📚 New Changes to the O/L Curriculum: 14 Subjects and 35 Credits Per Term!

There’s been a lot of talk lately about the new changes coming to the Ordinary Level (O/L) curriculum. Let’s break down this new syllabus, with its 14 subjects and 35 credits per term, in simple terms.

Imagine three students, A, B, and C, who have just passed their Grade 10 exams this year.

• A wants to do Maths, Science, or Technology for their A/Ls.
• B wants to do Arts for their A/Ls.
• C wants to do Commerce for their A/Ls.

Since these students are still in Grade 10, they only need to study 7 subjects for their O/Ls.

💡 Compulsory and Elective Subjects

The O/L curriculum is divided into two main parts:

• 5 Compulsory Subjects
• 2 Elective (Optional) Subjects

Compulsory Subjects (Common Core Curriculum)

All students must study these 5 subjects:

• Mother Tongue
• English Language
• Mathematics
• Science
• Religion and Values Education

Elective Subjects

There are several subjects students can choose from. It’s important to select these based on the A/L stream you plan to pursue.

• Second National Language
• Information and Communication Technology
• History
• Citizenship Education
• Health and Physical Education
• Technology
• Geography
• Aesthetics Education
• Entrepreneurship and Financial Literacy

🚀 From 7 to 14 Subjects! – The Further Education Curriculum

You might be wondering, if there are only 7 subjects for the O/Ls, what are the 14 subjects all about?

This refers to the “Further Education Curriculum,” which includes subjects not covered in the O/L exam, but are essential for your future A/L studies. These fall under 3 main categories:

1. STEM Subjects (Science, Technology, Engineering, Maths)
2. Humanities and Social Sciences
3. Management

Subject Selection Based on A/L Stream (Examples)

1. For Student A, who wants to pursue a STEM stream:

Student A will need to study an additional 7 subjects besides their O/L exam subjects.

• 7 Subjects for O/L Exam:
  • 5 Compulsory Subjects
  • 2 Elective Subjects
• 7 Non-Examinable O/L Subjects:
  • 4 Subjects from the STEM Category: Pure Mathematics, Applied Mathematics, Chemistry, Biology, Physics, Computer Science, Data Science, Agricultural Science, Engineering Technology, Bio-Engineering Technology, Food and Consumer Technology, Aviation Studies, Health and Physical Education (IT and Mathematics are compulsory from this list).
  • 2 Subjects from Humanities and Social Sciences: History (compulsory) and an Aesthetics subject (compulsory).
  • 1 Vocational Training Subject (Construction and Infrastructure, Creative Industries, Primary Industries, Social and Communication Services, Manufacturing and Technology).

Total Subjects: 7 (Examinable) + 7 (Non-Examinable) = 14 subjects

2. For Student B, who wants to pursue an Arts stream:

Student B will also need to study an additional 7 subjects besides their O/L exam subjects.

• 7 Subjects for O/L Exam:
  • 5 Compulsory Subjects
  • 2 Elective Subjects
• 7 Non-Examinable O/L Subjects:
  • 4 Subjects from Humanities and Social Sciences.
  • 2 Subjects from the STEM Category: Information Technology (IT) is compulsory from this list.
  • 1 Vocational Training Subject.

Total Subjects: 7 (Examinable) + 7 (Non-Examinable) = 14 subjects

3. For Student C, who wants to pursue a Commerce stream:

Student C will also need to study an additional 7 subjects besides their O/L exam subjects.

• 7 Subjects for O/L Exam:
  • 5 Compulsory Subjects
  • 2 Elective Subjects
• 7 Non-Examinable O/L Subjects:
  • 4 Subjects from Management.
  • 2 Subjects from Humanities and Social Sciences: History (compulsory) and an Aesthetics subject (compulsory).
  • 1 Vocational Training Subject.

Total Subjects: 7 (Examinable) + 7 (Non-Examinable) = 14 subjects

📈 Credits and the GPA System

A significant part of the new curriculum is the introduction of a credit system and the GPA (Grade Point Average) system. Similar to universities, credit values will be assigned based on the learning hours (lectures + practicals + self-study) students dedicate to each subject.

Credit Distribution (Per Term)

• For the 5 Compulsory Subjects: A total of 14 credits
  • Mother Tongue: 3 Credits
  • English: 3 Credits
  • Mathematics: 3 Credits
  • Science: 3 Credits
  • Religion and Values Education: 2 Credits
• For the 2 Elective Subjects: 2 credits per subject, totaling 4 credits.
  • Total Credits for the 7 O/L Exam Subjects: 18 credits.
• For the 7 Non-Examinable Subjects: 2 credits per subject, totaling 14 credits.
  • Total Credits: 18 + 14 = 32 credits.

Transversal Skills

In the future, once teachers and physical resources are fully available in schools, an additional 3 credits will be added under “Transversal Skills.” These include subjects like Literary Appreciation, Media Studies, Industrial Exposure, Digital Citizenship, and more.

• Until this is implemented, the total credits per term will be 32.
• After implementation, the total credits per term will be 35.

📊 Assessment Method and GPA

Under the new curriculum, exams will be based on assessments.

2 Assessment Methods

1. Learning Module-Based Assessments
2. National Assessment (O/L Exam)

The GPA System

O/L exam results will be given as a GPA (Grade Point Average) value instead of traditional merit grades (A, B, C, S, W).

• GPA Value by Marks (Example):
  • 90-100% = 4.0
  • 80-89% = 3.7
  • 70-79% = 3.3
  • 60-69% = 3.0
  • 50-59% = 2.7
  • 40-49% = 2.0 (Pass)
  • Below 39% = 0.0 (Fail)

The final GPA will be calculated by taking the average of the GPA values received for all subjects.

Example: If a student received the following GPA for 7 subjects:

• Mathematics: 3.7
• English: 3.3
• Mother Tongue: 4.0
• Religion: 3.7
• Science: 3.0
• Elective Subject 1: 3.5
• Elective Subject 2: 3.2

Total GPA points = 3.7+3.3+4.0+3.7+3.0+3.5+3.2=24.4 GPA = 24.4/7=3.48 (approximately)

The Examinations Department has not yet clarified how this GPA will determine whether a student has passed or failed the O/L examination.

⏰ Changes to School Hours

With the new curriculum, each period will be 50 minutes long, and there will be 7 periods. This means school hours will increase by approximately 30 minutes.

These new changes aim to provide students with a broader education and lay a strong foundation for future academic and career opportunities.

Potential Benefits of the New O/L System

• Holistic Development: By expanding the number of subjects to 14 (7 examinable, 7 non-examinable), the aim is to provide a more well-rounded education. This means students will gain exposure to a broader range of knowledge and skills beyond what’s traditionally tested, potentially fostering more critical thinking, creativity, and practical abilities.
• Future-Oriented Skills: The emphasis on subjects like Information and Communication Technology (ICT), Entrepreneurship, and Financial Literacy, especially for those pursuing STEM and Commerce streams, directly addresses the demands of the 21st-century job market. This could equip students with more relevant skills for future careers and entrepreneurship.
• Reduced Exam Pressure (Potentially): Shifting from traditional A, B, C grades to a GPA system, combined with continuous assessments through learning modules, aims to reduce the intense exam-focused pressure students currently face. This could lead to a less stressful learning environment and encourage a deeper understanding of subjects rather than rote memorization.
• Flexibility for A/L Streams: The inclusion of “further education” subjects, categorized into STEM, Humanities/Social Sciences, and Management, allows students to get a head start and gain foundational knowledge in their chosen A/L stream even before sitting the O/L exam. This might make the transition to Advanced Level studies smoother.
• Focus on Practical Skills: The introduction of “Vocational Training” subjects and the emphasis on “Transversal Skills” (once implemented) suggest a move towards more practical, real-world applications of knowledge, which is crucial for overall development and employability.
• Addressing Education Sector Needs: The Ministry of Education has highlighted that these reforms are part of a broader plan to improve the quality of general education, strengthen equity, enhance evidence-based policymaking, and transform the entire education system to meet national development goals.

Potential Concerns and Challenges

• Increased Workload: While the intention is holistic development, increasing the number of subjects from 7 (examinable) to 14 (total) could potentially lead to an increased workload for students, even if some are not externally examined. This might add to academic pressure, especially for students who struggle to manage multiple subjects.
• Implementation Challenges: Any large-scale educational reform requires significant resources, including well-trained teachers, updated infrastructure, and clear guidelines. The success of the “Transversal Skills” and “Vocational Training” aspects heavily relies on the availability of qualified instructors and proper facilities in schools. If these are not adequately provided, the benefits might not materialize.
• Teacher Training: Teachers will need comprehensive training to adapt to the new curriculum, assessment methods (especially the GPA system), and teaching methodologies for the expanded subject list. Without sufficient and effective training, the quality of delivery could suffer.
• Clarity on GPA System: While the concept of GPA is generally positive, the exact methodology for its calculation and how it will determine eligibility for A/L streams is still being finalized. Lack of clarity could cause confusion and anxiety among students, parents, and teachers.
• Perception of “Non-Examinable” Subjects: There’s a risk that students and parents might de-prioritize subjects not directly included in the national O/L examination, focusing primarily on the examinable seven. This could undermine the goal of holistic development.
• History Subject’s Status: The fact that History is not an examinable compulsory subject, but compulsory for certain non-examinable streams, has been a point of contention for some who believe it should maintain its previous status due to its importance in national identity and critical thinking.
• Increased School Hours: The extension of school hours might impact students’ extracurricular activities, rest, and time for self-study, potentially leading to burnout if not managed effectively.

Conclusion

The new O/L curriculum aims to modernize Sri Lanka’s education system, aligning it with global trends and focusing on relevant skills for the future. The shift towards a broader curriculum, continuous assessment, and practical learning holds significant promise. However, its ultimate success will depend heavily on robust implementation, adequate resource allocation, comprehensive teacher training, and clear communication with all stakeholders.

It’s a step towards a potentially more well-rounded and future-ready education, but like any major reform, it will likely face a period of adjustment and require ongoing evaluation and refinement.

Disadvantages of the New O/L Curriculum

While the new O/L curriculum aims to modernize and improve education in Sri Lanka, there are several potential drawbacks that could impact students, teachers, and the education system as a whole.

1. Increased Workload and Stress

One of the most significant concerns is the potential for an increased workload on students. Even though 7 of the 14 subjects are non-examinable at the national level, students still need to study them in depth. This could lead to:

• More study hours: Juggling 14 subjects, even if some are for continuous assessment, will demand more time and effort from students daily.
• Reduced free time: Less time for extracurricular activities, hobbies, rest, and family, which are crucial for overall child development.
• Increased academic pressure: Despite the shift away from a purely exam-focused system, the sheer volume of content could still cause stress and burnout.

2. Implementation Challenges

Implementing such a large-scale reform across an entire national education system is incredibly complex and faces several hurdles:

• Teacher readiness: Many teachers may not be adequately trained or comfortable with the new curriculum content, teaching methodologies, and the GPA assessment system. Insufficient training could lead to poor delivery of the new subjects.
• Resource allocation: Providing the necessary physical resources, such as laboratories, computer facilities, and equipment for vocational and technical subjects, will be a massive undertaking, especially in rural or underprivileged schools.
• Curriculum materials: Developing and distributing new textbooks and learning materials for 14 subjects across all streams, within a short timeframe, can be challenging.
• Policy clarity: As noted, details on how the GPA system will specifically determine O/L pass/fail status are still pending. Lack of clear guidelines can create confusion for students, parents, and educators.

3. Risk of De-prioritization of Non-Examinable Subjects

There’s a strong possibility that students, parents, and even some teachers might prioritize the 7 national examination subjects over the 7 non-examinable ones.

• Focus on exam success: Despite the stated goal of holistic education, the culture of “passing the exam” is deeply ingrained. If a subject doesn’t count towards the final O/L GPA in the same way, it might be seen as less important.
• Undermining holistic goals: This could defeat the purpose of introducing a broader curriculum for well-rounded development if the non-examinable subjects are not given due attention.

4. Strain on School Infrastructure and Time

The increased number of subjects and the extended school hours will put pressure on existing school infrastructure and scheduling:

• Classroom availability: Schools may struggle to accommodate additional classes or activities for 14 subjects within their current facilities.
• Teacher availability: Finding enough qualified teachers, especially for specialized vocational or technical subjects, could be a significant challenge across all schools.
• Logistical complexity: Managing timetables for 14 subjects and ensuring all learning objectives are met efficiently will be a complex task for school administrations.

5. Uncertainty Regarding A/L Progression

While the new system aims to prepare students for A/Ls, the exact impact on A/L progression is yet to be seen.

• GPA confusion: Without clear benchmarks for what GPA is required for specific A/L streams, students might feel uncertain about their future academic path.
• Transition period challenges: The first few cohorts under this new system might face unforeseen challenges as universities and higher education institutions adapt to the new O/L GPA transcripts.

6. Philosophical Concerns (e.g., History)

Some educationists and cultural advocates have expressed concern about the reduced direct emphasis on certain subjects, like History, as a compulsory examinable subject. While History is mandatory for some non-examinable streams, its exclusion from the core examinable group for all students is seen by some as potentially weakening national identity and critical historical awareness among all students.

In summary, while the new O/L curriculum has laudable goals, its success hinges on overcoming these significant practical and pedagogical challenges.