Edves maps it at learning indicator level, so a school can see which specific expectations were taught, which were assessed, and which were neither — rather than reporting that a strand was covered.
Structure
The Standards-Based Curriculum organises each subject into strands, sub-strands, content standards, learning indicators and learning outcomes, with the 4Rs and Core Competencies running through. It was introduced from September 2019 for KG and primary levels.
| Element | What it states |
|---|---|
| Strand | The broad area of the subject |
| Sub-strand | A division within the strand |
| Content standard | What learners should know and be able to do at a level |
| Learning indicator | The specific, observable expectation. This is where teaching actually happens |
| Learning outcome | What demonstrates the standard has been met |
Why the indicator is the level that matters
A school that reports coverage at strand level is reporting something close to nothing. “We covered Number” does not distinguish a class that can partition three-digit numbers from one that cannot.
Indicator-level records let a head teacher produce the report that actually changes practice: which indicators were taught, which were assessed, and which appear in neither record. In most schools the third category is uncomfortably large in exactly the subjects that matter most.
The foundational literacy and numeracy problem
Ghana’s 2026 basic curriculum review was reported as being prompted in part by concerns about foundational literacy and numeracy outcomes. This is not a new finding, and it is not unique to Ghana — but it has a specific implication for how a school uses data.
A learner who has not secured decoding in B2 will not recover it by being taught B4 content faster. The intervention that works happens early and is targeted at the specific gap, which requires knowing what the gap is. Aggregate termly percentages do not provide that; indicator-level records do.
Edves supports early identification against foundational indicators and small-step progress against a learner’s own baseline, which is how progress for a struggling learner has to be measured if the number is to mean anything.
Scheme of learning
Schemes are generated from the curriculum rather than copied forward from last year, distributed across the actual number of teaching weeks in the term. When weeks are lost — and in Ghana they are, to holidays, examinations, and disruptions nobody planned for — the system reallocates remaining indicators and shows what has to be compressed or dropped.
That last part matters. Most schools discover in week eleven that four weeks of content remain, and quietly drop whatever is last in the scheme, which is frequently the content nobody assessed either.
What Edves provides
- Indicator-level mapping across the KG and primary curriculum.
- Coverage in three categories — taught and assessed, taught but not assessed, not reached.
- Lesson planning against a named indicator and a stated instructional model, drafted by AI and owned by the teacher — see Pedagogy with AI.
- Assessment tagged to the same indicators, so the join between teaching and checking exists automatically — see School-Based Assessment.
- Core Competency tracking, recorded through observable evidence rather than asserted in a comment box.
- Mother tongue provision in lower primary — see mother tongue education.
- Remapping handled by Edves when NaCCA revises, rather than left to the school.
The 2026 revision
A revised basic curriculum was presented to the Ministry of Education in July 2026. Schools should not rebuild schemes of learning in anticipation until the final documents and implementation timetable are published. See the 2026 review.