line segments and polygons in vertical, horizontal and slanting lines of
symmetry
Measurement
• Use units of mass and length
• Perform arithmetic operations involving measures
• Solve word problems involving measures
• Calculate area of 2-D shapes
• Calculate times in terms of 12-hour and 24-hour clocks
• Convert money from one currency to another
• Solve problems involving money
Algebra
• Use letters to represent unknown quantities
• Perform arithmetic operations on algebraic expressions
• Evaluate algebraic expressions
• Solve linear equations
• List elements of a set and find the cardinal number
• Use set notations and Venn diagrams
Statistics
• Make sense of bar charts and pictograms
• Construct and interpret frequency tables, pictograms and bar charts

12.4.2 Grade 8

Numbers
• Identify, approximate, compare, use and represent real numbers
• Solve problems involving numbers
• Express numbers and algebraic terms in index form
• Compute and interpret H.C.F. and L.C.M. of two or more numbers
• Use rate when comparing two quantities of different kinds
• Identify and complete number patterns and figures
• Perform conversion of compound unit
• Solve problems on scale and indirect proportion
• Compute percentage, profit, loss, discount, and commission in a given context
Geometry
• Work with polygons and their properties
• Use Pythagoras’ theorem and properties of right angle triangles
• Generate points, draw lines and read the point of intersection of two lines
• Rotate an object given the centre, angle of rotation and direction
Measurement
• Find the radius, diameter, circumference and arc length of a circle
• Solve problems related to area of 2-D shapes
• Calculate area of a circle and sector of a circle
• Use net of a cuboid and a cube and find their total surface area
• Find volume of a cuboid and a cube
Algebra
• Work out H.C.F. and L.C.M. of algebraic expressions
• Model and simplify algebraic fractions
• Factorise algebraic expressions involving four terms and compound factors
• Solve linear and algebraic equations
• Solve and represent linear inequalities
• Use set operations and Venn diagrams to solve survey problems
Statistics
• Draw and interpret pie charts
• Compute and interpret mean, mode, and median of a discrete raw data set
12.4.3 Grade 9

Numbers
• Recognise and apply laws of indices
• Solve simple equations involving indices
• Extend number patterns and figures
• Find the general term of a given sequence
• Recognise and use Fibonacci sequence and Pascal’s triangle
• Solve simple word problems on salaries and wages, hire purchase, and taxation

Geometry
• Recognise and apply trigonometric ratios (sine, cosine and tangent) for acute angles
• Solve trigonometrical problems in two dimensions
• Calculate and interpret the gradient of inclined, horizontal and vertical lines
• Find the equations of straight lines
• Solve problems involving straight line graphs in practical situations
• Understand and use the concept of vectors
• Find the image of a point under a translation
Measurement
• Find the surface area and volume of a cylinder and a right prism
• Solve problems involving surface area and volume of a cylinder and a right prism
• Convert units of measurement of capacity
• Solve word problems involving capacity and volume
Algebra
• Identify, expand, and factorise binomial expressions
• Expand and use perfect squares and difference of two squares
• Perform arithmetic operations involving matrices
• Solve matrix equations
• Factorise a quadratic expression
• Solve a quadratic equation
• Change the subject of formula
• Solve equations involving algebraic fractions
• Solve inequalities and represent solutions using set-builder notation
• Formulate and solve simultaneous equations
Statistics and Probability

• Construct a frequency table using raw data
• Calculate the mean, median and mode for ungrouped frequency distribution
• Find the probability of simple and combined events
• Use possibility diagrams to find probabilities

13 Science
Science refers both to a way of acquiring knowledge through observation and experimentation
and to the organised body of knowledge of the physical and natural world acquired through
the scientific method. The scientific method includes a set of logical and analytical procedures
for experimentation and investigation, observation, collection and recording of data and
evidence. The evidence gathered is subsequently used to develop hypotheses or explanations
before these can be formally embodied as scientific knowledge and principles.
Science in the curriculum for basic education enhances students’ curiosity, but also helps to
develop an inquisitive mind through questioning and investigating. Learning science allows
students to embrace the scientific method and procedures in decision-making and problem-
solving. The learning of science is also seen as essential in the development of students’ logical,
critical, and creative thinking skills. Furthermore, learning science and working according to the
scientific method encourage learners to develop a sense of rigour, integrity, and cooperative
skills which are important for the advancement and development of our country.
Science is, today, acknowledged as a subject of lifelong utility to students, whether or not
they would later embrace science-related careers. Learning science will provide students with
the fundamentals for understanding the natural world and its phenomena and the innumerable
applications of science to daily life issues and problems. It will also help them to adapt and live
sustainably in a modern and technologically-driven world. An understanding of science will
encourage students to nurture, care, respect, and develop responsible attitudes towards the
natural world and contribute to sustainable development.
It is an undeniable fact that the modern world is faced with several pressing global challenges
and issues, many of which are interlinked. These challenges include, among others: climate
change, poverty, food security, energy crisis, sustainable development and sustainable use
of terrestrial and marine resources, health-related issues, access to safe water, and natural
calamities. The modern world, now considered a global village due to enhanced communication
and increased mobility, has accentuated the sources and geographic extent of these issues.
There is an urgent need to address these social, economic, and environmental challenges.
Indeed, a close scrutiny of the 2030 Agenda for Sustainable Development (United Nations, 2015)
clearly highlights the commitment of all member nations to address these global challenges as
specified in the Sustainable Goals 2, 3, 6, 7, 9, and 13 to 15. Science will prepare our young
people to address the challenges of the modern world – either as contributing scientists or as
21st century citizens who take informed decisions in their everyday life. A sound knowledge and
understanding of science is the best way to help all of us understand and address the global
challenges that impact on our lives.
It is universally acknowledged that science is one of the major foundations for innovation.
To drive the economic agenda of Mauritius, we need a fully competent future generation of
citizens who can bring about innovation. Effective science education nurtures the development
of learners’ logical, creative and critical thinking skills that are essential for innovation. In line
with the mission of the Ministry of Education and Human Resources, Tertiary Education and
Scientific Research, it is expected that science in the curriculum will impart a culture of research,
a sense of rigour, and thinking that will foster innovation and build the foundation for knowledge
and for the sustainable development of our Republic. Figure 13.1 summarises the aims of the
science curriculum for Grades 7-9.

Develops
understanding
of the importance
of science and
technology and of
their impact
Develops the on society Engages
necessary learners in
knowledge and investigations
inquiry skills for through field
further study of and laboratory
science work
Science in the
Curriculum
Develops Creates joy of

scientific inquiry learning and stirs
skills and and deepens
21st Century interest in
Competencies nature and its
phenomena
Develops
lifelong capacity
to build a
sustainable
future
Fig 13.1: Aims of the Science Curriculum for Grades 7-9
13.1 Aims of the Science Curriculum
The Aims of the Science Curriculum are to ensure that learners:

• Develop knowledge and understanding of scientific concepts, as well as inquiry skills and
attitudes related to science
• Explore science concepts and phenomena through scientific inquiry
• Gather data and information through observations, field and laboratory work by using
appropriate measuring instruments and techniques
• Develop critical, logical, creative and innovative thinking skills as well as problem-solving
skills
• Communicate scientific data and information in a variety of ways, including the use of ICT
• Develop and apply ICT skills across the science curriculum
• Acquire the foundational knowledge and skills for further learning of science or science-
related subjects
• Develop respect, care and responsibility towards the environment
• Develop an understanding of the applications of science and technology in society
• Live sustainably and contribute to the science and technologically-driven society and take
informed decisions as responsible citizens


• Demonstrate knowledge and understanding of scientific concepts and phenomena
• Apply scientific knowledge to solve problems in different contexts
• Explain common phenomena and situations that relate to their everyday life experiences
and needs
• Investigate scientific concepts or phenomena through scientific inquiry
• Collect data using observation and appropriate instruments and techniques
• Demonstrate an appreciation of the importance of science and technology in the world
• Communicate scientific ideas, information and data using relevant science terminologies
and supporting evidence in a variety of ways, including ICT
• Use ICT tools to search for, collect and analyse relevant scientific information and ideas
• Demonstrate knowledge, skills and attitudes that would enable them to make informed
decisions to live sustainably and contribute to the science- and technologically-driven
society
13.3 Unifying Themes of Science
The science curriculum emphasises the overarching themes and unifying ideas of science.
The themes represent what science is, the way we do science and common themes that appear
in many different scientific disciplines. They enable learners to see the connections within a
particular scientific discipline and between, for example, chemistry and physics. Using a thematic
approach, the teaching and learning of science is perceived not as moving from topic to topic,
but with connections between them. Accordingly, by adopting a thematic approach, provisions
are made for a unifying framework for teaching and learning science. It is hoped that this will
help learners to move away from thinking of science as separate components falling under
physics, chemistry and biology, but instead understand that science is part of everyday life,
which can be understood from a combination of all the three components. The teaching and
learning of science are facilitated by the adoption of the following approaches: scientific inquiry,
and consideration of science technology and society which permeate the unifying themes.
The curriculum is presented under five unifying themes as shown in Figure 13.2 below. A short
description of the themes is given thereafter.
Diversity
Models
Interactions and
Systems
Unifying
Themes
Measurement Energy
Fig. 13.2: Unifying Themes of the Science Curriculum

13.3.1 Scientific Inquiry
Scientific inquiry underlies any science. It relates to the process of experimentation. It refers
to the many ways in which scientists study the natural and physical world and on the basis of
which they propose explanations derived from these systematic investigations. It encompasses
a set of logical and analytical procedures for observation, collection, and analysis of data and
communication of findings.
13.3.2 Diversity
The theme of diversity in the curriculum ensures that learners understand and appreciate
the complex world around us. It essentially refers to science topics and concepts which entail
variety, types, forms and classification. For instance, it allows the study of the great variety, forms
and types of living and non-living things. Furthermore, diversity helps in understanding the
common characteristics of living things and how we organise and classify them in order to better
understand them. It also includes the study of the variety of life forms through exploration and
investigation of their features. Matter is explored by studying its states, as well as physical and
chemical properties. More importantly, students will learn about the importance of this diversity
and the means of sustaining it.
13.3.3 Models and Systems
A system is a number of independent components which interact with each other to perform
a complex task. Students will understand the different parts, structure and functions of different
systems around us. They will understand how the different parts interact to enable the whole
system to function and perform a complex task. Systems can be natural or man-made. In
the science curriculum, systems include biological systems such as cell and plant systems,
respiratory, digestive and circulatory systems in humans. They also refer to physical systems
such as the electrical and solar systems.
In science, models are used to represent scientific ideas, describe and explain phenomena, and
also to make predictions. It is often a simplified scientific illustration of a real-world phenomenon
or an illustrated component of a system. We, here, refer to only man-made models that enable
us to make sense of the world around us. These models are physical, chemical or biological in
nature. The particulate theory of matter is one such model.
13.3.4 Interactions
Interactions represent relationships between two or more concepts or ideas that have an
influence upon one another. This influence among these concepts or ideas is fundamental to
sustain the concept of interaction. Interactions exist within and between systems, and between
systems and the environment. Forces, motion, energy, chemical changes, food chains, and food
webs are examples of interactions that will help learners better understand and appreciate the
interplay of living and non-living things.
13.3.5 Energy
Energy is an important unifying theme in science as all living things need energy. It has an
impact on many non-living things too. This theme will allow learners to inquire about the different
forms of energy and understand how human beings and other living things use energy. They

will also learn about the significance of energy transformations and conservation.
13.3.6 Measurement
Measurement is an integral part of any science engineering and occupies an important

part in daily life. It is a way of generating and understanding scientific knowledge in any
scientific inquiry. The theme of measurement brings together a multidisciplinary approach to
measurement techniques and instrumentation in basic science. Both theoretical and practical
aspects of measurement will be addressed. Starting with simple measuring techniques and
instruments, learners will understand what is measurable and why, as well as how to measure
things.
13.3.7 Science, Technology and Society
In essence, science is the systematic enterprise of gathering information based on

observations, scientific hypothesis testing, and theory building, which then leads to explanations
of phenomena around us. The relationship between science and technology is very close. To
extend our abilities, technology makes use of scientific knowledge to change the world around
us through innovative processes, systems and devices. It is important that learners can distinguish
between the roles of science and technology, and understand how technology, coupled with
the knowledge derived from science, profoundly affect society and the quality of life. Science
technology and related concept will permeate the various themes.
13.4 Development of Inquiry Skills, Processes, Attitudes and Values
The curriculum provides opportunities for learners to develop and use scientific inquiry skills
to explore phenomena. Central to the science curriculum is also the development of important
values and attitudes.
Inquiry Skills and Processes, Attitudes and Values
Skills and Processes

Questioning Predicting
Asking questions about animals, plants, Suggesting outcomes of an investigation,
objects and events in the immediate based on observations and prior knowledge
environment which may lead to
investigations
Observing Investigating and Experimenting

Using the senses to gather information Carrying out simple investigations
from the immediate environment
Classifying Measuring
Grouping objects according to common Selecting and handling simple apparatus for
observable characteristics or hierarchical various tasks
relationships
Comparing Inferring
Identifying similarities and differences Explaining observations or data and drawing
between objects, concepts or processes conclusions from simple investigations

Communicating Formulating a hypothesis
Receiving and transmitting information Giving a general explanation for what is
orally, in writing or by drawing pictures, observed
tables and models
Problem-Solving Decision-making
Considering a problem and finding a Analysing different options and making a
solution choice
Table. 13.1: Skills and Processes
Attitudes and Values
Curiosity Respect for Evidence

Asking questions about objects and Explaining their results and conclusions
events and finding out more about and listening to other students’ results and
events and objects on their own explanations
Persistence Respect for Living Things and the Environment

Completing activities and persisting at Showing sensitivity to living things and
tasks responsibility towards the environment
Cooperation Concern For Safety

Sharing with others and working Observing safety instructions
together with others
Table. 13.2: Attitudes and Values
13.5.1 Grade 7

Scientific Inquiry
• Demonstrate a simple understanding of the different fields of science
• Ask meaningful questions about nature and natural phenomena
• Conduct simple investigations by following a set of written instructions
• Make observations and collect data in an investigation
• Represent data in different forms (e.g. tables, diagrams, charts, and graphs)
• Analyse data recorded to make inferences and write a logical conclusion
• Use ICT for acquiring information and presenting results
• Demonstrate understanding of safety while working in the field and laboratory
Models
• Compare and contrast the structure of animal and plant cells
• Demonstrate understanding of the particulate model of matter
• Demonstrate understanding of the properties of matter and its states

Systems
• Recognise the cell as the unit of life
• Describe cellular organisation from cell, tissue, organ to body system
• Demonstrate understanding of the basic structure of the ecosystem and factors that
contribute to its balance
• Demonstrate understanding of the structure and composition of our solar system and the
universe
Diversity
• Demonstrate understanding of the characteristics of living things
• Recognise that life exists in unicellular and multicellular forms
• Show understanding of elements, metals, non-metals, mixtures and compounds
• Show an awareness of the Periodic Table as a classification of elements
• Demonstrate understanding of the components of air and their importance
• Demonstrate understanding of fundamental physical quantities
• Demonstrate understanding of the dependencies of physical quantities
• Compare the different types of celestial objects in our Solar System
• Recognise planets in the Solar System based on their appearance, relative position and
size
• Recognise objects in the solar system, including planets, planetary satellites, comets, and
asteroids
Interactions
• Demonstrate understanding of the factors that affect an ecosystem
• Investigate the presence of water, oxygen and carbon dioxide in the air through simple
experiments
• Distinguish between physical and chemical changes
Energy
• State that the three states of matter differ in their energy content
• Infer that changes of states are brought about by gain or loss of heat energy
• Describe the transformation of energy in various devices and contexts, and infer that
energy is conserved
• Describe different alternatives for sustainable production and use of energy resources
• Demonstrate understanding of electricity and simple circuits
Measurement
• Demonstrate understanding that different instruments are used to measure different
physical quantities
• Measure length, mass and volume of liquid using appropriate apparatus and calculate
other quantities (e.g. area and density)
• Express physical quantities in appropriate SI units
• Demonstrate understanding of light years for expressing distance between stars and the
Earth
• Use selected techniques and instruments to measure selected data in biology
• Show an appreciation of accuracy in making measurements
Science, Technology and Society

• Show awareness that science and technology are present all around us by studying some
common applications
• Demonstrate understanding of the importance of some metals in society
• Use a variety of print and electronic resources (including the Internet) to research the
discovery of the cell and microscope through the life history of famous scientists
• Demonstrate awareness of astronomy as a science and the role of Galileo Galilei
13.5.2 Grade 8

Scientific Inquiry
• Formulate questions about a studied phenomenon and further develop the questions for
further investigations
• Plan and conduct a simple investigation safely in the laboratory
• Record data using appropriate graphic representations (e.g. tables, diagrams, charts, and
graphs)
• Draw and write conclusions based on collected data
• Write a report of an investigation that includes the experiment, data collected, graphic
representations and conclusions drawn
• Use ICT for acquiring information and presenting results
Models
• Show understanding of molecules, radicals and chemical formulae
• Use valencies of elements and radicals to work out the formulae of compounds
Systems
• Demonstrate understanding of major parts and functions of the digestive system in the
human body
• Describe the respiratory system in human beings
• Explain breathing and gaseous exchange in human beings
Diversity
• Recognise the main food groups, their sources, importance and associated deficiency
diseases
• Recognise alloys, solutions and suspensions as mixtures
• Explain how different mixtures can be separated by magnetic attraction, filtration,
decantation and evaporation
• Recognise, give examples and investigate different types of forces in Nature
• Compare and classify magnetic and non-magnetic materials
Interactions
• Identify acids, bases and salts as chemical substances, and recognise their uses
• Infer, through experiments, some properties of acids and bases
• Use the pH scale and indicators to identify acidic, basic and neutral solutions
• Explain how hydrogen can be prepared and tested in the laboratory
• Explain the causes and prevention of diabetes
• Recognise the effects of cigarette and other substances of abuse on the respiratory system
• Explain the causative agent of influenza, its mode of transmission and prevention
• Identify and investigate the characteristics of magnets and magnetic materials
• Demonstrate understanding of force as a fundamental interaction in Nature
• Demonstrate understanding of the effects of forces on the size, shape and motion of
objects
• Relate pressure to force and area
• Demonstrate a simple understanding of pressure in liquids and gases
• Describe examples in daily life where pressure is useful
Energy
• Infer that heat energy is released when metals react with dilute acids
• Calculate kinetic energy and the changes in potential energy near the Earth
• Relate work done to the magnitude of a force and the distance moved
• Relate power to work done and time taken
• Demonstrate a simple understanding of energy efficiency
Measurement
• Demonstrate understanding of common laboratory equipment
• Use instruments to measure physical quantities accurately
• Distinguish between mass, weight and density by measuring them
• Express work, pressure and other quantities in appropriate units
• Demonstrate skills in recording non-numerical data in biology
• Show an appreciation of scientific attitudes such as respect for data and evidence obtained
from measurements

• Demonstrate understanding of the benefits and limitations of science
• Demonstrate understanding of the importance of acids, bases and salts in society
• Demonstrate understanding of the applications of separation techniques
• Demonstrate understanding of common health problems prevalent in our society
• Show awareness of the life and work of Isaac Newton
13.5.3 Grade 9

Scientific Inquiry
• Develop a simple hypothesis and test it
• Conduct investigations safely in cooperation with others
• Record data using appropriate graphic representations (E.g. tables, diagrams, charts, and
graphs)
• Process, interpret, and evaluate the results of an investigation
• Apply simple mathematical relationships to determine a missing quantity in a mathematical
expression, given the two remaining terms
• Communicate the steps and results of an investigation in written reports and oral
presentations
• Use a variety of print and electronic resources (including the Internet) to collect information
as part of an investigation
• Use ICT to present information and results of an investigation

Models
• Recognise that stars are the source of light in outer space and that the Moon and planets
shine by reflected light, not by their own light
• Explain that the light emitted by or reflected from objects helps us to see them
• Demonstrate understanding that light travels in straight lines if the medium through which
it travels does not change
• Demonstrate understanding that light can be reflected and refracted using ray diagrams
• Perform simple constructions and calculations to show reflection and refraction of light
• Set up simple series and parallel circuits involving cells, bulbs, switches and resistors
• Calculate the current or voltage in simple direct current (DC) electric circuits
Systems
• Demonstrate an understanding of the circulatory system in human beings
• Describe the major parts of the male and female reproductive systems and their functions
in human beings
• State common diseases associated with the reproductive systems
• Demonstrate understanding of the carbon cycle
• Infer the importance of photosynthesis and respiration in maintaining the composition of
air
• Demonstrate understanding of the causes and effects of water and air pollution, including
eutrophication, acid rain, and global warming
• Solve problems involving the conservation of energy in simple systems (e.g. falling objects
and pendulum)
• Recognise the components of an electrical system and construct simple circuits from
circuit diagrams
• Demonstrate understanding of current, voltage, emf, and resistance
• Investigate the effect of resistance and other variables on the current flowing in a circuit
• Use Ohm’s law to solve simple circuit problems
Diversity
• Show understanding of biodiversity, its importance to humankind and how it can be
protected
• Discuss the natural and human-induced factors that negatively impact biodiversity
• Explain how different mixtures can be separated by filtration, crystallisation, sublimation,
distillation and chromatography
• Differentiate between luminous and non-luminous objects
Interactions
• Demonstrate understanding of salts and its applications
• Recognise photosynthesis as the fundamental process by which plants manufacture food
• Recognise the importance of biodiversity and show concern for how its threats contribute
to global warming and climate change
• Represent chemical reactions using balanced chemical equations
• Investigate the reactions of some metals with oxygen, acids and water or steam
• Demonstrate understanding of the reactivity series and displacement reactions
• Show understanding of various physical quantities involved in the study of motion of
objects

• Investigate the effect of forces on the motion of objects
• Plot and interpret distance/time and speed/time graphs for motion in a single direction
• Recognise, from the shape of speed/time graphs, the nature of motion (rest, constant and
changing speed)
• Solve problems related to motion of objects and their graphical representations (s-t and
v-t only)
• Solve simple problems using F=ma
• Demonstrate understanding of simple motion
Energy
• Identify greenhouse gases as gases which retain heat energy in the atmosphere
• Recognise that the increase in absorption of heat energy by the atmosphere is responsible
for global warming
• Show understanding of how plants trap light energy for photosynthesis
• Compare the production of electricity using renewable and non-renewable sources of
energy
• Distinguish between heat and temperature
Measurement
• Select and handle simple instruments to measure physical quantities accurately
• Measure current, resistance and voltage in simple circuits
• Record measurements accurately using appropriate instruments (e.g. quadrat, and
stopwatch) in biodiversity, photosynthesis, and circulatory system in human beings
• Determine magnification of simple specimens under the microscope
• Measure and examine the dependencies between quantities
• Make predictions based on measurements

• Evaluate information critically, and express and justify different views, consistent with
scientific knowledge and claims
• Identify some ethical issues associated with the applications of science and technology
• Demonstrate an understanding of the causes of climate change, its impact and measures
to be taken to combat it
• Show awareness of the use of optical fibres in medicine and communications technology
• Show awareness of heart transplant through the life and work of Christiaan Barnard

13.6 The Science Curriculum for Basic Education: Standards
for Implementation
Standards for
Professional Standards for
05 Development of Science Teaching
Science Educators
Implementation
Standards
Standards for Standards for

Assessment in Curriculum
Science Materials
Standards for
Learning Support
and Environment for
Science
Fig. 13.5: Implementation Standards for the Science Curriculum
The NCF Grades 7-9 for science makes provision for the successful implementation of the
framework by describing standards for science teaching, assessment, curriculum materials,
professional development of science Educators, and learning support and environments, as
depicted in Figure 13.5 above. These standards spell out our vision and provide a roadmap
for making the science curriculum accessible to learners and ensure scientific literacy for all.
They call for changes in the education system and represent criteria for education quality. They
emphasise a novel way of teaching and learning science, assessing students’ performance
and achievement, developing and evaluating curriculum materials, educating and supporting
Educators and ensuring an enabling environment where the curriculum is transacted. These
standards will be described in detail in a separate document.

14 Social & Modern Studies (SMS)
14.1 The Role of Social Sciences in the Curriculum
We are living in an age of science, which is also called a Positive Age. The notion of positivism
developed in the early years of the Enlightenment sought to bring to age the notion of science
and scientific thinking. Today, we acknowledge that the world can no longer be governed
by beliefs and dogmas that have no empirical foundation. The Social Sciences have since
developed along the same line, with strong empirical grounding. The Social and Modern Studies
curriculum proposed for lower secondary, i.e. Grades 7 to 9, is meant to help students develop
an understanding of the social world using empirical evidence. The focus is to understand ways
in which social sciences can inform thinking about society and issues surrounding the day-to-
day life of each individual. This will be achieved by encouraging students to engage in inquiry
about social life, similar to ways in which social scientists go about developing their knowledge
and understandings of society.
Social and Modern Studies for Grades 7 to 9 seeks to equip learners with knowledge about
themselves, the people and society around them, the nation, and the world, through the
lenses and methods of social science disciplines, namely: History, Geography, and Sociology.
Knowledge acquired through this interdisciplinary approach aims at preparing young learners
to better understand and make informed decisions about key social and civic issues that affect
them and their families.
A weaved-in values-based inquiry approach is also proposed. This enables learners to inquire
about their active participation as inclusive citizens of the Republic, living in a culturally diverse
society and interdependent world. While issues of values will be raised, we would wish that
students are led to inquire into such issues in an objective and dispassionate manner so as to
maintain the objectivity of the scientific endeavour.
Additionally, the purpose of Social and Modern Studies will enable students to think critically
about their own and others’ lives and biography. This will help them make sense of the demands
and uncertainties of the rapidly changing world they are living in by knowing and appreciating
the past, which has incidence on the present, and the present which is characterised by
interconnections and interdependence with their physical as well as social environments.
Social and Modern Studies addresses issues which are relevant to our everyday lives and living.
Understanding our own selves lies in digging into the past, looking at the ways in which we
make use of the physical space around us and how we interact with others. Social and Modern
Studies will help provide the ‘imagination’ we all need to develop a personal understanding of
our social lives and the public encounters we face every day.

14.2 Organisation of the Social and Modern Studies Curriculum
The Social and Modern Studies curriculum for Grades 7, 8 and 9 is organised around three
main strands, drawing its content from the various disciplines of the Social Sciences.
Social
&
Modern
Studies
History Geography
People, past People, place Sociology
events & & People in
societies environment society
Fig. 14.1: Strands of Social and Modern Studies
The strands cover specific themes which address essential elements:

• Knowing how people lived in the past and how this has impacts on their lives today
• How people interact with their environment and how such interaction has positive and
negative incidences
• How people think, feel and act in diverse situations
• How people interact with each other and why
14.3 Components of Social and Modern Studies
Values
Hum
t
Dev ainable
men
an
History Sociology
elop
Rig
Sust
hts
s of
Geography e y
Ci
tiz i pl rac
c c
en in o
sh Pr em
ip D
Fig. 14.2: Components of Social and Modern Studies

History
The relevance of history in the curriculum is an essential component of knowledge. Studying

history provides people with an understanding of the past and helps to build a sense of pride
as a nation, as well as dispel misunderstandings, especially in a multicultural society where our
destiny is interwoven. We seek to help students understand how the country in which we live is
the effort of a common endeavour of all the citizens. This will enable learners to understand how
cultural and social values have developed among different groups, not only in our country, but
also around the world. By learning about the causes and effects of events in history, students will
be brought to reflect on how they can find better ways to minimize conflicts among themselves,
in their neighbourhood, and by extension among nations. A good notion of history can help
people avoid mistakes of the past and chart a better life for themselves and their fellow citizens as
responsible adults, as well as ensure a better future for the forthcoming generations. Moreover,
studying history provides a learner with a number of transferable skills which include thinking,
inquiry, and critical thinking skills that form the basis for developing 21st Century skills. History
is not about memorizing dates. It is about the past and the excitement that lies around the
controversies surrounding events. Therefore, history is a useful way of developing thinking and
imagination, and above all, a ‘sense of history’ that is still lacking in our society.
Geography
Geography is the study of the Earth, its inhabitants, and the inter-relationship between them
in the context of place, space, interconnection, change and sustainability. The geographical
elements in the curriculum will enable learners to understand their world locally and globally,
make wise decisions about the planet and its resources. Today, there are controversies around
the use of resources and the threats to our environment. The methods of inquiry encouraged
in the curriculum on issues related to space and time will help learners develop critical thinking
and become informed participants. Geography Educators will foster inquiry and thinking
skills through the use of maps and models, collecting and analysing data, presenting data in
various forms of graphical representations, and drawing conclusions about places, events and
phenomena. Above all, geography touches upon the fundamental elements of the physical and
social life that have a direct impact on the quality of our lives.
Sociology
The study of Sociology develops in learners a scientific understanding of the ways in which a
society functions. It addresses questions we ask every day and the multitude of controversies that
we are exposed to through the media about ourselves and others around us. It enables learners
to realise how the different institutions in society, such as the family, the school, the media and
religion function and influence every person’s life, whether we want it or not. The sociological
elements in the curriculum will help to develop in the learners a better understanding of social
life and a greater acceptance of the differences and diversity in society, as well as the quality that
we need to live and co-exist peacefully in a multicultural society. Understanding the other is one
of the key elements of a good society. Insights gained through the use of different sociological
elements of this curriculum will seek to broaden learners’ outlook on diverse societal issues. It
will serve to equip them with greater awareness and understanding of the self and others, the
ability to address their own and others’ concerns, and a better insight into ways in which to deal
with the challenges of adolescent life.

14.3.1 Interwoven Areas in the SMS curriculum
Citizenship
The curriculum seeks to develop knowledge, skills, values and attitudes related to elements
of citizenship education that will help to prepare learners to be informed, respectful and
responsible citizens while displaying readiness to participate actively in their school and
community life. It will develop an awareness in them of their own rights and those of others. It
will also make students realise their responsibilities and prepare them for the challenges and
opportunities of adult and working life. Furthermore, the SMS curriculum lays emphasis on
building necessary transformative knowledge, skills, insights, values, and attitudes that learners
need so as to understand their roles and responsibilities as citizens, and to actively contribute
to a more inclusive, just and peaceful society and world.
Human Rights Education
Human Rights Education (HRE) refers to learning that develops the knowledge, skills and values
for learners to understand that all human beings have a right to dignity, equality, freedom, and
peaceful living. It also develops in the learner appropriate communication skills and informed
critical thinking skills which are essential in a democracy. It aims at providing the learners with
multicultural and socio-historical perspectives on the universal struggle for justice and dignity,
as well as a right to safe physical and social space. It will also respond to the concerns that
government has for Human Rights as a pillar for developing a more just society by ensuring that
young people are exposed to HR Education as early as possible.
Values
Values in the SMS curriculum will be all-encompassing. It will enable learners to consider
the importance of the proper values and attitudes necessary for shaping the future. It intends
to create a school ethos that enhances academic attainment and develops students’ ability to
cope with social and emotional relationships that would serve them throughout their lives.
Sustainable Development
Sustainable development refers to the development that meets the social, economic and
environmental needs of the present without compromising on the ability of future generations to
meet their own needs. Through the SMS curriculum, learners will be empowered to understand
the actions they should take so as to ensure a sustainable and equitable future, which is an
essential pre-condition for society and good living. It will address the key concerns of the SDG
for sustainable living.
Principles of Democracy
Democracy is a complex concept. Certain vital basic principles of democracy must exist in all
societies as the fundamental essence for freedom and peace. The SMS curriculum will offer an
opportunity to the learners to know about the functioning of democracy and inquire about the
ways in which their own country fosters, applies and cherishes the principles of democracy.

14.4 The Aims of the Social and Modern Studies Curriculum
The aims of the Social and Modern Studies curriculum are to ensure that learners:
• Acquire knowledge and understanding of themselves and their society
• Develop an understanding of the history and culture of their country and the world
• Locate, explore and link periods, people and events in time and place
• Appreciate local / national heritage and world heritage
• Analyse the relationships of people with their environments
• Think clearly and critically to make reasoned conclusions and responsible decisions
• Develop respect for all peoples, their cultures, values and ways of life locally and globally
• Develop an understanding of the principles of democracy, citizenship, human rights, and
values through experience of critical and independent thinking
• Appreciate the complexity and changing nature of modern society
• Develop the necessary knowledge, skills, insights, and prospects for addressing the
challenges brought about by internal and external forces
• Explore and evaluate different types of sources and evidence
• Demonstrate the skills of extracting, interpreting, analysing and evaluating information
from various sources
14.5 Development of Skills, Processes, Attitudes and Values through SMS
The curriculum provides opportunities for learners to explore phenomena in their natural,
cultural and social environment. Central to the SMS curriculum is also the development of
important skills, values attitudes, and behaviours.
14.5.1 Skills & Processes
Skills to be developed through the learning of SMS:

• Observation, description and record keeping
• Comparison and contrasting to draw conclusions
• Exploration and evaluation of different types of sources and evidence
• Problem-solving skills and the capacity to take initiatives
• Critical thinking skills through accessing, analysing and using information from a wide
variety of sources
• Development and use of maps in a variety of contexts
• Development and application of skills in interpreting and displaying graphical
representation of information
14.5.2 Values and Attitudes
Values and Attitudes developed through the learning of SMS:

Ability to:
• Appreciate cultural diversity and respect multiple points of view
• Understand and respect the human rights for all
• Develop personal responsibility in the management of resources
• Recognise that beliefs shape one’s thinking
• Show curiosity to learn more about the community, society, republic, and the world they live in
• Show care for the community and the environment
• Develop a sense of belonging to one’s country

14.5.3 Expected Learning Outcomes

• Demonstrate knowledge and understanding of people and events in Mauritius, Rodrigues,
the outer islands and the world
• Explore the identity, culture, and heritage of individuals and groups, and appreciate how
and why these change over time
• Understand the complexity of living in a changing society/world and seek to find ways to
preserve the physical and the social environment
• Demarcate the various perspectives of a 21st century global world
• Understand the relationship between people and environment over time and space
• Show awareness of the importance of the sustainable use of natural resources
• Demonstrate the need to protect and care for the environment
• Examine the roles and responsibilities of individuals in groups and communities
• Discuss the achievements of societies in the past and in the present, and how they
contribute to the progress of humanity
• Demonstrate good citizenship behaviour and appreciate one’s own rights and the rights
of others
• Use logical and critical thinking skills while addressing historical, geographical and social
issues
• Use ICT and media to explore and share ideas about the historical, geographical and social
environment
• Use inquiry in the learning of concepts and the development of skills
• Demonstrate the skills of extracting, interpreting, analysing and evaluating sources of
information
14.5.4 Learning through Inquiry
The Social and Modern Studies Curriculum emphasises the use of ‘inquiry’ in the learning of the
various concepts and skills stated in the curriculum. Rather than having to memorise information
from printed materials, learners are encouraged to engage in the learning activity though
the ‘Inquiry-based model’, which involves questioning, researching, discussing, creating, and
developing critical reflection. Through this process, learners are empowered to be responsible
for their own learning and at the same time to develop creative and critical thinking skills.
Learning through inquiry also:

• Promotes the educative growth of the learner: Inquiry in SMS provides the opportunity
for learners to explore learning experiences that are of interest and relevance to them. It is
through exploration and self-discovery that learners’ interest and curiosity are awakened
and this ensures that the quest for knowledge continues throughout life.
• Prepares for 21st century living: The increasing complexities of the global environment
in which we live make it imperative to equip learners with the knowledge, skills and values
that would enable them to succeed in becoming effective citizens in the 21st century. The
complexities of the real world and the multiplicity of perspectives require that learners be
provided with the opportunity to inquire into these complexities, and to construct their
own understanding of the 21st century world they live in.
• Develops decision-making: The SMS curriculum involves learners in the process of
investigating, inquiring and thinking for themselves so that they can better understand the
interconnectedness within a society, recognise that real-world issues rarely have a single

correct solution, and thereby learn to make decisions and respect the decisions of others.
Quality decision-making requires the application of critical thinking skills.
• Develops critical thinking skills: The importance of inquiry lies in the active construction
of new knowledge by the learner. Inquiry questions provide the focal point for thinking, as
learners will investigate, extract, analyse and synthesise information. Through this process,
learners will develop understanding and gain insights into a diversity of issues.
14.5.5 The 21st Century Competencies in the SMS curriculum
Cognitive
21st
Century
Competencies
Interpersonal Intrapersonal
Fig. 14.3: 21st Century Competencies addressed through SMS
The SMS curriculum is designed to prepare learners to be active and responsible citizens of
tomorrow. Learners will be equipped with the capacity to communicate effectively, develop
civic literacy, and develop awareness on global issues while developing such skills as critical
and creative thinking. 21st Century Competencies, which include both skills and knowledge, are
classified into three broad domains:
• Cognitive Domain, which includes problem identification, reasoning, critical thinking,
argumentation, creativity and innovation
• Intrapersonal Domain, which involves the ability to reflect on one’s own behaviour and
emotions and the capacity to manage same to achieve one’s goal. Intrapersonal domain
includes perseverance, appreciation for diversity, and development of initiative, focus,
flexibility and openness.
• Interpersonal Domain, which involves expressing ideas and effectively communicating
with the other, includes empathy, collaboration, leadership, responsibility and conflict
resolution.

14.5.6 Overview and Content
The content is clustered, representing three broad guiding themes, which span over three
years, each theme being addressed in one specific year. A thematic approach is adopted and
consequently six main sub-themes have been identified, in line with the aims and purpose of
the SMS curriculum.
Grade Grade Grade

7 8 9
Knowing My The Making of Mauritius in the

Country Contemporary Changing World
Mauritius
• My country • Socio-
and myself • The way to economic
• Our country, Independence development
our people • Mauritius, a since 1968:
• People democratic Achievements,
living in the country challenges
community • The changing and prospects
climate • Population
studies
Fig. 14.4: Overview of Content
14.6.1 Grade 7
At the end of grade 7, learners should be able to:

• Demonstrate an understanding of the different types of islands in the Republic of Mauritius
• Show an awareness of the country’s cultural heritage and diversity
• Appreciate the contributions of people/groups from various fields
• Develop a sense of belonging to the nation by acting as responsible citizens
• Explore, describe and compare the natural environment of our islands (Mauritius,
Rodrigues, Agalega, Saint Brandon and the Chagos Archipelago)
• Recognise and discuss the types of settlements/communities in our islands (Mauritius,
Rodrigues, Agalega, Saint Brandon and the Chagos Archipelago)
• Show awareness of various resources in our country and the need to manage them
judiciously
• Read, extract and interpret information from a range of sources (e.g. texts, visuals, graphs
and maps)

14.6.2 Grade 8

• Discuss the material and social conditions of people in Mauritius between the 1920s and
1960s
• Outline the decolonisation process in the island
• Explain the different phases leading to independence
• Develop an understanding of democracy and its basic principles
• Discuss the functioning of democracy in our country
• Demonstrate an understanding of the role of media in our society
• Demonstrate an understanding of global warming and its consequences
• Explore ways and means to adapt to climate change and to mitigate its consequences
• Read, extract, interpret and analyse information from a range of sources (e.g. texts, visuals,
graphs and maps)
• Develop inquiry skills
14.6.3 Grade 9

• Outline the socio-economic conditions of Mauritius at the time of independence
• Discuss the different stages in the economic development of Mauritius
• Analyse the socio-economic and environmental impact of globalisation and industrialisation
in Mauritius
• Define and understand the concept and processes of globalisation
• Develop a critical understanding of the need for innovation in sustaining our development
• Demonstrate an understanding of how Mauritius has maintained and strengthened its
historical relationship with Africa, Asia and Europe
• Discuss the different links Mauritius has with other countries within different organisations
and structures
• Develop skills and understanding in population studies
• Read, extract, interpret, analyse and evaluate information from a range of sources (e.g.
texts, visuals, graphs and maps)
• Develop inquiry skills

15 Business and Entrepreneurship Education (BEE)
Children and young people are the backbone of socio-economic development of any country.
To progress towards a balanced, active and productive lifestyle, young people must recognise
the importance of their economic well-being at a fairly early stage so as to shape themselves
into dutiful citizens and committed workers.
The current educational reforms propose a change in the existing lower secondary programme,
from Commercial Studies to Business and Entrepreneurship Education (BEE). The BEE seeks
to equip learners with understanding of the modern and current business environment while
initiating them into an awareness of a culture of entrepreneurship. We believe that the knowledge,
skills and values that would lay the foundation for success at work, in life, and as active citizens
should be taught to and developed in every individual learner as early as possible. Under the
Nine-Year Continuous Basic Education programme, this component will be known as Business
& Entrepreneurship Education (BEE).
The BEE Curriculum comprises content drawn from three distinct and core subjects that
are essential for the development of key competencies for the 21st century learners, namely
Economics, Business & Enterprise and Accounting. These subjects will form part of the
knowledge-base for the development of the competencies of the BEE to be taught in Grades
7-9. The BEE will familiarise learners with the terminologies, concepts, and real-life situations
drawing from these three disciplines that will subsequently become major areas of learning in
the post-nine-year basic education.
The BEE curriculum has been carefully crafted, in line with 21st Century Learning, to enable the
creation of holistic learning opportunities, as shown in Figure 15.1 below. The four domains that
will be prioritized are content knowledge; learning and innovative skills; information, media
and ICT, as well as life and career skills. The areas of learning for BEE have been broadened
with reference to aspects of current and future waves of economic and business development.
Through attention to knowledge and understanding of key concepts and issues, attention to
development of application skills, problem-solving, decision-making and the use of appropriate
technologies in the real world, learning will be more personalised and engaging, as well as
relevant to learners’ needs.
The content knowledge in Business and Entrepreneurship Education (BEE) will enable learners
to apply and transfer the knowledge and skills acquired to other subject areas, accentuating the
multidisciplinary perspectives of the curriculum. It will also build a strong foundation for those
who would wish to move to upper classes and/or training, as it connects with many other fields
of study. Above all, the 3-year programme prepares and shapes the rising generation of young
learners to be informed of real-world challenges and opportunities.
Areas of Business
Economics Accounting
Knowledge Enterprise

Learning Information,
Areas of Content & Media and Life and
Learning knowledge Innovation Technology Career Skills
skills skills
• Creativity and
• Global awareness innovation
• Financial, • Critical thinking
economic, and problem-
business and solving
entrepreneurial
Learning • Communication
Content &
literacy and • Collaboration
knowledge Innovation
numeracy
• Ethical, moral, skills
legal and civic
consideration
in business and
enterprise
• Education for
Sustainable • Flexibility and
Development adaptability
• Initiative and
Information, self-direction
Media and Life and • Social and
Career Skills cross-cultural
• Information Technology
skills
literacy skills • Productivity and
• Media literacy accountability
• ICT • Leadership and
responsibility
Fig. 15.1: Areas of Knowledge and Learning in Business & Entrepreneurship Education
Curriculum (BEE)
15.1 Content Areas for BEE
Grades 7 and 8 will integrate basic contents from all three subjects, namely Economics,
Business & Enterprise, as well as Accounting. However, in Grade 9, each of these above-
mentioned subjects will be given a specific and different focus. Table 15.1 below summarises
the information.
Content Areas and Structure of BEE
Grade 9
Grade 7 Grade 8
Business &
Business & Business &
Entrepreneurship
Entrepreneurship Entrepreneurship
Education drawing from
Education using an Education using an
the 3 knowledge areas
integrated approach integrated approach
– Economics, Business &
Enterprise and Accounting
Table 15.1: Subjects under Business & Entrepreneurship Education

15.2 Aims of BEE
The aims of the Business and Entrepreneurship Education (BEE) Curriculum are to ensure
that learners:
• Recognise and understand the role of business activities in the modern world and in
Mauritius
• Enrich learners with relevant terms and concepts related to business
• Develop a flair for entrepreneurial spirit
• Develop knowledge and understanding of how the main types of businesses are organised,
financed and operated
• Develop an awareness of the significance of creativity and innovation within the context
of business
• Develop learners’ basic financial, economic and business numeracy and literacy skills
• Empower learners with effective problem-solving skills in business and enterprise
• Develop analytical and evaluation skills among learners in the context of business decisions
• Promote a culture of lifelong learning for greater access to an ever changing job market

• Recognise the contribution of businesses in the local and global economy
• Discover the emerging sectors in the local and global economy
• Demonstrate knowledge and understanding of terminologies, concepts and principles in
Economics, Business & Enterprise, and Accounting
• Develop numeracy and literacy skills related to Finance, Economics, Business & Enterprise,
and Accounting
• Apply the basic Economics, Business and Enterprise and Accounting concepts in their
current environment
• Enhance creative and critical thinking, problem-solving, team-building, leadership and
communication skills
• Recognise the importance of information, media and ICT in BEE
• Develop entrepreneurship culture
• Demonstrate an understanding of management of resources, in line with the concept of
sustainable development
• Develop an awareness of life and career skills.
15.4.1 Grade 7

• List and define the needs and wants of individuals
• Identify and demonstrate the resources needed to perform a business activity
• State and describe the basic economic problem in society
• Define and distinguish between the different levels of business activity
• Recognise and define private and public sectors in society
• Define and distinguish between the different economic systems
• Identify entrepreneurial culture and outline the features and role of an entrepreneur
• Recognise and describe opportunities and challenges as an entrepreneur

• Identify income and expenses in a business
• Understand and define the importance of accounts in a business
• Identify simple documents related to business transactions
• Identify and understand both cash and bank transactions of a business
• Solve simple business- and enterprise-related problems
15.4.2 Grade 8

• Explore and select how entrepreneurs generate ideas in setting up an enterprise
• Recognise entrepreneurship as an occupation and means of livelihood
• Describe a sole trading and a partnership business
• Identify and describe the types and methods of production
• Recognise the importance of sustainable production/ green manufacturing
• Identify the sources of funds in an enterprise
• Explore the role of the government in providing support and assistance to enterprises
• Identify cash flow in a business and the importance of managing funds
• Calculate cost of production, revenue and profit/loss in an enterprise
• Record accounting entries for cash and bank transactions
• Recognise the importance of ICT for entrepreneurs
15.4.3 Grade 9
At the end of Grade 9, students should be able to:

• Develop an understanding of market for goods and services
• Explore the importance of money and bank in an enterprise
• Understand and explain the benefits of home and international trade
• Select appropriate forms of business organisations/structures
• Recognise ethical, moral, legal and civic consideration in business and enterprise
• Describe the responsibilities, skills and qualities of an entrepreneur
• Develop an understanding of marketing in entrepreneurial activities
• Record simple business transactions in the ledger through the double entry system
• Prepare and interpret trial balance, income statement and statement of financial position
• Prepare a business plan to set up a business

16 Technology Studies
Technology is given utmost importance in the curriculum of leading nations of the world. It
is taught from the early age up to university level. Many countries invest a lot of resources in
the research and development of new technologies to maintain their presence in competitive
markets worldwide. Technology is multidisciplinary and responsive to current and future
individual and societal needs. In Mauritius, technology is an integral part of the secondary
school curriculum.
A new curriculum for Technology Studies is offered as one umbrella subject comprising the
two main strands: Design and Technology, and Food and Textile Studies (previously Home
Economics). Technology Studies will be taught from Grade 7 to Grade 9, and will be available
to both boys and girls in all schools.
Technology Studies will be in phase with the vision to equip 21st century citizens with a
broad range of technological knowledge, skills and attitudes. Students will, amongst others, be
exposed to the basic competencies which will be consolidated at higher levels of education.
This will contribute to the emergence of more technologically literate citizens and will help to
move the country forward to a much higher level of economic development.
16.1 Aims of the Technology Studies Curriculum
The aims of the Technology Studies curriculum are to ensure that learners:
• Develop the basic knowledge, skills and attitudes that will enable them to design and
develop technological and sustainable solutions in order to cater for the needs of
individuals and societies with due consideration to environmental factors
• Take better control of their lives for their physical, mental and social well-being
• Understand the impact of technology and technological advances in our present everyday
life and in the future

• Demonstrate knowledge of concepts, principles and terminologies associated with Design
and Technology, and Home Economics
• Interpret and analyse information relevant to technology
• Apply critical thinking and decision-making skills to make informed socially and
environmentally responsible choices for a sustainable technologically-oriented future
• Develop, plan and communicate design ideas by using a variety of methods including ICT
• Apply organisational and manipulative skills that demonstrate creative abilities to design
and make artefacts to meet individual and societal needs
• Demonstrate an understanding of the interplay of culture, values and ethics within Technology
• Manage and use ICT safely and responsibly, relative to issues in Technology
16.3 Design and Technology
Design and technology (D&T) is a multifaceted and dynamic subject that teaches learners an
array of skills that allow them to put their learning from other areas of the curriculum into practice.
The curriculum provides the basis for this exciting journey into technology and opens up future
career avenues. The curriculum places emphasis on nurturing learners’ creativity and teaching
them the skills to come up with ideas and apply them to realise innovative projects. In doing so,

students will learn a subject that complements their wider learning, from mathematics, science,
computing to art, and will bring these to life in practical terms. Students will be encouraged
to be resourceful, innovative and enterprising as they solve real and relevant problems. Thus,
students will develop the essential skills of creativity needed for everyday life, unlocking their
ability as future designers and innovators.
16.4.1 Grade 7

• Explain the importance of Design and Technology in our everyday life
• Discuss the role and responsibilities of the designer
• Use geometrical constructions to divide lines into a number of parts, bisect angles and
draw regular polygons
• Draw/sketch simple blocks in pictorial forms
• Apply safety principles in a working environment
• Explore the properties of materials
• Design artefacts and generate ideas for solving problems in everyday life
• Develop, plan and communicate design ideas by using a variety of methods, including
drawings, modelling and ICT
• Apply organisational and manipulative skills appropriate to the realisation of solutions
16.4.2 Grade 8

• Assess the application of human and design factors to the design of artefacts
• Appreciate the interplay of cultural beliefs, values and ethical considerations within Design
and Technology
• Draw orthographic views of objects using conventions
• Explore the properties, classification and sustainable use of materials
• Draw simple blocks in one-point perspective
• Select tools and techniques for making products from a range of materials
• Develop simple solids for the realisation of models
• Design artefacts and generate ideas for solving problems in everyday life
• Apply safety principles in the designing and making of artefacts
• Assemble, join and combine materials and components for a meaningful purpose
• Apply organisational and manipulative skills appropriate to the realisation of solutions
16.4.3 Grade 9

• Draw and render pictorial views of objects using drafting aids
• Draw orthographic views of objects using conventions
• Explore the properties and applications of materials
• Assess the applications of different mechanisms in systems design
• Design safe electrical and electronic systems

• Assess the use of pneumatics and hydraulics in system design
• Assess the importance of ‘Green Design’
• Use the design process to solve problems in our environment
• Apply organisational and safe manipulative skills appropriate to the realisation of solutions
16.5 Food and Textile Studies
Food and Textile Studies is one of the two strands offered under the ‘umbrella’ subject
Technology Studies. It has evolved over the past few decades; it is concerned with meeting the
challenges of everyday living in a modern society, empowering students to become active and
informed members of the society. It addresses real-life knowledge and skills that can benefit
everyone.
Food and Textile Studies will be offered to ALL Grade 7 to Grade 9 learners in ALL
schools, in both the normal and extended streams. This will contribute in achieving gender
equity in the basic continuous education, in line with current educational practices in developed
countries. After Grade 9, students can opt for Food and Textile Studies-related subjects from the
CIE ‘O’ level syllabus, such as Food & Nutrition and Fashion & Textiles. Several factors have been
considered in the design and development of the 2016 Food and Textile Studies curriculum for
Grades 7 to 9, as illustrated in Figure 16.1 below.
21st Century Knowledge and skills

Competencies for everyday living
& and well-being of
Expected Learning individuals, families
Outcomes and communities
Food and
Textile Studies
Grades 7-9
Progression to related
subjects at Grade
10 as well as for the Local lifestyle,
vocational stream consumer and
after completion of technological trends
Grade 9
Fig. 16.1: Food and Textile Studies Curriculum: Key Considerations

Learning in the 21st century is multifaceted as it requires more technologically versed, socially
interactive, culturally diverse and community-engaged learners. Food and Textile Studies
emphasizes the 21st Century Competencies both in the pedagogy and in their application in
everyday living. It is a multidisciplinary subject focusing on the building of specific knowledge,
skills and attitudes for the well-being of individuals, families and communities. According to
Pendergast (2006: 8), Food and Textile Studies (Home Economics):
“does not teach a skill for the sake of that skill, it teaches for application, it teaches
for informed decision making in endless scenarios, it teaches evaluative and critical
thinking skills, it empowers individuals no matter what their context.”
The Food and Textile Studies curriculum combines theory with practice in order to develop
knowledge, understanding, reasoning and problem-solving skills to respond to the needs of
21st century learners. It educates, informs, advises and assists individuals to face improved
lifestyle in making choices for lifelong learning. The practical orientation of the subject provides
opportunities for concrete achievements, practical experience, development of creative thinking
and improved self-esteem (HEIA, 2010 and Mannitoba Education, 2015).
Currently, our learners live in a highly interconnected world, a world that is dominated by
technology and information from various sources. With a culture of ‘throw-away’ society, Food
and Textile Studies helps to develop in our youngsters critical thinking skills to enable them to
make informed and ethical consumer choices, especially pertaining to food, fashion as well as
household expenditure. Food and Textile Studies sensitizes students on environmental issues,
reducing energy and water consumption within the home, and sustainability, thus creating
understanding of the 4 R’s (Reduce, Reuse, Recycle, Refuse) and the importance of reducing
consumerism, overall waste and packaging.
Food and Textile Studies will empower the new generation to be responsible, proactive and
successful, not only at school, but also in their homes and their daily personal lives, through the
development of:
• Decision-making skills to help students make informed and ethical choices which can
positively influence their identity, self-esteem and body image as well as the environment
(HEIA, 2010)
• Food management skills (including culinary skills) to help students plan and prepare
healthy meals for themselves as well as for family members
• Skills for textile item construction and embellishment, to help students to design and make
creative textile items for themselves and others
• Basic skills to manage resources, such as time and money, more effectively
• Life skills that promote healthy relationships within the family and the society
16.6 Aims of Food and Textile Studies Curriculum
The aims of the Food and Textile Studies curriculum are to ensure that learners:
• Become independent
• Connect with others
• Are prepared to take action towards the future that support individual and family wellbeing
and
• Address increasingly complex challenges, including technological, health and
environmental, related to everyday living

16.7.1 Grade 7

• State the importance of nutrition, clothing and technology (food and textile) in everyday life
• Define basic nutrition and textiles terminologies
• Classify textile fibres
• Describe the components of a healthy diet
• Identify strategies to manage time and resources effectively
• Recognize the importance of personal hygiene during adolescence
• Demonstrate manipulative and organisational skills in food preparation and textile item
construction
• Apply appropriate principles and techniques in the preparation of simple dishes
• Apply basic knowledge and creative skills in the construction and decoration of simple
textile items
• Demonstrate safe use of basic equipment and apply hygiene practices in food preparation
and in textile item construction
• Discuss principles of safety to avoid risky behaviours
• Administer first aid treatment for minor injuries
16.7.2 Grade 8

• Describe the importance of fats, carbohydrates and dietary fibre
• Demonstrate skills to make informed decisions that foster healthy relationships and avoid
risky behaviours
• Modify recipes and use safe food-handling practices to prepare nutritious dishes
• Discuss how the performance characteristics of textiles fibres relate to their end-uses
• Explain the factors that influence choice of clothing for different occasions
• Use construction and decoration techniques in the making of textile items
• Discuss the influence of media and technology on consumer choices
16.7.3 Grade 9

• Describe the importance of selected vitamins, minerals and water in the diet
• Outline the role of diet in the prevention of non-communicable diseases and eating
disorders
• Read and interpret information on food and care labels and manuals of household appliances
• Outline measures to care for textiles and clothing
• Discuss the influence of technology on family
• Discuss how fabrics relate to their end-uses
• Appreciate the role of cultural, technological and other factors in shaping fashion
• Identify everyday practices that can contribute to sustainable fashion and food choices
• Create textile items re-using existing clothing and textiles
• Recognise the wide use of smart and modern fabrics in various sectors
• Demonstrate manipulative skills and creative thinking through recipe modification and
judicious use of convenience foods to prepare and serve balanced meals

17 Information and Communications Technology
The 21st century is referred to as the Knowledge Age. It is an era where knowledge has key
social and economic value. The new generation is described as the Net-Generation, raised
in the culture of the internet, which has been integral to their socialisation. Information and
Communications Technology has an impact on nearly all aspects of our lives, from early
socialising to work life as well as leisure, which will extend to the whole lifetime of an individual.
The 21st Century Skills encompass learning skills, literacy skills, and life skills. The competencies
include sharing, access, collaboration, and communication that is enabled through technology.
ICT provides the necessary tools for the development of those skills and competencies in
learners. However, as a newly developed country – with internet access to a substantial, but
not all students – we should guard against the digital divide. Inequality of access to digital
technology should therefore be addressed as early as possible. Schools should take concrete
measures to initiate all learners into the Information and knowledge age. The School Net
programme will provide the physical infrastructure for reducing this divide. Schools will provide
ICT education to all, ensuring that our schools and teachers make a smooth transition into the
use of technology for teaching and learning.
The NYCBE seeks to provide our learners with relevant and contemporary experiences that
allow them to successfully engage with technology and prepare them for life after school. It is,
therefore, proposed that ICT is part of the school curriculum throughout this 9-year cycle. The
ICT curriculum will help to equip our young learners with ICT skills and competencies for the
emerging knowledge society, helping them develop their capacity to solve problems using the
digital technology.
Through ICT, learners are empowered with the tools to think critically, by accessing an
abundance of information in a variety of forms and by processing them in meaningful ways; to
think creatively with the support of various tools; to solve problems and generate knowledge
in an interdisciplinary and collaborative manner, thereby providing them with opportunities to
work and communicate with each other. Literacy skills, which are also one component of the
21st Century Skills set, are developed through ICT skills. Information literacy, media literacy and
technology literacy are taught right from Grade 1 and progress gradually as learners proceed to
higher grades. ICT also enables learners to be flexible, take initiative, and develop social skills
through computer-mediated interactions, which are important components of life skills.
This document presents the ICT curriculum from Grade 7 to Grade 9 in the context of the
Nine-Year Continuous Basic Schooling. It sets forth what learners are expected to acquire as
skills, knowledge and comprehension in ICT, as well as lays the basis for using ICT to enhance
learning across the curriculum.
17.1 Aims of the ICT Curriculum
The aims of ICT curriculum are to ensure that learners:

• Develop knowledge of ICT
• Communicate using a range of ICT hardware and software
• Develop their capacity to solve problems in digital environments
• Use appropriate software to fulfil a specific purpose
• Recognise the importance of health, safety, and ethics in ICT

• Create, communicate, share, and collaborate using a range of ICT tools
• Develop problem-solving and computational thinking skills


• Demonstrate problem-solving and logical reasoning skills through computational thinking
• Demonstrate an understanding of basic concepts in computer science
• Explore, use, examine and discuss the use of ICT hardware and software
• Communicate with other, using computer-mediated communication and multimedia-
based reports
• Demonstrate an understanding of social, legal, ethical and economic issues relevant to ICT
in the 21st century
• Demonstrate an understanding of health and safety issues in the use of computers
17.3.1 Grade 7

• Develop knowledge of hardware and software
• Produce documents with images, drawings and shapes
• Explore situations using spreadsheet formulae
• Communicate using charts, tables and animations
• Develop an understanding of networks and their benefits
• Explore the use of the Internet
• Create simple animated clips
• Show understanding of the importance of health, safety and ethics when using ICT
• Develop simple programmes
17.3.2 Grade 8

• Describe features of input, output and storage devices
• Create, edit and format multiple documents and tables
• Communicate using speaker notes and hand-outs
• Classify and retrieve specific information
• Perform advanced search on the Internet
• Explore the use of wireless and cable-based network
• Create video clips with narration and overlay text
• Show understanding of Information privacy and Security of data
• Model using ICT
• Handle information using database

17.3.3 Grade 9

• Show understanding of operating systems and utility programmes
• Create documents with table of content and list of figures and tables that can be adapted
for different recipients
• Handle information through advanced features, formulae and functions of spreadsheet
• Create a presentation using templates and slide masters
• Show understanding of different types of networks and network topologies
• Create a website and engage in e-discussions
• Create comic strips using an appropriate authoring tool
• Show understanding of data protection act, copyright, and plagiarism
• Show understanding of health hazards related to the use of ICT equipment
• Plan, develop, test, and modify sets of instructions for a given data model
• Query a database

18 Art and Design
Art and Design provides the platform for students to learn in, through and about Art and
Design practice, which includes art, craft and design. This twenty-first century Art and Design
curriculum seeks to motivate students to explore ideas and art forms which can extend and
challenge art-making. It also encourages students to engage in the design thinking process,
consisting of experimentation and production of an artwork that calls for logical, critical and
aesthetic considerations.
Learning through and about Art and Design enables students to build on their own experiences
as they engage with artworks made by others and make their own artworks, drawing on their
developing knowledge, skills and understanding. Students engage with knowledge of Art
and Design, develop skills, techniques and processes and use materials to explore a range
of media, techniques, processes, styles and contexts. Through Art and Design, students learn
to reflect critically on their own experiences and respond to the works of artists. They, hence,
develop their own arts knowledge and learn to express and communicate experiences through
and about Art and Design.
As students experience and explore the concepts of artists, artworks and audience, they
develop practical skills and critical thinking which inform their work, both as artists and audience.
The overarching aim of this twenty-first century Art and Design curriculum is to engage students
actively in both the ‘making of’ and the ‘responding to’ artworks in traditional as well as in
contemporary forms using materials, techniques, and processes.
Students will also engage with technology by exploring the wide possibilities it offers,
ranging from using simple ICT tools like scanners, printers and projectors, simple software
and applications, as well as the use of digital photography. Both aspects of ‘making of’ and
‘responding to’ allow the student to consider a range of viewpoints through which artworks
can be explored and interpreted. ‘Making’ and ‘Responding’ are intrinsically connected and
provide students with the knowledge, skills and understanding required for the study of Art and
Design.
The Art and Design curriculum is divided into two broad components: Making and Responding,
which comprise different key areas, as illustrated in Figure 18.1 below: Exploration and Application
Drawing
Making in 2D Painting
Printing
Making
Sculpture
Art Making in 3D
and Decorative Arts and Craft
Design
Art Understanding
Oral and Written
Responding Visual Literacy Art Analysis and Evaluation

Art Appreciation
Fig. 18.1: Components of Arts and Design

‘Making’ will include the study and use of knowledge, skills, techniques, processes, materials
and technology to explore concepts and produce artworks that communicate ideas, feelings and
emotions. Students engage in the process of experimentation with different ideas, techniques,
processes and materials, and select the visual forms they want to create through problem-
solving and by making informed decisions. They develop knowledge, understanding and skills
as they learn and apply techniques and processes using materials to produce 2D and 3D forms.
In so doing, students develop the skills of thinking critically and creatively in areas related to
Drawing, Painting, Printing and Design under 2D forms, and to Sculpture, Decorative Arts and
Craft under 3D forms.
‘Responding’ will include the exploration, analysis, interpretation and personal response to
artworks. The ‘responding’ engages the students both as artists and audience, as they view,
reflect, analyse, appreciate and evaluate their own and others’ visual artworks. As students
critically respond to their own artworks and those of others, they pursue broad questions, such
as: What meaning is intended in an artwork? How does the audience perceive and understand
an artwork? What beliefs and values are reflected in an artwork? Such an aspect of ‘responding’
in Art and Design is significant as students learn to understand, analyse and appreciate artworks
through the critical and contextual study of artworks. Through the process of analysis and
reflection on one’s own work and that of others, students develop understanding that meanings
can be interpreted and represented according to different viewpoints which are shaped by
personal and contextual experiences. While the local art of Mauritius and Rodrigues is the
initial focus for learning within this Art and Design curriculum, students will also engage with
international artists and artworks from different cultural and historical perspectives. Hence, this
Art and Design curriculum provides opportunities to build on this curiosity. As they engage with
artworks as audience, students also begin to understand how artworks express and communicate
ideas, feelings and emotions.
18.1 Aims of the Art and Design Curriculum
The aims of the Art and Design curriculum are to ensure that learners:
• Explore, interpret, express and communicate ideas, feelings, observations and experiences
confidently and creatively through a range of traditional and new media, techniques,
processes and technology
• Develop an inquisitive mind and experience curiosity and delight as well as value and
enjoy Art and Design
• Develop creative and critical thinking as well as problem-solving skills through engagement
in experimentation of media, techniques and processes and exploration of artists’ works
• Develop an understanding of aesthetics and appreciation through engagement in making
and responding to artworks
• Foster understanding, appreciation of and respect for their and others’ environment,
history, culture and values


• Develop creativity, critical thinking, aesthetics, knowledge and understanding about art
practices through both making and responding to artworks
• Draw from life experiences, observation and imagination to express and communicate
ideas and feelings in meaningful ways
• Use traditional as well as new media, techniques, processes and technology confidently to
express and represent ideas
• Engage with local art, both traditional and contemporary, to develop understanding and
appreciation of local productions, local heritage and to develop a sense of citizenship
• Interact with local and international artworks from different social, cultural and historical
contexts
• Understand and appreciate the relationship between the artist and the audience
• Use technology confidently to engage in research, investigation and production of artworks
18.3.1 Grade 7

• Explore ideas, experiences, observations and imagination to create artworks in 2D and 3D
• Use and experiment with different materials, techniques, and processes, including
technology, to make artworks in 2D and 3D
• Respond to a range of artworks; consider and appreciate how people make artworks,
starting with Mauritius and Rodrigues
• Present and explain own artworks and those of others in written and verbal form using Art
and Design terminologies
• Develop originality, creativity, critical thinking and an initial aesthetic awareness by
planning, creating and displaying 2D and 3D artworks
• Use technology for research and investigation
18.3.2 Grade 8

• Investigate ideas of their own and artworks from different cultures, and times, including
artworks from local artists, to use as inspiration for their own representations
• Explore techniques used by artists; adapt and manipulate same to represent a theme,
concept or idea in their artworks
• Develop and creatively apply media, techniques, and processes, including technology,
when producing artworks
• Observe and identify intended meaning, nature and purposes of artworks from local and
international artists as well as ancient civilizations
• Present, explain and discuss own artworks and those of others in written and verbal form
using appropriate Art and Design terminologies
• Enhance originality, creativity, critical thinking and an aesthetic sense by planning, creating
and displaying artworks
• Use technology for research, investigation and for artmaking, using simple ICT tools and
graphic software.

18.3.3 Grade 9

• Investigate ideas, practices and styles of artists to conceptualise and develop representation
of themes, concepts or subject matter
• Explore artists’ practices in respect to how media, techniques and processes are
manipulated to express meaning in order to enrich their own artworks
• Practise and refine application of media, techniques and processes to enhance
representation of ideas creatively in their own artworks
• Analyse and evaluate a range of visual artworks from contemporary and past times to
explore different viewpoints and develop appreciation of same
• Use Art and Design terminologies confidently to analyse, evaluate and appreciate own
works
• Present, explain and discuss about own artworks and those of others confidently and
maturely in written and verbal form using appropriate Art and Design terminologies
• Develop a personal style and a deeper aesthetic sense while conceptualizing and
producing artworks
• Use technology proficiently for research, investigation and for artmaking, using simple ICT
tools and graphic software

19 Performing Arts
Cutting across boundaries of time and space, Performing Arts have found significance as a
form of cultural expression. They have long been associated with both traditions and heritage.
Their presence in the curriculum gives an added dimension to cultural practice, a pedagogical
orientation that seeks to encourage creativity, imagination and understanding through
expressive skills.
Performing Arts in the curriculum, therefore, operate at two levels: the individual and the
social level. With an emphasis on cultural and artistic expression, Performing Arts provide
opportunities for learners to learn by experiencing, and to create and communicate meaning
through verbal and non-verbal means. At the heart of Performing Arts lies performance – be it by
using one’s body or an instrument – and a three-fold relationship that needs to be fostered: the
artist-audience relationship, artist-artist (interpersonal relationship), and the artist and himself/
herself (intrapersonal relationship).
In upholding these relationships, the learner will engage with specific values and attitudes that
characterise an ever-growing learning journey and experiences within Performing Arts. In order
to communicate to the audience, the learner will apply specific conventions in performing and
thereby develop an aesthetic vocabulary. Similarly, by interacting and working in an ensemble,
the learner will develop understanding and empathy, listen deeply and articulate feelings as
well as critical opinions in a bid to seek improvement in creative practice. Finally, by involving
the whole person – the mind, the body and the heart – in the learning experiences, the learner
will connect to himself/herself. Discipline, respect for an instrument or the performance space,
rigour and perseverance are among a number of intrinsic values that are inherent to Performing
Arts.
Moreover, in order to understand Performing Arts, the learner will relate them to their roots –
the social, cultural and historical contexts. The learner will develop an understanding of his/her
own culture and cultural traditions, as well as those of others. At the same time, he/she will also
draw from observations about society to feed into his/her creative practice.
With an emphasis on the learning experience as well as performance, assessment in the

Performing Arts will be based on both the process and the product. The process will include
the participation and level of engagement of the learner. Particularly germane to the learning
experience is the reflective ability of the learner, which would include critical appreciation of
others’ work and especially of his/her own involvement. Product will focus on the quality of
performance and the ability to convey meaning convincingly. The key to Performing Arts is not
necessarily about getting it right; it is mainly about understanding and growing, through which
creativity and individual expression will develop.
As illustrated in Figure 19.1, Performing Arts are divided into three broad fields: Music, Dance
and Drama/Theatre. Dance and Music are sub-divided into two categories: Western and Indian.
Distinct in their own ways, the three key domains in Performing Arts are also interconnected:

a/ The
m
a
at
Dr
re
Performing
Arts
Musi
e
nc
c
a
D
Fig. 19.1: Domains in Performing Arts
To ensure each field retains its specificities and still relates to other forms of expression, the
Performing Arts curriculum is articulated around four strands: Performing, Creating, Responding
and Performing Arts and Society, as seen in Figure 19.2:
Performing
Performing Performing
Arts & Creating
Arts
Society
Responding
Fig. 19.2: The Four Strands in Performing Arts

• Exploring and using the
elements, conventions,
processes, techniques and
terminologies
Practical knowledge/skills & • Oral/aural skills
Performing
processes • Technical skills
• Theoretical terms and
concepts specific to the
Art form
• Ideas in the specific genre

• Individually or collectively
drawing on a variety of
sources of motivation
Improvisation, ideas and • Communicate ideas/
Creating feelings/aesthetic
creativity
experiences
• Improvise simple
sequences/situations
• Communicate and
interpret meaning on the
Performing Arts
• Interpretative skills/
reflection
• Literacy/vocabulary
Responding Response and appreciation • Forms & styles specific to
Performing Arts
• Positive response to a set
of values pertaining to
each art form
• Listening and viewing
• Understanding the Art

form in context
• Situate art form/traditions
Social, cultural and historical in historical/ geographical
Performing Arts & Society contexts
contexts
• Borrow from one’s social
context and environment
to express ideas

19.1 Aims of the Performing Arts Curriculum
The aims of the Performing Arts curriculum are to ensure that learners:
• Develop artistic potential/sensibility using cognitive, psychomotor and affective skills in
the domain of Performing Arts
• Develop an informed and lasting appreciation of Performing Arts as a form of expression
• Engage the learner in a variety of performances through creative and collaborative
processes
• Promote understanding and appreciation of one’s and others’ culture through Performing
Arts
• Relate Performing Arts to the immediate environment and society

• Demonstrate an understanding of terms and concepts used in Performing Arts
• Communicate ideas, feelings and experiences using expressive skills in Performing Arts
• Perform and present their work confidently either in solo or in an ensemble to a general
audience
• Create a variety of situations/compositions through improvisation
• Respond to their and others’ performance using vocabulary specific to different genres
• Reflect on their involvement in the process leading to a performance
• Draw from and apply the processes of Performing Arts to their personal and social context
• Demonstrate understanding of their and others’ culture, values and attitudes through
different forms of cultural expression
• Collaborate creatively and interact as an ensemble
• Participate in a range of activities related to Performing Arts at the level of the school and
the community

19.3.1 Grade 7
Performing Arts
Performing Creating Responding
& Society
• Communicate • Create short • Use • Identify
a range of sequences appropriate different
feelings and using the dance traditions
expressions elements of vocabulary (folk, classical,
through dance to describe community)
gestures, dance/ within dance
postures and movement
movements
• Reflect • Describe how
• Memorise
on one’s historical
and perform
performance events relate to
simple
as well as that dance forms
sequences of
of peers
movement
Dance
• Demonstrate • Observe and
mental focus, adhere to
and physical principles of
control and safety and
an awareness practice
of time, space
and energy
• Show respect
and a positive
attitude to
dance as an
art form
• Use technical • Improvise • Describe • Identify music

and a variety of music and from specific
expressive basic rhythmic other aural cultural
skills in and melodic information contexts in
singing and patterns using musical Mauritius
playing of terminology and in other
Music instruments countries
• Perform basic, • Identify

rhythmic musical
and melodic instruments
patterns as per their
category

• Sing and • Distinguish
play simple between
compositions musical styles
with accuracy from a variety
in pitch and of cultures
rhythm
• Read, write • Reflect
and notate on one’s
simple performance
melodic and as well as that
rhythmic of peers
compositions
Music
• Observe and
adhere to
principles of
safety and
practice
• Show respect
and a positive
attitude to
music as an
art form
• Create simple • Perform using • Reflect • Identify local

scripts and alternative on one’s stories, themes
performances endings to performance and characters
in groups familiar stories as well as that and compare
of peers these with
universal
stories
• Engage with • Improvise • Observe and • Relate stories
basic blocking a variety of adhere to and values
and stage simple stories principles of to specific
movement and situations safety and performances
from their practice
Drama/ environment
Theatre • Demonstrate • Show respect
how voice, and a positive
expression attitude to
and drama as an
movement art form
can create
meaning
• Use
appropriate
costumes,
props and
decor for
performance

19.3.2 Grade 8
Performing Arts
& Society
• Coordinate • Improvise • Describe a • Explain the
movement extended variety of function of
with different movement dance forms dance in their
rhythms patterns using lives
space, time
and energy
concepts
• Demonstrate • Describe • Discuss dance
focus, physical and interpret as an art form
control and specific emanating
coordination movements in from various
in performing dance cultures
Dance • Demonstrate • Compare

an awareness and contrast
of the body as features of
an instrument dance forms
of expression from different
when cultures
rehearsing
and
performing
• Perform and
interact with
partners and
in groups
• Read, write • Sing and play • Describe • Describe

and perform compositions different the role and
melodic with variations features in importance
compositions music using of music in
and forms musical the Mauritian
terminology society and in
other cultures
Music • Demonstrate • Distinguish

ease in between a
technical and variety of
expressive musical forms
skills in
singing and
playing
instruments

• Perform and • Distinguish
interact with between
partners and musical styles
Music
in groups from a variety
of cultures
• Design • Retell or • Discuss the • Discuss how

and create rewrite stories different theatre can
appropriate from different structural reflect and
costumes, cultures elements of address social
props and a story or a issues
decor for performance
performance and its
emotions
• Perform with • Use their own • Describe the
an awareness experience experience of
of blocking and performing
and space imagination and being
to create part of a
different production
Drama/ characters
Theatre and situations
• Vary
expressions,
voice, body
movement
and posture
according
to different
situations
• Collaborate
in groups
to perform
and to script
scenarios

19.3.3 Grade 9
Performing Arts
& Society
• Demonstrate • Demonstrate • Use • Reflect on the
the ability to the ability to appropriate function of
interpret and go beyond dance dance across
communicate imitating vocabulary to cultures
meaning movement to discuss dance
through dance create original as an art form
material
• Demonstrate • Create and • Identify
increased perform aesthetic
ability and skill in simple qualities in
in movement choreography dance
and dance though
using concepts improvisation
of space, time
and energy
Dance
• Practise and
refine technical
and expressive
skills in dance
• Collaborate
with peers
to prepare
a dance
presentation for
an audience
• Sing and play • Improvise • Demonstrate • Demonstrate

a variety of simple musical knowledge
compositions compositions literacy and respect for
with using through the music of
appropriate vocal and the use of diverse cultural
expression, instrumental notation and groups
technical musical skills terminology
accuracy, good
Music posture and
tone quality
individually or
in an ensemble
• Practise and • Identify

refine technical aesthetic
and expressive qualities in
skills in music music

• Participate • Classify
in musical instruments
activities in their as per their
school and the category
community
• Demonstrate • Discuss
collaborative the role of
practice in technology
working with in producing
Music partners and new
in groups to opportunities
perform for an for musical
audience expression
• Demonstrate
appropriate
presentation
skills during
performance
for an audience
• Perform and • Improvise • Observe, • Use problem-

dramatize dramatic analyse solving skills
stories from stories from and discuss in groups to
fiction, a variety of character dramatize
literature or life situations, traits a story
experiences especially life with social
in groups experiences significance
using theatre
conventions
• Express • Use a • Critique a • Relate drama
emotions in variety of performance and stories to
Drama/ a convincing performance using the wider social
Theatre manner during styles, vocabulary and cultural
performance including pertaining to contexts
tableau, mime drama
and script-
based
• Use body • Use
movement, performance
expression to explore
and voice content in
to enhance other subject
meaning areas

20 Physical Education
Physical Education is an integral part of the total educational process and has as its aim: the
development of a physically, mentally, emotionally, and socially well fit citizens through the
medium of physical activities which have been selected with a view to realizing these outcomes
(Charles A. Bucher). The new Physical Education curriculum will give Mauritian students the
opportunity to develop motor skills needed to participate in sports and physical activities in
their everyday life and for recreational purposes. Physical Education will allow them to be aware
of their physical self that will in turn help them develop the ability to make sound decisions for
successful participation in moderate to vigorous physical activity. Through organised games
and competitions students will develop important values, social and life skills as they compete
and collaborate with others to achieve common goals. Participation in expressive and creative
movements will help students enhance their aesthetic appreciations and learn appropriate
emotional expression. Ultimately, satisfying and successful experiences in physical education
will develop a desire for lifelong participation in physical activities geared towards a healthy
lifestyle.
20.1 Aims of the Physical Education curriculum
The aims of the new Physical Education curriculum are to help students:
• Acquire knowledge of concepts, principles and processes in the performance of physical
activity and healthy lifestyle.
• Develop proficiency in motor skills through regular participation in physical activities,
sports and games.
• Acquire skills to maintain a health enhancing level of physical fitness
• Appreciate aesthetic movements and use them for appropriate physical and emotional
expression
• Make sound decisions in the choice of activities for lifelong participation in physical
activities.

Knowing
• Demonstrate an understanding of movement concepts
• Demonstrate a knowledge of the processes required for the development and maintenance
of fitness for a healthy lifestyle
Doing
• Demonstrate efficiency and effectiveness in motor skills and body mechanics in various
sports activities.
• Participate regularly in a variety of activities geared towards physical fitness development
and recreation.
• Demonstrate creativity through different movement patterns.
Valuing
• Appreciate the potential of aesthetic movements for appropriate social and emotional
expression.
• Appreciate the value of lifelong physical activities and sports in the development and
maintenance of a healthy lifestyle.
• Appreciate the potential of sports and physical activity as career opportunities.
20.3.1 Grade 7

• Demonstrate proficiency in basic skills of selected sports (Stance, Execution and Follow
through).
• Explain the importance of safe practices in Physical Education.
• Explain the theoretical concepts related to Skill, Feedback and Motivation.
• Apply theory and principles of Fitness to enhance Cardiovascular Fitness, Muscular
Strength and Flexibility.
20.3.2 Grade 8

• Demonstrate proficiency in motor skills in a wide range of sports (Stance, Execution and
Follow through) learnt at Grade 8.
• Participate in physical activities for promotion of Personal Fitness.
• Demonstrate positive personal and social behaviour.
• Explain the theoretical concepts related to Physique, Components of Health Related
Fitness, Diet & Fitness and Effects of Drugs and Alcohol.
20.3.3 Grade 9

• Demonstrate proficiency in advanced skills in selected sports.
• Select Physical Activities that develop personal Fitness for Active & Healthy Living.
• Demonstrate positive and social behaviours (Fair Play, Co-operation, Responsibility,
Caring).
• Explain the theoretical concepts related to Skeletal and Muscular systems.
• Apply different strategies in a variety of Games & Sports.

21 Life Skills and Values (LSV)
In the complexity of a modern society undergoing deep and consequent changes, there is
an urgent need to enable young learners to feel integrated in society and to lead a healthy,
active and productive life. According to the World Health Organization (WHO), “the abilities
for adaptive and positive behaviour that enable children to deal effectively with the demands
and challenges of everyday life” are called life skills. These include confidence, assertiveness,
decision-making, and the ability to stay safe and healthy.
The importance of Life Skills and Values (LSV) as a curricular subject is therefore to equip
our learners with a broad set of social and behavioural skills that will help them to positively
face and effectively deal with the challenges of modern society. It will enable them to build
resilience, develop self-regulation, increase self-awareness, practice positive relationship and
strengthen problem-solving skills.
21.1 Addressing Life Skills and Values
The three fields of skills form a core set of skills which the Life Skills curriculum will address
through intercultural education, sexuality education, values education, social & emotional well-
being, and road & safety education.
21.2 Intercultural Education
Intercultural education addresses the need to build social cohesion and to maintain peaceful
coexistence. It will help to develop life skills by bringing awareness of cultural diversity as part
of our human identity, developing respect for differences among communities and individuals,
and promoting intercultural dialogue.
21.3 Sexuality Education
Sexuality education aims at developing life skills by helping learners understand their own
sexuality, develop and maintain healthy relationships with the opposite sex, manage sexuality
issues and adopt responsible sexual behaviours.
21.4 Values Education
Values Education is the process of providing opportunities for the continuous development in
all students of the knowledge, skills and attitudes related to certain values. It will help to develop
life skills by helping learners to acquire the capacity to identify, exhibit and share societal values
that guide their attitudes, decision-making and choices in everyday life.
21.5 Social & Emotional Well-being
Social and emotional well-being refers to the way someone thinks and feels about himself and
others. The curriculum will help to develop life skills by enabling learners to effectively manage
their emotions, behaviour and relationships with others.

21.6 Road Safety Education
Road Safety Education is about guiding our children to stay safe on the road as well as to be
attentive road users by developing their own strategy for coping with the dangers and hazards
of the road environment. It will help to develop life skills by preparing learners to build their
capacity to assess risks and acquire knowledge of road safety. Other issues related to safety,
such as disaster preparedness, will also be addressed.
21.7 Organisation of the LSV Curriculum
The Life Skills and Values curriculum at Grades 7, 8 & 9 is organised around three interrelated
fields of skills, which are Cognitive, Social and Emotional skills. These three fields of skills, which
form a comprehensive conceptual model (see Figure 21.1 below), propose a core set of skills
that are addressed in the teaching of Life Skills at school. They are described as follows:
Fig. 21.1: The Core Components

Source: Hong Kong Education Programme.
21.8 Transacting Life Skills and Values
Life skills will be developed in learners through activity-based learning, a method in which
the learner is actively involved in participating mentally and physically. Learning by doing is
the main focus of this method. It provides varied experiences to the students and facilitates the
acquisition of knowledge, experience, skills and values.
Activity-based learning is grounded in the information processing theory whereby learners

innately strive to make sense of the world around them. In the process of learning, they
experience, memorize and understand what is happening in their own context and this
facilitates the internalisation of concepts relevant to their needs. Activity-based learning builds
the student’s self-confidence and develops understanding through work in his/her group.

21.9 The 21st Century Competencies and the LSV Curriculum
The Life Skills and Values curriculum is based on the core framework of 21st Century
Competencies which help the learners to re-shape their beliefs, attitudes and actions by taking
into consideration certain values (Refer to Figure 21.2 below).
Self-
Confident directed
Person Learner
ls Civi
n Skil c Lit
o er
ati ac
m y,
or
lf- s M
Se nes
f
G
In
an Se
lo
are
d
ag lf-
b
an
al
Aw em
i on
Aw
en
, Collaborat
arene
t
Core
le
ss and Cr
Decision-
Responsib
Making
Values
ation
s
ar ial
es
os
Aw S o c
ic
en
s
un
-Cu
Relations
m
hip
lt u
m
Managem
ra
Co
ent Sk
Cr
ills l
itic

al a
nd In ing
ventive Think
Active
Concerned Contributor
Citizen
Fig. 21.2: Core Values
21.10 Aims of the Life Skills and Values curriculum
The aims of the Life Skills and Values curriculum are to ensure that learners will develop:
• Self-awareness. They will learn to recognise themselves, to identify their strengths and
weaknesses, their likes and dislikes and their rights and responsibilities and to further
develop their self-control.
• Effective communication. They will learn to express themselves by using basic verbal and
non-verbal communication skills.
• Interpersonal relationship. They will learn how to relate and to interact positively with
people, how to build new relationships and value them.
• Empathy. This will allow them to share someone else’s experience and feelings, to
understand and appreciate the differences and similarities between people and to avoid
prejudice.
• Stress management. By identifying its sources, understanding how it affects them and
others, and by devising means to control its levels.
• Ability to cope with emotions. By understanding how emotions influence their behaviour
and how to respond to these appropriately.
• Creative thinking. It helps to conceive and elaborate new ideas and to adapt to changes
more easily.
• Critical thinking. It enables them to analyse information objectively and to think clearly
and rationally about what to do or what to believe.
• Decision-making skills. It enables learners to make the right choice among possible
alternatives.
• Problem-solving skills. It is the process of identifying the nature of a problem and of
finding solutions to difficult or complex issues.
At the end of Grade 9, learners are expected to have experienced a value-based quality
education which offers opportunities to develop critical and creative thinking allowing learners
to adapt and to change while engaging in diverse social groups and society at large.
21.12.1 Grade 7

• Recognise their strengths and weaknesses, and likes and dislikes by developing self-
awareness skill
• Express themselves verbally and non-verbally in different situations and in appropriate
ways by developing effective communication skills
• Relate and interact positively with people by developing interpersonal relationship skills
• Share someone else’s experiences and feelings by developing empathy
21.12.2 Grade 8

• Cope with stress by identifying its sources, understanding how they are affected by stress
and devise means to control its levels
• Cope with emotions by understanding how they influence their behaviour and how to
respond to them appropriately
• Think creatively by conceiving and elaborating new ideas and by adapting themselves
more easily to change
21.12.3 Grade 9

• Think critically by analysing information objectively, and think clearly and rationally about
what to do or what to believe
• Make the right decision among possible alternatives
• Propose solutions to complex problems by identifying the nature of the problems

22 Curriculum Time Allocation
The curriculum proposes a flexible framework of time allocation for each subject in the
curriculum for the regular 3-year cycle and the extended 4-year cycle. It is based on a 5-day
week and 45 periods of 35 minutes each. The time allocation serves as a guide to schools
on how to organise the teaching-learning process and ensures that there is consistency in the
delivery of the curriculum in schools throughout the Republic of Mauritius.
The approach used to specify the time to be allocated to each subject has been based on the
following considerations:
• The total number of subjects is the same across Grades 7, 8 and 9.
• The relative time allocated between subjects reflect international practice.
• Curriculum time should incorporate development of skills, attitudes and values, and 21st
Century Competencies as opposed to only subject content.
• The amount of content in both core and optional non-core subjects should roughly fit
within the proposed time.
• The time allocation represents indicative hours which show how many hours are
recommended to achieve meaningful learning outcomes.
• It is deemed important to allow the school and teachers some autonomy to vary the time
spent, according to the needs and difficulties of their students.
• The development of 21st Century Competencies is cross-curricular and, thus, does not
have a specific time allocation.
• One period per week must be free to allow for extra-curricular activities.
22.1 School Timetabling
Timetabling at school level can be flexible provided that the total time allocation for each subject
is adhered to. School management and the timetable proposed must ensure that the whole
curriculum is taught. Schools aiming to adjust or adapt time allocation in a significant manner
must first gain the approval of the Zone Director. Timetabling should provide opportunities
for longer teaching/learning sequences for project work and practical classes. Double periods
create fewer disturbances and waste of time in moving from class to class for both teachers and
pupils.
22.2 Subjects for Grades 7-9
Core Subjects
English, French, Mathematics, Science, Social and Modern Studies (SMS), Business and
Entrepreneurship Education (BEE), Technology Studies (Design and Technology & Food and
Textile Studies), Information and Communication Technology (ICT), and Art and Design.
Optional Core Subjects

Mauritian Kreol, Asian Languages (Hindi, Marathi, Tamil, Telugu, Urdu, and Modern Chinese),
Arabic, and optional subjects offered by some schools such as foreign languages and Agriculture.
Non-Core Subjects
Performing Arts (Dance, Music and Drama), Physical Education, and Life Skills and Values.

22.3 Curriculum Time Allocation: Regular 3-Year Cycle
The time allocated for the regular 3-year cycle should be in line with the following:
English and Mathematics

Five periods are to be allocated each week across Year 1 to 3.
English and French

English and French languages must have one dedicated period for literature.
Languages and Communication Skills

All languages must have one dedicated period for Communication Skills.
Performing Arts
Students will be offered drama, dance and music. They will have to choose one component only.
Design & Technology and Food and Textile Studies

The NCF Grades 7-9 recommends Design and Technology and Food and Textile Studies to all
students. For schools who do not have the necessary facilities and infrastructure, Design and
Technology or Food and Textile Studies will be introduced gradually.
Life Skills and Values

This subject of one period per week comprises sexuality education, social and emotional well-
being, values education, intercultural education, health education and road safety. It should
ideally be taught by the Form Teacher.
Remedial Teaching
The issue of remediation in English and Mathematics is a priority across Grades 7-9 in the
regular 3-year cycle. Therefore, one dedicated period in the timetable is allocated for targeted
remediation in English and Mathematics in Grade 7, 8 and 9.
Remedial Teaching and other Learning Support

One period is dedicated for remedial classes and learning support. Individual or group
remediation and learning support will be based on learner needs and difficulties as determined
by the Learning Support Team at school level.
Library Period
One library period must be teacher-guided work and under the supervision of the library officer.
Other Subjects in the Curriculum

Other foreign languages and subjects like agriculture can be included in the school timetable
provided the above are adhered to.
Extra-curricular Activities
One period per week must be free to allow for extra-curricular activities.

22.4 Curriculum Time Allocation: Extended 4-Year Cycle
For the extended 4-year cycle, there is not an increase in curriculum time each year for every
subject area, but cumulatively over the four years, each subject area has an increase in curriculum
time. The following are to be considered when working out the time-table at school:
English and Mathematics

Six periods are to be allocated each week across Year 1 to 4.
English and French

English and French languages must have one dedicated period for literature.
Languages and Communication Skills

All languages must have one dedicated period for Communication Skills.
Design and Technology and Food and Textile Studies

Design and Technology and Food and Textile Studies will be offered to all students. For schools
who do not have the necessary facilities, Design and Technology or Food and Textile Studies
will be introduced gradually.
Performing Arts
Students will be offered drama, dance and music. They will have to choose one component only.
As compared to the 3-year regular stream, more curriculum time must be allocated to Performing
Arts which is a powerful tool through which learners of the extended 4-year cycle can express
themselves and use it for cross-curricular learning.
Life Skills and Values

This subject of one period per week comprises sexuality education, social and emotional well-
being, values education, intercultural education, health education and road safety. It should
ideally be taught by the Form Teacher.
As compared to the 3-year regular stream, Life Skills must be allocated additional curriculum
time. Learners in this stream do have learning difficulties which in most cases are a result of
social, familial and emotional problems. Life Skills can help tackle these issues and put learners
in better learning dispositions.
Remedial Teaching: Literacy and Numeracy

The issue of remediation in Literacy and Numeracy remains a priority and has to be addressed
as early as possible, that is, in Years 1 and 2. For this reason, two dedicated periods have been
allocated for literacy and numeracy in Years 1 to 2. One period is allocated for literacy and
numeracy in Years 3 and 4.
Remedial Teaching and other Learning Support

Two periods are dedicated in Years 3 and 4 for remedial classes and learning support. Individual
or group remediation and learning support will be based on learner needs and difficulties as
determined by the Learning Support Team at school level.

Library Period
It has to be teacher-guided work, under the supervision of the library officer.
Extra-curricular Activities
One period per week must be free to allow for extra-curricular activities.
Other Subjects in the Curriculum

Other foreign languages and subjects like agriculture can be included in the school timetable
provided the above are adhered to.
Additional information on time allocation will be provided in the Teaching and Learning
Syllabus for Grade 7 to 9.

GLOSSARY OF SOME TERMS
Source: Adapted from Glossary of Curriculum Terminology (2013), International Bureau of Education, UNESCO.
Assessment
The process through which the progress and achievements of a learner is measured or judged
in compliance with specific quality criteria.
Assessment as learning
Assessment that actively involves learners and encourages them to think about the way they
learn. It occurs when learners reflect on and regulate and monitor their learning progress.
Assessment for learning

Assessment of learner’s progress and achievement in order to support and enhance learning.
Learners are made aware of their strengths and weaknesses while being provided with adequate
support to overcome learning difficulties.
Assessment of learning
Assessment of learner’s achievement to provide information about what has been learned.
This process often involves the use of tests or examinations.
Attitude
A learned tendency or readiness to evaluate things or react to some ideas, persons or situations
in certain ways, either consciously or unconsciously. Attitudes are underpinned by values and
beliefs and have an influence on behaviour.
Basic ICT Skills

The skills needed to use efficiently ICT to retrieve, access, store, produce, present and exchange
information, and to communicate and participate in collaborative networks via the Internet.
Benchmarking
Systematic process of searching for best practices, innovative ideas and highly effective
operating procedures that lead to superior performance.
Competency
A competency is defined as a combination of knowledge, skills and attitudes appropriate to the
context. Competencies can be domain-specific, e.g. relating to knowledge, skills and attitudes
within one specific subject or discipline, or general/transversal because they have relevance
to all domains/subjects. Competency in the fundamental basic skills of language, literacy,
numeracy and in information and communication technologies (ICT) is an essential foundation
for learning, and learning to learn supports all learning activities. Critical thinking, creativity,
initiative, problem solving, risk assessment, decision taking, and constructive management of
feelings play a role in all eight key competences. (Source: European Parliament 2006).
Competencies
Competencies are also defined as the sum of skills needed to live in a contemporary
knowledge society. In their recommendation on key competencies for lifelong learning, the
European Parliament and the Council (2006) set out eight key competences: communication
in the mother tongue; communication in foreign languages; competences in mathematics,

science and technology; digital competence; learning to learn; interpersonal, intercultural and
social competences, and civic competence; entrepreneurship; and cultural expression (Source:
CEDEFOP, 2011). Curriculum policies increasingly focus on competencies that students are
expected to develop during the whole process of learning across specific subjects or disciplines
and that they need to succeed in education and for personal development, employment and
inclusion in a knowledge society.
Compulsory education
Minimum legal standards and duration of obligatory schooling. It extends to the age of 16 in
the Republic of Mauritius.
Consultation
The process of seeking and valuing opinions and experience of experts and various legitimate
stakeholders that is an integral part of the broader curriculum development and review process.
Core curriculum
The body of knowledge, skills and attitudes expected to be learned by all students, generally
related to a set of subjects and learning areas that are common to all students, such as languages,
mathematics, arts, physical education, science and social studies.
Cross-curricular areas
Learning topics and themes to be covered and skills/competencies to be developed in a
number of learning areas across the curriculum.
Curriculum
‘Curriculum’ is a description of what, why, how and how well students should learn in a
systematic and intentional way.
Curriculum adaptation
A process of adjusting the existing curriculum to meet the diverse needs of learners of all
abilities.
Curriculum design
The process of meaningfully constructing and interconnecting the components of a curriculum
so as to address such fundamental questions as what needs to be learned and how and why, the
resources required and how learning will be assessed.
Curriculum differentiation
The process of modifying or adapting the curriculum according to the different ability levels of
the learners in the classroom. Differentiation takes account of learner differences and matches
curriculum content and teaching and assessment methods to learning styles and learner needs
and characteristics (Source: UNESCO, 2004b).
Curriculum evaluation
The process of measuring and judging the extent to which the planned courses, programmes,
learning activities and opportunities as expressed in the formal curriculum actually produce the
expected results.

Curriculum framework
An overarching document that fulfils some or all of the following: places national statements
of vision, economic development and education policy in a curriculum context; sets out broad
aims of the curriculum; explains the educational philosophy underlying the curriculum and
approaches to teaching, learning and assessment that are fundamental to that philosophy;
outlines the curriculum structure, its subjects or learning areas and prescribes requirements for
curriculum implementation, monitoring and evaluation (Source: UNESCO IBE, 2011).
Curriculum goals
Broad descriptions of purposes or ends stated in general terms without criteria of achievement
or mastery. Curriculum aims or goals relate to educational aims and philosophy.
Curriculum implementation
The process of putting the formal curriculum into practice.
Curriculum monitoring
A process of gathering information for evaluating the effectiveness of the curriculum and
ensuring that the intended, implemented and attained curricula are aligned.
Curriculum planning
The process concerned with making decisions about what to learn, why, and how to organize
the teaching and learning process taking into account existing curriculum requirements and the
resources available.
Curriculum policy
Formal decisions made by government or education authorities that have a direct or significant
effect on the curriculum, its development and implementation.
Curriculum review
A systematic approach to evaluating, reviewing and revising curricular areas and programmes
within a specific timeframe which aims to identify gaps and weaknesses with a view to increasing
curriculum effectiveness and continually improving student learning experiences. Normally
it involves several phases including: research and selection; revision and development;
implementation; and evaluation and monitoring.
Differentiated teaching
An approach to teaching that involves offering several different learning experiences and
proactively addressing students’ varied needs to maximise learning opportunities for each
student in the classroom. It requires teachers to be flexible in their approach and adjust the
curriculum and presentation of information to learners of different abilities.
Digital divide
The gap within populations between those who can access and use Information and
Communication Technologies (ICT) effectively, and those who cannot.
Dropout
It refers to withdrawal from an education or training programme before its completion.

Educational attainment
The highest level of education an individual has successfully completed. This is usually
measured with respect to the highest educational program successfully completed which is
typically certified by a recognised qualification.
Education pathway
It refers to the set of related education programmes provided by schools, higher education
institutions or TVET providers, which eases the progression of individuals within or between
education sectors.
Extra-curricular activities
A range of activities organized outside of the regular school day, curriculum or course intended
to meet learners’ interests. These activities can include sport, voluntary work, photography,
drama, music, etc. In some countries, this is also referred to as ‘co-curricular activities’.
Foundational skills
The skills needed to live in contemporary society, such as listening, speaking, reading, writing
and mathematics.
Gifted or talented learners

Gifted learners are those whose potential is distinctly above average in one or more of the
following domains: intellectual, creative, social and physical.
Human capital
Knowledge, skills, competencies embodied in individuals that promote personal, social and
economic wellbeing.
Inclusive curriculum
Curriculum which takes into consideration and caters for the diverse needs, previous
experiences, interests and personal characteristics of all learners. It attempts to ensure that
all students are part of the shared learning experiences of the classroom and that equal
opportunities are provided regardless of learner differences.
Inclusive education
A process that involves the transformation of schools and other centres of learning to cater
for all children – including boys and girls, rural and urban populations, those affected by
HIV and AIDS, and those with disabilities and difficulties in learning, and to provide learning
opportunities for all youth and adults as well. UNESCO defines inclusive education as a process
of strengthening the capacity of the education system to reach out to all learners and can thus
be understood as a key strategy to achieve SDG-4. As an overall principle, it should guide all
education policies and practices, starting from the fact that education is a basic human right and
the foundation for a more just and equal society (Source: UNESCO, 2009).
ICT integration
It refers to the use of information and communication technologies (ICT) as mediating devices
supporting student learning that can include elements of assessment, tutoring, and teaching. It
involves a wide set of applications and processes, such as web-based learning, computer-based
learning, virtual classrooms and learning environments, and digital collaboration. It includes the
delivery of content through a wide range of electronic media (e.g. internet, intranet/extranet,

audio- and videotape, satellite broadcast, and interactive television.) and access to resources
that inform learners of new ideas, which they can then reflect upon and integrate into their
existing knowledge.
Individualised education plan (IEP)

A written plan created for a student with disabilities by the student's teachers, parents, the
school rector, and other interested parties. The plan is tailored to the student's specific needs
and abilities, and outlines attainable goals.
Information and Communication Technologies (ICT)

A diverse set of technological tools and resources used to transmit, store, create, share or
exchange information. These technological tools and resources include computers, the Internet
(websites, blogs and emails), live broadcasting technologies (radio, television and webcasting),
recorded broadcasting technologies (podcasting, audio and video players, and storage devices)
and telephony (fixed or mobile, satellite, video-conferencing, etc.) (Source: UIS, 2009).
Inquiry-based learning
A process that provides opportunities for learners to construct their own understanding of
the complexity of the natural and human world around them. Many models of inquiry-based
learning share some common features such as: investigation into a relevant issue, problem
or concept; a learner-centred approach; the discovery and examination of the complexity
of understanding and the involvement of thinking and reflection in the learning process. A
curriculum adopting this approach implies that learners work with new and challenging content
and concepts, connect new information to former knowledge, select thinking and learning
strategies deliberately and plan, monitor, and evaluate their own thinking processes (Adapted
from: Seel, 2012).
Knowledge society
According to UNESCO, knowledge societies are about capabilities to identify, produce,
process, transform, disseminate and use information to build and apply knowledge for human
development. They require an empowering social vision that encompasses plurality, inclusion,
solidarity and participation (Source: UNESCO, 2005b). The need for continuous learning is a
general characteristic of the knowledge society and the capacity for each individual to learn
throughout life is crucial.
Learner
A person of any age acquiring new knowledge or skills.
Learning
Individual acquisition or modification of information, knowledge, understanding, attitudes,
values, skills, competencies or behaviours through experience, practice, study or teaching.
Learning area
Grouping of traditionally discrete but related subjects with the explicit aim of integrating
students’ learning. For example, the learning area ‘social sciences/studies’ can include elements
of geography, history, citizenship, economy/ commerce, philosophy, and sociology (Adapted
from: UNESCO IBE, 2011).
Learning level
Competencies a learner can achieve.
Learning outcomes
The totality of information, knowledge, understanding, attitudes, values, skills, competencies or
behaviours a learner has mastered upon the successful completion of an education programme
(Adapted from: UIS, 2012).
Learning to learn
A lifelong process in which individuals deliberately or intuitively plan, monitor, and adapt their
learning. When individuals learn to learn, they treat learning activities as objects of inquiry,
personal reflection and self-analysis (Adapted from: Seel, 2012).
Lifelong learning
All learning activities undertaken throughout life, which results in improving knowledge,
know-how, competences and/or qualifications for personal, social and/or professional reasons.
Life skills
Originally defined by the World Health Organization as a group of psychosocial competencies
and interpersonal skills that help people make informed decisions, solve problems, think
critically and creatively, communicate effectively, build healthy relationships, empathise with
others, and cope with and manage their lives in a healthy and productive manner. Life skills are
not normally seen as a domain, or a subject, but as cross-cutting applications of knowledge,
skills, values and attitudes which are important in the process of individual development and
lifelong learning.
Lower secondary education

It continues the basic programs of primary education by building upon the learning outcomes,
although teaching is typically more subject-focused, often employing more specialised teachers
who conduct classes in their field of specialisation. The educational aim is to lay the foundations
for lifelong learning on which education systems may expand further educational opportunities.
Mobility
The ability of a student or the opportunity given to a student to move and adapt to new
educational pathways or environment.
National curriculum
A description – normally set out in a document or series of related documents – of the prescribed
common goals, objectives and quality and/or content criteria of a national school system. This
may take the form of standards (defined objectives and achievement criteria at given levels of
education and in specific subjects or learning areas). It may also indicate the extent to which
decisions on curriculum content can be made on the local or school level (Adapted from: OECD,
2004).
National qualification framework (NQF)

A reference tool developed by the Mauritius Qualification Authority for describing and
comparing qualification levels in the national qualification system. The NQF is a 10-level
framework, starting with Certificate of Primary Education/PSAC at Level 1 up to PhD at Level
10 and sets out the levels at which qualifications can be recognised. It shows how different
qualifications relate to each other and enables different types of qualifications to be compared
through a common language of level.

NCE
It stands for the National Certificate of Education and is obtained after assessment at the end
of Grade 9, based on a predetermined Teaching and Learning Syllabus for each subject to be
assessed.
Nine-Year Continuous Basic education

Nine-year continuous basic education encompasses compulsory schooling and includes
Grades 1 to 6 of primary and Grades 7 to 9 of lower secondary education. It represents the
foundation for lifelong learning on which further levels or types of education can be built.
Period
A segment of time in the school day that is approximately 35 minutes long.
Primary education
Learning and educational activities typically designed to provide students with fundamental
skills in reading, writing and mathematics (i.e. literacy and numeracy), and to establish a sound
foundation for learning and solid understanding of core areas of knowledge and personal
development, preparing for lower secondary education. It aims at learning at a basic level of
complexity with little if any specialisation.
PSAC
It stands for the Primary School Achievement Certificate and is obtained after assessment at
the end of Grade 6, based on a predetermined Teaching and Learning Syllabus for each subject
to be assessed.
Remedial teaching
Teaching or activities aimed at helping students with learning difficulties or supporting
students that may need to develop better learning skills as well as master content. It is designed
to remedy, strengthen and improve the academic achievement of students who demonstrate
substandard performance.
Readiness for a grade

The basic knowledge, understanding and skills that students are expected to have upon
entering a grade.
School timetable
A schedule of events that organises school activities throughout the day and week. For each
class or activity, a timetable specifies a starting and an ending time. Typically the shortest
duration on the timetable is called a period. In Mauritius, a period lasts for 35 minutes and the
number of periods per week is 45.
Special needs education

Educational activity and support designed to address specific needs of disabled students or
students failing school for reasons known to impede optimal progress.
Spiral curriculum
Curriculum design (based on the ideas of the American psychologist Jerome Bruner) in which
key concepts and topics are repeatedly presented overtime in the context of new, broader and
more complex learning experiences. It serves in consolidating pre-existent learning as well as
broadening and exploring more in-depth the different learning content.
Student-teacher ratio / pupil-teacher ratio
Student–teacher ratio is the number of students who attend a school divided by the number
of teachers in the school.
Sustainable development goal 4 (SDG-4)

It is one of the seventeen goals to transform our world and it ensures inclusive and quality
education for all and promotes lifelong learning.
Teaching and Learning Syllabus (TLS)

The Teaching and Learning Syllabus refers to the content of what is to be taught, and to the
knowledge, skills, competencies, attitudes and values that are to be developed. It also outlines
the aims, selection and sequence of contents to be covered, specific learning objectives, and
assessment and evaluation schemes. It articulates concisely the specific learning outcomes
for each grade as per NCF 2015 and features achievable learning outcomes that represent a
teaching, learning and assessment roadmap.
Technical, Vocational Education and Training

UNESCO defines TVET as ‘those aspects of the educational process involving, in addition
to general education, the study of technologies and related sciences and the acquisition of
practical skills, attitudes, understanding and knowledge relating to occupation in various sectors
of economic life.’
Time Allocation
The amount of time to be devoted to instruction in a certain subject according to official
regulations, requirements or recommendations. It should be distinguished from the time that
is actually spent on learning.
Twenty-first (21st) Century Competencies

An overarching concept for the knowledge, skills and attitudes citizens need to be able to
fully participate in and contribute to the knowledge society. This need is mostly attributed to
the changes in society, and more particularly, to the rapid development of technology and its
impact on the way people live, work and learn. In the information or knowledge society the
development of conceptual and metacognitive knowledge is increasingly considered important.
Furthermore, the changes in economy and the labour market caused by globalization and
internationalisation are an important driving force for the need of 21st Century Competencies.
Upper Secondary Education

Educational programmes designed to complete secondary education in preparation for
tertiary education, or to provide skills relevant to employment or both.
Values
Culturally defined principles and core beliefs shared by individuals and groups that guide and
motivate attitudes, choices and behaviour, and serve as broad guidelines for social life.

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National Curriculum Framework

Nine-Year Continuous Basic Education

Mauritius Institute of Education

Coordinator – Organisation and Development

Subject Coordinators and Writers

National Curriculum Framework Nine-Year Continuous Basic Education | 1

List of Contributors Mahatma Gandhi Institute

List of Contributors Arabic Language

List of Contributors in CONSULTATIVE MEETINGS:

Professionals from other Institutions, Ministries and Unions:

• Aapravasi Ghat Trust Fund • Ministry of Environment, Sustainable

2 | National Curriculum Framework Nine-Year Continuous Basic Education

Part 1: General Introduction and Orientation 9

1 The National Curriculum Framework 11

National Curriculum Framework Nine-Year Continuous Basic Education | 3

Part 2: The Learning Areas in Grades 7, 8 and 9 45

4 | National Curriculum Framework Nine-Year Continuous Basic Education

6 | National Curriculum Framework Nine-Year Continuous Basic Education

18 Art and Design 105

Glossary of Some Terms 129

National Curriculum Framework Nine-Year Continuous Basic Education | 7

8 | National Curriculum Framework Nine-Year Continuous Basic Education

National Curriculum Framework Nine-Year Continuous Basic Education | 9

National Curriculum Framework Nine-Year Continuous Basic Education | 11

1.2 Embracing Change

1.2 Continuous Basic Education for All

12 | National Curriculum Framework Nine-Year Continuous Basic Education

1.3 Overall Goals

1.3.1 Specific Objectives

The specific objectives of the NYBCE are to:

National Curriculum Framework Nine-Year Continuous Basic Education | 13

2.1 Curricular Change - A Fundamental Pillar of the NYCBE

Fig. 2.1: Curriculum and the Realisation of SDG-4

2.2 NCF Grades 7-9

14 | National Curriculum Framework Nine-Year Continuous Basic Education

2.3 Criteria for Curriculum Review and Development

National Curriculum Framework Nine-Year Continuous Basic Education | 15

2.4 General Goals of the Curriculum

16 | National Curriculum Framework Nine-Year Continuous Basic Education

Fig. 2.3: Outcomes of the Nine-Year Curriculum

2.6 Curriculum for Grades 7-9

2.7 Learning Principles that Inform the Curriculum

The NCF 2016 is constructed around the following key principles:

Knowledge is constructed in collaboration with

Learning is multi-dimensional and meets the

Learning is enhanced by the use of technology.

Assessment informs and transforms learning.

National Curriculum Framework Nine-Year Continuous Basic Education | 17

2.8.1 Learning Areas

2.8.2 Subjects in Grades 7-9

Optional Core Subjects

18 | National Curriculum Framework Nine-Year Continuous Basic Education

Business and Entrepreneurship Education (BEE) seeks to develop an entrepreneurial thinking

2.8.3 21st Century Competencies

The development of 21st Century Competencies is an essential consideration in the

Information and Personal

Fig. 2.4: 21st Century Competencies for all learners

National Curriculum Framework Nine-Year Continuous Basic Education | 19

3.1 The Context

3.2 The New Measures

20 | National Curriculum Framework Nine-Year Continuous Basic Education

2017 2018 2019 2020 2021 2022

Table 3.1: Student Promotion Pathways

3.2.1 Admission to Regular and Extended Cycles