Curriculum development is an essential part of activities carried out for students in school, which cannot be overlooked. It is carried out to help students to cope with discoveries and other definite activities in their lives. Literacy curriculum development is all about acquiring skills, applied, practiced and socially situated for learning and teaching processes. The purpose of the study is to examine the concept of literacy curriculum development, the factors guiding literacy curriculum development and the importance of literacy curriculum development to education. Specifically, the study reviews studies that impact teaching and learning in schools, and the factors influencing literacy curriculum development. This study is significant because literacy curriculum development would influence qualitative standards in education in the country. It would also improve the confidence of students and teachers of Basic Science and Management Science. The conclusion drawn for the paper is that literacy in curriculum development should be seen as a major step, which would provide solution to educational problems by incorporating the new developments in the society. It would also contribute greatly to the effectiveness of teaching and learning in the classroom.

Implementation of Curriculum forms a crucial part of teacher’s activities carried out for students in school, this is very vital to meet up with the demands of education and needs of society. It is carried out to help students to understand the discoveries and other definite activities around them. Implementation of literacy curriculum development is all about working with the acquiring skills, applied, practiced and socially situated for learning and teaching processes. The purpose of the study is to examine the concept of implementation of literacy curriculum developed to determine international positive school, the factors guiding implementation literacy curriculum development and the importance of implementation of literacy curriculum development to influence international positive school in the country. Specifically, the study reviews the factors influencing implementation of literacy curriculum development and studies that influence teaching and learning in schools. This study is significant because literacy curriculum development as correlates to international positive schools and well-being would inspire students’ education to be respected and recognized globally. It would also equip students with quality education. It would expose students to knowledge that could handle future challenges of life. It would also serve as opportunity for social interaction among teachers and students from various countries. The conclusion drawn for the paper is that literacy curriculum development should be seen as an avenue which could attract international positive schools and well-being of the students, country and the world at large. It would help to find solution to educational problems by incorporating new developments in the nation’s school system. It promotes educational linkages among nations. There would be healthy interaction among teachers and students which would contribute greatly to the effectiveness of teaching and learning in the classroom.

This study considered the impact of Covid -19 pandemic on Teachers’ and Students interaction in Basic Science Classrooms in junior secondary schools in Ekiti State. The research procedure involves descriptive research of survey type. Participants were 320 Basic Science students which were randomly selected across four Local Government areas in Ekiti State. Data were collected with the instruments titled Impact of Covd-19 pandemic on teachers’ classroom interaction (IC-19TCI) and Impact of Covid-19 pandemic on students’ classroom interaction (IC-19SCI). The reliability of the instruments was determined through Cronbach Alpha and this yielded a correlation coefficient of 0.78 and 0.75 for IC-19TCI and IC-19SCI, respectively at 0.05 level of significance. Descriptive statistics such as frequency count, percentages, means, graphs and standard deviation were used to analyze the data. The results revealed that the impact of COVID-19 Pandemic on teachers’ interaction in the classroom was negative.