This study aimed to evaluate the Social Studies Curriculum for Senior High Schools in Ghana to determine whether the subject has attained its goal(s) or not, using Stake’s Countenance Evaluation Model. The study took place in the Asante Akim North District. The population for study were all Social Studies teachers and students in the district. The multi-stage sampling technique was adopted for the study and the sample size was 120, made up of 100 students and 20 teachers. The concurrent mixed method approach was adopted. The main instruments used for collecting data were questionnaires, interviews (focus group and unstructured interview), observation and documentary analysis. Quantitative data were tabulated, organised, analysed and interpreted to draw sound conclusions and generalisations. The data were presented in the form of tables and percentages. Words were used to interpret the tables and percentages for easy understanding. The qualitative data responses were described and explained in the form of themes. Sometimes responses were quoted verbatim to authenticate claims made. The study looked at the congruence between what was intended to occur and what was observed before and during the implementation of the curriculum in the Asante Akim North District. On the transactions, it was revealed that teachers in the district communicate the problem the topic seeks to address and the specific objectives to the learners during instruction. Also, teachers varied their teaching methods, techniques and strategies. However, teachers failed to take students out on field trips. Also, they failed to use video documentaries to deliver their lessons inhibiting students’ creativity as they are denied the opportunity to explore and get first-hand information to build up knowledge and develop the needed attitudes and values. From the findings, it is therefore recommended that the National Council for Curriculum and Assessment should increase the time allotted to the teaching of Social Studies at the SHS level from 3-periods of 40 minutes a week to 5-periods of 40 minutes a week to give teachers and learners ample time to discuss, debate, digest and solve problems during instructional hours to enable the goal of the subject attained.

Monitoring and supervision in schools is a very important aspect in the educational process. The purpose of the study was to examine monitoring and supervision of curriculum delivery in the Junior High Schools in Ejisu-Juaben Municipality of Ghana. Mixed method research approach was adopted for the study. The population f or this study was made up of teachers, head-teachers and the deputy director in charge  of supervision in the Ejisu-Juaben Municipality. Purp osive and convenient sampling techniques were employed to select the one-hundred and eighty-four respondents for the study. The main instruments for data collection were questionnaire and observation. The study revealed that monitoring and supervision was more or less just conformance to stipulated regulations and that teachers and head-teachers must comply without necessarily ensuring staff development to reduce limitations. The study also indicated that there is high level of impact of monitoring and supervision on Junior High Schools’ curriculum implementation in Ejisu-Juaben Municipality over the past years. It is recommended that, f or good performance, appraisal should be done at least by the end of every school term to ascertain staff performance on their j ob. It is also recommended that, for improvement of curriculum implementation, school heads should improve on; frequency coordination of all departments of the organization of visiting less on sessions, checking teachers’ less on notes, inviting teachers to observe him/her teach and checking students’ assignments, class exercises and pupils project work to ensure regular marking of exercise takes place.