At Great Daylight School we run an enquiry-based, competency focused programme which maps Ghana's national standards to international best practice. Below you can explore our approach to the Oxford curriculum, and the Ghana Eduction Service Curriculum(GES) we align to.
Oxford curriculum here refers to teaching resources and frameworks emphasising structured progression, clear learning goals and teacher guidance (e.g. Oxford University Press primary programme approaches). At Great Daylight School we adapt these practices into our local context.
Oxford resources encourage clear sequencing (skills first), guided practice, scaffolded differentiation and regular assessment. Lessons are often structured: starter, guided input, independent practice, plenary / reflection.
Use formative checks (exit tickets), term tests and moderated portfolios. Data informs small-group teaching and targeted interventions. Learning objectives should be visible and measurable at lesson and term levels.
Ghana's national curriculum emphasises learner-centred, competency-based education (implemented through GES and NaCCA). We align our school programme to national benchmarks so pupils meet required competencies and transition smoothly between public exams and progression checks.
Key stages typically include Early Years, Primary (Basic), and Junior High. Each stage lists subject curricula, achievement standards and core competencies (communication, numeracy, digital literacy, critical thinking).
We map learning objectives from our textbooks/resources against the national standards for each term (scope & sequence). This ensures external examinations, promotion and national learning outcomes are respected while keeping teaching progressive and inquiry-based.
English, Mathematics, Science, Social Studies, sequenced from early phonics sense to higher order skills at JHS.
ICT, Art, Music, PE, Clubs and STEM activities for etra-curricular skills.